Divergent/Discriminant
Self-perception scores for the physical appearance scale did not correlate with teacher reports ( rs range from
.08 to .12; Boivin et al., 1992 ). The adolescent version was unrelated or weakly related to social desirability with
correlations ranging from .02 (for close friends) to .29 (for physical appearance), similar for the original forced-
choice and alternative Likert-type format ( Wichstrom, 1995 ). The global Harter scales for children correlated
negatively both with internalizing problems ( r52 .22) and externalizing problems ( r52 .30) as well as
with measures of anxiety and depression ( r52 .56 and 2.67, respectively) in samples of Dutch children
(Muris, Meesters, & Fijen, 2003 ).
Construct Factor Analytic
Several studies have evaluated the factor structure of the Harter measures, although these studies have tended to
omit the global items and it is not clear whether the results would be different if the global items were included in
the analyses. Some studies have replicated the intended factor structure ( Harter, 1985 ;2 0 1 2 ; Neemann & Harter,
2012) and using diverse samples ( Boivin et al., 1992; Ferrier & Martens, 2008; Granleese & Joseph, 1993; Miller, 2000;
Muris et al., 2003; Rose et al., 2012; Van Dongen-Melman, Koot, & Verhulst, 1993; Worth et al., 1996 ), but others
have been unable to replicate this factor structure or have only partially replicated it ( Egberink & Meijer, 2011; Eiser,
Eiser, & Havermans, 1995; Rose et al., 2012; Thomson & Zand, 2002; Wichstrom, 1995 ).
Criterion/Predictive
Several studies have shown that the self-perception profile subscales predict hypothesized outcomes over
time. For example, using the child scale, lower scores on the physical appearance scale predicted later depression
(β52 .12;Kim-Spoom, Ollendick, & Seligman, 2012 ) and lower scores on the social competence scale predicted
later internalizing and externalizing behaviors ( β52 .19 and β52 .18, respectively; Bornstein, Hahn, &
Haynes, 2010 ). Lower scores on the physical appearance scale but not on the social competence scale, predicted
later bulimic symptoms, controlling for prior symptom levels ( β52 .16 and β52 .02, respectively; Holm-
Denoma & Hankin, 2010 ). Scores on the scholastic competence scale predicted later school engagement ( β5.18
Chen, Hughes, Liew, & Kwok, 2010 ). Similar predictive validity findings have been found using the adolescent
scale: lower scores on the global self-worth predicted later disordered eating ( β52 .11 to 2.21; Kansi,
Wichstrom, & Bergman, 2005 ;β52 .20 to 2.31;Salafia, Gondoli, Corning, Bucchianeri, & Godinez, 2009 ),
declines in depressive symptoms ( β52 .30; Burwell & Shirk, 2006 ), and higher social acceptance scores
predicted later peer-reported companionship, lower hostility, and lower withdrawal ( β5.19, β52 .31, and
β52 .23, respectively; McElhaney, Antonishak, & Allen, 2008 ).
Location
Harter, S. (2012a). The self-perception profile for children: Manual and questionnaires. Unpublished manuscript,
University of Denver, Colorado, USA.
Harter, S. (2012b). The self-perception profile for adolescents: Manual and questionnaires. Unpublished manuscript,
University of Denver, Colorado, USA.
Scales and manuals can be downloaded from: http://portfolio.du.edu/SusanHarter (Retrieved January 1,
2014).
Results and Comments
The SPP measures have several benefits. Foremost, there are scales available for different age groups so these
instruments permit a developmentally sensitive approach to assessing self-evaluations across the life span.
Moreover, the scales appear to have predictive validity for important outcomes. However, there are also several
notes of caution to consider before deciding to use the SPP. First, some participants do not understand the
forced-choice format. In some of our own data, we found roughly 20% of children completed the scale incor-
rectly, when administered in a group setting, making their data unusable (cf. Eiser et al., 1995 ). Harter has since
updated her manuals providing detailed instructions for administering the scales to reduce this potential loss of
data. Also, the forced-choice format may not be necessary. Wichstrom (1995) tested the forced-choice format and
a standard Likert-type format and found the latter resulted in the same factorial structure, higher reliabilities,144 6. MEASURES OF SELF-ESTEEM
II. EMOTIONAL DISPOSITIONS