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TM 003 321

Rosen, Pamela, Ed.Measures of Self-Concept Grades 4-6.Educational Testing Service, .Princeton, N.J. TestCollection.Feb 736p.Test Collection, Educational Testing Service,Rosedale Road, Princeton, N. J. 08540

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS *Annotated Bibliographies; *Elementary School

Students; *Measurement Techniques; *Self ConceptTests; Self Esteem; *Student Attitudes

ABSTRACTThis 31-item test bibliography deals with a variety

of currently available measures of self-concept and self-esteem. Forthe purposes of this listing, self concept was e.efined as a'Multidimensional construct encompassing the range of an individual'sperceptions and evaluations of himself. Many of the devices containedherein emphasize the learner's self-concept or the child's conceptionof himself in the school environment. However, several globalmeasures are also,described. Various methods for assessingself-concept, including direct observations, behavior ratings,self-reports, and projective techniques, are presented. Theinstruments described in this listing are appropriate for use withchildren in grades four through six. Information was obtained fromthe holdings and references of the Educational Testing Service TestCollection. (Author).

0 TEST COLLECTIONEDUCATIONAL TESTING SERVICEPRINCETON, NEW JERSEY '2,540

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MEASURES OF SELF-CONCEPTGrades 4-6

February. 1973

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This annotated bibliography deals with a variety of currently available measures of sell-concept and self-esteem. For thepurposes of this listing, sell-concept was defined as a multidimensional construct encompassing the range of an individual'sperceptions and evaluations of himself. Many or the devices contained herein emphasize the learner's self-concept or thechild's conception of himself in the school environment. However, several global measures are also described. Variousmethods for assessing, self-concept. including direct observations, behavior ratings, self-reports. and projective techniques, arepresented. The irstruments described in this listing are appropriate for use with children in grades four through six.

Information was obtained from the holdings and references of the Educational Testing Service Test Collection. Please do notwrite the Test Collection for inspection copies since the Collection does not have distribution rights for its holdings.Specimen sets (when available) and/or specific information must be obtained directly from the publisher or author. Refer tothe listing of publishers at the end of this bibliography for complete addresses.

Some of the measures listed below are reviewed or described in the references cited in the bibliography.

About Me by James Parker: Not Dated; Grades 4-6: JamesParker*.

A five-point sel-rating scale assessing five areas of self-conceptwhich are expressed in behavior in the school setting. Subsenresincluded are: Self. Self in Relation to Others, Self as Achieving,Self in School, and the Physical Self.

*Included in Parker, James. The Relationship of ,Self Report toInferred Self-Concept. Educational and Psychological Measure-ment. 26 Pp. 691-700; 1966.

The Behavior Canis: A TestInterview for DelinquentChildren by Ralph M. Stogdill; c1941-50; Grades 3-10:Stoelting Company.

Use of the Cards provides tlfelchild with an opportunity to facehis problems and-15TOVideV"dti insight into the child's attitudestoward his delinquent behavior. The test is individually admin-istered employing the card-sort technique. Any child who scoresgrade 4.5 or higher on a standardiked reading test should be ableto sort the cards with little assistance. Cards can be read tosubjects with reading disabilities. At times an abbreviated versionof the test can be given by eliminating fifty specified cards. Thiseliminates the more serious delinquent behaviors.

Behavior Rating Form by Stanley Coopersmith; Not Dated;Grades Kindergarten-9; Stanley Coopersmith*.

A I 3-ilein five-point rating scale devised for appraising assured ;nidconfident behavior. Items refer to such behavior as the child's

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reaction to failure, sell-confidence in a new situation, sociabilitywith peers, and the need for encouragement and reassurance. Theforin yields two scores: Esteem Behavior and ConfidenceBehavior.

*Data is available in: Coopersmith, Stanley. Antecedents Of Sell:Esteem, San Francisco: W. f:reentan, 1967.

Children's Self-Conception Test: Form II by Marjorie B.Creelman; el954-55; Grades 3-6: Marjorie B. Creelman.

