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This thesis investigates the reliability of the Piers-Harris Children’s Self-Concept Scale (Second Edition) through a study involving middle school students, analyzing the self-reported assessments
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How to fill out The Reliability of the Piers-Harris Children’s Self-Concept Scale, Second Edition

01
Obtain a copy of The Reliability of the Piers-Harris Children’s Self-Concept Scale, Second Edition.
02
Familiarize yourself with the instructions provided in the manual.
03
Gather the necessary materials, such as pencils and paper for the respondents.
04
Ensure that the setting is appropriate for the children to complete the scale, free from distractions.
05
Explain the purpose of the scale to the children in age-appropriate language.
06
Administer the scale, allowing each child sufficient time to think and respond to each item.
07
Collect the completed scales and review the responses for any incomplete items.
08
Score the responses according to the scoring guidelines provided in the manual.
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Analyze the scores to determine the children's self-concept levels.

Who needs The Reliability of the Piers-Harris Children’s Self-Concept Scale, Second Edition?

01
Psychologists and counselors working with children.
02
Educators who wish to assess their students' self-concept.
03
Researchers studying child development and self-perception.
04
Parents seeking to understand their children's self-esteem.
05
Mental health professionals offering therapeutic support.
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Tennessee Self Concept Scale (TSCS) It consists of 100 self-descriptive questions of which 90 concern self-perception and 10 self-criticism. Answers to each question are graded from 1 (completely true) to 5 (completely false).
The Piers-Harris 3 provides a Total Score that reflects overall self-concept, plus domain scores that permit more detailed interpretation. Nationally representative norms are based on a sample of nearly 1,400 students recruited from school districts and colleges throughout the United States.
ing to symbolic interactionism, individuals develop a sense of self through their interactions with others, incorporating feedback and perceptions from their social environment. Mirror Theory: It is a theory that suggests that people develop their self-concept through social interaction.
The child's own responsiveness and support of others will also enhance his self-concept. Through his interactions with others he begins to think of himself as being a good person, a valuable part of a group. Babies need loving and consistent relationships to develop a positive sense of self.
A child's self-concept begins to develop at birth. It begins with how adults respond to her. Parents and caregivers create a positive emotional bond with an infant through warm and caring interactions. This positive emotional bond with parents and caregivers promotes a child's healthy self-concept.
Children's self-views may reflect both early emotional tendencies and the ways in which parents differentially respond to this emotion. All of these theoretical frameworks suggest that children's self-concepts are likely associated with child, parent, and family characteristics.
The SCQ has been proven to have good reliability (Cronbach's α of . 89) and good validity (clinical validity of . 70; i.e., the correlation between the scores on the SCQ and estimates of self-esteem made by experienced clinicians on a 10-point visual analog scale for a sample of psychiatric patients; Robson, 1989).
A child's self-concept begins to develop at birth. It begins with how adults respond to her. Parents and caregivers create a positive emotional bond with an infant through warm and caring interactions. This positive emotional bond with parents and caregivers promotes a child's healthy self-concept.

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The Piers-Harris Children’s Self-Concept Scale, Second Edition, has demonstrated strong reliability with high internal consistency and test-retest reliability, making it a trustworthy measure of children's self-concept.
Typically, educators, psychologists, and mental health professionals who evaluate children's self-concept and related social-emotional factors would utilize the Piers-Harris Scale, but there is no formal requirement to file it.
Respondents should read each statement carefully and indicate the degree to which each statement is true for them by selecting from the provided response options, usually ranging from 'almost always' to 'not at all.'
The purpose of the Piers-Harris Scale is to assess various aspects of self-concept in children, providing insights into their self-perception, emotional well-being, and areas that may require support or intervention.
Results typically include scores on different subscales of self-concept, overall self-concept score, and may include demographic information to contextualize the findings.
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