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Relevant bibliographies by topics / Piers-Harris

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Academic literature on the topic 'Piers-Harris'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Piers-Harris"

1

Kelly, Edward J. "Use of Self-Concept Tests in Differentiating between Conduct Disordered and Emotionally Disturbed Students." Psychological Reports 62, no. 2 (April 1988): 363–67. http://dx.doi.org/10.2466/pr0.1988.62.2.363.

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Use of the Tennessee Self-concept Test and the Piers-Harris Children's Self-concept Test in differentiating 82 previously designated “conduct-disordered” from 75 “emotionally disturbed” students and from the tests' general norms were undertaken. While the two “severely emotionally handicapped” samples had significantly less positive scores than the general norms on the Tennessee empirical scales, consistently similar differences did not occur for Piers-Harris subtest comparisons. At the same time, no subtest on total score significantly differentiated between conduct disordered and emotionally disturbed subjects. Research is required to judge the relative efficacy of these tests in differentiating conduct disordered and emotionally disturbed children of Grades 3 to 12.

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Bektas, Murat, and Candan Ozturk. "EFFECT OF HEALTH PROMOTION EDUCATION ON PRESENCE OF POSITIVE HEALTH BEHAVIORS, LEVEL OF ANXIETY AND SELF-CONCEPT." Social Behavior and Personality: an international journal 36, no. 5 (January 1, 2008): 681–90. http://dx.doi.org/10.2224/sbp.2008.36.5.681.

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This experimental study was aimed at examining the effect of health promotion education on the presence of healthy behaviors, self-concept and level of anxiety in primary-school-age children. A total of 120 students were given one lesson a week for 10 weeks. Data collection tools used in the study were the Positive Health Behaviors Scale (Hester, 1984), the Piers-Harris Children's Self-Concept Scale (Piers & Harris, 1969), and the State-Trait Anxiety Inventory (Spielberger, 1973). The health promotion education given to the children was found to have a significant effect on their healthy behaviors and state-trait anxiety level but not on their self-concept.

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Gültekin, Gülümser, and Gülen Baran. "A STUDY OF THE SELF-CONCEPTS OF 9–14 YEAR-OLD CHILDREN WITH ACUTE AND CHRONIC DISEASES." Social Behavior and Personality: an international journal 35, no. 3 (January 1, 2007): 329–38. http://dx.doi.org/10.2224/sbp.2007.35.3.329.

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This study identified the level of self-concept in children with acute and chronic illnesses and determined the factors that may influence their self-concepts. The study sample includes 154 children (77 children with chronic illness, 77 children with acute illness). The data were collected via the General Information Form and the Piers-Harris Self-Concept Scale for Children (Piers & Harris, 1969). The data were analyzed via MANOVA, ANOVA and the Duncan Test. The findings indicate that self-concept scores vary, depending on the age of the child (p < .01) and the age of the mother (p < .05). Furthermore, for children with chronic illnesses, the medical department (p < .05), diagnosis (p < .05), treatment period (p < .05), and length of hospitalization (p < .01) all affected self-concept scores.

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Beer, John. "Relation of Divorce to Self-Concepts and Grade Point Averages of Fifth Grade School Children." Psychological Reports 65, no. 1 (August 1989): 104–6. http://dx.doi.org/10.2466/pr0.1989.65.1.104.

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Data from 31 children (age 10.7 yr.) of divorced parents showed lower self-concept scores on the Piers-Harris Children's Self-concept Scale than 19 children of nondivorced parents, although the two sets of scores fall within the expected range.

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5

Alexopoulos, Demetrios S., and Evangelia Foudoulaki. "Construct Validity of the Piers-Harris Children's Self-Concept Scale." Psychological Reports 91, no. 3 (December 2002): 827–38. http://dx.doi.org/10.2466/pr0.2002.91.3.827.

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The aim of the present study was to investigate the construct validity of the Piers-Harris Children's Self-concept Scale with a group of 511 (264 girls, 247 boys aged 9 to 12 years) Greek children. Principal Components Analysis was performed. Six factors emerged, i.e., Behavior, Anxiety, Intellectual and School Status, Popularity, Physical Appearance and Attributes, and Self-contentment.

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6

Collins, Louise C., Norman F. Kafer, and John D. Shea. "The piers-harris children's self concept scale: An australian study." Australian Psychologist 20, no. 2 (July 1985): 177–93. http://dx.doi.org/10.1080/00050068508256164.

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ALEXOPOULOS, DEMETRIOS S. "CONSTRUCT VALIDITY OF THE PIERS-HARRIS CHILDREN'S SELF-CONCEPT SCALE." Psychological Reports 91, no. 7 (2002): 827. http://dx.doi.org/10.2466/pr0.91.7.827-838.

