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首页> 外文期刊>Sex roles >Are Girls more Resilient to Gender-Conformity Pressure? The Association Between Gender-Conformity Pressure and Academic Self-Efficacy
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Are Girls more Resilient to Gender-Conformity Pressure? The Association Between Gender-Conformity Pressure and Academic Self-Efficacy

机译：女孩是否更能适应性别整合压力？性别整合压力与学业自我效能感之间的联系

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Since the 1990s, it has become clear that Belgian girls tend to outperform boys on educational parameters. Similar educational gender gaps are encountered in other western industrialized countries and are often attributed to cultural conventions concerning typical masculinity and femininity, which would inform gendered study cultures. This paper investigates the influence of gendered peer cultures in Flanders on an individual level by employing the concept of pressure for gender conformity. More specifically, the gender-differentiated impact of gender-conformity pressure is investigated in relation to academic self-efficacy. We examine these inter- and intragender differences in a sample of 6380 seventh-grade students in Flanders (the northern, Dutch-speaking part of Belgium), clustered in 59 schools. The data were collected at the start and the end of the 2012-13 school year. Results from multilevel regression analysis at two waves show that boys' academic self-efficacy is lower when experiencing more pressure for gender conformity. Girls' academic self-efficacy, however, does not decline when experiencing similar levels of pressure. In addition, when taking into account the negative toll that pressure for gender conformity has on girls' well-being, their academic self-efficacy is higher when experiencing more pressure. This gender-differentiated impact of pressure for gender conformity is not apparent at the start of the school year, but emerges in the course of seventh grade. The results are discussed in light of gendered expectations for boys and girls in the Belgian context.
机译：自1990年代以来，很明显比利时女孩的教育水平往往优于男孩。在其他西方工业化国家中，也遇到了类似的教育性别差距，这通常归因于有关典型男性气质和女性气质的文化习俗，这将为性别学习文化提供信息。本文通过采用性别顺应的压力概念，研究了佛兰德社会性别同伴文化在个人层面上的影响。更具体地说，研究了性别整合压力对性别的影响与学业自我效能的关系。我们在弗兰德省（比利时北部，讲荷兰语的部分）的6380名7年级学生的样本中，研究了这些性别之间和性别内的差异，这些学生聚集在59所学校中。数据是在2012-13学年开始和结束时收集的。在两次浪潮中进行的多级回归分析结果表明，男孩在承受更大的性别适应压力时，其学业自我效能感较低。然而，当女孩遭受类似程度的压力时，其学业自我效能感并不会下降。此外，考虑到性别顺从压力对女孩的幸福带来的负面影响，承受更大压力时，她们的学业自我效能感会更高。在学年开始时，这种对性别适应的压力产生的性别差异影响并不明显，但在七年级时就会出现。根据比利时背景下对男孩和女孩的性别期望对结果进行了讨论。

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