Piers-Harris Children’s Self-Concept Scale

By /

Abstract

The Piers-Harris Children’s Self-Concept Scale (PHCSCS), originally developed by Elien V. Piers and Dale B. Harris in 1969, is a widely recognized instrument in psychological assessment designed to measure the self-concept of children and adolescents. It is specifically intended to provide a comprehensive evaluation of how a child perceives their own behavior, intellectual abilities, physical appearance, and emotional state. The scale is a self-report measure that utilizes a simple dichotomous scale response format, making it accessible for use with younger populations.

The PHCSCS consists of 80 declarative statements requiring a Yes/No response, which simplifies administration and scoring. It yields a total score reflecting global self-concept and six distinct factor scores corresponding to specific domains of self-perception. This instrument remains a foundational tool for researchers and clinicians studying child development, mental health, and educational outcomes.

Keywords

Self-concept, child psychology, psychological assessment, self-esteem, Piers-Harris, self-report measure, adolescent mental health.

Authors

Elien V. Piers, Ph.D., Dale B. Harris, Ph.D.

Purpose

The primary purpose of the PHCSCS is to obtain a quick yet robust measure of a child’s global self-concept. Clinically, it is used to identify children who may be experiencing difficulties related to low self-esteem or poor self-image, often serving as an initial screening tool in school or clinical settings. By assessing various domains, the scale helps professionals pinpoint specific areas of self-perception that require therapeutic intervention or further investigation.

Furthermore, the instrument is widely employed in educational and developmental research to study changes in self-concept over time, evaluate the effectiveness of school programs aimed at enhancing self-esteem, and understand the relationship between self-perception and academic or social success. It is particularly useful for measuring the impact of intervention programs aimed at improving children’s self-regard.

Construct

The PHCSCS measures self-concept, defined as a person’s perceptions of themselves, formed through experiences with and interpretations of the environment, and usually considered highly influential in behavior. The scale operationalizes this construct as a hierarchical structure, yielding a total score for global self-concept alongside six distinct subscale scores (factors).

These subscales cover crucial domains of a child’s life, reflecting the multidimensional nature of self-perception. The comprehensive nature of the instrument ensures that a single negative self-evaluation in one domain (e.g., physical appearance) does not unduly influence the assessment of other domains (e.g., intellectual status), providing a detailed profile rather than just a single overall score.

Validity

The Piers-Harris Children’s Self-Concept Scale demonstrates strong evidence of construct validity, supported by decades of research showing that the scores correlate logically with other measures of adjustment, personality, and academic achievement. Initial validation studies focused on ensuring that the 80 items comprehensively represented the universe of self-statements relevant to children.

Criterion-related validity is often established through correlations between PHCSCS scores and ratings provided by parents, teachers, and clinicians regarding the child’s adjustment and emotional stability. Lower scores on the PHCSCS are consistently associated with indices of maladjustment, such as anxiety or depression, thereby confirming its ability to measure psychological well-being.

Reliability

The reliability of the PHCSCS is generally considered robust across various studies. Internal consistency, measured typically using Cronbach’s alpha, for the global scale is consistently high, often ranging from 0.88 to 0.93. This high coefficient indicates that the 80 items measure a unified underlying trait (global self-concept).

Test-retest reliability coefficients, which assess stability over time, have also been reported as satisfactory, generally falling in the 0.70s and 0.80s over short intervals (e.g., 2-4 weeks). This stability suggests that the child’s fundamental self-perception, as measured by the PHCSCS, is relatively stable unless significant developmental or environmental changes occur.

Factor Analysis

The original 1969 scale structure was derived through rigorous factor analysis, which identified six primary subscales, or factors. These factors allow for a nuanced interpretation of a child’s strengths and weaknesses in their self-perception, moving beyond the global score.

The six dimensions derived from the factor analysis are instrumental in providing clinical insight:

  • Behavioral Adjustment: Reflects the child’s self-perception of their conduct, rule-following, and compliance (e.g., “I often get into trouble”).
  • Intellectual and School Status: Measures perceived cognitive competence and academic performance (e.g., “I am smart,” “I am good in my school work”).
  • Physical Appearance and Attributes: Concerns satisfaction with physical features, physical ability, and overall health (e.g., “My looks bother me,” “I am strong”).
  • Anxiety: Reflects general feelings of nervousness, worry, and emotional distress (e.g., “I worry a lot,” “I am often afraid”).
  • Popularity: Measures perceived social acceptance and ability to make friends (e.g., “I am unpopular,” “I have many friends”).
  • Happiness and Satisfaction: Addresses general mood, self-acceptance, and overall life satisfaction (e.g., “I am a happy person,” “I wish I were different”).

Instrument

Test Type: Self-report, Standardized Psychological Inventory

Format: 80 items; Dichotomous Scale (Yes/No response)

Language Available: English (Original), widely translated into Spanish and other major languages.

Population Group: School-aged children and adolescents.

Age Group: Typically 8 to 18 years (Grades 4 through 12).

Population Details: Normative data are based on large, representative samples of children from various demographic backgrounds, updated in later editions (e.g., Piers-Harris 2) to reflect modern populations.

Test Methodology: Administration involves presenting the child with 80 declarative statements. The child marks “Yes” if the statement is true or mostly true for them, or “No” if it is false or mostly false. The total raw score is calculated by summing the number of self-concept positive responses, which is then converted to standard scores or percentiles for interpretation. High scores indicate a high self-concept.

Keywords

Behavioral adjustment, academic competence, social popularity, psychological testing, children’s mental health.

Authors

Author ORCID Identifier: Not publicly available.

