Psychometric properties of the Gender Role Conflict Scale for Adolescents among Irish boys.

Abstract

The psychometric properties of the Gender Role Conflict Scale for Adolescents (GRSC-A;Blazina, Pisecco, & O'Neil, 2005) were investigated using 2 samples of Irish males (Sample A: N ϭ 317; Sample B: N ϭ 199). Confirmatory factor analyses indicated that neither a 1-factor model nor a 4-factor model met established fit criteria. Across both samples, scores on the Restricted Emotionality (RE) and Conflict between Work, School, and Family (CWSF) subscales correlated consistently with self-esteem, and scores on the RE, CWSF and Need for Success and Achievement (NSA) subscales correlated with depression. Twelve items were problematic (i.e., standardized residuals and modification indices identified these items as contributing significantly to model misfit) suggesting that revision of the scale is warranted. Limitations and strengths associated with the current research are discussed and directions for future research are outlined.

Examining Boyhood Masculinity Within an Irish Context: An Assessment of the Reliability and Structural Validity of the Meanings of Adolescent Masculinity Scale and the Adolescent Masculinity Ideology in Relationships Scale

“…For example, Schrock and Schwalbe (2009) describe how, in general, one of the components of masculinity that boys learn is to display attraction for girls (i.e., to be heterosexual); this is consistent with beliefs in heterosexual prowess as identified by (Ó Beaglaoich, Morrison et al, 2015). According to Schrock and Schwalbe, boys must also be in control of their feelings and emotions (see also Kågesten et al, 2016); again, this is similar to the idea of being mentally strong as presented by Ó Beaglaoich, Morrison et al (2015). Furthermore, the need to be physically tough is common to both Irish adolescent boys and those from other nations (Kågesten et al, 2016;Ó Beaglaoich, Morrison et al, 2015).…”

“…According to Schrock and Schwalbe, boys must also be in control of their feelings and emotions (see also Kågesten et al, 2016); again, this is similar to the idea of being mentally strong as presented by Ó Beaglaoich, Morrison et al (2015). Furthermore, the need to be physically tough is common to both Irish adolescent boys and those from other nations (Kågesten et al, 2016;Ó Beaglaoich, Morrison et al, 2015). We note, however, that the criteria identified by Ó Beaglaoich, Morrison et al (2015) differ slightly from conceptions of manhood delineated in other highly masculine Western nations.…”

“…These criteria are not too dissimilar from conceptions of boyhood masculinity identified in other highly masculine Western nations. For example, Schrock and Schwalbe (2009) describe how, in general, one of the components of masculinity that boys learn is to display attraction for girls (i.e., to be heterosexual); this is consistent with beliefs in heterosexual prowess as identified by (Ó Beaglaoich, Morrison et al, 2015). According to Schrock and Schwalbe, boys must also be in control of their feelings and emotions (see also Kågesten et al, 2016); again, this is similar to the idea of being mentally strong as presented by Ó Beaglaoich, Morrison et al (2015).…”

“…To date, the factor structure of either of these scales, using an English-speaking sample outside of the United States, has not been tested. While Ó Beaglaoich, Conway et al (2015) did evaluate the scale score reliabilities of the MAMS and the AMIRS among Irish adolescents and found them to be satisfactory, the authors also claimed that the factor structures of these scales warranted scrutiny.…”

The Development and Validation of the Gender Role Conflict Scale for Irish Adolescent Boys

“…This process was informed by personal interviews and focus groups with adolescent boys in which they examined "the expectations, stressors, and masculine norms" associated with being a male person living in Ireland (Ó Beaglaoich et al 2015b: 313). It was also informed by current research on masculinity and gender role conflict (e.g., Ó Beaglaoich et al 2015aÓ Beaglaoich et al , 2015bOransky and Fischer 2009;Oransky and Marecek 2009;Stoudt 2006) and by item development guidelines (DeVellis 2003). Importantly, after the researchers created an initial pool of items, this pool was then subject to refinement by content experts and a small sample of adolescent boys.…”