Testing the Dimensionality of the Piers-Harris Children's Self-Concept Scale

Abstract

Confirmatory factor analysis techniques were used to assess several structural models that have been reported in the literature regarding the construct validity of the Piers-Harris Children's Self-Concept Scale (CSC). Responses from 885 Black, White, and Hispanic students in grades 3 to 6 were analyzed by using the LISREL VI program. Results indicating support for a three-factor model (one content factor plus two phrasing factors) suggested that the construct validity of the CSC is a function not only of content but also of manner of phrasing. Future research on the construct validity of the CSC and applications of structural modeling techniques are discussed.