Journal article
Masculine Norms, School Attitudes, and Psychosocial Adjustment Among Gifted Boys
Psychology of men & masculinity, Vol.12(2), pp.181-187
04/2011
DOI: 10.1037/a0019945
Abstract
Being an academically gifted boy may mean negotiating masculinity. In this exploratory study, 58 gifted and talented adolescent boys completed the Male Role Norms Inventory-Adolescent (MRNI-A) and the Behavior Assessment System for Children-Self-Report of Personality (BASC-SRP-A). Correlation results show endorsing traditional masculine norms was positively associated with feelings of competency, confidence, self-reliance, and feeling self-assured. Feelings of inadequacy also decreased when endorsement of masculine role norms increased. Adhering to achievement and status norms was associated with higher positive interpersonal relationships in high school and less social stress. Additionally, restricting emotions was associated with less satisfaction with friendships and social relationships for all participants. Results generally show boys adherence to male role norms to be positively related to their perceptions of academic achievement. Research and clinical implications are discussed.
Details
- Title: Subtitle
- Masculine Norms, School Attitudes, and Psychosocial Adjustment Among Gifted Boys
- Creators
- Samuel J Shepard - Department of Psychological and Quantitative Foundations, Counseling Psychology Program, The University of IowaMegan Foley Nicpon - Department of Psychological and Quantitative Foundations, Counseling Psychology Program, The University of IowaJames T Haley - Department of Psychological and Quantitative Foundations, Counseling Psychology Program, The University of IowaMichael Lind - Department of Psychological and Quantitative Foundations, Counseling Psychology Program, The University of IowaWilliam Ming Liu - Department of Psychological and Quantitative Foundations, Counseling Psychology Program, The University of Iowa
- Resource Type
- Journal article
- Publication Details
- Psychology of men & masculinity, Vol.12(2), pp.181-187
- Publisher
- Educational Publishing Foundation
- DOI
- 10.1037/a0019945
- ISSN
- 1524-9220
- eISSN
- 1939-151X
- Language
- English
- Date published
- 04/2011
- Academic Unit
- Psychological and Quantitative Foundations; Psychiatry
- Record Identifier
- 9983993335102771
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