ERIC Number: ED228877
Record Type: Non-Journal
Publication Date: 1982
Reference Count: N/A
Perez Self-Concept Inventory. Test Manual.
Perez, Juan R.
A pictorial self-concept inventory for Mexican-American children was developed and validated. A primary concern was the adequate selection of pictures that would be relevant to the child's cultural background and environment. Another concern was the development of subscales which would measure the areas of sense of control, social self, academic self, family self, and independent self. The "Perez Self Concept Inventory" (PSCI) was developed from a 110-item pool of items selected from self-concept scales and inventories. Rating of the 110 items by educators as to their consistency with the Mexican-American child's culture reduced the number of items to 60. These were converted into pictures for boys (form B) and for girls (form G). A second panel of educators rated these items on picture item-verbal item agreement, and the PSCI was condensed to 50 items. Finally, a pilot study reduced the number of items to 40. A total of 609 test scores was used in establishing normative data on the PSCI. Conclusions regarding score distribution, discrimination on the test items for kindergarten through grade 4 levels, test-retest reliability, and concurrent validity are presented, along with normative information. Appended materials include a chart showing the distribution of each item by subscale, scoring keys for both forms, an individual score profile sheet, and a 14-item bibliography. (SW)
Descriptors: Cultural Background, Elementary Education, Elementary School Students, Mexican Americans, Self Concept Measures, Test Construction, Test Norms, Test Reliability, Test Validity, Visual Measures
Evaluation, Dissemination, and Assessment Center, Dallas Independent School District, Dallas, TX 75204 ($.80; student test booklet $.60).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: Evaluation, Dissemination and Assessment Center, Dallas.