Multivariate Behav Res. 1967 Jul 1;2(3):299-313. doi: 10.1207/s15327906mbr0203_3.
The nature of masculinity and femininity in the preschool years was investigated. Four criterion groups, Most Masculine boys, Least Masculine boys, Most Feminine girls, and Least Feminine girls, were selected from teachers' judgments of masculinity and femininity made by the method of pair comparisons. A covariance matrix of the teachers' personality ratings of these children was factor analyzed. Four factors were identified : Extraversion- Introversion, Social Adjustment, Competence, and an unnamed factor. A discriminant analysis on these factors indicated that MM boys were more extraverted, somewhat more competent and slightly more socially adjusted than LM boys. A second discriminant analysis indicated that M F girls were more socially adjusted, somewhat more competent and slightly more introverted than LF girls. The coefficient of congruence between the discriminant pat- terns for masculinity and femininity indicated that these constructs are not opposite ends of a continuum.
本研究旨在探讨学前儿童的男性化和女性化特质。通过配对比较法，从教师对男孩和女孩的男性化和女性化的判断中，选择出 4 个标准组：最具男性化特质的男孩、最不具男性化特质的男孩、最具女性化特质的女孩和最不具女性化特质的女孩。对这些儿童的教师人格评定的协方差矩阵进行了因素分析。确定了四个因素：外向-内向、社会适应、能力和一个未命名的因素。对这些因素的判别分析表明，最具男性化特质的男孩比最不具男性化特质的男孩更外向，能力略强，社会适应度略高。第二次判别分析表明，最具女性化特质的女孩比最不具女性化特质的女孩更具有社会适应能力，能力略强，稍微内向一些。男性化和女性化判别模式之间的一致性系数表明，这些结构并非连续体的两个极端。
