Log in

Relevant bibliographies by topics / Piers-Harris / Journal articles

To see the other types of publications on this topic, follow the link: Piers-Harris.

Journal articles on the topic 'Piers-Harris'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Piers-Harris.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

LONG, KATHLEEN ANN, and CAROLYN M. HAMLIN. "Use of the Piers???Harris Self-Concept Scale with Indian Children." Nursing Research 37, no. 1 (January 1988): 42???46. http://dx.doi.org/10.1097/00006199-198801000-00009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Cardenal, Violeta, and Alfredo Fierro. "Componentes y correlatos del autoconcepto en la escala de Piers-Harris." Estudios de Psicología 24, no. 1 (January 2003): 101–11. http://dx.doi.org/10.1174/021093903321329094.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Lewis, Joan D., and Harold V. Knight. "Self-Concept in Gifted Youth: An Investigation Employing the Piers-Harris Subscales." Gifted Child Quarterly 44, no. 1 (January 2000): 45–53. http://dx.doi.org/10.1177/001698620004400105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Cooley, Eric, and Robert Ayres. "Cluster Scores for the Piers-Harris Children's Self-Concept Scale: Reliability and Independence." Educational and Psychological Measurement 48, no. 4 (December 1988): 1019–24. http://dx.doi.org/10.1177/0013164488484017.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Terzi-Unsal, Sevim, and Emine Gul Kapci. "RISK FACTORS FOR SUICIDAL BEHAVIOR: PSYCHOSOCIAL RISK MODELS WITH TURKISH ADOLESCENTS." Social Behavior and Personality: an international journal 33, no. 6 (January 1, 2005): 593–608. http://dx.doi.org/10.2224/sbp.2005.33.6.593.

Full text

Abstract:

This study aimed to test three different suicide models for adolescents residing in a Turkish City, Batman. A total of 605 adolescents from five different high schools participated in this study (M=411, F=190, sex of 4 participants not recorded). A Psychosocial Variables Form (developed for this study), the Offer Self-Image Questionnaire (Offer, Ostrov, Howard, & Dolan, 1989, adapted by Sahin 1993), the Adolescence Life Events Questionnaire (Kapci & Terzi-Unsal, 2001), the Piers-Harris Self-Worth Scale for Children (Harris & Piers, 1969, adapted by Catakli & Oner, 1996), the Suicide Behaviors Questionnaire (Linehan & Nielsen, 1981, adapted by Bayam, Dilbaz, Bitlis, Holat, & Tuzer, 1995), the Beck Hopelessness Scale (Beck, Weissman, Lester, & Trexler, 1974, adapted by Durak, 1994), the Suicide Ideation Questionnaire (Dilbaz, Holat, Bayam, Tuzer, & Bitlis, 1995), the Brief Symptom Inventory (Derogatis, 1992, adapted by Sabin & Durak, 1994) and the Multidimensional Scale for Perceived Social Support (Zimmet, Dahlen, Zimmet, & Farley, 1998, adapted by Eker & Arkar, 1995) were utilized. The data were analyzed by using Structural Equation Modeling. The findings suggest that adolescent life events, psychosocial variables, social support and self-image are secondary risk factors for adolescent suicides, predicting self-worth, psychological health and hopelessness. These variables, in turn, predicted suicide ideation – identified as a primary risk factor – that predicted suicide behaviors. The results are discussed in the context of primary-secondary risk factors for adolescent suicides.

APA, Harvard, Vancouver, ISO, and other styles

16

Choi, Seungsook. "A Preliminary Study for the Standardization of the Piers-Harris Children’s Self-Concept Scale." Special Education Research 12, no. 1 (February 28, 2013): 61. http://dx.doi.org/10.18541/ser.2013.02.12.1.61.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Simola, Sheldene K., and Ronald R. Holden. "Equivalence of Computerized and Standard Administration of the Piers-Harris Children's Self-Concept Scale." Journal of Personality Assessment 58, no. 2 (April 1992): 287–94. http://dx.doi.org/10.1207/s15327752jpa5802_8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Taejin Choi and Heeyeong Lee. "A Preliminary Study for the Korean Version of the Piers-Harris Children’s Self-Concept Scale." Korea Journal of Counseling 16, no. 5 (October 2015): 267–82. http://dx.doi.org/10.15703/kjc.16.5.201510.267.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Huebner, E. Scott. "Conjoint analyses of the students' life satisfaction scale and the Piers-Harris self-concept scale." Psychology in the Schools 31, no. 4 (October 1994): 273–77. http://dx.doi.org/10.1002/1520-6807(199410)31:4<273::aid-pits2310310404>3.0.co;2-a.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Lenkowsky, Ronald S., Mark Dayboch, Ellis I. Barowsky, Larry Puccio, and Barbara E. Lenkowsky. "Effects of Bibliotherapy on the Self-Concept of Learning Disabled, Emotionally Handicapped Adolescents in a Classroom Setting." Psychological Reports 61, no. 2 (October 1987): 483–88. http://dx.doi.org/10.2466/pr0.1987.61.2.483.

