Self-Perception Profile for Children/Adolescence

Posted on: March 16, 2015 | By: eoleary | Filed under: Self-Perception Profile for Children/Adolescence

Guidelines for Critical Review of Tests & Measures

  1. Descriptive Information
    1. Title, Edition, Dates of Publication and Revision*
      1. Self-Perception Profile for Children/Adolescence
      2. Initially published: 1985
      3. Revision: 2012
    2. Author (s)
      1. Susan Harter
    3. Source/Cost
      1. Accessed online for free
    4. Purpose
      1. designed to capture the essence of how people at various ages evaluate themselves. To measure how one defines the self.
    5. Type of Test
      1. Questionnaire
    6. Target Population and Ages
      1. Children: Ages 8-15
      2. Adolescence: Ages 13-18
    7. Time Requirements – Administration and Scoring*
      1. 36 question survey
    8. Test Administration
      1. Administration
        1. Structured alternative format
          1. Children read two characteristics and choose which one is most like them and then choose if it is “really true of me” or “sort of true of me”
        2. Survey not a test
        3. The administrator reads the first few questions allowed to ensure the students understand then if they are able to read and comprehend they continue with the ability to ask questions. If they will not understand the questions when reading the administrator continues to read the questions aloud.
      2. Scoring
        1. There are five Specific Domains, as well as a separate Global Self-Worth subscale
        2. A scoring key is included in the Appendix.
        3. Items within each subscale are counter-balanced so three items are worded with the most adequate statement on the right and three items are worded with the most adequate statement on the left. The scores for those with the most adequate description on the left are scored 4, 3, 2, 1 (from left to right); and the scores for those with the most adequate description on the right are scored 1, 2, 3, 4 (from left to right). (Where 4 represents the most adequate self-judgment and 1 represents the least adequate self-judgment.)
      3. Type of information, resulting from testing
        1. Means within each subset—it is not appropriate to combine subsets into one score.
        2. Subscales are: Scholastic Competence, Social Acceptance, Athletic Competence, Physical Appearance, and Behavioral Conduct; Scale: Global Self-Worth
      4. Environment for Testing
        1. Individual or a classroom setting
        2. Not recommended for a large group setting.
      5. Equipment and Materials Needed
        1. Just the questionnaire/survey
      6. Examiner Qualifications
        1. There are no requirements for utilizing the instrument, provided people have enough training to understand, administer, and interpret it accordingly.
      7. Psychometric Characteristics*
        1. Standardization/normative data
          1. Standard deviations are between 0.50 and 0.85 indicating large variability between subjects
        2. Evidence of Reliability
          1. Internal consistency reliabilities
          2. Test-retest reliability
            1. Not recommended for this test as the time frame needs to be within 1 month and children will complain they just took this test.
          3. Reliability scale appeared to be satisfactory with good internal consistency and test-retest reliability
        3. Evidence of Validity
          1. Face validity
          2. Factorial validity
          3. Convergent validity
          4. Construct validity
        4. Normative Data
          1. Utilizes goodness of fit (0.9 or higher)
        5. Summary Comments
          1.  Strengths
            1. Encompasses different domains separately.
            2. Only need questionnaire to administer and no training is required
            3. No cost to administer
          2.   Weaknesses
            1. 36 questions is long for children
            2. Difficu
          3.  Clinical Applications
            1. Reliable and valid self report measure for assessing self esteem.
            2. Clinically it can be important to assess children’s personal strengths and competencies and not just focus on problems and difficulties.

Harter, S. Self-Perception Profile for Children: Manual and Questionaire. Revised 2012. University of Denver Dept. of Psychology.

Muris P, Meesters C, et al. The Self-Perception Profile for Children: further evidence for its factor structure, reliability, and validity. Personality and Individual Differences. Dec. 2002. 1791–1802.


One response to “Self-Perception Profile for Children/Adolescence”

  1. Do you think that this test could red flag groups of adolescents with self-esteem issues who may become suicidal in order to begin preventional measures earlier?

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