本研究針對國民小學中高年級學童，編製傳統性別角色壓力量表，並檢驗學童知覺到的性別角色 壓力是否有性別及年級差異，比較來自父母及同儕的性別角色壓力是否有差異。本研究參考 Bos 等人（2012）和 Miller 等人（2009），編製「國小中高年級學童性別角色壓力量表」，包含陰柔 角色壓力及陽剛角色壓力兩個分量表，每個分量表包含行為、外貌及氣質等三個領域。參與者對 於各項角色描述，自評是否擔心父母不高興以及擔心被同儕取笑。本研究於六間國小進行施測， 參與者是三到六年級學生。由於少數參與者在少數題目填答有闕漏，因此每次統計分析的人數介 於 520 及 530 之間。首先，驗證性因素分析結果顯示「國小中高年級學童性別角色壓力量表」具 有良好的建構效度，各分量表組合信度介於 .65 與 .97 之間。其次，對所有題目進行單一樣本 t 檢 定，每一題的平均數皆小於決斷值，意味本研究參與者未感受到明顯的傳統性別角色壓力。第三， 變異數分析結果顯示參與者感受來自於同儕的傳統性別角色壓力大於來自於父母，男孩感受來自 同儕的性別角色壓力高於女孩。最後，對於來自父母的傳統性別角色壓力，中年級參與者的壓力 知覺程度顯著高於高年級參與者。本研究討論研究限制，並建議未來研究方向及教育實務做法。

Gender roles refer to the appropriate behaviors for individuals based on their biological sex and the sociocultural value system to which they belong (Sharpe & Heppner, 1991). This study aimed to develop a scale to measure traditional gender role pressure among middle–grade and higher–grade elementary school students in Taiwan and to examine whether students’ perceived gender role pressure varied by gender, grade level, and source of pressure. From early childhood, individuals gradually develop stable gender schemas and stereotypes (Martin & Ruble, 2010; Martin et al., 2002). Upon entering elementary school, children may worry that their appearance and behavior do not conform to societal expectations of gender roles, resulting in traditional gender role pressure (Egan & Perry, 2001). However, studies involving Taiwanese elementary school students found that when participants exhibit behaviors that deviate from traditional gender roles, they are not particularly concerned about parental disapproval (Wang, 2022). Thus, Hypothesis 1 of this study posited that the perceived traditional gender role pressure would not be strong among participants. According to social learning theory (Bandura, 1977, 1997), children learn widely accepted gender role norms through direct experiences, vicarious experiences from parents or peers, and reinforcement from others. Through gendered parenting practices, parents transmit their views on gender roles to their children, forming the child’s gender role schema (Tenenbaum & Leaper, 2002). The more conservative or traditional the gender concepts in a child’s environment, the more conservative the child’s own gender beliefs may become. According to group socialization theory (Harris, 1995), peers’ beliefs about traditional gender roles significantly influence children's gender cognition and judgments, and peer influence may even surpass that of parents (Bos et al., 2012). Therefore, Hypothesis 2 proposed that traditional gender role pressure from peers would be greater than that from parents. Under the influence of gender stereotypes, males are expected to possess and exhibit masculine traits, while females are expected to exhibit feminine traits (Ellemers, 2018). When females display masculine traits or males exhibit feminine traits, they may feel social pressure to conform to normative gender roles. Thus, Hypothesis 3 posited that boys would be more concerned about displaying feminine traits, and girls more concerned about displaying masculine traits. Girls generally have stronger attachment relationships with peers than boys do, and younger students (middle graders) tend to have stronger attachment relationships with parents than older students (higher graders) (Nickerson & Nagle, 2005). Therefore, Hypothesis 4 suggested that girls would experience greater traditional gender role pressure from peers than boys, and

國小學生、陰柔特質、陽剛特質、量表編製、傳統性別角色壓力

elementary school students, feminine traits, masculine traits, scale development, traditional gender role pressure