Alpert-Gillis L J, Connell J P
Department of Psychiatry, University of Rochester School of Medicine and Dentistry, NY 14642.
J Pers. 1989 Mar;57(1):97-114. doi: 10.1111/j.1467-6494.1989.tb00762.x.
This study examined direct and moderating influences of gender and sex-role orientations on children's general self-esteem. Moderating influences of these variables on the prediction of self-esteem were examined with respect to two sets of competence beliefs regarding school achievement: perceived capacities and perceived strategies for doing well in school. One hundred nineteen fourth-, fifth-, and sixth-grade children were assessed using the Perceived Competence Scale for Children (Harter, 1982), the Multidimensional Measure of Children's Perceptions of Control (Connell, 1985), and the Children's Personal Attributes Questionnaire (Hall & Halberstadt, 1980). Correlational and hierarchical multiple regression analyses indicated that upper elementary schoolchildren's general self-esteem is (a) marginally related to biological gender, with boys showing a slight advantage; (b) significantly related to masculinity and androgyny; and (c) predicted more strongly by perceived capacities to do schoolwork in girls than in boys, and by perceived (lack of) strategies for academic success in nontraditionally sex-typed children than in traditionally sex-typed children. Of the two nontraditionally sex-typed groups, androgynous children were found to have more positive school competence beliefs than were undifferentiated children.
本研究考察了性别和性别角色取向对儿童总体自尊的直接和调节影响。针对两组关于学业成就的能力信念，即感知能力和在学校取得好成绩的感知策略，考察了这些变量对自尊预测的调节影响。使用儿童感知能力量表（哈特，1982年）、儿童控制感多维测量量表（康奈尔，1985年）和儿童个人属性问卷（霍尔和哈尔伯施塔特，1980年）对119名四、五、六年级儿童进行了评估。相关分析和分层多元回归分析表明，小学高年级儿童的总体自尊：（a）与生理性别存在微弱关联，男孩略占优势；（b）与男性气质和双性化显著相关；（c）在女孩中，学业能力感知对总体自尊的预测作用比男孩更强；在非传统性别类型的儿童中，学业成功（或缺乏）策略感知对总体自尊的预测作用比传统性别类型的儿童更强。在两组非传统性别类型的儿童中，双性化儿童比未分化儿童具有更积极的学校能力信念。