Full text

Abstract:

Learning disabled, emotionally handicapped adolescents maintain poor strategies for coping with exigencies of environment. Attempts to gain direct access to these problem areas for remediation often result in a defensive withdrawal and reinforcement of maladaptive techniques in dealing with stress. Bibliotherapy offers a method through which adolescents can observe parallel stresses at an affective distance and incorporate change without a direct threat to personal independence. The present study employed bibliotherapeutic techniques for two of four groups of learning disabled, emotionally handicapped adolescents. Administration of the Piers-Harris Children's Self-concept Scale shows a change in mean postintervention self-concept for the two groups under the bibliotherapeutic condition. Implications are discussed.

APA, Harvard, Vancouver, ISO, and other styles

21

Moreno, Jaime, Ángela Ángel, Briyith Castañeda, Paula Castelblanco, Natalia López, and Ailyn Medina. "Autoestima en un grupo de niños de 8 a 11 años de un colegio público de la ciudad de Bogotá." Psychologia 5, no. 2 (July 1, 2011): 155–62. http://dx.doi.org/10.21500/19002386.1141.

Full text

Abstract:

La presente investigación tuvo como propósito determinar el nivel de autoestima en un grupo de niños de 8 a 11 años de edad del grado 4° de primaria de de un colegio público de la ciudad de Bogotá. Para ello se utilizó un diseño descriptivo simple de corte transversal y se aplicó el cuestionario de auto-concepto de Piers-Harris para niños. Los resultados muestran que en general el grupo tiene un nivel moderadamente alto, lo que probablemente indicaría que los niños están formando sus valores y componentes con relación a la autoestima de una forma adecuada, para que éstos sean duraderos dentro del desarrollo vital y ayuden a fortalecerla.

APA, Harvard, Vancouver, ISO, and other styles

22

Ko, Ya-Chuan, Chi-Hung Lo, and Yung-Chih Chang. "The Influence of Smartphone Games on Students’ Self-Concept." Applied Sciences 11, no. 16 (August 12, 2021): 7408. http://dx.doi.org/10.3390/app11167408.

Full text

Abstract:

Children begin to understand the world from birth, gradually recognizing their existence. On interaction with their surrounding environments, they begin to recognize themselves and gradually develop self-concepts. With the advancement in technology, smartphones have become an indispensable daily necessity. The age at which a child handles a smartphone is gradually decreasing. Many traditional toys are increasingly being replaced by smartphone games, which have become an essential part of children’s lives. This study attempts to understand the impact of smartphone games on the development of children’s self-concept. Using the Piers-Harris Children’s Self-Concept Scale, a questionnaire survey was conducted among students of grades 3 and 4 in elementary school.

APA, Harvard, Vancouver, ISO, and other styles

23

Kolloff, Penny Britton, and Alan D. Moore. "Effects of Summer Programs on the Self-Concepts of Gifted Children." Journal for the Education of the Gifted 12, no. 4 (July 1989): 268–76. http://dx.doi.org/10.1177/016235328901200403.

Full text

Abstract:

The self-concepts of gifted students are often measured as a part of the assessment of program outcomes. This study examined the self-concepts of 508 gifted students in grades five through ten who participated in three summer residential programs. Two self-concept measures, the ME Scale and the Piers-Harris Children's Self Concept Scale, were administered at the beginning and at the end of each of the programs. Self-concept scores across all grade levels and programs were significantly higher at the end of the programs. Sex differences were found in one program with the scores of sixth grade boys declining somewhat. In general, summer residential programs appear to enhance the self-concepts of gifted participants.

APA, Harvard, Vancouver, ISO, and other styles

24

Feldhusen, John F., and Amy L. Nimlos-Hippen. "An Exploratory Study of Self Concepts and Depression among the Gifted." Gifted Education International 8, no. 3 (September 1992): 136–38. http://dx.doi.org/10.1177/026142949200800303.

Full text

Abstract:

The purpose of this study was to determine the effects of gifted programs on self-concepts and depressive symptoms in gifted and talented program participants. The eighty-two fifth and sixth grade participants included students in special full-time classes for the gifted, students in pullout classes for the gifted, and students in regular classes. Instruments included two self-concept measures—the ME Scale and the Piers-Harris Children's Self-Concept Scale—and one depression measure, the Reynolds' Adolescent Depression Scale (RADS). Sixth grade gifted groups (pullout and selfcontained) scored higher on measures of self-concept than nongifted groups. No other main effects were found for either self-concept measure or for the depression scale (RADS).

