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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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