A Comparative Analysis of the Factorial Structures of two Administrations of the Piers-Harris Children's Self Concept Scale to One Group of Elementary School Children

Abstract

Data obtained from two administrations of the Piers-Harris Children's Self Concept Scale to a single group of 159 elementary pupils were factor analyzed to determine the stability of factors from one test to another. Of ten factors from each test administration extracted and rotated by means of the varimax method, five in each test sample were found to have sufficient item content commonalities to warrant joint interpretation and labeling. The findings suggest that the factorial dimensions of the Piers-Harris scale can vary considerably even within one study group. Researchers therefore would do well to determine the factorial structure of their own test data as well as to consider carefully the variance accounted for by each factor if they wish to draw meaningful conclusions from findings involving changes in self-concept in terms of particular constructs. Implications of further factorial validity research of the Piers-Harris scale are discussed.