Affiliation Email addresses: Contact via institutional records.

Correspondence Address: Elien V. Piers, Ph.D. & Dale B. Harris, Ph.D. (Historical affiliation with Pennsylvania State University).

Permissions & Fee and Test Year

The original 1969 version was published by Western Psychological Services (WPS). Reproduction of the scale items, in whole or in part, requires explicit written permission from the publisher. Fees are associated with the purchase of official test booklets, scoring keys, and manuals for clinical and research use.

Test Year: 1969

Reference’s

Piers, E. V., & Harris, D. B. (1969). The Piers-Harris Children’s Self-Concept Scale. Nashville, TN: Counselor Recordings and Tests.

Western Psychological Services (WPS). (Current Edition Manual). Piers-Harris 2: Children’s Self-Concept Scale, Second Edition. Los Angeles, CA: Western Psychological Services.

Items of the Piers Harris Children s Self-Concept Scale

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

1. My classmates make fun of me.
yes
no
2. I am a happy person.
yes
no
3. It is hard for me to make friends.
yes
no
4. I am often sad.
yes
no
5. I am smart.
yes
no
6. I am shy.
yes
no
7. I get nervous when the teacher calls on me.
yes
no
8. My looks bother me.
yes
no
9. When I grow up‚ I will be an important person.
yes
no
10. I get worried when we have tests in school.
yes
no
11. I am unpopular.
yes
no
12. I am well behaved in school.
yes
no
13. It is usually my fault when something goes wrong.
yes
no
14. I cause trouble to my family.
yes
no
15. I am strong.
yes
no
16. I have good ideas.
yes
no
17. I am an important member of my family.
yes
no
18. I usually want my own way.
yes
no
19. I am good at making things with my hands.
yes
no
20. I give up easily.
yes
no
21. I am good in my school work.
yes
no
22 I do many bad things.
yes
no
23. I can draw well.
yes
no
24. I am good in music.
yes
no
25. I behave badly at home.
yes
no
26. I am slow in finishing my school work.
yes
no
27. I am an Important member of my class.
yes
no
28. I am nervous.
yes
no
29. I have pretty eyes.
yes
no
30. I can give a good report in front of the class.
yes
no
31. In school I am a dreamer.
yes
no
32 I pick on my brother(s) and slster(s).
yes
no
33. My friends like my Ideas.
yes
no
34. I often get Into trouble.
yes
no
35. I am obedient at home.
yes
no
36. I am lucky.
yes
no
37. I worry a lot.
yes
no
38. My parents expect too much of me.
yes
no
39. I like being the way I am.
yes
no
40. I feel left out of things.
yes
no
41. I have nice hair.
yes
no
42. l often volunteer in school.
yes
no
43. I wish I were different.
yes
no
44. I sleep well at night.
yes
no
45. I hate school.
yes
no
46. I am among the last to be chosen for games.
yes
no
47. l am sick a lot.
yes
no
48. I am often mean to other people.
yes
no
49. My classmates in school think I have good ideas.
yes
no
50. I am unhappy.
yes
no
51. I have many friends.
yes
no
52. l am cheerful.
yes
no
53. I am dumb about most things.
yes
no
54. l am good-looking.
yes
no
55. I have lots of pep.
yes
no
56. I get Into a lot of fights.
yes
no
57. l am popular with boys.
yes
no
58. People pick on me.
yes
no
59. My family is disappointed in me.
yes
no
60. I have a pleasant face.
yes
no
61. When I try to make something‚ no everything seems to go wrongs.
yes
no
62. I am picked on at home.
yes
no
63. I am a leader In games and sports.
yes
no
64. I am clumsy.
yes
no
65. In games and sports‚ i watch instead of play.
yes
no
66. I forget what I learn.
yes
no
67. I am easy to get along with.
yes
no
68. I lose my temper easily.
yes
no
69. I am popular with girls.
yes
no
70. I am a good reader.
yes
no
71. I would rather work alone than with a group.
yes
no
72. I like my brother (sister).
yes
no
73. I have a good figure.
yes
no
74. I am often afraid.
yes
no
75. I am always dr‎opping or breaking things.
yes
no
76. I can be trusted.
yes
no
77. I am different from other people.
yes
no
78. I think bad thoughts.
yes
no
79. I cry easily.
yes
no
80. I am a good person.
yes
no

Cite this article

Mohammed looti (2025). Piers-Harris Children’s Self-Concept Scale. Psychological Scales & Instruments Database. Retrieved from https://db.arabpsychology.com/scales/piers-harris-children-s-self-concept-scale/

Mohammed looti. "Piers-Harris Children’s Self-Concept Scale." Psychological Scales & Instruments Database, 10 Oct. 2025, https://db.arabpsychology.com/scales/piers-harris-children-s-self-concept-scale/.

Mohammed looti. "Piers-Harris Children’s Self-Concept Scale." Psychological Scales & Instruments Database, 2025. https://db.arabpsychology.com/scales/piers-harris-children-s-self-concept-scale/.

Mohammed looti (2025) 'Piers-Harris Children’s Self-Concept Scale', Psychological Scales & Instruments Database. Available at: https://db.arabpsychology.com/scales/piers-harris-children-s-self-concept-scale/.

[1] Mohammed looti, "Piers-Harris Children’s Self-Concept Scale," Psychological Scales & Instruments Database, vol. X, no. Y, ص Z-Z, October, 2025.

Mohammed looti. Piers-Harris Children’s Self-Concept Scale. Psychological Scales & Instruments Database. 2025;vol(issue):pages.

Scroll to Top