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Translation and validation of Tennessee Self Concept Scale

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Journal of Behavioural Sciences, Vol. 26, No. 1, 2016

Translation and Validation of Tennessee Self Concept Scale

*Samina Naz, PhD and Seema Gul, PhD

Department of Psychology, International Islamic University, Islamabad,
Pakistan

Self-concept is the set of perceptions that an individual has

about oneself. It is the set of characteristics, attributes, qualities
and deficiencies, capacities, limits, values and relationships that a
person knows to be descriptive of oneself and his/her identity. The
present study aims to translate English version of Tennessee Self
Concept Scale (TSCS: 2) into Urdu language and to assess its
reliability. Urdu version and the original English version of TSCS:
2 were administered on bilingual participants (N = 220) including
an equal number of boys (n = 110) and girls (n =110). Reliability
of both versions was assessed by computing Cronbach alpha
coefficients and test retest reliability. Results of Item total
correlations and alpha coefficients suggest that Urdu version of
TSCS can be used as a valid and reliable measure for assessment
of self concept in Pakistan.
Keywords. Translation, Adaptation, Self concept, Tennessee
Self Concept Scale, Alpha Coefficient

Adolescence is a period of one’s life that sets basis for stable and
mature personality. An adolescent’s potential to solve problems,
knowledge of moral codes and social norms, and growing consciousness
towards adulthood all play very important role in the development of
self-concept (Burns, 1979). Emotional and societal associations also
effect an adolescent’s self-concept. Adolescents are conscious about their
recognition and identity, which may lead to better self-awareness and
feelings of power. Adolescents may become susceptible of perceiving
discrepancies in their personalities and in later years of adolescence they
resolve the conflicts and differences in the descriptions about them.
Adolescents start viewing themselves in a way of regular and abstract
personalities (Ahmad, Ghazali, & Hassan, 2011).

*Correspondence concerning this article should be addressed to Samina Naz, PhD,

Assistant Professor, Department of Psychology, International Islamic University,
Islamabad, Pakistan. Email: samina.raashid@gmail.com
Seema Gul, PhD, Department of Psychology, International Islamic University,
Islamabad, Pakistan. Email: seema.gul@iiu.edu.pk
TENNESSEE SELF CONCEPT SCALE 131

The knowledge about one’s own capabilities and individuality is

considered as self-concept. During early adolescence, self-concept is
unstable but later on with growing age self-perceptions develop into more
detailed, structured and precise form (Pastorino & Doyle-Portillo, 2013).
Self-concept is the sum total of perceptions that the adolescents have
about themselves: it is the set of attributes, characteristics, qualities,
deficiencies, capabilities, relationships and values that an adolescent
desire to refer as his/her description and perceives it as his/her
distinctiveness (Sanchez & Roda, 2007). Self-concept is the reflection of
an individual’s physical, ethical and social personality and is the
collection of a person’s beliefs and cognitions about his/her personality
(Weiten, Dunn, & Hammer, 2012).
Previous research has not supported the self-concept as uni-
dimensional construct due to its insufficient explanation of behavior in
diverse settings. Scheirer and Kraut (1999) emphasized on multi-
dimensional characteristic of self-concept and emphasized that self-
concept should not conceptualized as a simple phenomenon. As it is
multifaceted construct having evocative, comparative, evaluative and
emotional aspects which should be discriminated. Self-concept is
context-dependent and multidimensional learned behavioral pattern,
which reflects an individual's assessment of past experiences and
behaviors that influence an individual's existing behaviors and predicts an
individual's potential future behaviors (Bracken, 1996).
Marsh and Carven (2006) suggest that various aspects of
adolescents social and personal dimensions are highlighted by
multidimensional aspect of self-concept, which in turn uncovers the
dynamic and complex organization of individual’s self-concept. Earlier
research revealed multidimensional nature of self-concept by discovering
adolescent’s social, spiritual and material dimensions, affected by
environmental factors (Epstein, 1983).
Parker Marsh, Ciarrochi, Marshall, and Abdul (2014) suggest that
different dimensions of self-concept enable one: to logically understand
the self across contexts; to predict behaviour; better evaluate the
effectiveness of interventions and provide the most suitable context for
absorption with other constructs than any universal measure of self-
concept. However, there are researchers who focused on unidimensional
nature of the self-concept (Baumeister, Campbell, Krueger, & Vohs,
2003).
Marsh, Trautwein, Lüdtke, Köller, and Baumert (2006) projected
the multidimensional side of self-concept, for the explanation of diverse
132 NAZ AND GUL

