Abstract
This study aimed to assess the reliability and validity of the scores of the Chinese version computer-game-based Piers-Harris children’s Self-Concept Scale 2 for elementary school students with learning disability. This study included 151 children with learning disability from 19 elementary schools in Taipei and New Taipei City. The results were analyzed by statistical SPSS18.0 and were concluded as follows:
1. The internal consistency reliability of Chinese Computer-game-based Piers-Harris Children’s Self-Concept Scale 2 estimates for the Total scores Cronbach's α is .92, and the scores of the six domain scales, Cronbach's α ranged from .77 to .81. The results of test-retest coefficient was .90 (n=44) for the Total scores, and ranged from .77 to .88 for the scores of the six domains.
2. The Chinese Computer-game-based Piers-Harris Children’s Self-Concept Scale 2 and the Elementary School Children’s Self-Concept Scale have significant correlation for the total score ((r = .83) . The two scale of each subscale has highly correlations (rs = .38 to .82) An exploratory factor analysis found six factors explained the 42.56% of variance. Compared with the original Piers-Harris Children’s Self-Concept 2 of exploratory factor analysis, they shared similar scale intra-structure.
3. Compared the Computer-game-based version with the Paper-and-pencil version of Piers-Harris Childrens Self Concept Scale 2,the results in reliability and validity are similar. The results of this study indicate the scores of Chinese version computer-game-based Piers-Harris children’s Self-Concept Scale 2 which was administered in elementary school students with learning disability has demonstrated adequate reliability and validity.
