高职院校大学生性别角色与成就动机、职业性别刻板印象的关系
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摘要
性别角色的社会化是个体社会化的重要内容。从个体发展的角度看,个体性别角色的社会化任务在中学阶段已经基本完成。众多研究发现,个体的性别角色状况会对其生活、学习或工作等多方面产生不同程度的影响。20世纪70年代,美国心理学家贝姆提出男女双性化理论,认为男性特质和女性特质是相对独立的特质,个体的心理行为特征可以是双性化的,也就是可以同时兼有男性心理特征和女性心理特征。按照该理论,可以根据人们的男性特质和女性特质划分出4种性别角色类型:男性化组、女性化组、双性化组和未分化组。大量研究表明,与男性化组、女性化组和未分化组的个体相比,双性化组的个体能够灵活有效的支配自己的行为;个体的性别角色与成就动机之间存在密切的关系,男性化强的个体的成就动机高于女性化强的个体,等等。
从我国当前大学生的就业情况看,与男大学生相比,女大学生就业更难是一个相当普遍的社会问题。导致女大学生就业难的原因可能是多方面的,不仅有社会和家庭方面的原因,也有女大学生自身方面的原因,其中女大学生的人格特点、成就动机以及对自己适合从事何种职业的看法等均可能与其就业有着密切的关系。鉴于此,本研究拟探讨高职院校男女大学生性别角色与成就动机、职业性别刻板印象的关系。本研究成果不仅可以从某一侧面认识女大学生就业难这一问题,而且可以从性别角色、成就动机、职业性别刻板印象等方面入手采取有针对性的教育措施,科学、有效地指导女大学生的成长与就业。
本研究选取山东商业职业技术学院349名大学生为被试,采用桑德拉·贝姆的性别角色量表(BSRI)、成就动机量表以及自编的职业性别刻板印象问卷为研究工具,考察高职院校大学生性别角色与成就动机、职业性别刻板印象的关系,特别是通过与男大学生的比较对照,较为深入地揭示女大学生的性别角色、成就动机与职业性别刻板印象的特点及其之间的关系。本研究发现:
1、高职院校男女大学生在四种不同性别角色类型上的人数存在显著差异。男大学生的男性化组人数比例高于女大学生,女大学生的女性化组人数比例高于男大学生。女大学生的双性化组人数比例高于男大学生,男大学生的未分化组人数比例高于女大学生。
2、高职院校大学生的成就动机不存在性别差异。不同性别角色类型的男女大学生在追求成功动机上均不存在显著差异,但在避免失败动机上存在显著差异,双性化组高于未分化组,而与女性化组,男性化组无显著差异。
3、高职院校男大学生的男性职业性别刻板印象和女性职业性别刻板印象均比女大学生强。男大学生的男性职业性别刻板印象和女性职业性别刻板印象不受性别角色类型的影响,但双性化组的女大学生的男性职业性别刻板印象要比未分化组的女大学生强。
4、高职院校文理科大学生的男性职业性别刻板印象和女性职业性别刻板印象均不存在显著差异。
The socialization of gender roles is an important part in the development of individuals. As to one’s development, the socialization of gender roles has finished in secondary school. Many researches have found that one’s gender role influences his life, study, and work differently. In 1970s, Bem, American psychologist, addressed androgyny theory suggesting that masculine and feminine traits are independent ones, and one can be androgyny, possessing both masculine and feminine traits simultaneously. In line with this theory, people can be divided into four groups according to their gender roles: masculine, feminine, undifferentiated, and androgyny. Many studies have found that compared to masculine, feminine, and undifferentiated individuals, androgyny ones can adjust their behavior flexibly and that one’s gender role is closely related to his achievement motive, that is one who is highly masculine has higher level of achievement motive than one who is highly feminine.
Nowadays, the low employment of female college graduates has become a universal social problem around the country. There are several factors that lead to this problem, including society, family, the personality and achievement motive of female college students. In discussing the relationships between higher vocational college students’occupation-sex stereotype and gender role or achievement motive respectively, this study may deepen our understanding of low employment of female college students, advance strategies to solve this problem, and make guidance for female college students for their employment 349 vocational college students being the sample, the relationships between occupation-sex stereotype and gender role or achievement motive were analyzed by applying Bem Sex Role Inventory (BSRI), Achievement Motive Questionnaire, and Occupation-Sex Stereotype Questionnaire. By comparing with male college students, results are as follows:
1. The number in different gender role categories in female is significantly different from that in male. Masculine rate in male students is higher than that in female students, whereas feminine rate in female students is higher than that in male students. Androgyny rate in female students is higher than that in male students, whereas undifferentiated rate in male students is higher than that in female students.