aspects of persons’ personal and social dimensions that in turn reveal

complex and dynamic organizations of adolescents’ self-concepts. Deep
knowledge facilitates researchers to make recommendations towards the
improvement, creation and execution of interventions geared to self-
concept development in the search to make best use of human potential.
Previous studies suggest that internal comparison processes are not only
in operation when self-concept is predicted by achievement, but also
when self-concept predicts later achievement and achievement-related
outcomes (Parker, Lüdtke, Trautwein, & Roberts, 2012).
The actions of an individual are influenced by the perception of
an individual about oneself. Positive self-concept is a result of one’s
positive view about him/her which consequently increases self esteem
and confidence. Positive self-concept makes an individual feel competent
and capable. The actions of an individual express these feelings of
competency and others respond positively towards him, which, in turn
authenticates those feelings. This situation promotes individuals’ sense of
security and increased self-confidence and results in better adjusted social
actions (Baumeister, 1995).
On the contrary, lack of positive view about self, disapproval,
criticism, blaming oneself and having self-doubt add to the feelings of
negative self-concept (Tuttel & Tuttel, 2004; Wolffe, 2000). The
situation in which adolescent experiences lack of confidence and
uncertainty about his/her potentials may lead to anxiety. These negative
views about self affect adolescents’ behaviors and others’ responses
which, in turn, authenticate negative thoughts about self. Adolescents’
social and personal behavior lose its balance in such kind of conditions
(Jerajani, 2006). Erikson (1980) presented an order of psychosocial
developmental stages in which individuals have to face discrepancy or
crisis, at each stage. An individual’s dealings with conflicts influence
his/her development. Positive resolution of conflict leads to positive self
concept, while failure to resolve crises leads to negative self-concept.
Self-concept consists of many aspects; few of them are
components of a definite personality aspect at the same time few are
linked to scholastic achievement (Sanchez & Roda, 2007). Self-concept
is considered as an aggregate of individuals’ recognition about their
social, physical and scholarly capabilities (Eggen & Kauchak, 2010;
Pintrich & Schunk, 2002). Researchers suggest that an individual’s
ability to perceive oneself in any circumstances is referred to as social
self-concept (Myburgh, Grobler, & Niehaus, 1999). This description of
self-concept displays the degree to which young people view themselves
TENNESSEE SELF CONCEPT SCALE 133

as significant, acknowledged, adored and valued by others in social

settings. Similarly, this description depicts that to what extent adolescents
are capable of making friends effectively, socialize with others and
handle any kind of circumstances. These elements promote adolescents’
social self-concept.
Self-concept is one of the most important concepts of
developmental psychology. During adolescence communication and
maintaining relationship with people around are very important and they
play crucial role in the formation of self-concept (Harter, 1999). Though,
many instruments have been developed to measure different dimensions
of self-concept. Fitts and Warren (1996) developed Tennessee self-
concept scale, which is a valid and standardized scale to measure multi
facets of self-concept. Since there is no scale available in Urdu language
therefore, translation and adaptation of the scale would help assess self
concept of Pakistani adolescents. The current research aimed to translate,
adapt Tennessee Self Concept Scale (TSCS: 2) in Urdu language. It also
aimed to examine psychometric properties of Tennessee Self Concept
Scale (TSCS: 2).

Method
The present research was carried out in two phases. Phase I dealt
with the translation of the Tennessee Self Concept Scale (Fitts & Warren,
1996) in Urdu, while Phase II involved cross language validation and
determination of psychometric properties of the translated scale. The
scale was forward (Urdu) and backward (English) translation procedure
as proposed by a number of researchers (Jones, Lee, Pillips, Zhang, &
Jaceldo, 2001; John, Hirsch, Reiber, & Dworkin, 2006; McDermott &
Palchanes, 1992).

Phase I: Translation and of the Scale

Tennessee Self Concept Scale: (TCSC-2).

TSCS-2 was developed by Fitts and Warren (1996) and it comprises of
36 items. It is an extensively used scale to assess general perception of an
individual about him/herself. Each item is rated on 5 point Likert scale
range from (1) = Not true at all to (5) = Very true. High score represents
positive self-concept whereas low score is representative of negative self-
concept. To measure personal, social and family self concept of
adolescents, the scale has three subscales.
134 NAZ AND GUL

Translation of the scale was completed in four steps: 1) forward

translation, 2) committee approach, 3) backward translation and 4)
committee approach. The detailed process is given below:

Step I: Translation of Scales into Urdu Language. Five

bilingual experts were approached for the translation of scales. Experts
were briefed about the construct and also about the rationale of the
translation. All of them were University teachers and were expert in both
Urdu and English languages. Experts were requested to emphasize on
conceptual rather than literal translation and to use simple and daily
usage language.

