Research Institute of Child Development and Education, Faculty of Social and Behavioral Sciences, 1234University of Amsterdam, Amsterdam, The Netherlands.
Department of Medical Psychology, Centre of Expertise on Gender Dyphoria, 1209Amsterdam UMC Locatie VUmc, Amsterdam, the Netherlands.
Clin Child Psychol Psychiatry. 2022 Oct;27(4):1077-1090. doi: 10.1177/13591045221099394. Epub 2022 May 9.
Gender incongruent children report lower self-perception compared to the norm population. This study explored differences in self-perception between children living in their gender role assigned at birth and children living in their experienced gender role. The self-perception questionnaire was administered to 312 children referred to the Center of Expertise on Gender Dysphoria 'Amsterdam UMC'. Social transition status was determined by parental interviews. 2 (social transition) by 2 (sex assigned at birth) ANCOVA's were conducted. Children living in their assigned gender role reported comparable self-perception to children living in their experienced gender role. Birth assigned girls living in their assigned gender role reported poorer self-perception on 'athletic competence', compared to girls living in their experienced gender role. Birth assigned boys living in their assigned gender role reported poorer on 'scholastic competence' and 'behavioral conduct' compared to boys living in their experienced gender role. Social transition did not show to affect self-perception. Self-perception was poorer for birth assigned boys living in their experienced gender role. For birth assigned girls this was reversed. Future studies should give more insight in the role of social transitions in relation to child development and focus on other aspects related to self-perception.
性别不一致的儿童报告的自我认知低于正态人群。本研究探讨了在其出生时分配的性别角色中生活的儿童和在其经历的性别角色中生活的儿童之间自我认知的差异。自我认知问卷被发放给了 312 名被转介到阿姆斯特丹 UMC 性别焦虑症专业中心的儿童。社会过渡状态通过父母访谈来确定。对 2（社会过渡）×2（出生时分配的性别）的协方差分析进行了研究。生活在其分配性别角色中的儿童与生活在其经历的性别角色中的儿童报告了相似的自我认知。生活在其分配性别角色中的出生时被分配为女孩的儿童在“运动能力”方面的自我认知较差，而生活在其经历的性别角色中的女孩则没有这种情况。生活在其分配性别角色中的出生时被分配为男孩的儿童在“学业能力”和“行为表现”方面的自我认知较差，而生活在其经历的性别角色中的男孩则没有这种情况。社会过渡并没有显示出对自我认知的影响。生活在其经历的性别角色中的出生时被分配为男孩的儿童的自我认知较差。而对于出生时被分配为女孩的儿童则相反。未来的研究应该更深入地了解社会过渡与儿童发展之间的关系，并关注与自我认知相关的其他方面。
