Factor Structure of a Multidimensional Gender Identity Scale in a Sample of Chinese Elementary School Children

Table 3

Structure matrix for maximum-likelihood factor analysis with varimax rotation of three-factor solution of Egan and Perry’s [6] gender identity measure.

Item	Content	Factor loadings
		Factor 1	Factor 2	Factor 3
7	Think the boys (girls) they know would be upset if they wanted to play with girls’ (boys’) toys	0.64	−0.08	−0.04
18	Do not think other boys (girls) would be upset if they want to learn how to knit or sew (fish or hunt)	−0.63	0.12	−0.10
30	Think their parents would be upset if they wanted to play with girls’ (boys) toys	0.61	−0.09	0.10
34	Think the boys (girls) they know would mind if they wanted to take ballet lessons (fix cars or bicycles)	0.56	−0.23	0.03
13	Do not think other boys (girls) would be upset if they wanted to learn an activity that only girls (boys) usually do	−0.52	−0.02	0.07
5	Get really mad if someone says they’re acting like a girl (boy)	0.50	−0.17	−0.22
9	Think their parents would be upset if they wanted to learn an activity that only girls (boys) usually do	0.50	0.00	0.01
17	Do not think other boys (girls) would be upset if they wanted to play or talk with girls (boys)	−0.49	0.22	−0.16
24	Try hard to do all the things boys (girls) are supposed to do	0.44	0.09	−0.24
22	Do not really care if they are like other boys (girls) they know	−0.44	0.06	0.13
10	Do not think their parents would be upset if they wanted to learn how to knit or sew (fish or hunt)	−0.39	0.03	−0.22
20	Do not think their parents would mind if they wanted to take ballet lessons (fix cars or bicycles)	−0.37	0.18	−0.05
3	Do not think it is important to act just like other boys (girls)	−0.35	−0.09	0.13
25	Do not think their parents would be upset if they wanted to play or talk with girls (boys)	−0.32	0.20	−0.25
21	Think that boys (girls) are more honest than girls (boys)	0.09	−0.69	0.03
19	Think that girls (boys) are more annoying than boys (girls)	0.09	−0.68	−0.02
27	Do not think that boys (girls) are more creative than girls (boys)	−0.19	0.64	0.07
6	Do not think that boys (girls) are more truthful than girls (boys)	0.00	0.64	0.07
15	Think that girls (boys) are not as smart as boys (girls)	0.18	−0.59	0.15
14	Do not think that girls (boys) are more lazy than boys (girls)	−0.01	0.51	0.02
12	Think that girls (boys) are more boring than boys (girls)	0.19	−0.35	−0.02
33	Do not mind that some things are only for girls (boys)	0.06	0.31	−0.30
31	Do not feel that their personality is similar to other boys’ (girls’) personalities	−0.04	−0.03	0.66
26	Feel that the things they like to do in their spare time are different from what most boys (girls) like to do in their spare time	−0.09	−0.02	0.66
23	Do not feel they are just like all the other boys (girls) their age	0.01	−0.12	0.57
8	Do not feel they fit in with other boys (girls)	0.22	0.05	0.46
4	Like being a boy (girl)	0.27	0.03	−0.45
29	Never think it might be more fun to be a girl (boy)	0.29	−0.03	−0.44
28	Wish it would be okay for them to do some of the things that usually only girls (boys) do	−0.26	0.07	0.43
32	Do not think that boys (girls) are more friendly than girls (boys)	0.20	.29	0.41
2	Feel annoyed that they’re supposed to do some things just because they are a boy (girl)	0.11	−0.13	0.35
1	Feel that the kinds of things they’re good at are similar to what most boys (girls) are good at	0.09	−0.07	− 0.34
11	Think they are a good example of being a boy (girl)	−0.04	−0.12	−0.29
16	Never feel cheated that there are some things they’re not supposed to do just because they’re a boy (girl)	−0.12	0.11	−0.23

Note: The items of Egan and Perry’s gender identity measure are descriptions of two types of “kids” written in the format developed by S. Harter and S. Harter [46]. For example, the full content of item 19 is “Some boys (girls) think the boys (girls) they know would be upset if they wanted to play with girls’ (boys’) toys, but, other boys (girls) do not think the boys (girls) they know would be upset if they wanted to play with girls’ (boys’) toys.” Due to the limited space, only the first half parts of the items were presented in the above table. Item 19, as an example, was presented as “Think the boys (girls) they know would be upset if they wanted to play with girls’ (boys’) toys.” Interested readers may refer to Egan and Perry’s literature [6] for the English version of the questionnaire. The Chinese version of the measure is available from the correspondence author upon request.