Entwicklung und Validierung eines Inventars zur Erfassung des Geschlechtsrollen-Selbstkonzepts im Jugendalter

Krahé, Barbara; Möller, Ingrid

doi:10.1024/0044-3514.38.3.195

Cited by 26 publications

(14 citation statements)

References 28 publications

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“…To assess self-perceived femininity and masculinity, positive traits from the Inventory for Measuring Adolescents' Gender Role Self-Concept (GRI-JUG) were used (Krahé et al, 2007). Participants were presented with five masculine attributes (humorous, courageous, sporty, companionable, and strong; α = 0.676) and five feminine attributes (emotional, romantic, industrious, sympathetic, and empathic; α = 0.651) and were asked to rate to what extent each attribute is characteristic of them.…”

Section: Gender Role Self-conceptmentioning

confidence: 99%

Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support

et al. 2021

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The spread of the COVID-19 pandemic quickly necessitated digital learning, which bore challenges for all pupils but especially for groups disadvantaged in a virtual classroom. As some studies indicate persistent differences between boys and girls in use of technologies and related skills, the aim of this study was to investigate gender differences in the digital learning environment students faced in spring 2020. Previous studies investigating gender differences in digital learning largely used biological sex as the only indicator of gender. This study includes both biological sex and gender role self-concept in order to investigate the role of gender in different components of this stereotyped domain in a more differentiated way. A total of 19,190 Austrian secondary school students (61.9% girls, Mage = 14.55, SDage = 2.49, age range 10–21) participated in an online study in April 2020 and answered questions regarding their competence beliefs, intrinsic value, engagement, and perceived teacher support in digital learning during the pandemic-induced school closures. Results showed higher perceived teacher support, intrinsic value, and learning engagement among girls than boys, while no significant sex differences were found in competence beliefs regarding digital learning. Furthermore, our results indicated clear benefits of an androgynous gender role self-concept for all studied components of digital learning. Implications of the findings for theory and practice are discussed.

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Section: Gender Role Self-conceptmentioning

confidence: 99%

Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support

et al. 2021

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“…2010 ; Krahé et al. 2007 ) und, dass am Gymnasium stärker als an anderen Schulformen selbstregulative Fähigkeiten ausgebildet werden (Artelt et al. 2009 ), lassen sich diese Befunde im Sinne eines adaptiven Unterstützungsverhaltens der Eltern interpretieren.…”

Section: Diskussionunclassified

Prädiktoren von prozessbezogener und strukturierender elterlicher Unterstützung während des (coronabedingten) Distanzunterrichts

2021

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ZusammenfassungDie Schulschließungen aufgrund der Corona-Pandemie verlagerten das schulische Lernen in die Familien. Schüler*innen standen vor der Aufgabe, ihr Lernen und ihre Lernzeit eigenständiger zu gestalten und wurden dabei vornehmlich von ihren Eltern sowohl organisatorisch als auch fachlich begleitet. Auf Basis bisheriger Forschung zur elterlichen Hausaufgabenunterstützung und zu Bildungspartnerschaften ist anzunehmen, dass sowohl die strukturierende als auch die prozessbezogene Lernbegleitung durch die Eltern von soziodemographischen Merkmalen der Familie abhängen, aber ebenfalls mit Merkmalen des Kindes (z. B. Alter, Lernverhalten) und der wahrgenommenen schulischen Lernbegleitung (Engagement der Lehrkraft, Anforderungsniveau) assoziiert sind. Diese postulierten Zusammenhänge wurden auf Basis von Daten einer standardisierten Onlinebefragung mit N = 6685 Eltern von Kindern an weiterführenden Schulen in Nordrhein-Westfalen regressionsanalytisch untersucht. Die Befunde sprechen für eine adaptive Lernbegleitung der Eltern, die für ältere, weibliche Kinder mit günstigem Lernverhalten weniger intensiv ausfällt als für jüngere, männliche Kinder mit ungünstigem Lernverhalten. Auch die Lernbegleitung durch die Schule trägt zur Vorhersage des elterlichen Verhaltens bei, wobei engagiertes Lehrkraftverhalten gerade bei Familien mit nicht-gymnasialer Schulbildung der Eltern zu verstärkter Unterstützung des Kindes beiträgt.

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“…The present research builds on the claim that gender identity comprises both negative and positive aspects that are uniquely related to outcome variables for which gender differences have been identified. In support of this claim, Krahé, Berger, and Möller () developed an instrument to measure gender identity in adolescence that comprised both positive and negative aspects of masculinity and femininity and showed that the positive and negative subscales were associated with distinct psychological constructs. This instrument was tailored to the language usage of adolescents, as reflected in the sampling of typical terms of boys and girls in a pilot study.…”

Section: Conceptualizations Of Gender Identitymentioning

confidence: 99%

Negative attributes are gendered too: Conceptualizing and measuring positive and negative facets of sex‐role identity

Berger

Krahé

2013

Euro J Social Psych

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Measures of gender identity have almost exclusively relied on positive aspects of masculinity and femininity, although conceptually the self-concept is not limited to positive attributes. A theoretical argument is made for considering negative attributes of gender identity, followed by five studies developing the Positive-Negative Sex-Role Inventory (PN-SRI) as a new measure of gender identity. Study 1 demonstrated that many of the attributes of a German version of the Bem Sex-Role Inventory are no longer considered to differ in desirability for men and women. For the PN-SRI, Study 2 elicited attributes characterizing men and women in today's society, for which ratings of typicality and desirability as well as self-ratings by men and women were obtained in Study 3. Study 4 examined the reliability and factorial structure of the four subscales of positive and negative masculinity and femininity and demonstrated the construct and discriminant validity of the PN-SRI by showing that the negative masculinity and femininity scales were unique predictors of select validation constructs. Study 5 showed that the new instrument explained variance in the validation constructs beyond earlier measures of gender identity. Key message: Even in the construction of negative aspects of gender identity, individuals prefer gender-congruent attributes. Negative masculinity and femininity make a unique contribution to understanding gender-related differences in psychological outcome variables.

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Entwicklung und Validierung eines Inventars zur Erfassung des Geschlechtsrollen-Selbstkonzepts im Jugendalter

Cited by 26 publications

References 28 publications

Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support

Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support

Prädiktoren von prozessbezogener und strukturierender elterlicher Unterstützung während des (coronabedingten) Distanzunterrichts

Negative attributes are gendered too: Conceptualizing and measuring positive and negative facets of sex‐role identity

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