Gender self-confidence, scholastic stress, life satisfaction, and perceived academic achievement for adolescent New Zealanders.

INTRODUCTION

Confidence in one's gender self-concept has been positively associated with subjective well-being. Further, negative consequences for school life have occurred for adolescents with marginalised gender identities. As a central process variable of subjective well-being, life satisfaction has been positively associated with educational outcomes and inversely associated with stress. Stress, life satisfaction, and academic achievement have been examined in terms of gender, but less is known about their relationship with gender self-concept. Importantly, gender self-concept has been rendered especially vulnerable in adolescence-a time when social self-concept and life satisfaction are reportedly lower than in childhood.

METHOD

The current study was conducted with adolescents (N = 1601) from seven secondary schools comprising a range of socioeconomic backgrounds and ethnicities, in two major New Zealand metropolitan centres. Data were collected via self-report survey. After checking the validity of each measurement model by using confirmatory factor analysis, structural equation modelling was performed to explore associations between aspects of gender self-concept, stress, life satisfaction (LS), and perceived academic achievement (PAA).

RESULTS

Gender self-definition (GSD; one's self-definition of one's own gender identity) was associated positively with stress, and negatively with perceived academic achievement. Gender self-acceptance (GSA; contentment with one's self-defined gender identity) was negatively associated with stress, and positively associated with LS. Both gender self-acceptance and LS were associated positively with PAA. Two stressors mediated the relationship between LS and both GSD and GSA.

CONCLUSION

Implications are suggested for fostering gender-identity safe school environments for adolescents to ensure positive wellbeing and scholastic outcomes.