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8

Blass, Thomas, and Karen W. Bauer. "Predicting behavior from the Piers-Harris Children's self-concept scale." Personality and Individual Differences 9, no. 5 (January 1988): 919–21. http://dx.doi.org/10.1016/0191-8869(88)90011-6.

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9

Seymour, Harold L. "Peer Academic Rankings and the Piers-Harris Children's Self-Concept Scale." Perceptual and Motor Skills 62, no. 2 (April 1986): 517–18. http://dx.doi.org/10.2466/pms.1986.62.2.517.

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Two studies are used to evaluate children's ability to rank their peers' academic achievement, their own achievement, and to see how these rankings relate to children's academic self-concept. Analysis shows that elementary-school aged children can accurately rank the achievement of their peers and themselves. Also peers' rankings for academic achievement interact significantly with children's academic self-concepts. Self-rankings and actual achievement do not. The results are discussed in terms of the importance of considering peers when evaluating a child.

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10

Benson, Jeri, and Joan Rentsch. "Testing the Dimensionality of the Piers-Harris Children's Self-Concept Scale." Educational and Psychological Measurement 48, no. 3 (September 1988): 615–26. http://dx.doi.org/10.1177/0013164488483005.

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Dissertations / Theses on the topic "Piers-Harris"

1

Lemley, Nello Nicole. "The reliability of the Piers-Harris Children's Self Concept Scale, second edition." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=514.

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2

Grima, Francis Gerald. "Assessing the Importance of Self-Concept Intervention Among High School Students As Measured by the Piers-Harris Children's Self-Concept Scale." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279154/.

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3

Mulkhey, Valerie. "Elementary-Aged Cyber Bully-Victims: Incidence, Risks, and Parental Involvement." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1415879194.

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4

Szydlik, Linda (Linda L. ). "The Effects of Career Group Counseling on the Self-Concept of At-Risk High School Students as Measured by the Piers-Harris Children's Self-Concept Scale." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277630/.

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The purpose of this study was to determine the effectiveness of career group counseling in raising the self-concept of at-risk high school students. The following subgroups were represented in the sample: male and female students, white and non-white ethnic groups, and students from sophomore, junior, and senior classifications. Two groups of students in the Lewisville Independent School District meeting the criteria for at-risk as defined by House Bill 1010 were administered a pretest and posttest using the Piers-Harris Children's Self-Concept Scale. The experimental group was from the Lewisville Learning Center. The control group was students enrolled in the Coordinated Vocational Academic Education (CVAE) classes at Lewisville High School. A treatment sample of 25 students received career group counseling. A nontreatment sample of 25 students did not receive any group counseling. The t-test for independent samples was used to analyze the data. The pretests for the experimental and control groups showed no significant difference at the .05 level. The treatment sample received 30 hours of group counseling in the Fall semester of 1994. At the end of 30 hours of counseling a posttest was administered to the treatment sample and to the control sample. The t-test for independent samples was used to analyze the data. While career group counseling appeared to impact the students in the experimental group, the limitations of sample size and population may have effected the results. The treatment was significant at the .05 level and the null hypothesis was rejected. The findings showed that career group counseling was not an effective tool for increasing positive self-concept. It is concluded that self-concept was not effectively enhanced through group interaction conducted by the school system in this study. Further research is recommended.

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Roberts, Evelyn Marie Smith. "Self-concept of children who are dually-labeled as gifted and attention-deficit hyperactivity disordered /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9400132.

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6

Karam, Patricia. "Assessment of the Relationship of the Peer Assistance and Leadership (PAL) Program on the Self-Concept of At-Risk Students as Measured by the Piers-Harris Children's Self-Concept Scale." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330692/.

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The problem of this study was to determine if there was a difference in the self-concept of two groups of ninth-grade students when one group received the services of junior and senior students in a Peer Assistance and Leadership class. The results of the Piers-Harris Children's—Self—Concept Scale were used to determine the difference between the mean self-concept scores of the two groups and also to determine if there was a relationship between the criterion variable of the total self-concept score and eight predictor variables as identified by House Bill 1010: Limited English proficiency, age, school attendance, achievement scores two or more years below grade level in reading and mathematics on a norm-referenced test, failure to master any portion of the Texas Educational Assessment of Minimum Skills, failure in two or more subjects, grade retention, and eligibility for free or reduced-price lunch. A total of 105 students, 50 in the experimental group and 55 in the control group, participated. The findings revealed that there was no significant difference in the mean self-concept scores of the two groups. The correlation revealed that there were significant differences between self-concept and the variables of mathematics achievement scores, failing grades, and eligibility for free lunch.

