Psychology RootsTwenty Statements Test
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About Twenty Statements Test
Scale Name
Twenty Statements Test
Author Details
Manford H. Kuhn and Thomas S. McPartland
Translation Availability
English
Background/Description
The Twenty Statements Test (TST), developed by Manford H. Kuhn and Thomas S. McPartland in 1954, is a self-report, open-ended questionnaire designed to measure the concept of self among youths. Published in the American Sociological Review, the TST is rooted in symbolic interactionism, a sociological framework emphasizing that the self emerges through social interactions and internalized roles (Mead, 1934). Respondents are asked to provide up to 20 answers to the question, “Who am I?” by listing descriptive words or phrases (e.g., “I am a student,” “I am kind”). Responses are coded for complexity (e.g., simple roles vs. abstract traits) and whether they reflect consensual (socially anchored, e.g., “sister”) or subconsensual (individualized, e.g., “creative”) statements. The TST was originally validated with college students but has been adapted for younger populations, including students in grades 1-8 (ages 6-14), as noted in developmental research (e.g., Montemayor & Eisen, 1977).
For younger children, the task may be simplified (e.g., fewer statements, oral responses) to accommodate cognitive and linguistic abilities. Responses are analyzed qualitatively and quantitatively, with coding schemes assessing self-concept dimensions like salience, valence (positive/negative), and developmental complexity. The scale is used to explore how self-concept evolves with age, social context, and cultural influences, particularly in school settings. Its open-ended format allows rich, individualized data but requires trained coders for analysis.
Psychologists, educators, and sociologists use the TST to assess self-concept development, evaluate interventions fostering self-esteem, and study identity formation in diverse youth populations. Its high reproducibility and test-retest reliability make it robust, though its English-only primary use, reliance on coding expertise, and potential variability in young children’s responses may limit accessibility and standardization.
Administration, Scoring and Interpretation
- Obtain a copy of the TST from primary sources, such as Kuhn and McPartland (1954) in American Sociological Review or developmental adaptations (e.g., Montemayor & Eisen, 1977), ensuring ethical use permissions.
- Explain the purpose to respondents, noting that it explores how they see themselves to support personal growth, emphasizing confidentiality and using age-appropriate language (e.g., “Tell me about who you are” for younger children).
- Provide instructions, asking respondents to write or state up to 20 answers to “Who am I?” in any order, using single words or short phrases. For grades 1-3, reduce to 5-10 statements and allow oral responses or drawing prompts if needed.
- Approximate time for completion is 5-15 minutes, depending on age, verbal ability, and number of statements provided.
- Administer individually or in small groups in a classroom or research setting, using paper, digital, or oral formats. Ensure a private, supportive environment to encourage authentic responses.
- Code responses using established protocols (e.g., consensual vs. subconsensual, role-based vs. trait-based), requiring trained coders to ensure reliability.
Reliability and Validity
The TST demonstrates strong psychometric properties, as reported in Kuhn and McPartland (1954). The coefficient of reproducibility, a measure of response consistency across coding categories, is 0.90, indicating high reliability in classifying self-statements. Test-retest reliability is also strong, with a correlation of 0.85 over a short interval, reflecting stable self-concept reporting, though stability may be lower in younger children due to developmental fluidity.
Convergent validity is supported by correlations with related constructs, such as self-esteem (r ≈ 0.30-0.50) and social role endorsement, and its alignment with developmental shifts in self-concept complexity (e.g., more abstract responses in older children, Montemayor & Eisen, 1977). Discriminant validity is evidenced by weaker correlations with unrelated constructs, such as academic performance (r < 0.30). Criterion validity is demonstrated by its ability to differentiate self-concept across age groups and predict psychosocial outcomes, such as peer acceptance or adjustment. Qualitative coding supports construct validity, with response patterns reflecting symbolic interactionist principles (e.g., social vs. personal identities). The strong reliability supports its use, but coding subjectivity and developmental variability in young respondents require careful application.
Available Versions
Multiple-Items
Reference
Kuhn, M. H., & McPartland, T. S. (1954). An Empirical Investigation of Self-Attitudes. American Sociological Review, 19(1), 68–76. https://doi.org/10.2307/2088175
Montemayor, R., & Eisen, M. (1977). The development of self-conceptions from childhood to adolescence. Developmental psychology, 13(4), 314.
Important Link
Scale File:
Frequently Asked Questions
What does the TST measure?
It measures self-concept through descriptive self-statements, coded for complexity and type.
Who can use the TST?
Psychologists, educators, and sociologists studying self-concept in youth.
How long does the TST take to complete?
It takes 5-15 minutes, depending on age and response format.
Is the TST specific to certain grades?
Yes, it targets grades 1-8, with adaptations for younger children.
Can the TST inform interventions?
Yes, it assesses self-concept for identity-focused programs, with high reliability.
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