民族中学生性别角色与人际交往的关系  

Relations of gender role and interpersonal relationships among middle school students

作　　者：周波[1] 廖峻[1] 余秋梅[1] 罗承[1] 曾蕾[1] 

机构地区：[1]昆明学院教师教育学院,云南650241

出　　处：《中国学校卫生》2014年第11期1634-1636,共3页Chinese Journal of School Health

基　　金：教育科学"十二五"规划教育部重点课题项目(DBA110187)

摘　　要：目的探讨中学生性别角色与人际关系之间的关系,为有效引导中学生性别角色发展与良好人际关系的建立提供依据。方法采用贝姆性别角色量表和人际关系问卷,对整群抽取的云南省多个地区1 220名中学生进行测查。结果男性化、女性化、双性化、未分化4种性别角色类型分布在男生和女生中差异均有统计学意义(χ2值分别为141.10,138.23,P值均<0.01);男性化气质量表、女性化气质量表得分与人际关系各量表得分均存在显著负相关(P值均<0.05);在人际关系总量表(F=8.53)、交谈行为(F=6.93)、交际交友(F=4.97)、待人接物(F=5.42)、异性困扰(F=8.53)等4个分量表上,不同性别角色类型的中学生间差异有统计学意义(P值均<0.01)。结论双性化个体比其他性别角色类型中学生人际关系更好,未分化类型的人际关系困扰最突出。Objective To explore the relationship between gender role and interpersonal relations among middle school students.And to provide proof for leading gender development and nice relationships effectively. Methods A total of 1 253 middle school students in Yunnan Province were investigated by using Bern Gender Role Questionnaire. Results Significant differences were found among four types of gender role in boys （χ^2 = 141.10,P〈0.01 ） and girls（χ^2 = 138.23,P〈0.05 ）. Masculine inventory score and feminine inventory score were negatively correlated with interpersonal relationship score. There were significant differences among different gender role of students in interpersonal relationship score （F= 8.53, P〈0.01 ） , chat behavior （F = 6.93, P〈0.01 ） , and making friends（ F=4.97 ,P〈0.01 ）, treating people（ F= 5.42,P〈0.01 ）, opposite sex problems（ F= 8.53,P〈0.01 ）. Conclusion Androgynous individuals have better interpersonal relationships, and individuals with no specific gender role might have more interpersonal disturbance.

关 键 词：人际关系 精神卫生 学生 

分 类 号：B844.2[哲学宗教—发展与教育心理学] R395.6[哲学宗教—心理学]