Gender identity: A multidimensional analysis with implications for psychosocial adjustment
Gender identity: A multidimensional analysis with implications for psychosocial adjustment
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DOI：
10.1037/0012-1649.37.4.451
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发表时间：
2001-07-01
影响因子：
4
通讯作者：
Perry, DG
中科院分区：
文献类型：
--
作者：
Egan, SK;Perry, DG
本研究探讨了性别认同的组成部分和心理社会适应之间的关系。评估的性别认同方面包括：（a）与性别的心理相容性（即，感觉自己是自己性别的典型成员，并对自己的生物性别感到满意），（B）来自父母、同伴和自我的压力感，以符合性别陈规定型观念，以及（c）自己的性别上级其他性别的情绪（群体间偏见）。调整从自尊和同伴接受度方面进行评估。参与者是182名4至8年级的儿童。感觉性别兼容性（当操作为自我感知的性别典型性或满足感与一个人的生物性别）是正相关的调整，而感到压力和组间偏见与调整呈负相关。研究结果为性别认同在儿童福祉中的作用提供了新的见解，有助于确定以前工作中的混乱来源，并为未来的调查提出了方向。
This study examined the relations between components of gender identity and psychosocial adjustment. The aspects of gender identity assessed were (a) feelings of psychological compatibility with one's gender (i.e., feeling one is a typical member of one's sex and feeling content with one's biological sex), (b) feelings of pressure from parents, peers, and self for conformity to gender stereotypes, and (c) the sentiment that one's own sex is superior to the other (intergroup bias). Adjustment was assessed in terms of self-esteem and peer acceptance. Participants were 182 children in Grades 4 through 8. Felt gender compatibility (when operationalized as either self-perceived gender typicality or feelings of contentment with one's biological sex) was positively related to adjustment, whereas felt pressure and intergroup bias were negatively associated with adjustment. The results provide new insights into the role of gender identity in children's well-being, help identify sources of confusion in previous work, and suggest directions for future inquiry.