Gender differences in child and adolescent daily activities: A cross-national time use study
Gender differences in child and adolescent daily activities: A cross-national time use study
复制标题
DOI：
10.1177/00016993211008500
复制
发表时间：
2021-04-29
期刊：
影响因子：
1.7
通讯作者：
Anttila, Timo
中科院分区：
文献类型：
--
作者：
Gracia, Pablo;Garcia-Roman, Joan;Anttila, Timo
这项研究使用了2009-2015年的时间日记数据，研究了芬兰、西班牙和英国10-17岁儿童和青少年日常活动的性别差异（N = 3517）。在这三个国家，男孩更多地参与屏幕活动和锻炼，女孩更多地参与家务劳动、非屏幕教育活动和个人护理。社交时间的性别差异仅在英国显著，女孩比男孩社交更多。国内性别差距最大的是家务工作（英国：60%;芬兰：58%;西班牙：48%）（英国：57%;芬兰：36%;西班牙：27%），其次是教育时间（英国：35%;芬兰：34%;西班牙：18%）和屏幕活动（英国：31%;芬兰：16%;西班牙：16%），个人护理（英国：27%;芬兰：21%;西班牙：14%）和社交（英国：21%;芬兰：13%;西班牙：6%）较低。双向国家性别互动在儿童的活动是统计上显着的比较西班牙和英国的屏幕为基础的活动，社交和个人护理，在英国比西班牙更大的性别差距。相比之下，芬兰与西班牙或英国之间在儿童时间使用方面的性别差异在统计上并不显著。国家的背景和生命历程阶段在塑造性别的时间使用模式的复杂作用进行了讨论。
This study used 2009-2015 time-diary data to examine gender differences in daily activities among children and adolescents aged 10-17 in Finland, Spain and the UK (N = 3517). In all three countries, boys were significantly more involved in screen-based activities and exercising and girls in domestic work, non-screen educational activities and personal care. Gender differences in socializing time were only significant in the UK, with girls socializing more than boys. Gender gaps within countries were largest in domestic work (UK: 60%; Finland: 58%; Spain: 48%) and exercising (UK: 57%; Finland: 36%; Spain: 27%), followed by educational time (UK: 35%; Finland: 34%; Spain: 18%) and screen-based activities (UK: 31%; Finland: 16%; Spain: 16%), and lower in personal care (UK: 27%; Finland: 21%; Spain: 14%) and socializing (UK; 21%; Finland: 13%; Spain: 6%). Two-way country-gender interactions in children's activities were statistically significant when comparing Spain and the UK on screen-based activities, socializing, and personal care, with larger gender gaps in the UK than in Spain. By contrast, gender differences in child time use between Finland and either Spain or UK were not statistically significant. The complex role of national contexts and life-course stages in shaping gendered time-use patterns is discussed.