APA, Harvard, Vancouver, ISO, and other styles

25

López-García, Danivia, Eduardo Hernández-Padilla, and Bruma Palacios-Hernández. "Análisis de las propiedades psicométricas de la Escala de Autoconcepto de Piers-Harris 2 en escolares mexicanos." Revista de Psicología y Ciencias del Comportamiento de la Unidad Académica de Ciencias Jurídicas y Sociales 11, no. 2 (December 15, 2020): 39–53. http://dx.doi.org/10.29059/rpcc.20201215-116.

Full text

Abstract:

Actualmente, en México existe escasez de instrumentos válidos para evaluar el autoconcepto en niños, por ello el objetivo del presente trabajo fue analizar las propiedades psicométricas de la adaptación de la Escala de Autoconcepto de Piers-Harris 2 en 493 escolares de 7 a 12 años (mujeres 50.5%), con un promedio de nivel escolar de cuarto grado. El estudio fue transversal cuantitativo con enfoque empírico analítico no experimental. Se evaluó la consistencia interna empleando la fórmula KR20, obteniendo resultados semejantes a otros estudios (índice = 0.87). El análisis con modelamiento Rasch, indica que 58 reactivos de la escala obtuvieron buenas propiedades de validez, confiabilidad y ajuste. Dicha escala presenta propiedades psicométricas adecuadas para ser utilizada en niños escolarizados de 7 a 12 años de población mexicana.

APA, Harvard, Vancouver, ISO, and other styles

26

Kostelecká, Yvona, Kateřina Machovcová, Andrea Beláňová, and Romana Štambergová. "Sebepojetí absolventů domácího vzdělávání a jejich spolužáků: pilotní studie." Pedagogická orientace 28, no. 2 (August 15, 2018): 306–27. http://dx.doi.org/10.5817/pedor2018-2-306.

Full text

Abstract:

Studie je první výzkumnou sondou do problematiky sebepojetí absolventů domácího vzdělávání. Jedná se o dílčí, ale velmi významné téma, kterému se v našich podmínkách ve vztahu k domácímu vzdělávání zatím nedostalo náležité pozornosti. Cílem studie je zjistit, jak děti s touto specifickou zkušeností samy sebe vnímají, a porovnat jejich výsledky se spolužáky, kteří domácím vzděláváním neprošli. První část textu je zaměřená na teoretická východiska, koncept sebepojetí a metodologii výzkumu, ve druhé části jsou prezentovány výsledky pilotního výzkumného šetření. Jedním z hlavních přínosů této pilotní studie je obrácení pozornosti k individualitě vzdělávaného, nikoli pouze vzdělávajícího, což je v případě studií zaměřených na domácí vzdělávání doposud převažující přístup, a ověření, zda lze Dotazník sebepojetí Piers-Harris 2 považovat za vhodný nástroj pro realizaci obdobně zaměřených výzkumů.

APA, Harvard, Vancouver, ISO, and other styles

27

Kelly, Edward J., and John C. Van Vactor. "Distinguishing between Conduct-Problem and Emotionally Disturbed Students in Elementary School: A Five-Instrument Discriminant Analysis." Psychological Reports 70, no. 1 (February 1992): 311–19. http://dx.doi.org/10.2466/pr0.1992.70.1.311.

Full text

Abstract:

Five instruments, the Children's Manifest Anxiety Scale, Differential Test of Conduct and Emotional Problems, Personality Inventory for Children, Piers-Harris Children's Self-concept Scale, and Revised Behavior Problem Checklist, were employed to effect differentiations between 44 conduct-problem and 31 emotionally disturbed students placed in public elementary school classes for the severely emotionally handicapped. Discriminant analysis of each test's rate of classification germane to both a preassessment categorization as conduct-problem vs emotionally disturbed and a postassessment classification as no problem vs conduct-problem vs emotionally disturbed vs combined problem is presented. The analysis indicated that the Differential Test of Conduct and Emotional Problems, Personality Inventory for Children, and Revised Behavior Problem Checklist can, with variable effectiveness, significantly classify groups using such pre- and postassessment information.

APA, Harvard, Vancouver, ISO, and other styles

28

Rosa Guillamón, Andres, Eliseo Garcia Canto, and Pedro Jose Carrillo López. "Actividad física, condición física y autoconcepto en escolares de 8 a 12 años (Physical activity, physical fitness and self-concept in schoolchildren aged between 8 to 12 years old)." Retos, no. 35 (October 16, 2018): 236–41. http://dx.doi.org/10.47197/retos.v0i35.64083.