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7

Carpenter, Robert M. (Robert Marshall). "The Relationship of Self-Concept and Study Habits of At-Risk Students as Measured by the Piers-Harris Children's Self-Concept Scale and the Survey of Study Habits and Attitudes." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331180/.

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The purpose of this study was to determine the relationship between self-concept and study habits among different subgroups of 9th grade at-risk students. The study included the administration of two independent measures: The Piers-Harris Self-Concept Scale and the Survey of Study Habits and Attitudes. Other data were self-reported by the students. The five subgroups selected in this study were: (1) male and female, (2) white and non-white, (3) socioeconomic groups determined by eligibi1ity in the Free/Reduced Lunch Program, (4) retained and non-retained students, and (5) participants and non-participants in school activities. Raw scores from the self-concept scale and study habits survey were converted into percentile scores. A correlation coefficient was calculated for each subgroup. The significance of the two correlation coefficients was tested using Fisher's Zr transformation. Of the five hypotheses tested at the .05 level, all were rejected. Major findings of the study verify other research regarding characteristics of at-risk students. Also, more than half of the subjects had deficient study habits but only a small percentage (19,5V#) had signif icant ly low self-concept scores. In addition, at-risk students who participate in school activities had higher self-concept scores and study habits scores than non-participating at-risk students. It was concluded that low self-concept does not appear to be as significant a factor of students being at risk as does their poor study habits. Recommendations were made to encourage school districts to include self-concept and study habit evaluations for at-risk students and to involve more at-risk students in school activities.

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8

Cross, Kaitlin M. "The Differences in Social Skills and Social Self-Concepts of Gifted Students by Age and Gender." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1371743726.

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9

Mahoney, Janine, and N/A. "A cognitive-behavioural therapeutic approach to anger management in adolescent males." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20050816.090756.

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The present investigation evaluated the efficacy of a Cognitive-Behavioural Therapeutic Approach for the anger management of three adolescent males. The study is noteworthy because it utilised essential features of Beck's Cognitive Therapy in the cognitive restructuring phase of treatment. Previous studies have commonly employed Rational Emotive Therapy's disputation of irrational beliefs for this phase. For this reason it is considered to be an original contribution to the literature. A multiple (three) single-case study research design was employed. The three adolescents, aged 13 to 17 years, attended seven to nine one-hour counselling sessions over a two to three month period. Pre-, post-treatment and long-term followup psychometric measures of aggression and anecdotal reports of anger-control were obtained from parents and teachers. Self-reports in the affective and cognitive domain, progress in therapy, psychometric measures (aggressive behaviour subscale of the Child Behaviour Checklist, Adapted Novaco Anger Inventory and Piers-Harris Children's Self-Concept Scale) and continuous (including pre-, post-treatment and long-term follow-up) assessments of the frequency of angry outbursts were obtained. Counsellor assessments of cognitive homework and behaviour in therapy were also made. Results reveal marked reductions in the average daily frequencies of angry outbursts in all cases by post-treatment and treatment effects were maintained throughout the three-month follow-up period. It was concluded that the cognitive-behavioural therapeutic approach warrants further investigation as it is proposed that it is a comprehensive and efficacious treatment for male adolescent anger problems.

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10

Koon, Kamela Suzanne. "Relationship of Self-esteem in Pediatric Burn Patients to other Psychological and Physiological Parameters." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332822/.

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The purpose of this study was to evaluate post-burn adjustment in light of the self-esteem of child burn survivors. The study attempted to assess the viability of using a single, explicit self-report measure of self-esteem (Piers-Harris Children's Self-Concept Scale) as an index of post-burn adjustment. It appears that pediatric burn patients do not suffer a compromised self-concept secondary to the burn injury and, rather, are successful in incorporating their post-burn state, physically and psychologically, into a positive self-concept. It is suggested that evaluation of overall self-esteem incorporate a comprehensive picture of post-burn adjustment, based upon psychological and physiological parameters. Further research is justified and suggestions for future examinations are presented.

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Book chapters on the topic "Piers-Harris"

1

Kenny, Maureen C., and Alejandro L. Vazquez. "Piers–Harris Children’s Self-Concept Scale." In Encyclopedia of Personality and Individual Differences, 3931–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_61.

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2

Kenny, Maureen C., and Alejandro L. Vazquez. "Piers–Harris Children’s Self-Concept Scale." In Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_61-1.

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3

"Piers–Harris 2." In Encyclopedia of Personality and Individual Differences, 3931. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_301989.

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