随着时间的推移,性别认同的测量结果能告诉我们什么?

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL British Journal of Developmental Psychology Pub Date : 2024-05-07 DOI:10.1111/bjdp.12491
Ellena Fisher, Sarah Wright, Cora Sargeant
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引用次数: 0

摘要

性别认同是一个多层面的概念,有多种测量方法和建构,包括自我报告和研究人员对偏好和行为的观察。然而,尽管性别认同的理论基础相似,但很少发现性别认同的测量指标之间存在相互关联,而且每种建构的模式和轨迹往往截然不同(Egan 和 Perry,《发展心理学》,37,2001,451)。因此,本系统综述旨在回顾在没有正式干预的情况下,有关性别认同发展的纵向研究证据。通过系统性搜索策略,我们确定了 21 项研究。我们采用叙事综合法对这些研究中收集的数据进行了综合,并探讨了以下方面的发展轨迹:(1)性别认同的自我认同测量;(2)服装偏好;(3)同伴偏好;以及(4)对象/活动偏好。总体而言,本系统综述的结果与更广泛的研究相一致,表明在使用不同的性别认同建构和测量方法时,可以观察到不同的发展模式。
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What do measures of gender identity tell us about gender identity over time?

Gender identity is a multifaceted concept and is represented by a wide range of measures and constructs including both self-report and researcher observations of preferences and behaviours. However, despite their similar theoretical underpinning, gender identity measures are rarely found to correlate with one another, and contrasting patterns and trajectories are often found for each construct (Egan & Perry, Developmental Psychology, 37, 2001, 451). Therefore, this systematic review aimed to present a review of the longitudinal research evidence surrounding gender identity development in the absence of formal intervention. Using a systematic search strategy, 21 studies were identified. Narrative synthesis was used to synthesize the data collected in these studies and trajectories were explored for (1) self-identification measures of gender identity, (2) clothing preferences, (3) peer preferences, and (4) object/activity preferences. Overall, the results of this systematic review are consistent with wider research suggesting that distinct developmental patterns can be observed when using different constructs and measures of gender identity.

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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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