青少年学生双性化人格与自我效能感、应对方式的关系研究
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摘要
性别角色,是指属于特定性别的个体在一定的社会和群体中占有的适当位置,及其被该社会和群体规定了的行为模式。双性化是一种全新的性别角色模式,同时也是一种综合的人格类型,它是指在一个人身上同时具备男性与女性的兴趣、能力和爱好,尤其是心理气质方面具备男性与女性的长处与优点。相关研究证明,双性化人格比单纯的男性化、女性化人格的个体有更高的自尊水平,能构成更为理想的心理健康模式。此外,大量研究表明,自我效能感、应对方式都与心理健康有着密切的关系。而双性化人格作为一种人格模式是否具有年级发展差异呢?双性化人格与自我效能感、应对方式之间又具有什么样的关系呢?能否通过它们三者之间的关系来证明双性化人格是一种理想的心理健康模式呢?
因此,本研究欲通过调查问卷的方式研究双性化人格的年级发展特征;双性化人格与自我效能感、应对方式之间的关系;并试图说明双性化人格是一种比较理想的心理健康模式。最终的研究结果表明:
1.青少年学生双性化个体具有显著的年级分布,高二年级双性化个体最多。
2.青少年学生双性化个体与自我效能感总分、应对方式量表中的解决问题、求助、幻想因子存在显著的相关关系。
3.青少年学生双性化个体与其他性别角色个体在自我效能感总分上存在非常显著的差异,即双性化个体比其他性别角色个体拥有更高的自我效能感。
4.青少年学生双性化个体与其他性别角色个体在应对方式量表中的解决问题等因子存在显著差异,即在应激事件中,双性化个体比其他性别角色个体更倾向于采用积极合理的应对方式。
Sex roles, refer to a specific individual who is in a certain gender and social groups in possession of the appropriate location, and provided by the community groups and behavioral patterns. Androgyny is a new model of gender roles, and also an integrated personality types, which refers to a person who has the interests、abilities and preferences in which men and women all have, and particularly the psychological aspects of temperament with the men and women strengths and advantages. The related research proves that individual who have the androgynous character have a higher level of self-esteem than the others who have the dual personality of masculine and feminine , and to a better mental health model. In addition, a considerable amount of research shows that self-efficacy, coping style and mental health are closely related. But whether the androgynous character as a kind of personality mode has grade development differences or not? What kinds of relationships among the androgynous character、self-efficacy and coping styles? Whether we can get a conclusion that the androgynous character is an ideal model of mental health through the relationships between pairs of the three factors?
Accordingly, the present study was to investigate the grade development characters of the androgynous character by the questionnaires; the relationships among the androgynous character、self-efficacy and coping styles; and tried to explain that the androgynous character is a kind of ideal mental health mode. The final study results show that:
1. There was a significant grade distribution in the teenager's students who had the androgynous character, and the individuals who had the androgynous character were the most in the high and grade two.
2. There was a significant correlation between the androgynous character and the self-efficacy scores, the androgynous character and the coping style scale in problem-solving、. assistance、fantasy factors.
3. There was a significant difference between the individuals with the androgynous character and the others with other sex roles in self-efficacy scores, that was, the individuals with the androgynous character had higher self-efficacy than the other sex roles of individuals.
4. There was a significant difference in solving question factor between the individuals with the androgynous character and the other sex roles of the individuals, that is, the individuals with the androgynous character tended to use more positive reasonable coping styles than the others.
