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首页> 外文期刊>Near and Middle Eastern Journal of Research in Education >The relationship between gender segregation in schools, self-esteem, spiritual values/religion, and peer relations in Kuwait
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The relationship between gender segregation in schools, self-esteem, spiritual values/religion, and peer relations in Kuwait

机译：学校中的性别隔离，自尊，精神价值观/宗教与科威特同伴关系之间的关系

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Public schools at all levels in Kuwait are gender-segregated due to conservative traditional values, but such segregation is not practiced in private schools. In the past decade, a series of laws were passed to impose gender segregation in private universities as well. A concern about the psychological and social impact of gender segregation on students is a topic of ongoing debate in Kuwait. Research into the effects of gender segregation on social aspects such as peer relations remains an area to be explored. The purpose of this study is to assess whether there is a difference in peer relations with the opposite or same gender among individuals who have attended Kuwaiti schools across different school settings, and to explore which factors such as physical appearance, general esteem, parental relations, and spiritual values/religion might influence this difference. Seventy-six participants (57% female; 43% male) in Kuwait aged between 18 and 39 years filled out an online questionnaire incorporating scales related to the variables of interest taken from Marsh’s Self-Description Questionnaire III. The results showed that participants who attended a mixed-gender school, as opposed to a segregated school, in Kuwait scored significantly higher on the peer relations with the opposite gender criteria, meaning that they believed they had good relationships with peers of the opposite gender (M ? 44.1; P , 0.05). The results showed that school setting was a significant predictor of peer relations with the opposite gender (b ? 0.251, P , 0.05); however, when additional factors such as self-esteem, parental relations, physical appearance, and spiritual values/religion were controlled for, schooling was not found to be a significant predictor of peer relations, and self-esteem had the highest significant relationship with peer relations of the same and opposite gender as well (b ? 0.461, P , 0.01; b ? 0.623, P , 0.001). Spiritual values/religion had a significant relationship with peer relations of the same gender only and not the opposite gender, meaning the more religious the individuals believed they were, the less they thought that they had good relationships with peers of the same gender (b ? 20.295, P , 0.01). Self-esteem scores were highly significantly correlated with parental relations scores and physical appearance scores (r ? 0.605; r ? 0.577; P , 0.01). The implications of the data on educational policy as well as the importance of spreading awareness about the significant relationship that self-esteem and spiritual values/religion can have with peer relations in Kuwait are discussed.
机译：由于保守的传统价值观，科威特各级公立学校都按性别隔离，但私立学校没有实行这种隔离。在过去的十年中，通过了一系列法律，在私立大学中也实行了性别隔离。对性别隔离对学生的心理和社会影响的关注是科威特正在进行辩论的话题。关于性别隔离对诸如同伴关系之类的社会方面的影响的研究仍然是一个有待探索的领域。这项研究的目的是评估在不同学校背景就读科威特学校的个人之间的同伴关系是否存在异性，并探讨哪些因素，例如外表，自尊，父母关系，精神价值观/宗教可能会影响这种差异。科威特年龄在18至39岁之间的76名参与者（女性占57％;男性43％）填写了在线问卷，其中纳入了与《达·马什自我描述问卷》 III感兴趣的变量有关的量表。结果表明，参加科威特混合性别学校而不是单独学校的参与者在异性标准方面的同伴关系得分要高得多，这意味着他们相信自己与异性同龄人有着良好的关系（ M ＝ 44.1; P，0.05。结果表明，学校环境是异性同伴关系的重要预测因素（b≥0.251，P，0.05）;然而，当其他因素如自尊，父母关系，外貌和精神价值观/宗教受到控制时，就不能发现学业是同伴关系的重要预测因素，而自尊与同伴之间的关系最大。同性和异性之间的关系（b≥0.461，P，0.01; b≥0.623，P，0.001）。精神价值观/宗教只与同性别的同伴关系有很大关系，而与异性没有显着关系，这意味着个人相信自己的宗教信仰越多，他们与同性同伴的良好关系就越少（b？ 20.295，P，0.01）。自尊分数与父母关系分数和身体外貌分数高度相关（r = 0.605; r = 0.577; P = 0.01）。讨论了数据对教育政策的影响，以及传播对自尊和精神价值观/宗教与科威特同伴关系之间重要关系的认识的重要性。

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