Designed to assess the relationship of sett'- concept to adjustmentor maladjustment. Employs a series of pictures depicting sii11:1-lions commonly experienced by children in Western culture. Testprovides indications of self-esteem and 'moral standards.

Childrcu's Self- Social Constructs Test: Primary Form byEdmund H. Hendersen. Barbara 11. Long, and RDbert C.Ziller; el 967; Grades 1-6; Edmund H. Hendersen.

A measure of social self-concept from which certain aspects of thechild's conceptions of himself are interred. Subscorcs include: SelfEsteem, Social Interest or Dependency, Identification, GroupIdentification, Individuation or Minority Identification, Power,Egocentricity, Complexity, Realism for Size, and Preference forOthers.

Columbus Sentence Complethm for Chihfren by Jack A.Shaffer and Arthur S. Tamkin; Not Dated; Ages 4-Adoles-cence; Jack A. Shaffer.

A general projective test covering the following topics: Self-Concept, Wishes and Plans, Self-Comiept (Problems), Family.Social, School, and Picture of Self. The test provides an indicationof the child's adjustment level.

Coopersmith SelrEsteem hwentory: Form A by StanleyCoopersmith; Not Dated; Ages 9-Adults*; Stanley Cooper-smith.

Designed to provide a general assessment of self-esteem. The 58items are arranged into five subscales: General Self. Social Self-Peers, dome Parents, Lie Seale, HomeAcademic.

*Can be used with children younger titan age 9 if individuallyadministered, Technical information' is available in: Coopersmith,Stanley. Antecedents of Self-Esteem.- San Francisco: W.H.Freeman, 1967.

Coopersmith Self-Esteem Inventory: Form B (Short Form)by L. tanley Coopersmith; Not Dated; Ages 9-Adults; StanleyCoopersmith*.

Designed to measure self-esteem from the- perspective of thesubject. Emphasis is placed on the subject's self-attitudes in four

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areas: peers, parents. school, and personal interest.

*Additional information is available in: Coopersniith, Stanley.Antecedents of SelflEsieem. San Francisco: W.I I. Freeman. 1967.

Expanded Test Anxiety Scale fur Children (Feld and Lewis-1969) by Sheila C. Feld and Judith Lewis; 1969: Grades1-9; Sheila C. Feld*.

A modification of the Sarason Test Anxiety Scale for Childrenwhich includes the original and revised questions and two neutralitems about dreams and achievement.. Subscales include: 'lestAnxiety, Remote School Concern. Poor Self-Evaluation, andSomatic Signs of Anxiety.

*Included in Feld. S., and Lewis, J. "The Assessment of Achievemeat Anxieties in Children.- C.P. Smith (Ed.). chicrement.Related Motives in Children. New York: Russell Sage Foundation,1969. Pp, 1 5 1-1 99.

llove1 See Myself Scale.- Hemenuny Form by Ira J.Gordon: 1968; Grades 3-6; Ira J. Gordon (Manual is avail-able from the Florida Educational Research and Develop-ment Council),

Factors assessed are, Teacher-School, Physical Appearance, Inter-personal Adequacy. and Aciidernic Adequacy.

Plow Much Like Me? by Dale W. Dysinger; Not Dated;Grades 3-5; Dale W. Dysinger.

A sell-administered measure of general self-concept.

Inferred Self-Concept Judgment Scale by ElizabethMcDaniel; 1965-69; Grades 1-9; Elizabeth McDaniel.

Designed to measure the student's self-conecpt as it is generatedand in the school setting.

Inferred Self-Concept Scale: Exp: rimental Form byElizabeth L. McDaniel; cl`,69; Grades 1 and Above; SanFelipe Press.

Seale is based upon the assumption that self-concept can beinferred from manifest behavior. Scale purports to be appropriatefor assessing and comparing sell-concepts of culturally .differentgroups. Test may also be used with adults and German juveniles.

Instructional Objectives F.xchange: Measures of Sell=Concept, Kindergarten-Crack 12, Revised Edition; 1972;

.Grades Kindergarten-12; Instructional Objectives Exchange.

