The Relationship between School-age Children’s Perceptions of Their Self-concept & Self-esteem and Parents’-reported Executive Functioning

Chelsea Pittari, Ted Brown

Research output: Contribution to journalArticleResearchpeer-review


Self-concept (SC), self-esteem (SE) and executive functioning (EF) are factors that can influence school-aged children’s daily occupational performance particularly at school. The aim of this study was to investigate the association between children’s self-reported SC and SE with their EF (based on parental report). Using a cross-sectional, quantitative, non-experimental design, 20 typically developing children (40% boys; M age 9.7 years, SD 1.5) were recruited and completed the Piers-Harris Self-Concept Scale-Third Edition and Culture Free Self-Esteem Inventories-Third Edition. Parents of the children completed the Behavior Rating Inventory of Executive Function-Second Edition. The data were analyzed using Spearman rho correlations and linear regressions with bootstrapping. Several positive associations were found between a child’s self-reported SC and SE. Linear regression analysis determined that several statistically significant (p < .05) predictive relationships between SC & EF and SE & EF existed. This study highlights the importance for pediatric occupational therapists and other professionals to be aware of children’s presenting SC and SE, as these variables may be important predictors of a children’s EF.

Original languageEnglish
Pages (from-to)283-301
Number of pages19
JournalJournal of Occupational Therapy, Schools, and Early Intervention
Issue number3
Publication statusPublished - 2020


  • executive functioning
  • occupational therapy
  • self-concept
  • self-esteem

Cite this