Full text

Abstract:

Este artículo analizó la relación entre actividad física, condición física y autoconcepto. Un total de 103 escolares (8-12 años) participaron en la evaluación de dichas variables. La condición física se valoró mediante diversas pruebas de la Batería ALPHA-Fitness, el nivel de actividad física se calculó a través del cuestionario PACE y el autoconcepto se midió utilizando la Escala de Autoconcepto de Piers-Harris. Las pruebas estadísticas fueron: T-student, U de Mann-Whitney y Krustal-Wallis. Aquellos físicamente activos tuvieron mejores registros en las dimensiones conductual, intelectual, falta de ansiedad y global. Aquellos con mayor condición física mostraron un mejor autoconcepto físico (p = .013), social (p = .003) y global (p = .085). Aquellos físicamente activos y con mayor condición física tuvieron un mejor autoconcepto intelectual (p = .007), social (p = .010) y global (p = .010). Ser físicamente activo y tener un mayor nivel de condición física podría predecir un autoconcepto más positivo en escolares de la Región de Murcia.Abstract. This article analized the relationship between physical activity, physical condition and self-concept. A total of 103 schoolchildren (8-12 years old) participated in the assessment of these variables. Physical fitness was assessed through various tests from the ALPHA-Fitness Battery, level of physical activity was calculated through the PACE questionnaire, and self-concept was measured using the Piers-Harris Self-concept Scale. T-student, Mann-Whitney U, and Krustal-Wallis were employed for statistical analysis. Those who were physically active had better values in behavioral and intellectual domains of self-concept, as well as in lack of anxiety, and global self-concept. Those with greater physical fitness showed a better physical (p = .013), social (p = .003) and global (p = .085) self-concept. Those physically active with greater physical fitness had a better intellectual (p = .007), social (p = .010) and global (p = .010) self-concept. Being physically active and having a higher level of fitness could predict a more positive self-concept in schoolchildren of Murcia (Spain).

APA, Harvard, Vancouver, ISO, and other styles

29

Montenegro, Aura. "Le concept de soi chez des enfants et jeunes sourds évalué par l`échelle de Piers-Harris." Revista Portuguesa de Psicologia 32 (1997): 71–83. http://dx.doi.org/10.21631/rpp32_71.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Flahive, Mon-hsin Wang, Ying-Chih Chuang, and Chien-Mo Li. "Reliability and Validity Evidence of the Chinese Piers-Harris Children’s Self-Concept Scale Scores Among Taiwanese Children." Journal of Psychoeducational Assessment 29, no. 3 (September 13, 2010): 273–85. http://dx.doi.org/10.1177/0734282910380191.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Piers, Ellen V., and Dale B. Harris. "When You Plan A Remedial Program, Don't Forget Self-Concept… The Piers-Harris Children'S Self-Concept Scale." Intervention in School and Clinic 26, no. 1 (September 1990): 13. http://dx.doi.org/10.1177/105345129002600104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Fabrizi, Michael S., and Howard R. Pollio. "Are Funny Teenagers Creative?" Psychological Reports 61, no. 3 (December 1987): 751–61. http://dx.doi.org/10.2466/pr0.1987.61.3.751.

Full text

Abstract:

To assess relationships among measures of humor, creativity, and self-concept in early and late adolescents, seventh and eleventh grade students were evaluated on the basis of observational, rating, and psychometric procedures. These included direct observation of humorous events as well as teachers', peers', and raters' judgments of humorousness and creativity. Psychometric measures included the Torrance test and the Piers-Harris Self-concept Scale. For students in both grades, significant correlations were obtained between teachers', observers', and students' ratings of humorousness and humor production. While there were few significant correlations among creativity, humor, and self-concept for seventh graders, for eleventh graders there were many positive correlations. Results were taken to suggest that being humorous is part of a different complex of personal characteristics for seventh and eleventh graders.

APA, Harvard, Vancouver, ISO, and other styles

33

Shirazi, Malihe, Maryam Zarnaghash, and Alireza Dashti. "The Effect of Social Skills through Role-play on the Self-concept of Students with and without ADHD." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 7 (November 3, 2017): 01–07. http://dx.doi.org/10.18844/prosoc.v4i3.2617.

Full text

Abstract:

The aim of the present research is to find out the effect of role-playing on total self-concept score of students suffering from ADHD (attention-deficit hyperactivity disorder). Participants of this study were 120 children divided into two groups of 60. The first group included ADHD children, and the second group were normal children. The participants in the second group were randomly selected among the students of a primary school. The research instruments were ADHD Questionnaire (Tavakoli, 1380), Piers-Harris Children's Self-Concept, and Scale Role-playing scenarios & Clinical interview. The data gathered through the questionnaires were analyzed by the t-test. This is the indicator of a positive effect of role-playing on selfconcept of the students with or without ADHD. Keywords: role-playing; self-concept; ADHD;

APA, Harvard, Vancouver, ISO, and other styles

34

Mian, Luciana, Louise Azenha Tango, Juliana Lopes, and Sonia Regina Loureiro. "A depressão materna e o comportamento de crianças em idade escolar." Psicologia: Teoria e Pesquisa 25, no. 1 (March 2009): 29–37. http://dx.doi.org/10.1590/s0102-37722009000100004.

