This study largely replicates the findings of a previous study reported by the authors. Further research involving the physical dimension as a possible facet of general self-concept is suggested. (Author/BW)

Confirmatory factor analysis techniques assessed several structural models that have been reported regarding the construct validity of the Piers-Harris Children's Self-Concept Scale. Responses of 885 Black, White, and Hispanic students in grades three-six suggest that the scale's construct validity is a function of content and manner of phrasing.…

The Personal Attribute Inventory for Children (Parish) and the Piers-Harris Childrens Self Concept Scale were administered to samples of third and sixth grade children. Test-retest reliability and correlations between scales support the usefulness of both scales. (JKS)

The Barksdale Self-Esteem Test, the Piers-Harris Childrens Self Concept Scale and the Tennessee Self Concept Scale were administered to three samples of lower middle-class junior high school students and factor analyzed. Six factors were found to be essentially invariant across samples. (Author/JKS)

Results indicated that the Piers-Harris Children's Self Concept Scale demonstrates both convergent and discriminant validity in an assessment of a relatively stable and internally consistent construct. (Author/BW)

The Nonsexist Personal Attribute Inventory for Children (NPAIC) was administered along with the Piers-Harris scale to children in fifth through eighth grade. A correlation of .49 was found between the two scales. The NPAIC was found to be a reliable, valid self-concept scale for females and males. (Author/GK)

Reliability and validity data on the Personal Attribute Inventory for Children (PAIC) are reported. The inventory correlated with the Piers-Harris Children's Self-Concept Scale at .32 and had a test-retest reliability of .88 over a four-week span. Different PAIC results were obtained for eighth grade students. (JKS)

The construct validity of a 17-item exploratory academic self-concept subscale derived from the Piers-Harris Chidlren's Self-Concept Scale was investigated. Its empirical factor structure and its correlation with two other academic self-concept instruments were analyzed. Research use only is recommended pending rewriting of this exploratory…

The Piers-Harris Children's Self-Concept Scale was administered twice to a sample of elementary school pupils and both sets of data were factor analyzed. Results led the authors to question the factor stability of the instrument. (Items are included). (JKS)

Data on the Piers-Harris Children's Self-Concept Scale from a sample of educable mentally retarded elementary school students were factor analyzed. Results indicated some support for the factor validity of the instrument. (JKS)

The scale yielded three major dimensions that were essentially invariant across the three samples: physical appearance, socially unacceptable (bad) behavior, and academic or school status. (Author/RC)

Test-retest item instability indices for low, middle, and high scores on the Piers-Harris Children's Self-Concept Scale were calculated in order to test the hypothesis that low scores are invalid because of unreliability of responding. The hypothesis was not supported. (Author/JKS)