从青春期到成年期自我评估发展路径中的性别差异：佛兰德纵向研究
Gender differences in developmental pathways on self-evaluation from adolescence into adulthood: the Flanders longitudinal study.
作者信息
Verhofstadt-Denève Leni M, Schittekatte Mark, Van Leeuwen Karla
机构信息
Ghent University, Department of Developmental, Personality and Social Psychology, Henri Dunantlaan 2 B, 9000 Ghent, Belgium.
出版信息
Int J Adolesc Med Health. 2003 Apr-Jun;15(2):139-52. doi: 10.1515/ijamh.2003.15.2.139.
The aim of this study was to look for possible gender differences in self-evaluation in adolescence, young adulthood, and full adulthood. Subjects were interviewed at three stages: in adolescence, 8 years, and 15 years later. Hypotheses were: (a) The connection between self-evaluation in adolescence and in adulthood is stronger in girls than in boys. However, for both boys and girls there is a strong connection between young adulthood and full adulthood ("the self-evaluation-triad" hypothesis); (b) The "schooling" factor has a different effect on the self-evaluation triad for boys and girls. Results showed that different psychosocial developmental pathways apply to boys and girls. Also, working girls with a negative self-evaluation in adolescence were more vulnerable to negative self-evaluation in adulthood.
本研究的目的是探寻在青春期、青年期和成年期的自我评价中可能存在的性别差异。研究对象在三个阶段接受访谈：青春期、8年后以及15年后。研究假设如下：（a）青春期与成年期的自我评价之间的联系在女孩中比在男孩中更强。然而，对于男孩和女孩而言，青年期与成年期之间都存在紧密联系（“自我评价三元组”假设）；（b）“受教育程度”因素对男孩和女孩的自我评价三元组有不同影响。结果表明，男孩和女孩适用不同的心理社会发展路径。此外，在青春期自我评价为负面的在职女孩在成年期更容易出现负面自我评价。
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