Full text

Abstract:

A depressão materna caracteriza-se como condição de vulnerabilidade ao desenvolvimento infantil. No presente estudo, objetivou-se comparar o perfil comportamental, as percepções e os eventos de vida de escolares que convivem com a depressão materna (G1) aos daqueles que convivem com mães sem história psiquiátrica (G2), segundo as informações obtidas com as mães e as crianças. Avaliou-se 40 crianças, de 7 a 12 anos, por meio do Teste Raven, da Escala Infantil Piers-Harris de Autoconceito e da Entrevista de Eventos Vitais. As mães foram avaliadas pela Entrevista Clínica Estruturada para o DSM-IV para a confirmação diagnóstica, e responderam a Escala Comportamental Infantil A2 de Rutter. A depressão materna mostrou-se associada a problemas comportamentais das crianças, segundo o relato das mães e a percepção das crianças.

APA, Harvard, Vancouver, ISO, and other styles

35

Simões, Fátima, Leonor Rodrigues, Graça Esgalhado, and Carina Guimarães. "Desenvolvimento do auto-conceito pela tutoria pedagógica por crianças do primeiro ciclo." Psicologia Escolar e Educacional 12, no. 2 (December 2008): 327–36. http://dx.doi.org/10.1590/s1413-85572008000200004.

Full text

Abstract:

O conceito de identidade aparece, de forma recorrente, em diversas áreas da psicologia, embora nem sempre com o destaque que merece em termos do impacto que têm as relações interpessoais em grupos específicos. O seu carácter relacional e a sua tendência para o crescimento quando são proporcionadas experiências cooperativas, dão suporte à nossa investigação cujo objectivo era testar o impacto de um programa de intervenção junto de uma amostra de 60 crianças a frequentar o 1º ciclo em escolas da Beira Interior. A adaptação portuguesa do Piers-Harris Children´s Self-Concept Scale (Veiga, 1989) foi o instrumento utilizado numa metodologia de pré-teste/pós-teste com grupo de controlo. Os resultados apontam para uma evolução dos resultados do grupo experimental entre o pré-teste e o pós-teste.

APA, Harvard, Vancouver, ISO, and other styles

36

Folk, Lori, Jan Pedersen, and Salvatore Cullari. "Body Satisfaction and Self-Concept of Third-And Sixth-Grade Students." Perceptual and Motor Skills 76, no. 2 (April 1993): 547–53. http://dx.doi.org/10.2466/pms.1993.76.2.547.

Full text

Abstract:

Pubertal development has been implicated as the point of origin for decreased body satisfaction and self-concept for girls from prepubertal levels and an increase in body satisfaction and self-concept for boys. Two groups of boys and girls in Grades 3 and 6 completed a Body Satisfaction Questionnaire and the Piers-Harris Self-concept Scale to test this assumption. The third graders were considered to be prepubertal and sixth graders as early pubertal. The sixth-grade boys scored lower on body satisfaction than third-grade boys, and their self-concept scores were positively correlated with body satisfaction scores. For girls, body satisfaction scores were correlated with self-concept in both grades, and few significant differences were found between grades. For girls apparently the relationship between body satisfaction and self-concept may be present before the onset of puberty.

APA, Harvard, Vancouver, ISO, and other styles

37

Nahvi, Atekeh, Moosa Javdan, and Abdolvahab Samavi. "Predicting young adults’ self-concept with couples’ coordination and intellectual mutuality in Qeshm County in Iran." LAPLAGE EM REVISTA 7, no. 2 (January 7, 2021): 243–51. http://dx.doi.org/10.24115/s2446-6220202172712p.243-251.

Full text

Abstract:

The present study was intended to predict young adults’ self-concept according to couples’ coordination and intellectual mutuality. The study’s statistical population consists of Qeshm County high-school students and their parents, and their data was collected from March 2014 until August 2015. The sample of this descriptive-co relational study consisted of 200 individuals selected using the convenience sampling method. For data analysis, simple correlation and multivariate regression were used in the deductive section to predict and analyze the relationship between variables. This study used the Piers-Harris Children's Self-Concept Scale (CSCS) and the Iranian Couples’ Intellectual Mutuality and Coordination Questionnaire by Javedan (2013), as well as SPSS 21 for data analysis. The results showed a simple and multivariate relationship between the young adults’ self-concept and couples’ intellectual mutuality, and these variables were significant at the P≤0.01 level.

APA, Harvard, Vancouver, ISO, and other styles

38

Bilgin, Nursel Gamsız, Ayşe Avcı, Necmi Çekin, and Bülent Savran. "Farik-i Mümeyyizlik Muayenesi İçin Gönderilen Çocukların Biyopsikososyal Özellikleri." Bulletin of Legal Medicine 6, no. 3 (December 1, 2001): 103–10. http://dx.doi.org/10.17986/blm.200163461.