A series of affective objectives co neerning the learner's self con-cept. Dimensions employed are peer, scholastic, family, andgeneral. Self-report inventories (direct and indirect) and observa-tional inventories are provided to assess the attainment of eachobjective.

Instructional Objectives Exchange: Objecting CollectionAttitude Toward School, Kindergarten-Grade, 12, RevisedEditibn; 1972; Grades Kindergarienl 2; instructionalObjectives Exchange.

A collection of affective objectives dealing with the learner'sself-concept as reflected in attitudes toward teacher, school subjects,learning, peers, social structure and climate, and general attitudes.An observational indicator and both direct and inferential self-report measures are provided to assess the attainment of eachobjective.

Morgan Punishment-.Situation Index. by Patricia K. Morgan;Not Dated (Test is copyrighted); Ages Children- 9-12 andTheir mothers; Eugene L. Gaier.

A projective device specifically concerned with the perception ofthe direction of aggresSion in the punishinent situation:Jim Indexyields four concepts operating in the punishment situation:. the.child's self - concept, his concept of his mother, 1he mother's self-concept, and her concept of the child. Employs scoring pro-cedures developed for Ro:venzlivig Picture-Frustration Test.

Piers- Harris Childreit's. Self-Concept' Scale by. Ellen V. Piersan d Dale 13. Harris; c1969; Grades 3 -12; CounselorRecording and Tests.

MeasureS self-concept with regard to behavior, intellectual ,andschool physical appearance and attributes, anxiety;popularity, and happiness and satisfaction. May be used as a class-room screening device to identify children- in need of psycholog-ical referral. '1

Rogers' Personal Adjustment Inventoty by Carl R. Rogers;c1961; Ages 9-13; Western.Psycholagical Services.

Designed to assess a child's attitude toward himself, his family,and his peers. Subscores include: Personal Inferiority, SoialMaladjustment, Family Maladjustment. and Daydreaming.

Sears Self Concept. Inventory: AbbreViated Form byPauline S. Sears; 1966; Grades 3-6; Pauline S. Sears.

The 'child rates himself' in terms of: Physical Ability, AttractiveAppearance, Convergent Mental Ability, Social Relations withSame Sex, Socjal VirtuesDivergent Mental Ability, Work Habits,Happy Qualities, and School Subjects.

Self-Coucept -Adjective Checklist by Alan J. Politic; c 1971 ;Grades Kindergarten-8; Psychologists and Educators, Inc.

Enables the student to project his personal feelings rela ted toself-concept phenomena and provides indices of his eeneral levelsof selfconcept feelings: The adjectives cover the following:Physical Traits, Social Values, intellectual Abilities, and Miseei-

laneous (emotional feelings, group behaviors, and .habits). Asresult Of the scoring,,. the child is identified as "self-confident,"poor self-concept ." or "aggressive."

SelcC'oncept and Motivation Inventory: Later PementaryForm by George A. Farrah', c 1968; Grades .1-6: Persow0-Metrics.

Measures academic self-concept in terms of the child's perceptionof Ids role as a lea flier. The inventory yields scores for roleexpectations, selkidequaey, goal and achievement. needs, andfailure avoidance.

Sell:Concept As A Learner' ScaleEleMenlatY by John K.Fisher; Not Dated; Grades 3-6; John K.: Fisher.

The SCAL is a modification of the secondary settle developed byWalter 13. Waefien. Subscores include: Motivation, Task Orienta-tion, Problem Solving. and Class Mon bership. The Motivation

-factor is designed to determine the degree to which the respond-ent perceives himself motivated to do school work and to partici-pate in learning activities. Task Orientation refers. to the way astudent sees himself relating to learning activities. Problem Solvingdetermines the view that a pimil has of himself as a problemZlver. Tlie Class Membership factor is designed,,to find out liowthe student sees himself in relation to other members of the class.

Sell:Concept InsmunentA Learner Scale by Gordon P.-Liddle; 1967; Grades 3-6; Gordon P,Liddle.

Variables assessed are self-concept in reference- to motivation,in tellectrial ability; task orientation, and class membership.

