Comparison of Students' Perception of Ability Scale with the Piers-Harris Children's Self-Concept Scale

Abstract

Performance on the Students' Perception of Ability Scale and Piers-Harris Children's Self-concept Scale was compared for 642 children in Grades 3 to 6. Intercorrelations between Perception of Ability scale and Piers-Harris Full and subscale scores varied from –.029 to .078. Perception of Ability Full and subscale scores also correlated moderately with end-of-year school grades, whereas the Piers-Harris showed little, if any, relationship with grades. It was concluded that the Perception of Ability scale is tapping the unique domain of academic self-concept, rather than general self-concept, and accordingly, that it has discriminant validity. The results were discussed in terms of using the scale to measure change in academic self-concept in conjunction with remedial programs with elementary school children and with regard to currently conducted studies of external validity.