大学生性别角色的自我评价、他人评价和反思评价的关系

Relationship among Self-Appraisals, Others’ Actual Appraisals and Reflected Appraisals on the Undergraduates’ Gender-Role

摘要: 目的：了解大学生对性别角色的自我评价、他人评价和反思评价之间的关系。方法：采用问卷调查法，让727名大学生完成对性别角色的自我评价问卷、他人评价问卷和反思评价问卷。结果：(1) 男大学生对性别角色的他人评价得分显著低于自我评价和反思评价得分(F(2,996) = 61.39, P < 0.01)；女大学生对性别角色的自我评价和他人评价得分无显著差异，反思评价得分显著高于自我评价得分(F(2,999) = 3.44, P < 0.05)；(2) 男大学生对性别角色的自我评价与反思评价之间有显著相关(r = 0.69, P < 0.01)，自我评价与他人评价关系不显著(r = 0.09, P > 0.05)；反思评价能够预测自我评价48%的变异量；(3) 女大学生对性别角色的自我评价、他人评价、反思评价之间两两显著相关(r = 0.30~0.66, P < 0.01)；反思评价在自我评价和他人评价之间有调节作用(β = 0.09, t = 2.11, P = 0.035 < 0.01)。结论：男大学生性别角色的评价不受女大学生评价的影响；女大学生性别角色的评价受男大学生评价的影响，但其影响程度受女大学生自身反思能力的调节。要结合男女大学生性别角色评价的特点引导其性别角色健康发展。

Abstract: Objective: The thesis aims at investigating relationship among self-appraisals, others’ actual ap-praisals and reflected appraisals on the undergraduates’ gender-role. Methods: Using question-naire method, 720 undergraduates completed self-appraisals questionnaire, others’ actual ap-praisals questionnaire and reflected appraisals questionnaire on gender-role. Results: (1) The male undergraduates’ score of others’ actual appraisals were obviously lower than the scores of self-appraisals and reflected appraisals (F = 61.39, P < 0.01); the female undergraduates’ scores of self-appraisals and others’ actual appraisals had no obvious difference, but the scores of reflected appraisals obviously surpassed the score of self-appraisals (F = 3.44, P < 0.05); (2) there were definite correlations between self-appraisals and reflected appraisals of male undergraduates (r = 0.69, P < 0.01), while there was no obvious relationship between self-appraisals and others’ actual appraisals (r = 0.09, P > 0.05), and the reflected appraisals could predict 48% variance of self-  appraisals; (3) there were obvious correlations among self-appraisals, others’ actual appraisals and reflected appraisals of female undergraduates (r = 0.30 - 0.66, P < 0.01); reflected appraisals played a moderating role in the relationship of self-appraisals and others’ actual appraisals (β = 0.09, t = 2.11, P = 0.035 < 0.01). Conclusion: The male undergraduates’ appraisals on gender-role weren’t affected by female undergraduates’ appraisals; the female undergraduates’ appraisals on gender-role were affected by male undergraduates’ appraisals, whose influence degree was moderated by female undergraduates’ reflective ability. We should cultivate the undergraduates’ gender-role according to their characteristics of appraisals on gender-role.