Self-Concept of Ability .Scale; 1963-68; Grades 2-6; Uni-versity of Maryland Research and Demonstration Center ofthe- Interpersonal Research Commission on Pupil PersonnelServices.

Designed' to assess change in self-reported attitudes of groups ofstudents toward themselves as learners. Covers six academiccontent areas: arithmetic, 'English, social studies, science, Music,and art. The bases of comparison are the class, the grade -level,close friends, future high school claSs, future college associates,other students in general, and one's own ability. The 'scale wasadapted from 13rookover, Paterson, Thomas' Self-Concept ofA hairy,

Sell:Concept Target Game by Ann FitzGibbon; 970; Ages9-10; Ann FitzGibbon.

Designed for use with children. who have participated in- theResponsive Model Follow Through Program. It is a measure ofself-concept in terms of the child's willingness to take reasonablerisks of faiiure,.make positive estimates of his ability io perform a

task, make realistic statements about theprobability of being right

or wrong; learn from errors and corrections, use failure in aproductive manner, and take credit for :accomplishments andacknowledge failtir-Indb,:i-dVally,a_dministered.

,Self Profile Q-Sort by Alan J. Politic, c.11970; Grades 3-3;rPsychologists and Educators Inc.

Aids in elementary school counseling by providing a means foreliciting self-evaluation from a student, for investigating changes ina student's self.coneept through the course or counseling SCSMOIS,and lor stimulating group interaction in the counseling selling.

A Semantic Differential for illeasurement of Global andSpecific Self:Concepts by Lois Stillwell; No Dated; Grades1-3 and 4-6; Lois Stillwell:

Test can be Modified-to assess attitudes toward!. self in a variety ofspecific roles or coneeptiod of self from the point of view of astated referent. The Primary Form is appropate for Grades one .through three and the Upper GradeS Form is for the fourth gradeand beyond. Test can be group administered easily to those ingrade three or higher. First and second graders may have difficulty-and will require several assistants to provide close observation.Subscores include: Myself, Myself As a Student, Myself As_ aReader, Myself As an Adtlitnetic Student-.

Tennessee Self:Concept Scale: Clinical and Research Formby William H. Fitts; c 1 964-70; Ages 12 and Above;Counselor Recordings and Tests.

Yields 30 profiled scores: Self Criticism, Self Esteem (Identity,Self-Satisfaction, Behavior, Physical Self, Mort.d-Ethical Self,

Persond Self. Family. Self, Social' Self, Total), Variability ofReSpOnse (Variation across' First Three Sell-Esteem Scores, Varia-tion across Last Five Self-Esteem Scores., Total), Distribution,Time, Response Bias. ,Net. ;Conflict, Total Conflict. Empirical(Defensive Positive, General Maladjustment, Psychosis, PersonalityDisorder, Neurosis, Personality Integration), Deviant Signs, andfive scores Consisting of counts of each type of response made.

TenneSsee Self-Conccpt Scale: Counseling Form by WilliamH. 'Fitts: c 1 964-70: Ages i 2 and Above: CounselorRecordings and Tests.

Yields 15 profilf.d scores; Self-criticism, Self-Esteem (Identity),Self-Satisfaction.; Behavior, Physical_ Self, Moral-Ethical Self,Personal Self,j'amily Self, Social Sc. ll' Total), Variability ofResponses (Variation across First Three Self-Esteem Scores, Varia-tion across ,Last Five Self-Esteem Scores, Total), Distribution. andTime.

What I 4m Like; Not Dated; Grades 4-10; Cincinnati PublicSehools Division of Psychological Services and Division ofPrograM Development.

A Frie-poilit; bi-polar, self-rating settle based on Osgood's conceptof/the semantic differential. Su btests are: What 1 Look Like, WhatI Nm Like When I Am With My Friends, and What I Ain,The test

fdr research only and is to be used only in group assessment.

When Do I Smile? by Dale W. Dysinger; Not Dated; Grades1-5; American Institutes for Research.

Variable assessed in self-concept in reference to the school setting.