2. The level of achievement motive of male students doesn’t have significant difference from that of female students. In different gender role categories, there is no significant difference in perusing achievement, whereas there is significant variance in avoiding fail, with androgyny higher than undifferentiated.
3. The levels of male and female occupation-sex stereotype in male higher college students aren’t influenced by gender role category, and are both higher than that in female students, whereas the level of male occupation-sex stereotype in androgyny female students is higher than that in undifferentiated female students.
4. The levels of male and female occupation-sex stereotype in students majoring in arts are both not significantly different from those in students majoring in science.
从我国当前大学生的就业情况看,与男大学生相比,女大学生就业更难是一个相当普遍的社会问题。导致女大学生就业难的原因可能是多方面的,不仅有社会和家庭方面的原因,也有女大学生自身方面的原因,其中女大学生的人格特点、成就动机以及对自己适合从事何种职业的看法等均可能与其就业有着密切的关系。鉴于此,本研究拟探讨高职院校男女大学生性别角色与成就动机、职业性别刻板印象的关系。本研究成果不仅可以从某一侧面认识女大学生就业难这一问题,而且可以从性别角色、成就动机、职业性别刻板印象等方面入手采取有针对性的教育措施,科学、有效地指导女大学生的成长与就业。
本研究选取山东商业职业技术学院349名大学生为被试,采用桑德拉·贝姆的性别角色量表(BSRI)、成就动机量表以及自编的职业性别刻板印象问卷为研究工具,考察高职院校大学生性别角色与成就动机、职业性别刻板印象的关系,特别是通过与男大学生的比较对照,较为深入地揭示女大学生的性别角色、成就动机与职业性别刻板印象的特点及其之间的关系。本研究发现:
1、高职院校男女大学生在四种不同性别角色类型上的人数存在显著差异。男大学生的男性化组人数比例高于女大学生,女大学生的女性化组人数比例高于男大学生。女大学生的双性化组人数比例高于男大学生,男大学生的未分化组人数比例高于女大学生。
2、高职院校大学生的成就动机不存在性别差异。不同性别角色类型的男女大学生在追求成功动机上均不存在显著差异,但在避免失败动机上存在显著差异,双性化组高于未分化组,而与女性化组,男性化组无显著差异。
3、高职院校男大学生的男性职业性别刻板印象和女性职业性别刻板印象均比女大学生强。男大学生的男性职业性别刻板印象和女性职业性别刻板印象不受性别角色类型的影响,但双性化组的女大学生的男性职业性别刻板印象要比未分化组的女大学生强。
4、高职院校文理科大学生的男性职业性别刻板印象和女性职业性别刻板印象均不存在显著差异。
The socialization of gender roles is an important part in the development of individuals. As to one’s development, the socialization of gender roles has finished in secondary school. Many researches have found that one’s gender role influences his life, study, and work differently. In 1970s, Bem, American psychologist, addressed androgyny theory suggesting that masculine and feminine traits are independent ones, and one can be androgyny, possessing both masculine and feminine traits simultaneously. In line with this theory, people can be divided into four groups according to their gender roles: masculine, feminine, undifferentiated, and androgyny. Many studies have found that compared to masculine, feminine, and undifferentiated individuals, androgyny ones can adjust their behavior flexibly and that one’s gender role is closely related to his achievement motive, that is one who is highly masculine has higher level of achievement motive than one who is highly feminine.
Nowadays, the low employment of female college graduates has become a universal social problem around the country. There are several factors that lead to this problem, including society, family, the personality and achievement motive of female college students. In discussing the relationships between higher vocational college students’occupation-sex stereotype and gender role or achievement motive respectively, this study may deepen our understanding of low employment of female college students, advance strategies to solve this problem, and make guidance for female college students for their employment 349 vocational college students being the sample, the relationships between occupation-sex stereotype and gender role or achievement motive were analyzed by applying Bem Sex Role Inventory (BSRI), Achievement Motive Questionnaire, and Occupation-Sex Stereotype Questionnaire. By comparing with male college students, results are as follows:
1. The number in different gender role categories in female is significantly different from that in male. Masculine rate in male students is higher than that in female students, whereas feminine rate in female students is higher than that in male students. Androgyny rate in female students is higher than that in male students, whereas undifferentiated rate in male students is higher than that in female students.
