Sprafkin C, Serbin L A, Elman M
J Abnorm Child Psychol. 1982 Dec;10(4):559-67. doi: 10.1007/BF00920754.
Traditional assumptions that sex-role conformity is positively related to psychological adjustment in young children have not, to date, been examined empirically. Seventy-four preschool children, 37 boys and 37 girls aged 3 to 5, were observed over a 3-month period to determine their frequency of play in male and female sex-typed activities during the freeplay period in their classrooms. Teacher ratings on the Kohn and Rosman Symptom Checklist and Social Competence Scale were correlated with individuals' rates of play in male and female preferred activities (M and F scales, respectively). Results indicated that boys' play with male-preferred toys was related to high scores on the "aggression/defiance" dimension of the Symptom Checklist, while boys who scored highly on play in female-preferred activities received high scores on the Social Competence dimension labeled "conforming to classroom rules." For girls, play with male-preferred toys was negatively related to the "apathy/withdrawal" dimension of the Symptom Checklist. These results do not confirm the hypothesis that sex-typed behavior is positively related to adjustment, and they suggest that for both sexes, play in opposite sex-typed activities may contribute positively to children's social and academic functioning in the classroom.
传统观念认为，幼儿的性别角色一致性与心理调适呈正相关，但迄今为止，尚未得到实证检验。在3个月的时间里，对74名学龄前儿童（37名男孩和37名女孩，年龄在3至5岁之间）进行了观察，以确定他们在教室自由活动期间参与男性和女性性别类型活动的频率。教师对科恩和罗斯曼症状清单及社会能力量表的评分与个体在男性和女性偏好活动中的玩耍频率（分别为M量表和F量表）相关。结果表明，男孩玩男性偏好玩具与症状清单中“攻击/违抗”维度的高分相关，而在女性偏好活动中玩耍得分高的男孩在标有“遵守课堂规则”的社会能力维度上得分也高。对于女孩来说，玩男性偏好玩具与症状清单中“冷漠/退缩”维度呈负相关。这些结果并未证实性别类型行为与调适呈正相关的假设，它们表明，对于两性来说，参与异性性别类型的活动可能对儿童在课堂上的社交和学业表现有积极贡献。
