Department of Educational Psychology, University of Texas at Austin, USA.
J Youth Adolesc. 1982 Dec;11(6):479-92. doi: 10.1007/BF01538808.
Gender differences in adolescent interpersonal identity formation were investigated in 41 male and 42 female high school juniors and seniors. Subjects were interviewed and assessed on progress toward interpersonal identity achievement in friendship and dating relationships. Differential patterns of correlation for each sex were examined for measures of vocational identity, psychological masculinity and femininity, and achievement motivation. Results indicated that young women were significantly more identity achieved than men in the friendship domain; no differences emerged in the dating domain. The processes of interpersonal and vocational identity formation appeared to be more interrelated for females than males. For both young men and women, expressive attributes of psychological femininity were positively related to interpersonal identity exploration. Different gender achievement orientations were revealed by positive correlations between several interpersonal identity ratings and mastery for males and lack of correlation between interpersonal identity and mastery for females. In addition, commitment to a conception regarding friendships was positively correlated with competitiveness for males and negatively correlated with competitiveness for females. Results are discussed in terms of Gilligan's (1982) theoretical work, which contrasts achievement of identity through separateness and autonomy with achievement of identity through connectedness and relationships.
研究了 41 名男性和 42 名女性高中低年级学生在青少年人际身份形成方面的性别差异。通过对友谊和约会关系中人际身份达成的进展进行访谈和评估，对每个性别的职业身份、心理男性化和女性化以及成就动机的测量进行了差异相关分析。结果表明，在友谊领域，年轻女性的身份认同程度明显高于男性；在约会领域则没有差异。人际和职业身份形成的过程似乎对女性的关联性更强。对于男性和女性来说，心理女性化的表达属性与人际身份探索呈正相关。对于男性来说，几个人际身份评定与掌握之间存在正相关，而对于女性来说，人际身份与掌握之间没有相关性，这揭示了不同的性别成就取向。此外，对友谊的观念承诺与男性的竞争呈正相关，与女性的竞争呈负相关。这些结果是根据吉利根（1982）的理论工作进行讨论的，该理论对比了通过独立和自主实现身份认同与通过联系和关系实现身份认同。