AMerit2311 Institutes lot Research8555 16th StreetSilver Spring. Maryland 20910

Cincinnati Public SchoolsDivision of Psychological Service

and Division of Program Developmentu0$ Fast McMillan StreetCincinnati, Ohio 45206

Stanley CoopersinitiiUniversity of CaliforniaDavis, California 95616

Counselor Recordings and TestsVanderbilt UniversityBox 6184, Acklen StationNashville. Tennessee -37212

Marjorie B. Creel manCleveland State UniversityCollege of Arts and Sciences.Cleveland, Ohio 44115

Dale W. Dysingerterican Institutes fOr Research

135 North ftellefield AvenuePittsburgh, Pennsylvania 15213

Sheila C. FeldUniversity of MichiganFrieze BuildingAnn Arbor, Michigan 48104

John K. FisherDepartment of PsychologyEdinboro State CollegeEdinboro, Pennsylvania 16412

PUBLISHERS' ADDRESSES

Ann FitzGi.bbonFar West Laboratory for Educational

Research and 1)evele >potent1555 Folsom StreetSan Francisco. California 04103

Eugene E. GaierFaculty of Educational StudiesState University of New York

at BuffaloBuffalo, New York 14214

Dr. Ira J. GordonCollege of EducationUniversity of FloridaGainesville, Florida 32601

Edmund H. HendersenMcGulley Reading CenterSchool of EducationUniversity of VirginiaCharlottesville, Virginia 22093

Instructional Objectives ExchangeBox 24095Los Angeles, California 90024

Gordon P. LiddleAssociate DeanUniversity of Kentucky

. Lexington, Kentucky 40506

James ParkerDepartment of EducationGeorgia Southern CollegeStatesboro, Georgia 30458

Person-O-Metrics205-04 Williamsburg RoadDearborn Heights, Michigan 48127

Psychologists and Educators, Inc.SUite 212211 West State StreetJacksonville, Illinois 62650

ERRATA

Children's Self-Social:ConstructsTest: Primary Form

Edmund H. Henderson, may now be obtained from The Off

EducationalTesting Service, 17 Executive PaifrET:Tve,

Georgia 30329.

San Felipe PressBox 2055Austin, Texas 757(17

Pauline E. SearsResearch and Development EducationStanford UniversityStanford. California 04305

Jack A. ShafferDepartment of PsychologyHumboldt State CollegeArcata, California 95521

Lois-StillwellOffice of Child Study and

GuidanceAkron Public Schools70 North BroadwayAkron. Ohio 44308

Stool t ing Company1350 South KostnerChicago, Illinois 60623

University of Maryland Researchand Den onstration Center ofthe Interprofessional ResearchCommittee on Pupil PersonnelService -

University of MarylandCollege Park, Maryland 209 I0

Western Psychological ServicesBox 775Beverly Hills, California 90213,

listed as available from

ice of Special Tests,

NE, Suite 100, Atlanta,

REFERENCES

Beatty, Walcott II.. liditor. Impror Mg Educational ..1ssessment and Au Inventoot Of 1lea.surcy .1;;;.ctive Rehavior.Washington. D.C.: Association for Supervision and Cucriculinn Development. 1969.

Burns, Oscar K., Editor. Personality Jests and Reviews. Highland Park, New Jersey: The Gryphon Press.. 1970.

Burns, Oscar K.. Editor. The .S'eventh Mental illeasunents Yearbook. Highland Park. New Jersey: The Gryphon Press. 1')72.

lloepiner, Ralph, Editor. CS77; 1-.3ementary School Test Evaluations. Los Angeles: Center l'Or the Study of [valuation. UCLAGraduate School of Education, 1970.

Johnson, Orval G., and Bommarito, James W. Tests and Measurements in Child Development: /1 Handbook. San Francisco:Jossey-Bass Inc., Puhlishers, 1971:

Robinson. John P., and Shaver, Phillip R. Measures of. Social Psychological Attitudes. Ann Arbor, Michigan: Institute forSocial Research, 1969.

Wylie, Ruth C. The Sell-Coneept. Lincoln: University of Nebraska Press, 1961.

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