Step 2: Committee Approach. After getting scale translated by

experts, a six member committee was constituted to select the best
translation for each item. This committee consisted of a University
teacher, clinical psychologists and counselors. All committee members
carefully reviewed each of the items of translated Scales in terms of
language and relevance to the original content.

Step 3: Back Translation. To ensure the accuracy of translated

scales, five experts were requested to back translate scale into English
language. These experts had expertise of Urdu and English languages and
were not included in the translation of scale earlier, therefore, were not
acquainted with the original English version.

Step 4: Evaluation of Back-translated Items by Committee of

Experts. A group of experts comprising of six bilingual experts
constituted the committee of experts for finalization of the Back
translation. They compared the translated version with the original one
and confirmed that translated items either conveyed the same meaning or
meaning close to the original items, therefore, adaptation of any item was
not required.

Phase II: Cross Language Validation and Psychometric Properties of

Scales

Sample
For validation of Urdu version, a sample of 100 adolescents was
ranging in ages between 14 to 18 years (M = 16.3) was recruited from
two schools. They were selected from 10th, 11th and 12th grade. The
TENNESSEE SELF CONCEPT SCALE 135

sample was divided in two groups and one group was administered
original English version scale, whereas group 2 completed Urdu
translated version of scale. After an interval of 15 days, group 1
completed Urdu version of the scale whereas group 2 completed English
version. This time group 1 was further divided into groups 1a (n=25) and
1b (n=25). In the same way, group 2a (n=25) and 2b (n=25) were formed.
Original English version scales were given to group 1a and 2a while
Urdu versions were distributed among group 1b and 2b.

Test Re-Test

n=25 Eng Version n=25

Urdu Version
n=50
Eng Version n=25 Eng Version
n=25
N=100
n=25 Eng Version
n=25 Urdu Version
n=50
n=25 Urdu Version
n=25 Urdu Version

Figure 1. The Distribution of Sample

For the estimation of psychometric characteristics, the scales were

administered to a sample of 120) adolescents. The sample consisted of
boys (n = 60) and girls (n = 60) and was selected from 10th, 11th and 12th
grades from four educational institutions. The participants’ age ranged
from 14 to 18 years (M = 15.5, SD = 2.4).

Procedure
For the purpose of data collection, letters authenticating the
researcher, explaining nature and purpose of the study were taken from
Department of Psychology, International Islamic University Islamabad.
There letters were taken to the principals of the selected schools. The
participants were approached in the classrooms and were briefed about
the research. Instructions were given in simple and clear language and
they were encouraged to ask questions if they did not understand any
item. Convenient sampling technique was used for data collection. After
completing the scales, participants were thanked for their participation.
136 NAZ AND GUL

Results
Table 1 shows correlations between Tennessee Self Concept
Scales (TSCS) Urdu and Tennessee Self Concept Scales (TSCS) English
versions.
Table 1
Cross Language Validation and Test-retest Reliability of Tennessee Self
Concept Scales (TSCS: 2) and its subscales (N = 100)
Groups n 1st Administration 2nd Administration r
1 25 English English .71**
2 25 English Urdu .79**
3 25 Urdu Urdu .82**
4 25 Urdu English .66**
**p < .01

There is significant positive relationship between Urdu and

English scales demonstrating that Urdu version of the scale is valid for
use with Pakistani adolescents.

Table 2
Item Total Correlations of Urdu Version of Tennessee Self Concept Scale
(Personal, Social and Family Self concept) (N = 120)
Personal Self Concept Social Self Concept Family Self Concept
Items r Items r Items r
1 .45* 1 .42* 1 .35*
2 .59** 2 .56** 2 .45*
3 .77** 3 .35* 3 .61**
4 .85** 4 .34* 4 .43*
5 .76** 5 .42* 5 .53**
6 .67** 6 .69** 6 .37*
7 .74** 7 .59** 7 .45*
8 .80** 8 .48* 8 .64**
9 .40* 9 .54** 9 .66**
10 .41* 10 .24* 10 .30*
11 .42* 11 .45* 11 .45*
12 .63** 12 .35* 12 .31*
*p < .05, **p < .01

Table 2 shows that there is significant positive correlation

between total scores and all the items of the subscales. This indicates that
all scales are internally consistent and all the items contribute in the
estimation of family, social and personal self concept. The significant
TENNESSEE SELF CONCEPT SCALE 137

correlation coefficients indicate that the scale was valid and all items are
measuring same construct.