因此,本研究欲通过调查问卷的方式研究双性化人格的年级发展特征;双性化人格与自我效能感、应对方式之间的关系;并试图说明双性化人格是一种比较理想的心理健康模式。最终的研究结果表明:
1.青少年学生双性化个体具有显著的年级分布,高二年级双性化个体最多。
2.青少年学生双性化个体与自我效能感总分、应对方式量表中的解决问题、求助、幻想因子存在显著的相关关系。
3.青少年学生双性化个体与其他性别角色个体在自我效能感总分上存在非常显著的差异,即双性化个体比其他性别角色个体拥有更高的自我效能感。
4.青少年学生双性化个体与其他性别角色个体在应对方式量表中的解决问题等因子存在显著差异,即在应激事件中,双性化个体比其他性别角色个体更倾向于采用积极合理的应对方式。
Sex roles, refer to a specific individual who is in a certain gender and social groups in possession of the appropriate location, and provided by the community groups and behavioral patterns. Androgyny is a new model of gender roles, and also an integrated personality types, which refers to a person who has the interests、abilities and preferences in which men and women all have, and particularly the psychological aspects of temperament with the men and women strengths and advantages. The related research proves that individual who have the androgynous character have a higher level of self-esteem than the others who have the dual personality of masculine and feminine , and to a better mental health model. In addition, a considerable amount of research shows that self-efficacy, coping style and mental health are closely related. But whether the androgynous character as a kind of personality mode has grade development differences or not? What kinds of relationships among the androgynous character、self-efficacy and coping styles? Whether we can get a conclusion that the androgynous character is an ideal model of mental health through the relationships between pairs of the three factors?
Accordingly, the present study was to investigate the grade development characters of the androgynous character by the questionnaires; the relationships among the androgynous character、self-efficacy and coping styles; and tried to explain that the androgynous character is a kind of ideal mental health mode. The final study results show that:
1. There was a significant grade distribution in the teenager's students who had the androgynous character, and the individuals who had the androgynous character were the most in the high and grade two.
2. There was a significant correlation between the androgynous character and the self-efficacy scores, the androgynous character and the coping style scale in problem-solving、. assistance、fantasy factors.
3. There was a significant difference between the individuals with the androgynous character and the others with other sex roles in self-efficacy scores, that was, the individuals with the androgynous character had higher self-efficacy than the other sex roles of individuals.
4. There was a significant difference in solving question factor between the individuals with the androgynous character and the other sex roles of the individuals, that is, the individuals with the androgynous character tended to use more positive reasonable coping styles than the others.
引文
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[2]Bem SL.The measurement of psychological androgyny[J].Journal of consulting and clinical psychology 1981,42:155-162.
[3]Spence J T.Gender-related traits and gender ideology:Evidence for a multifactorial theory [J].Journal of personality and social psychology,1993,64:624-635.
[4]Constantinople A.Masculinity-Femininity:An Exception to A Famous Dictum [J].Psychological Bulletin,1973,80:389-407.
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[7]钱铭怡等.大学生性别角色量表(CSRI)的编制[J].心理学报,2000,32(1):99-104.
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[22]邹萍.女大学生性别角色双性化及其影响因素的研究[J].大连大学学报,1999,(3):67-71.
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[31]韩仁生.动机理论与应用研究[M].长春:吉林人民出版社,2003.
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[35]陈福侠,张福娟.工读学生自我效能和应对方式的关系研究[J].中国特殊教育,2006,7:74-76.
[36]王凯荣,辛涛,李琼.中学生自我效能感、归因与学习成绩关系的研究[J].心理发展与教育,1999,4:22-25.
[37]罗润生,李长庚,王孟成,蒙希.高复生心理健康状况及其与一般自我效能感、应对方式的关系研究[J].井冈山学院学报,2006,27(5):116-118.
[38]李育辉,张健新.中学生的自我效能感、应对方式及二者的关系[J].中国心理卫生杂志,2004(10):711-713.
[39]马伟娜,杨惠峰.高中生自我效能、应对方式与心理健康的关系[J].中国健康心理学 杂志,2007,15(1):65-67.
[40]佟月华.大学生一般自我效能感、应对方式及主观幸福感的相关研究[J].中国学校卫生,2004(4):396-397.
[41]叶一舵,申艳娥.应对及应对方式研究综述[J].心理科学,2002,25(6):755-756.
[42]肖计划.许秀峰.应对方式问卷效度与信度研究[J].中国心理卫生杂志,1996,10(4):164-168.