Full text

Abstract:

Suçlu çocukların sosyodemografik özellikleri, suçun risk faktörleri ve suçlu çocuklardaki psikiyatrik sorunlar günümüze kadar pek çok çalışmada yer almıştır. Bu çalışmanın amacı, Adana Adli Tıp Şube Müdürlüğü’ne gönderilen suçlu çocukların sosyodemografik özelliklerini ve bu özellikler ile depresyon, anksiyete ve kendini güven düzeyleri arasındaki ilişkileri belirlemektir. Yaşları 11-15 yaş arasında değişen 60 çocuk ve ergen çalışma kapsamına alındı. İlk görüşmede çocukların sosyodemografik özellikleri kaydedildi ve 29 çocuğa Beck Depresyon Envanteri (BDE), Çocuklar için Durumluk-Sürekli Kaygı Envanteri (ÇDSKE) ve Piers-Harris özgüven ölçeği uygulandı. En sık yaş 13 (%38.3)’dü. Suçun %30’u hırsızlık, %85.7’si mala yönelik suçtu. Annelerin ortalama yaşı 41.6'±6.6’dı. 39 (%65)’u herhangi bir eğitim almamıştı ve %90’ı ev hanımıydı. Babaların ortalama yaşları 46.5±7.0’di. 16 (%26.7)’sı herhangi bir eğitim almamıştı. 43 (%71.7)’ü işçiydi. Tüm veriler diğer çalışmalar ışığında tartışılacaktır.Anahtar kelimeler: Farik-i mümeyyizlik, suçlu çocuk, çocuk depresyon ölçeği

APA, Harvard, Vancouver, ISO, and other styles

39

Milani, Rute Grossi, and Sonia Regina Loureiro. "Crianças em risco psicossocial associado à violência doméstica: o desempenho escolar e o autoconceito como condições de proteção." Estudos de Psicologia (Natal) 14, no. 3 (December 2009): 191–98. http://dx.doi.org/10.1590/s1413-294x2009000300002.

Full text

Abstract:

Objetivou-se avaliar crianças com história de risco psicossocial, associado à violência doméstica, que implicou em notificação ao Conselho Tutelar, e compará-las com um grupo de crianças sem história de risco psicossocial, quanto ao autoconceito e ao desempenho escolar. Foram avaliadas 40 crianças, de ambos os sexos, de oito a doze anos, que residiam com pelo menos um dos pais biológicos, distribuídas em dois grupos, um com histórico de violência doméstica; e outro, sem história de risco psicossocial relatada. Procedeu-se à aplicação da Escala Piers-Harris de Autoconceito e do Teste de Desempenho Escolar. As crianças com história de violência doméstica apresentaram um autoconceito mais negativo na área comportamento e mais dificuldade no desempenho escolar na área de escrita. Tais dificuldades sugerem prejuízos em áreas que deveriam funcionar como proteção, ou seja, que essas crianças não contam com alguns recursos essenciais para enfrentarem as tarefas desenvolvimentais da idade escolar.

APA, Harvard, Vancouver, ISO, and other styles

40

Gómez, Areopagita Yésyka Bustillos. "Self-concept as a Factor in Academic Achievement." European Journal of Interdisciplinary Studies 3, no. 3 (May 19, 2017): 138. http://dx.doi.org/10.26417/ejis.v3i3.p138-147.

Full text

Abstract:

This research presents a description of the results of the Piers-Harris Self-concept Assessment Scale (1984), applied anonymously among 300 students at a Technical Junior High School in Mexico City, for comparing with academic achievement or grade averages. To interpret the results, the questionnaires were grouped according to similar grade averages and total scores on the scale. As a result we got four sets of questionnaires, or four possible forms of perceiving academic self-concept related with grade averages. In agreement with the interpretation of the subtotal scores and items, generally talking it is possible to express that the need of social interaction; the obedience to hierarchical figures as the teacher; the vision that luckiness is related with learning; and a probable sense of helplessness or futility; mixed with political, economic, and social circumstances have influenced the attitude of Mexicans toward learning and their perceptions of academic self-concept.

APA, Harvard, Vancouver, ISO, and other styles

41

Gómez, Areopagita Yésyka Bustillos. "Self-concept as a Factor in Academic Achievement." European Journal of Interdisciplinary Studies 8, no. 1 (May 19, 2017): 138. http://dx.doi.org/10.26417/ejis.v8i1.p138-147.

Full text

Abstract:

This research presents a description of the results of the Piers-Harris Self-concept Assessment Scale (1984), applied anonymously among 300 students at a Technical Junior High School in Mexico City, for comparing with academic achievement or grade averages. To interpret the results, the questionnaires were grouped according to similar grade averages and total scores on the scale. As a result we got four sets of questionnaires, or four possible forms of perceiving academic self-concept related with grade averages. In agreement with the interpretation of the subtotal scores and items, generally talking it is possible to express that the need of social interaction; the obedience to hierarchical figures as the teacher; the vision that luckiness is related with learning; and a probable sense of helplessness or futility; mixed with political, economic, and social circumstances have influenced the attitude of Mexicans toward learning and their perceptions of academic self-concept.