2. The level of achievement motive of male students doesn’t have significant difference from that of female students. In different gender role categories, there is no significant difference in perusing achievement, whereas there is significant variance in avoiding fail, with androgyny higher than undifferentiated.
3. The levels of male and female occupation-sex stereotype in male higher college students aren’t influenced by gender role category, and are both higher than that in female students, whereas the level of male occupation-sex stereotype in androgyny female students is higher than that in undifferentiated female students.
4. The levels of male and female occupation-sex stereotype in students majoring in arts are both not significantly different from those in students majoring in science.
引文
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[2]Hampson. S. Sex roles and personality[M]. In J. D. Hargreaves& Colley A. M. (eds.) The Psychology of Sex Roles(chaps3). London: Harper Publishers. 1986.
[3]Spence,J. T. Gender identity and its implications for the Concepts of masculinity and femininity[M]. In. T. B. Sonderegger(Ed), Nebraska Symposium on Motiration, Vol. 32, 59～95Lincoln: Unir. of Nebraska Press. 1985.
[4]Lerner, R. M. & Shea, J. A. Social bthavioi in adolescence[M]. In B. B. Wolman(ed.), Handbook of Developmental Psychology, 503～525. Englenood Cliffs, N. J: Prelice-Hall, Inc. 1982.
[5]时蓉华. 新编社会心理学概论[M]. 东方出版社, 1998.
[6]张春兴. 心理学词典[M]. 台北: 东宝书局, 1995.
[7]Burger J M. Personality(4th Edition). Pacific Cove, Calif[M]: Brooks/ Cole Publishing Company, 1997. 432～433.
[8]Bem,S. L. The measurement of psychological androgyny[J]. Jourmal of Consulting and Clinical Psychology, 1974, 42: 155～162.
[9]Bem S L. The Measurement of Psychplogical Androgyny[J]. Journal of Consulting and Clinical Psychology, 1974, 42(2): 155～162.
[10]Bem,S. L. The measurement of psychological androgyny[J]. Journal of Counseling and Clinical Psychology, 1974, 42: 155～162.
[11]李美枝. 女性心理学[M]. 台北大洋出版社, 1984.
[12]卢勤, 苏彦捷. 对 Bem 性别角色量表的考察与修订[J]. 中国心理卫生杂志,2003, 7(8): 550～553.
[13]卢勤, 苏彦捷. 性别角色与基本人格维度的相关研究[J]. 北京大学学报(自然科学版) , 2004, (4): 642～651.
[14]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.
[15]张爱卿.动机论:迈向二十一世纪的动机心理学研究[M]武汉:华中师范大学出版社, 1999.
[16]Murry H A. Exploration sinper sonality[M]. New York: Oxford University Press, 1938.
[17]McClelland D C. The achieving society [M]. Princeton, NJ: Van Nostrand, 1961.
[18]张兴贵.成就动机研究的回顾与展望[J].湛江师范学院(哲社版), 2000, 1: 101～105.
[19]王本法. 阿特金森的成就动机期望×价值模式述评[J]. 山东师大学报(社科版), 2000, (1): 69～71.
[20]梁丽萍. 成就动机研究的历史与现状[J]. 教育理论与实践,1996, 1: 32～36.
[21]Zhang Aiqing,Lu Qian. The Regulation of Self-Efficacy and Attributional Feedback on Motivation [J]. Social Behavior and Personality. 2002, 30(3): 281～288.
[22]余安邦, 杨国枢. 社会取向成就动机与个我取向成就动机: 概念分析与实验研究[J]. 中央研究院民族学研究所集刊. 1987, 4: 61.
[23]Atkinson J,Birch D. An introduction to motivation [M]. New York: Van Nonstrand, 1964. [ 24 ] Dweck C S. Montivational process affecting learning [J]. American Psychologist, 1986, 41: 1040～1048.
[25]景怀斌. 中国人成就动机性别差异研究[J]. 心理科学,1995, 18: 180～182.
[26] 张积家, 陈军. 大学生的成就动机和成功恐惧研究[J]. 应用心理学,2002, 2: 18～22.
[27]杨渝川,王卫红,张庆林. 中国大学生学习动机的因素结构研究[J]. 南京师范大学学报(社会科学版), 1996, 2: 67～72.
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