[43]姜乾金.心理应激:应对的分类与心身健康[J].中国心理卫生杂志,1993,7(4):145-147.
[44]肖计划.587名青少年学生应对行为研究[J].中国心理卫生杂志,1995,9(3):100-102.
[45]解亚宁.简易应对方式量表信度和效度的初步研究[J].中国临床心理学杂志,1998,6(2):114-115.
[46]陈启山,温忠麟.高职大学毕业生的应对方式与心理健康的关系[J].心理健康与教育,2005(2):92-97.
[47]肖计划.应付与应对方式[J].中国心理卫生杂志,1992,8(4):181-183.
[48]梁军林.518名高中生的应对方式与个性调查[J].中国临床心理学杂志,1999,7(4):238-239.
[49]黄希庭,余华,郑勇.中学生应对方式的初步研究[J].心理科学,2000,23(1):1-5.
[50]王才康.中学生一般自我效能感的发展特点研究[J].中国行为医学科学,2002,10(3):214-215.
[51]陈红,黄希庭,郭成.中学生人格特征与应对方式的相关研究[J].心理科学,2002,25(5):520-522.
[52]张建卫,刘玉新,金盛华.大学生压力与应对方式特点的实证研究[J].北京理工大学学报,2003,5(1):7-11.
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[2]Bem SL.The measurement of psychological androgyny[J].Journal of consulting and clinical psychology 1981,42:155-162.
[3]Spence J T.Gender-related traits and gender ideology:Evidence for a multifactorial theory [J].Journal of personality and social psychology,1993,64:624-635.
[4]Constantinople A.Masculinity-Femininity:An Exception to A Famous Dictum [J].Psychological Bulletin,1973,80:389-407.
[5]Spence J T.Gender Identity And Its Implications for the Concepts of Masculinity and femininity,In Mahe B A,Maher W B(Exls)[J].Progress in Experimental Personality Research,1985.
[6]Pleck J H.The theory of male role identity:Its rise and fall,1936 to the Present In Lewn ed.In the shadow of the Past[J].Psychology Portmys the sexes,1984,205-225.
[7]钱铭怡等.大学生性别角色量表(CSRI)的编制[J].心理学报,2000,32(1):99-104.
[8]Gilbert.Measures of Psychological Masculinity and Femininity:A Commenton Gaddy,Glass and Amkoff[J].Journal of Consulting Psychology,1985,32:163-166.
[9]Menninge K.The Human mind[J].1937(3):1.
[10]张文新主编,青少年发展心理学[M].济南:山东人民出版社,2002.
[11]Whitley BE JR.Sex-role orientation and psychological wellbeing:Two meta-analyses[J].Sex Roles,1984,12:207-225.
[12]Miles C.Sex in social Psychology in C Murchison(Ed)[M].A handbook of social Psychology,1935,12:683-797.
[13]Kagan J.Acquisition and significance of sex-typing and sex-role identity[M].Review of child development research,Russell Sage Foundation,New York.1964(1):137-168.
[14]Mussen P H.Early sex-role development[M].Handbook of socialization theory and research.Rand-McNally,1969,707-732.
[15]Ashtnore R D.Sex,gender,and the individual[J].Handbook of personality:Theory and research.1990,487-521.Katz B.Lewis R.The Psychology of Abnormal Behavior[J].1961,611.
[16]方俊明.性别差异与两性化人格[J].陕西师范大学学报(哲社版),1996,25(3):165-167.
[17]Bern SL.Sex role adaptability:One consequence of psychology[J].Journal of Personality and Social Psychology,1975,31:634-642.
[18]梅晓箐.高中生性别角色双性化与社会适应性的关系[D].上海:华东师范大学,2007.
[19]闻明晶.大学生的性别角色类型与心理健康的关系研究[D].吉林:东北师范大学,2006.
[20]马莹,王红瑞.双性化人格特质与心理健康的关系研究[J].宁夏大学学报,2001,23(5):116-118.
