【摘要】：隨著現(xiàn)代社會(huì)文明的高度發(fā)展,社會(huì)對(duì)于人才的要求也在趨向于多元化發(fā)展。傳統(tǒng)意義上對(duì)于性別角色的單一界定,很難適應(yīng)復(fù)雜多變的現(xiàn)代社會(huì)環(huán)境。一個(gè)人的性別角色意識(shí)不僅關(guān)系到個(gè)人未來的發(fā)展,也影響到整個(gè)社會(huì)的發(fā)展。中學(xué)階段是培養(yǎng)學(xué)生學(xué)習(xí)能力和社會(huì)適應(yīng)能力的重要階段,也是個(gè)人性別角色意識(shí)養(yǎng)成的關(guān)鍵期。本研究使用《Bem性別角色量表》(BSRI)和中學(xué)生社會(huì)適應(yīng)性量表(SAS-SSS)對(duì)上海地區(qū)六所中學(xué)共825名中學(xué)生進(jìn)行測(cè)試,采用描述統(tǒng)計(jì)、方差分析等研究方法來描述中學(xué)生性別角色類型的分布及社會(huì)適應(yīng)性水平,驗(yàn)證雙性化人格是否具有更高的社會(huì)適應(yīng)性水平,探討不同中學(xué)生性別角色類型的社會(huì)適應(yīng)性的差異,并進(jìn)一步采用訪談法探究影響中學(xué)生性別角色發(fā)展的因素。研究結(jié)果表明:(1)在中學(xué)生中,四種性別角色類型的分布存在顯著差異,雙性化類型占大多數(shù),其次是女性化類型、未分化類型,最后是男性化類型。(2)中學(xué)生性別類型的分布在性別及學(xué)校類型上存在顯著差異,在年段上不存在差異。(3)中學(xué)生的社會(huì)適應(yīng)性總體處于中等水平,具有高水平社會(huì)適應(yīng)性的人數(shù)較少。(4)不同性別角色類型中學(xué)生的社會(huì)適應(yīng)性水平存在顯著差異,其中雙性化類型的學(xué)生社會(huì)適應(yīng)性水平最高,是最佳的性別角色模式。(5)影響中學(xué)生性別角色發(fā)展的主要因素為父母的期望、父母關(guān)系及父親的個(gè)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.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G444

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