Classroom misbehavior in the eyes of students : a qualitative study

Abstract

This study examined the factor structure of a scale based on the four-dimensional gender identity model (Egan and Perry, 2001) in 726 Chinese elementary school students. Exploratory factor analyses suggested a three-factor model, two of which corresponded to Felt Pressure and Intergroup Bias in the original model. The third factor Gender Compatibility appeared to be a combination of Gender Typicality and Gender Contentment in the original model. Follow-up confirmatory factor analysis (CFA) indicated that, relative to the initial four-factor structure, the three-factor model fits the current Chinese sample better. These results are discussed in light of cross-cultural similarities and differences in development of gender identity.