Brief Description

The Self-Concept Scale for Children is a self-report tool designed to assess children’s emotions and self-image. It consists of 22 adjective statements through which children express how they feel about themselves in everyday situations. The scale is used for research and diagnostic purposes, primarily with school-aged populations.

Purpose

The purpose of the tool is to measure a child’s self-esteem and self-concept, as perceived by the child. The scale aims to explore whether the child holds a positive or negative attitude toward themselves, which is closely linked to their psychosocial adjustment.

Scoring Method

The scale includes 22 statements, to which children respond by choosing one of five Likert-style options:
1 = Not at all, 2 = Rarely, 3 = Sometimes, 4 = Often, 5 = Most of the time.
Three items (numbers 10, 17, and 20) are reverse scored. The final score is calculated either as the sum or the average of all responses. Higher scores indicate higher levels of self-esteem.

Validity

The scale demonstrates convergent validity, as it significantly correlates with anxiety levels measured by the Children’s Manifest Anxiety Scale. Children with high anxiety levels tend to have lower self-esteem scores. Its theoretical validity is supported by the clarity and simplicity of the statements, which are suitable for elementary-aged children.

Reliability

The scale shows high test–retest reliability, with correlation coefficients ranging from 0.73 to 0.91, indicating stable responses over time. Internal consistency is considered adequate for use in research and educational settings.

Data Analysis and Use

Data are analyzed by calculating the total self-esteem score, with the option to compare results by gender, age, or educational/psychosocial background. The scale can serve as a screening tool for early identification of low self-esteem, as well as in psychoeducational interventions or for evaluating the effectiveness of empowerment programs.

References

Lipsitt, L. P. (1958). A self-concept scale for anxiety. Child Development, 29, 463–472.
Corcoran, K., & Fisher, J. (1987). Measures for Clinical Practice. New York: The Free Press.
Tsimpidaki, A. (forthcoming). The family with a preschool or school-aged child with special needs. University of the Aegean, Department of Preschool Education and Educational Design.