APA, Harvard, Vancouver, ISO, and other styles

42

Campos, Marli Aparecida Silva, and Edna Maria Marturano. "Competência interpessoal, problemas escolares e a transição da meninice à adolescência." Paidéia (Ribeirão Preto) 13, no. 25 (June 2003): 73–84. http://dx.doi.org/10.1590/s0103-863x2003000200007.

Full text

Abstract:

Este artigo focaliza adolescentes com experiência prévia de insucesso escolar. Seu objetivo foi verificar se crianças com queixas escolares, avaliadas por suas mães como competentes no domínio interpessoal quando admitidas a uma clínica de psicologia, mostram na adolescência melhor desempenho e ajustamento, quando comparadas a outros da mesma população clínica. Participaram 48 adolescentes, com idade entre 10 e 15 anos. Com base em indicadores de competência interpessoal extraídos dos prontuários da clínica foram formados três grupos: Competente; Vulnerável; de Referência. Em entrevista de seguimento, feita de um a dois anos após a alta, os participantes foram avaliados mediante Teste de Desempenho Escolar, Escala Infantil Piers-Harris de Auto-Conceito, Roteiro de Auto-Eficácia, entrevista de seguimento e CBCL. Comparações entre grupos indicaram que os adolescentes anteriormente avaliados como competentes apresentam melhores resultados de desempenho, auto-percepções e comportamento. Recursos interpessoais parecem associados a trajetórias mais favoráveis.

APA, Harvard, Vancouver, ISO, and other styles

43

Yoon, Young-Soon, and Yoon-Mi Hur. "Twins Have Slightly Higher Self-Concepts Than Singletons in the Elementary School Period: A Study of South Korean Twins and Singletons." Twin Research and Human Genetics 9, no. 2 (April 1, 2006): 233–39. http://dx.doi.org/10.1375/twin.9.2.233.

Full text

Abstract:

AbstractThe twin method assumes that the trait under study is similar in twins and singletons so that the results from twin samples can be generalized to the singleton population. The purpose of the present study was to compare self-concept in twins and singletons matched in parental level of education. The 6 cluster scales of the Piers-Harris Children's Self-Concept Scale (P-H) were administered to 630 singleton children and 635 twins aged 7 to 12 years. Model-fitting analyses yielded two conclusions. First, self-concept was generally similar between first- and second-born twins and between monozygotic and dizygotic twins across the 6 cluster scales of the P-H. Second, twins consistently exceeded singletons for all 6 cluster scales of the P-H. However, the effect sizes of differences between twins and singletons were small except for one scale, Physical Appearance and Attributes.

APA, Harvard, Vancouver, ISO, and other styles

44

Huang, Hongyu, Lili Liu, Shaoyu Su, and Dandan Xie. "Self-consciousness and depression in precocious pubertal children." Journal of International Medical Research 49, no. 5 (May 2021): 030006052110202. http://dx.doi.org/10.1177/03000605211020227.

Full text

Abstract:

Objective To explore self-consciousness and depression in children with precocious puberty (PP) and analyse its effect on children of both sexes. Methods Sixty children with PP and 60 non-PP children matched for sex and age participated in the study. Children were assessed using the Birleson Depression Self-Rating Scale for Children and the Piers–Harris Children’s Self-Concept Scale. Results There were significant differences in physical appearance and attributes, anxiety, happiness and satisfaction between PP children and non-PP children. PP children had significantly higher depression than non-PP children. In the PP group, girls were significantly more prone to anxiety and unhappiness than boys. Conclusion: There were sex differences in the effect of PP on children’s self-consciousness, and girls were more prone to anxiety and unhappiness. More attention should be paid to improving the physical and mental health of children with PP.

APA, Harvard, Vancouver, ISO, and other styles

45

CHOI, Tae-Jin. "A Validation Study of the Piers-Harris Children`s Self-Concept Scale(Ⅱ): Latent Class Analysis of Self-Concept." JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION 30, no. 6 (December 31, 2018): 2072–86. http://dx.doi.org/10.13000/jfmse.2018.12.30.6.2072.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Fernell, Elisabeth, Christopher Gillberg, and Lennart von Wendt. "Self-esteem in children with infantile hydrocephalus and in their siblings. Use of the Piers-Harris Self-Concept Scale." European Child & Adolescent Psychiatry 1, no. 4 (October 1992): 227–32. http://dx.doi.org/10.1007/bf02094183.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Suehiro, Adriana Cristina Boulhoça, Fabián Javier Marín Rueda, Evelin Zago de Oliveira, and Silvia Verônica Pacanaro. "Avaliação do autoconceito no contexto escolar: análise das publicações em periódicos brasileiros." Psicologia: Ciência e Profissão 29, no. 1 (2009): 18–29. http://dx.doi.org/10.1590/s1414-98932009000100003.

