Aelenei Cristina, Darnon Céline, Martinot Delphine
a University Clermont Auvergne.
J Soc Psychol. 2017;157(5):556-570. doi: 10.1080/00224545.2016.1243514. Epub 2016 Oct 13.
Due to gender socialization, girls are more likely to endorse self-transcendence values (e.g., helping people) compared to boys, whereas boys are more likely to endorse self-enhancement values (e.g., wanting to be in charge) compared to girls. In two studies, we investigated teachers' judgment regarding the display of these values in school and students' endorsement of the self-transcendence and self-enhancement values in two contexts: home and school. In Study 1 (N = 240), teachers evaluated a student perceived as strongly endorsing the self-transcendence values more positively compared to a student perceived as strongly endorsing the self-enhancement values, regardless of the student's gender. In Study 2 (N = 151), boys endorsed the self-enhancement values more than the self-transcendence values at home, whereas the opposite occurred in the school context. Girls did not vary across contexts, endorsing the self-transcendence values more than the self-enhancement values in both contexts. Possible consequences on boys' school-related outcomes are discussed.
由于性别社会化，与男孩相比，女孩更有可能认同自我超越价值观（例如帮助他人），而与女孩相比，男孩更有可能认同自我提升价值观（例如想要掌控局面）。在两项研究中，我们调查了教师对这些价值观在学校表现的判断，以及学生在家庭和学校这两种环境中对自我超越和自我提升价值观的认同情况。在研究1（N = 240）中，无论学生性别如何，教师对被认为强烈认同自我超越价值观的学生的评价比对被认为强烈认同自我提升价值观的学生更为积极。在研究2（N = 151）中，男孩在家中比在学校更认同自我提升价值观，而女孩则相反。女孩在不同环境下没有差异，在两种环境中都更认同自我超越价值观而非自我提升价值观。我们还讨论了这可能对男孩与学校相关的结果产生的影响。
