Introduction

Confidence in one's gender self-concept has been positively associated with subjective well-being. Further, negative consequences for school life have occurred for adolescents with marginalised gender identities. As a central process variable of subjective well-being, life satisfaction has been positively associated with educational outcomes and inversely associated with stress. Stress, life satisfaction, and academic achievement have been examined in terms of gender, but less is known about their relationship with gender self-concept. Importantly, gender self-concept has been rendered especially vulnerable in adolescence—a time when social self-concept and life satisfaction are reportedly lower than in childhood.

Method

The current study was conducted with adolescents (N = 1601) from seven secondary schools comprising a range of socioeconomic backgrounds and ethnicities, in two major New Zealand metropolitan centres. Data were collected via self-report survey. After checking the validity of each measurement model by using confirmatory factor analysis, structural equation modelling was performed to explore associations between aspects of gender self-concept, stress, life satisfaction (LS), and perceived academic achievement (PAA).

Results

Gender self-definition (GSD; one's self-definition of one's own gender identity) was associated positively with stress, and negatively with perceived academic achievement. Gender self-acceptance (GSA; contentment with one's self-defined gender identity) was negatively associated with stress, and positively associated with LS. Both gender self-acceptance and LS were associated positively with PAA. Two stressors mediated the relationship between LS and both GSD and GSA.

Conclusion

Implications are suggested for fostering gender-identity safe school environments for adolescents to ensure positive wellbeing and scholastic outcomes.

中文翻译：

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新西兰青少年的性别自信、学习压力、生活满意度和感知的学业成就

介绍

对一个人的性别自我概念的信心与主观幸福感呈正相关。此外，性别认同边缘化的青少年对学校生活产生了负面影响。作为主观幸福感的核心过程变量，生活满意度与教育成果呈正相关，与压力呈负相关。压力、生活满意度和学业成绩已从性别角度进行了研究，但对它们与性别自我概念的关系知之甚少。重要的是，性别自我概念在青春期变得特别脆弱——据报道，这个时期的社会自我概念和生活满意度低于童年时期。

方法

目前的研究是对 来自新西兰两个主要城市中心的七所中学的青少年 ( N = 1601) 进行的，这些中学包括一系列社会经济背景和种族。通过自我报告调查收集数据。在使用验证性因素分析检查每个测量模型的有效性后，进行结构方程模型以探索性别自我概念、压力、生活满意度 (LS) 和感知学业成就 (PAA) 方面之间的关联。

结果

性别自我定义（GSD；一个人对自己性别认同的自我定义）与压力呈正相关，与学业成绩呈负相关。性别自我接纳（GSA；对自我定义的性别认同的满足）与压力呈负相关，与 LS 呈正相关。性别自我接纳和 LS 都与 PAA 呈正相关。两个压力因素介导了 LS 与 GSD 和 GSA 之间的关系。

结论

建议为青少年营造性别认同安全的学校环境以确保积极的福祉和学习成果。