Egan S K, Perry D G
Department of Psychology, University of Massachusetts Dartmouth, USA.
Dev Psychol. 2001 Jul;37(4):451-63. doi: 10.1037//0012-1649.37.4.451.
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.
本研究考察了性别认同的各个组成部分与心理社会适应之间的关系。所评估的性别认同方面包括：(a) 与自身性别在心理上的契合感（即感觉自己是所属性别的典型成员，并对自己的生理性别感到满意），(b) 来自父母、同伴和自身对符合性别刻板印象的压力感，以及 (c) 认为自己的性别优于另一种性别的情绪（群体间偏见）。适应情况通过自尊和同伴接纳来评估。参与者为182名四至八年级的儿童。感受到的性别契合感（当被操作化为自我感知的性别典型性或对自己生理性别的满意感时）与适应呈正相关，而感受到的压力和群体间偏见与适应呈负相关。研究结果为性别认同在儿童幸福感中的作用提供了新的见解，有助于识别先前研究中的混淆来源，并为未来的研究指明方向。
