School of Social and Family Dynamics, Arizona State University, P.O. Box 873701, Tempe, AZ 85287-3701, USA.
J Youth Adolesc. 2012 Aug;41(8):1022-34. doi: 10.1007/s10964-011-9733-8. Epub 2011 Nov 24.
An accruing body of evidence supports associations between self-perceived gender typicality and peer relationship difficulties; however, researchers have yet to evaluate peers' perceptions of problem behaviors to gain insight into the social correlates of gender typicality. A short-term longitudinal study was conducted to evaluate associations between gender atypical problem behavior and subsequent peer relational difficulties for 2,076 fifth graders (M age= 10.27; 53% female). Peer nomination methodology was used to assess participants' classroom peer relationships, problem behaviors, and social-emotional characteristics. Findings showed that youth characterized by gender atypical, compared to gender typical, problem behavior (withdrawn boys/aggressive girls vs. withdrawn girls/aggressive boys, respectively) evidenced higher levels of subsequent peer difficulties; moreover, participation in a mutual friendship was associated with decreased risk for peer relationship maladjustment, particularly among youth characterized by gender atypical problem behavior. Results further revealed that, compared to friendless youth, friended youth earned higher prosocial and peer liking scores and, for withdrawn youth, lower emotional sensitivity scores. The present research contributes to our understanding of the potential short-term consequences of youth's gender atypical problem behavior. Findings underscore the need for supplemental conceptualizations of gender typicality as well as multifaceted interventions designed to promote the acceptance of gender nonnormativity, support the development of adaptive peer relationships, and reduce the occurrence of problem behaviors.
越来越多的证据支持自我性别典型性与同伴关系困难之间的关联；然而，研究人员尚未评估同伴对问题行为的看法，以深入了解性别典型性的社会相关性。一项短期纵向研究评估了 2076 名五年级学生（M 年龄=10.27；53%为女性）的性别非典型问题行为与随后同伴关系困难之间的关联。同伴提名方法用于评估参与者的课堂同伴关系、问题行为和社会情感特征。研究结果表明，与性别典型的问题行为相比（分别为退缩的男孩/攻击性的女孩与退缩的女孩/攻击性的男孩），具有性别非典型问题行为的青少年表现出更高水平的后续同伴困难；此外，参与互惠友谊与降低同伴关系适应不良的风险有关，尤其是在具有性别非典型问题行为的青少年中。研究结果进一步表明，与无友的青少年相比，有友的青少年获得了更高的亲社会和同伴喜爱评分，而对于退缩的青少年，他们的情绪敏感性评分较低。本研究有助于我们理解青少年性别非典型问题行为的潜在短期后果。研究结果强调需要对性别典型性进行补充概念化，以及需要设计多方面的干预措施，以促进对性别非规范性的接受，支持适应性同伴关系的发展，并减少问题行为的发生。
