Susan Harter Scale

8/18/2019 Susan Harter Scale

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SUSAN HARTERSELF-PERCEPTION PROFILE

FOR CHILDREN

DONE BY

SHWETA GANGOPADHYAY

AMMU SANDLER


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SUSAN HARTER SELF PERCEPTION

PROFILE The Self-Perception Prole for Children was invented by

SUSAN HARTER, initially created in 1979 and published in

1985

!fter receivin" her bachelor#s de"ree fro$ %berlin Colle"e&

she received her Ph' fro$ (ale )niversity in 19**&

obtainin" a +oint de"ree in develop$ental and child-clinical

psycholo"y

Susan ,arter wrote etensively about self-concept


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SELF & SELF CONCEPT

DEFINITION OF SELF


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SELF CONCEPT: ACCORDING TO

SUSAN HARTER

,er detailed account of the e$er"ence of self concept

be"ins at the a"e of two by reco"nition of the self as a

detailed physical entity

!ccordin" to her the children be"in to for$

autobio"raphical $e$ories and as evolvin"

autobio"raphical portrait of the self in the a"e of two

!nother i$portant in2uence on the e$er"in" self concept

is the attach$ent relationship with the care"iver


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SELF PERCEPTION THEORY

Self-perception theory was developed by social

psycholo"ist 'aryl 3e$ The self-perception theory consists

of two basic clai$s which are 4

irst the theory clai$s that people co$e to .now their own

attitudes& beliefs& and other internal states by inferrin"

the$ fro$ their own behavior and the circu$stances under

which they occur

Second the theory clai$s that when internal cues are

wea.& the individual is in the sa$e position as an outside


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DESCRIPTION OF THE SCALE

The Self-Perception Prole for Chilren 0SPPC

is a self-report $a"nitude esti$ation scale that

$easures a school-a"e child6s sense of "eneral

self-worth and self-co$petence in the do$ain of

acade$ic s.ills 0,arter 198& 1985 The Self

Perception Prole for Children& as developed by

Susan ,arter& has ve subscales to assess

perceived do$ain-specic co$petence


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FIVE SPECIFIC DOMAINS OF

COMPETENCE

Scholastic CSocial Com!t!"c! Athl!tic Com!t!"Ph#sical A!a$a"B!ha%io&$al Co"'Glo(al S!l)- Wo$th


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AGE ELIGIBILITY

• The population and a"e eli"ibility for the test are

Children and !dolescent but the a"e has been revised

over the years which are4!"#$-!""%


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PSYCHOMETRIC PROPERTIES

STANDARDIZATION /NORMATIVE DATA

Standard de!at!"n# are$et%een '( and ')(!nd!*at!n+ ,ar+e ar!a$!,!t-$et%een #.$e*t#

RELIABILITY

0' Interna, *"n#!#ten*-re,!a$!,!t!e#'

1' Te#t2rete#t re,!a$!,!t-

VALIDITY

*+ Fac! %ali'it#,+ Facto$ial %ali'it#+ Co"%!$.!"t %ali'it#/+ Co"st$&ct %ali'it#

NORMS

Only raw scores, which are asimple summation of the sixindividual items in each scale,are provided, as no nationalnorms are available.


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RESEARCH

esearch done by ,arter and enic. 01989 on $pact ofsocial co$parisons on the developin" self-perceptions oflearnin" disabled students This self-report instru$ent tapschildren6s perceptions of their scholastic and athleticco$petence& social acceptance& and feelin"s of "lobal self-worth esults indicated that social co$parison processesplay an i$portant role in the for$ation of :' students6perceived acade$ic co$petence

!nother esearch done by 3ouchey& and ,eather0;;5 one2ected !ppraisals& !cade$ic Self-Perceptions& and


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APPLICATION

1 eliable and valid self report $easure for assessin" self

estee$

Clinically it can be i$portant to assess children#s personal

stren"ths and co$petencies and not +ust focus on

proble$s and diBculties

? :earnin" 'isabled Children6s self- perception were

investi"ated usin" this scale

Social co$parison play an i$portant role in the for$ation


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MATERIALS RE3UIRED

Susan ,arter Self Perception Duestionnaire

Eritin"


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PROCEDURE

1 Children are rst infor$ed that this is a S)G>( and thatthis is H%T ! T>ST

Children read two state$ent and choose which one is $ost

li.e the$ and then choose if it is Ireally true of $eJ or Isort

of true of $eJ

? t is critical to e$phasiKe that for any "iven ite$& they only

chec. one bo on the side that is $ost li.e the$& T,>( '%

H%T C,>CF 3%T, S'>S

The ad$inistrator reads the rst few Luestions allowed to

ensure the students understand then if they are able to

read and co$prehend they continue with the ability to

as. Luestions f they will not understand


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INSTRUCTION

I There are two sets of Luestions one titled &HAT A' I LI(E

and the other HO& I'PORTANT )OURSELF AS A

PERSON a$ interested in .nowin" what you are li.e as a

person and what are thin"s you considered to be i$portantabout yourself There is a sa$ple Luestion $ar.ed ! on rst

sheet There are two opposite sentences "ive in

Luestionnaire (ou have to decide whether you are $ore

li.e the .ids on left side or $ore li.e the .ind on ri"ht side

%nce you have decided which side is true for you& tell $e

whether the sentence is SORT OF TRUE or REALL) TRUE

by puttin" a cross on a bo want you do the sa$e for all


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PRECAUTIONS

1 Children are infor$ed that it is a survey not a test

t is $entioned that there is no ri"ht= wron" answers on

the survey

? t is critical to e$phasiKe that for any "ive ite$& the testee

can chec. only one bo

t is i$portant to $onitor the child so that he=she chec.s

only one bo

5 t is advisable to read all the ite$s to ?rd-th "raders or to


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ANALYISIS OF DATA

1 te$s are scored & ?& & and 1 where represent the$ost adeLuate self-+ud"$ent and 1 represents leastadeLuate self-+ud"$ent

te$s within each subscale are counter balanced suchthat three ite$s are worded with $ost adeLuatestate$ent on ri"ht

? te$s scores for those with the $ost adeLuate

description on the left are scored & ?& & 1 whereas ite$sscores for those ite$s with $ost adeLuate description onri"ht are scored 1& & ?&

The $ean of each subscale is calculated thus the total ofsi subscales will "ive a child#s prole


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REFERENCES

• ,arter& S0;1 Self-Perception Prole for Children4


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Susan Harter Scale

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