The Differentiated Additive Androgyny Model: Relations between Masculinity, Femininity and Multiple Dimensions of Self-Concept.

Autor/inn/en	Marsh, Herbert W.; Byrne, Barbara M.
Titel	The Differentiated Additive Androgyny Model: Relations between Masculinity, Femininity and Multiple Dimensions of Self-Concept.
Quelle	(1990), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Androgyny; College Students; Femininity; Foreign Countries; High School Students; High Schools; Higher Education; Masculinity; Models; Prediction; Questionnaires; Self Concept; Self Concept Measures; Sex Differences; Sex Role; Sexual Identity; Young Adults; Australia; Canada + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Collegestudent; Femaleness; Weiblichkeit; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Männlichkeit; Analogiemodell; Vorhersage; Fragebogen; Selbstkonzept; Sex difference; Geschlechtsunterschied; Geschlechterrolle; Geschlechtsidentität; Sexuelle Identität; Young adult; Junger Erwachsener; Australien; Kanada
Abstract	Masculinity (M) and femininity (F) were related to multiple dimensions of self-concept (SC) for responses to the: Bem Sex Role Inventory and the Self Description Questionnaire III (SDQ-III) by 898 Canadian university students (61% female) in Study 1, and Australian Sex-Role Scale and the SDQ-II by 1,858 Australian high school students (49% female) in Study 2. In Study 1, subjects' significant others were asked to provide ratings of subject SCs. In Study 2, students in Sydney (Australia) were followed from grade 7 through grade 11. Androgyny theory predicts that both M and F contribute to SC, but previous research, relying on undifferentiated SC measures, has found no unique contribution by F. These two studies show that both M and F contributed to the prediction of well-differentiated facets of SC. Consistent with a new model of MF/SC relations, the differentiated additive androgyny model, the relative contributions of M and F varied substantially depending on the area of SC: F contributed more positively to facets for which girls had higher SCs than boys; in some areas the contribution of F was more positive than the contribution of M. In Study 1, the pattern of MF/SC relations was similar for self-responses and ratings by significance others. In Study 2, the MF/SC relations were consistent across the 5 years of school studied, spanning the early to middle adolescence period. In conclusion, the two studies support neither the androgyny interactive nor sex-typed models, and provide only weak support for the additive androgyny and the masculinity models. In contrast, both studies strongly support the differentiated additive model. Eight tables provide study data; and an appendix describes the SDQ-II and SDQ-III scales. A 55-item list of references is included. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC