中学生不同性别角色的社会适应性差异研究
发布时间：2019-03-02 16:24
【摘要】：随着现代社会文明的高度发展,社会对于人才的要求也在趋向于多元化发展。传统意义上对于性别角色的单一界定,很难适应复杂多变的现代社会环境。一个人的性别角色意识不仅关系到个人未来的发展,也影响到整个社会的发展。中学阶段是培养学生学习能力和社会适应能力的重要阶段,也是个人性别角色意识养成的关键期。本研究使用《Bem性别角色量表》(BSRI)和中学生社会适应性量表(SAS-SSS)对上海地区六所中学共825名中学生进行测试,采用描述统计、方差分析等研究方法来描述中学生性别角色类型的分布及社会适应性水平,验证双性化人格是否具有更高的社会适应性水平,探讨不同中学生性别角色类型的社会适应性的差异,并进一步采用访谈法探究影响中学生性别角色发展的因素。研究结果表明:(1)在中学生中,四种性别角色类型的分布存在显著差异,双性化类型占大多数,其次是女性化类型、未分化类型,最后是男性化类型。(2)中学生性别类型的分布在性别及学校类型上存在显著差异,在年段上不存在差异。(3)中学生的社会适应性总体处于中等水平,具有高水平社会适应性的人数较少。(4)不同性别角色类型中学生的社会适应性水平存在显著差异,其中双性化类型的学生社会适应性水平最高,是最佳的性别角色模式。(5)影响中学生性别角色发展的主要因素为父母的期望、父母关系及父亲的个性。
[Abstract]:With the development of modern civilization, the requirement of talents in society tends to be diversified. Traditionally, the single definition of gender role is difficult to adapt to the complex and changeable modern social environment. A person's consciousness of gender role is not only related to the future development of individuals, but also to the development of the whole society. The middle school stage is the important stage to cultivate the students' learning ability and social adaptability, and it is also the key period for the formation of the consciousness of individual gender role. In this study, a total of 825 middle school students from six middle schools in Shanghai were tested with the Bem gender role scale (BSRI) and the Social adaptation scale (SAS-SSS) of middle school students, and the descriptive statistics were used. Analysis of variance and other research methods to describe the distribution of gender role types and social adaptability of middle school students, to verify whether androgynous personality has a higher level of social adaptability. This paper discusses the difference of social adaptability among different gender roles of middle school students, and further explores the factors that affect the development of gender roles of middle school students by means of interviews. The results show that: (1) there are significant differences in the distribution of four gender role types among middle school students, androgynous type is the majority, followed by feminization type and undifferentiated type. (2) there are significant differences in sex and school types among middle school students, but there is no difference in age. (3) the social adaptability of middle school students in general is at a moderate level. The number of students with high level of social adaptability is less. (4) there are significant differences in the level of social adaptability of middle school students with different gender roles, among which, the level of social adaptability of students with bisexual type is the highest. (5) the main factors influencing the development of middle school students' gender roles are parents' expectation, parental relationship and father's personality.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G444
本文编号：2433234
[Abstract]:With the development of modern civilization, the requirement of talents in society tends to be diversified. Traditionally, the single definition of gender role is difficult to adapt to the complex and changeable modern social environment. A person's consciousness of gender role is not only related to the future development of individuals, but also to the development of the whole society. The middle school stage is the important stage to cultivate the students' learning ability and social adaptability, and it is also the key period for the formation of the consciousness of individual gender role. In this study, a total of 825 middle school students from six middle schools in Shanghai were tested with the Bem gender role scale (BSRI) and the Social adaptation scale (SAS-SSS) of middle school students, and the descriptive statistics were used. Analysis of variance and other research methods to describe the distribution of gender role types and social adaptability of middle school students, to verify whether androgynous personality has a higher level of social adaptability. This paper discusses the difference of social adaptability among different gender roles of middle school students, and further explores the factors that affect the development of gender roles of middle school students by means of interviews. The results show that: (1) there are significant differences in the distribution of four gender role types among middle school students, androgynous type is the majority, followed by feminization type and undifferentiated type. (2) there are significant differences in sex and school types among middle school students, but there is no difference in age. (3) the social adaptability of middle school students in general is at a moderate level. The number of students with high level of social adaptability is less. (4) there are significant differences in the level of social adaptability of middle school students with different gender roles, among which, the level of social adaptability of students with bisexual type is the highest. (5) the main factors influencing the development of middle school students' gender roles are parents' expectation, parental relationship and father's personality.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G444
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