Table 3
Means, Standard Deviations, Alpha Reliability and Correlation Coefficients of
Urdu Tennessee Self Concept Scale (TSCS) and its Subscales (N = 120)
Scale/Subscale M SD α 1 2 3 4
1. Personal Self Concept 42.40 9.77 .89 -- .01 .04 .64**
2. Family Self Concept 48.83 7.13 .81 -- .26* .55**
3. Social Self Concept 46.73 7.07 .79 -- .64**
4. Self Concept Scale 137.96 14.66 .81 --
*p < .05, **p < .01

Higher Cronbach alpha coefficient of scale indicates the degree of

homogeneity among items of the scale. The results also reveal positive
and significant inter-scale correlation among Family self concept, Social
self concept and Total Self concept.

Table 4
Difference Between Boys and Girls on Personal Self Concept, Family Self
Concept, Social Self Concept and Total Self Concept (N=120)
Boys (n = 60 ) Girls (n = 60)
Variables M SD M SD t(118) Cohen’s d
Personal Self Concept 44.02 9.58 40.78 9.79 1.67 .34
Family Self Concept 49.04 7.94 48.62 6.81 .29 .06
Social Self Concept 48.94 5.96 44.52 7.44 3.27** .66
Self Concept Scale 142.00 15.10 133.92 13.14 2.85* .57
*p < .05,**p < .01

Girls and boys are significantly different in social self concept

and overall self concept. Boys have significantly better social self
concept and overall self concept compared to girls.

Discussion
Self-concept is the basic aspect of sociological, psychosocial and
psychological development of adolescents. Self-concept of an individual
is formed in early years of life and it determines his/her behavior and
actions. An individual’s actions are determined by others’ reactions
which help individual modify his/her self concept. This cycle continues
throughout the life span (McConnell & Strain, 2007). Self-concept
undoubtedly makes difference in one’s personality; adolescents with
positive thinking achieve more, live happier, healthier and successful in
138 NAZ AND GUL

life. Therefore, development of positive self-concept is essential in

increasing adolescents’ potentials and psychological health in every
dimension of life.
There are very few researches available in the field of
developmental psychology in Pakistan regarding self-concept. Therefore,
there is a great need of assessment tools in Urdu language to assess self
concept of adolescents. Present study was conducted to translate the
Tennessee Self Concept Scale (TSCS; Fitts & Warren, 1996); into Urdu
language and to determine its psychometric properties.
The results of our study showed Urdu scale being reliable and
valid. These findings propose that translated Urdu-version of TSCS is
suitable for measuring self concept of adolescents in Pakistan. We also
examined cross language validation and psychometric characteristics of
TSCS. Determining psychometric properties of the scales is considered
an essential basic step, which allows the evaluation about the quality and
appropriateness of the scales. This further helps confident use of
measures in the main study on a large sample. Reliability analysis and
item total correlation indicated that scale has high internal consistency.
Results of Pearson product moment correlation indicated non-
significant correlation between Personal self concept, Family self concept
and Social self concept while significant inter correlation among Family,
Social and Total self concept. Although all three subscales show
significant relationship with overall self concept score. The results show
that boys have high personal self-concept than girls. Our findings are
inconsistent with previous research in which boys had significantly poor
social self-concept than girls (Andrew, 2002; Margalit & Eysenck, 1990).
This trend indicates the certain specific traits that are differently
attributed to girls and boys may differ in different cultures.
On the basis of the results of present research it can be concluded
that the translated Urdu version TSCS is valid and reliable for the
assessment of self concept of adolescents in the Pakistani culture. It can
be used by researchers and professionals working in the area of
developmental psychology. The findings of the current study provide a
good starting point for further research and the instruments for the Self-
concept development in the Pakistani culture. The sample size for
validation study was relatively small and future researchers must examine
reliability and validity of TSCS on bigger sample by expanding it to
countrywide sample. The items with low item-total correlation need to be
revised and future research may focus on ascertaining concurrent as well
as discriminate validity of the TSCS.
TENNESSEE SELF CONCEPT SCALE
139

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Received April 31, 2014

Revisions received May 09, 2016

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