性役割期待が大学生の自己呈示に及ぼす影響 : ジェンダー・パーソナリティ特性に着目して

Influence of Gender-Role Expectations on University Students’ Self-Presentation: Focus on gender-personality characteristics

吉岡 真梨子

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and curriculum development

The purpose of this study was to examine the influences of comments including the gender-role expectations on university students’ self-presentation. We also examined whether the influence on self-presentation varies depending on the receiver’s sex and gender-role view. One-hundred-seventy nine university students (58 male and 121 female students) participated in this study. The participants were divided into eight groups according to sex, experimental conditions on gender-role expectation, and gender-role view. Their self-presentations were measured by M-H-F scale with 3 characteristics of gender-role related to masculinity, humanity and femininity. The main results were as follows: (1) When receiving the traditional gender-role expectation, male students presented masculinity more than did female students. (2) Female students who received the non-traditional gender-role expectation presented more masculinity than did other female students who received the traditional gender-role expectation. (3) When receiving the traditional gender-role expectation, female students presented more femininity than did male students. (4) Male students who received the non-traditional gender-role expectation presented more humanity than did other male students who received the traditional gender-role expectation. (5) When receiving the non-traditional gender-role expectation, male students with high traditional gender-role view presented more humanity than did male students with low traditional gender-role view.

Gender-Role Expectations

Self-Presentations

Late Adolescence

性役割期待

自己呈示

青年期後期

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5546

[NCID] AA11618554