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Self-Concept – Individual Protective Factors Index
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About Self-Concept – Individual Protective Factors Index
Scale Name
Self-Concept – Individual Protective Factors Index
Author Details
Julia Phillips and Fred Springer
Translation Availability
English
Background/Description
The Self-Concept scale, part of the Individual Protective Factors Index (IPFI), developed by Julia Phillips and Fred Springer in 1992, is a self-report questionnaire designed to measure self-concept and self-confidence among low-income students in grades 7-11 (ages 12-17). Created for the Effective School Project, the IPFI assesses protective factors that mitigate risk behaviors like substance use, delinquency, and school dropout. The Self-Concept scale, with its two subscales—self-concept (6 items) and self-confidence (6 items)—focuses on positive self-perceptions and belief in one’s abilities, aligning with self-concept theory (Rosenberg, 1965) and resilience frameworks (Zimmerman & Schunk, 2001). It was used in evaluations like the Extended National Youth Sports Program (1991-92) to assess psychosocial strengths in urban youth.
The self-concept subscale measures general feelings of self-worth (e.g., “I like the way I act” or “People usually like me”), while the self-confidence subscale assesses confidence in personal capabilities (e.g., “I can do things as well as most people”). Items are rated on a 4-point Likert scale (1 = “NO!” to 4 = “YES!”), with higher scores (range: 6-24 per subscale) indicating stronger self-concept or self-confidence. Validated in low-income, urban student populations, the scale is used to identify protective factors and evaluate interventions promoting positive self-perceptions. Its brevity and simple language enhance accessibility, but its low internal consistency limits reliability.
Psychologists, educators, and public health researchers use the Self-Concept scale to assess self-perceptions, inform youth development programs, and study their role in reducing risk behaviors. Its focus on low-income youth is a strength, though its English-only availability, poor psychometric properties, and specific age range restrict broader use.
Administration, Scoring and Interpretation
- Obtain a copy of the Self-Concept scale from primary sources, such as Phillips and Springer (1992) in Individual Protective Factors Index documentation, Gabriel (1994), or Dahlberg et al. (2005) Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths (p. 111), ensuring ethical use permissions.
- Explain the purpose to respondents, noting that it assesses how they feel about themselves and their abilities to support personal growth, emphasizing confidentiality and using age-appropriate language.
- Provide instructions, asking students to rate each of the 12 items (6 per subscale) based on their agreement with statements about self-worth and confidence, using the 4-point scale.
- Approximate time for completion is 3-5 minutes, given its concise format.
- Administer in a classroom, counseling, or research setting, using paper or digital formats, ensuring a private environment to promote honest responses. Oral administration may be used for students with reading difficulties.
Reliability and Validity
The Self-Concept scale has poor psychometric properties, as reported by Gabriel (1994). Internal consistency is low, with Cronbach’s alpha of 0.58 for the self-concept subscale and 0.59 for the self-confidence subscale, indicating weak item cohesion, likely due to the small number of items or variability in adolescents’ self-perceptions. Test-retest reliability is not reported, but stability is inferred to be moderate based on similar self-concept measures (e.g., r ≈ 0.50-0.70 over weeks).
Convergent validity is supported by correlations with related constructs, such as general self-esteem (r ≈ 0.30-0.50) and academic engagement, and its inverse relationship with risk behaviors like delinquency, consistent with resilience research (Harter, 1999). Discriminant validity is inferred from weaker correlations with unrelated constructs, such as academic aptitude (r < 0.30). Criterion validity is suggested by its use in identifying youth with stronger self-perceptions in intervention studies, though limited by low reliability. Factor analyses are not detailed, but the two-subscale structure supports construct validity. The poor reliability suggests cautious use, ideally supplemented by more robust measures like the Rosenberg Self-Esteem Scale.
Available Versions
12-Items
Reference
Phillips, J., & Springer, F. (1992). Extended national youth sports program 1991-92 evaluation highlights, part two: Individual Protective Factors Index (IPFI) and risk assessment study. Sacramento, CA: EMT Associates Research, 7(2), 156-176.
Dahlberg, L. L., Toal, S. B., Swahn, M. H., & Behrens, C. B. (2005). Measuring violence-related attitudes, behaviors, and influences among youths: A compendium of assessment tools. Centers for disease control and prevention.
Important Link
Scale File:
Frequently Asked Questions
What does the Self-Concept scale measure?
It measures self-worth and self-confidence in low-income students.
Who can use the scale?
Psychologists, educators, and researchers studying urban youth in grades 7-11.
How long does the scale take to complete?
It takes about 3-5 minutes.
Is the scale specific to low-income students?
Yes, it targets grades 7-11 in low-income urban settings.
Can the scale inform youth programs?
Yes, but poor reliability (α = 0.58-0.59) requires cautious use with other measures.
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