Full text

Abstract:

Visando a levantar as publicações dos últimos dez anos referentes à avaliação do autoconceito no contexto escolar, o presente estudo avaliou artigos encontrados nos periódicos classificados como Nacional A pela CAPES. Os dados evidenciaram poucas publicações voltadas para a avaliação do construto. Mesmo os periódicos específicos de Psicologia escolar e educacionalpassaram a publicar artigos sobre o assunto somente a partir de 2005. Nas análises por Região, autoria e amostras, o Sudeste apresentou maior concentração de artigos publicados. Foi identificado o uso mais freqüente da autoria múltipla e a realização de estudos envolvendo crianças. As referências apresentaram mais artigos e livros, com predominância da literatura internacional. Quanto aos instrumentos de avaliação, os mais utilizados foram a Escala Infantil Piers-Harris e a Escala de Autoconceito Infanto-Juvenil EAC-IJ. Por fim, o presente estudo atesta a necessidade de novas publicações voltadas para a avaliação do autoconceito no contexto escolar, guiado pela importância do construto no processo de aprendizagem.

APA, Harvard, Vancouver, ISO, and other styles

48

Dr. Pham Thi Le Hang. "THE EFFECT OF THE EXERCISE PROGRAMS ON THE BOY’S SELF-CONCEPT." Innovative Journal of Medical and Health Science 9, no. 5 (May 31, 2019): 435–39. http://dx.doi.org/10.15520/ijmhs.v9i5.2585.

Full text

Abstract:

This study is to investigate the effectiveness of an exercise program for children from10 to 11 years old. In this study, 30 subjects were divided into two groups of equalcontrol and training. After completing the procedure, the participants in the traininggroup performed the gymnastics training program for 12 weeks and the controlgroup did nothing. Data collection tool is a demographic questionnaire and a scale ofself-concept Piers-Harris. Kolmogorov-Smirnov test is used to test the normal distributionof samples. The research results show that in the training group, the size ofthe concept of self and the general self concept of children before and after exerciseinstrument increased significantly. The results also show that the size of happinessand satisfaction of children, both in the control group and in the training group, issignificantly different. The study, concluded that a training program in the field ofgymnastics training has significantly increased the level of self-concept of children.

APA, Harvard, Vancouver, ISO, and other styles

49

Ferreira, Andresa Aparecida, Karina de Melo Conte, and Edna Maria Marturano. "Meninos com queixa escolar: autopercepções, desempenho e comportamento." Estudos de Psicologia (Campinas) 28, no. 4 (December 2011): 443–51. http://dx.doi.org/10.1590/s0103-166x2011000400005.

Full text

Abstract:

Este estudo objetivou caracterizar as autopercepções de meninos com queixa escolar, bem como verificar associações entre essa percepção e indicadores de desempenho escolar e problemas de comportamento. Em uma clínica-escola vinculada ao Sistema Único de Saúde, foram avaliados 50 meninos com queixa escolar, na faixa etária de 6 a 11 anos. Foram utilizados os seguintes instrumentos: Teste de Matrizes Progressivas de Raven, Teste de Desempenho Escolar, Roteiro de Avaliação do Senso de Auto-Eficácia, Escala Infantil Piers-Harris de Autoconceito, Inventário de Comportamentos da Infância e Adolescência. Nos resultados, o autoconceito global e o senso de autoeficácia mostraram correlação modesta, mas significativa, com a medida global de desempenho. O autoconceito na categoria felicidade correlacionou-se com todos os indicadores de desempenho, ao passo que o autoconceito na categoria status intelectual e acadêmico não se associou com desempenho. As autopercepções não mostraram associação com problemas de comportamento. Novas pesquisas são necessárias para esclarecer esse padrão de associações.

APA, Harvard, Vancouver, ISO, and other styles

50

Miklankova, Ludmila. "Motor skills as a predictor of adaptive behaviour of pupils – pilot study." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 202–9. http://dx.doi.org/10.18844/prosoc.v4i6.2931.

Full text

Abstract:

The level of motor skills is an important indicator of a child’s optimal growth and development. Shortcomings in this area can cause a gradual decrease in the child’s activity in the school group, which negatively effects the child’s adaptive behaviour. The aim of this pilot study was to analyse the relationship between the level of motor skills and the ability to adapt in a given social group – school class. The research group obtained 110 pupils of primary school aged 9–11. The data about adaptive behaviour skills were collected by Piers-Harris Children’s Self-Concept Scale 2. The level of motor skills was monitored by TGMD-2 test. The research was authorised by the ethical committee of the pedagogical faculty at Olomouc. The aimed development of motor skills could lead to adaptation of pro-social behaviour also in older age categories. The data were collected within the Project IGA_PdF_2017_002. Keywords: Motorics, primary school, readjustment, children

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!