[21]余小芳,邓小农,王立峼.性别角色与焦虑及抑郁的相关研究[J].中国学校卫生,2004,25(1):39-40.
[22]邹萍.女大学生性别角色双性化及其影响因素的研究[J].大连大学学报,1999,(3):67-71.
[23]马锦华.大学生双性化人格模式与心理健康的关系探悉[J].安徽教育学院学报,2001,19(4):87-89.
[24]王学.当代大学生人格建构的理想模式——双性化人格[J].现代大学教育,2004(4):86-89.
[25]张莉,冯江平.大学生双性化人格特征研究[J].中国临床心理学,2005,13(4):434-436.
[26]刘玉梅.大学生的双性化人格与人际交往[J].宁波广播电视大学学报,2006(1):93-95.
[27]殷明.社会发展与中学生的双性化性度取向[J].湖北教育学院学报,2006,23(3):91-93.
[28]Schultz R.Self-efficacy:Thought control of action[M].Hemisphere Publishing Coropration,1992.
[29]李凌.两种取向的自我效能感评估概述[J].心理科学,2001,24(5):618-619.
[30]陈琦,刘儒德主编.教育心理学[M],北京:北京师范大学出版社,1997,126-127.
[31]韩仁生.动机理论与应用研究[M].长春:吉林人民出版社,2003.
[32]Jerusalem M.& Mittag W·.Self-efficacy in stressful life transition.In A.Bandura,(Ed),Self-efficacy in changing societies[M].Cambridge University Press,1995.
[33]王雁飞,凌文辁,朱瑜.成就目标定向、自我效能与反馈寻求行为的关系[J].心理科学,2004,27(1):31-33.
[34]李惠萍,孔祥军.大学生一般自我效能感与应对方式的关系研究[J].中国行为医学科学,2006,15(2):71.
[35]陈福侠,张福娟.工读学生自我效能和应对方式的关系研究[J].中国特殊教育,2006,7:74-76.
[36]王凯荣,辛涛,李琼.中学生自我效能感、归因与学习成绩关系的研究[J].心理发展与教育,1999,4:22-25.
[37]罗润生,李长庚,王孟成,蒙希.高复生心理健康状况及其与一般自我效能感、应对方式的关系研究[J].井冈山学院学报,2006,27(5):116-118.
[38]李育辉,张健新.中学生的自我效能感、应对方式及二者的关系[J].中国心理卫生杂志,2004(10):711-713.
[39]马伟娜,杨惠峰.高中生自我效能、应对方式与心理健康的关系[J].中国健康心理学 杂志,2007,15(1):65-67.
[40]佟月华.大学生一般自我效能感、应对方式及主观幸福感的相关研究[J].中国学校卫生,2004(4):396-397.
[41]叶一舵,申艳娥.应对及应对方式研究综述[J].心理科学,2002,25(6):755-756.
[42]肖计划.许秀峰.应对方式问卷效度与信度研究[J].中国心理卫生杂志,1996,10(4):164-168.
[43]姜乾金.心理应激:应对的分类与心身健康[J].中国心理卫生杂志,1993,7(4):145-147.
[44]肖计划.587名青少年学生应对行为研究[J].中国心理卫生杂志,1995,9(3):100-102.
[45]解亚宁.简易应对方式量表信度和效度的初步研究[J].中国临床心理学杂志,1998,6(2):114-115.
[46]陈启山,温忠麟.高职大学毕业生的应对方式与心理健康的关系[J].心理健康与教育,2005(2):92-97.
[47]肖计划.应付与应对方式[J].中国心理卫生杂志,1992,8(4):181-183.
[48]梁军林.518名高中生的应对方式与个性调查[J].中国临床心理学杂志,1999,7(4):238-239.
[49]黄希庭,余华,郑勇.中学生应对方式的初步研究[J].心理科学,2000,23(1):1-5.
[50]王才康.中学生一般自我效能感的发展特点研究[J].中国行为医学科学,2002,10(3):214-215.
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