Peer Academic Rankings and the Piers-Harris Children's Self-Concept Scale

Abstract

Two studies are used to evaluate children's ability to rank their peers' academic achievement, their own achievement, and to see how these rankings relate to children's academic self-concept. Analysis shows that elementary-school aged children can accurately rank the achievement of their peers and themselves. Also peers' rankings for academic achievement interact significantly with children's academic self-concepts. Self-rankings and actual achievement do not. The results are discussed in terms of the importance of considering peers when evaluating a child.