Androgyny in the Mirror of Self-Actualisation and Spiritual Health

Ivtzan, Itai; R, Conneely

doi:10.2174/1874350100902010058

Cited by 12 publications

(11 citation statements)

References 94 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…When female students participate in recreation activity, they can develop some "masculine skills" and "feminine skills" in them. Masculine skills include decision-making and leader while feminine skills include cooperation and taking care of others (Ivtzan & Conneely, 2009). In accordance to Handerson and Bialeschki (1995), in the past, sports and outdoor recreation have been claimed by females as a symbol of authority.…”

Section: Review Of Literaturementioning

confidence: 79%

The perception and constraints towards recreational activity among female students

Kamal¹,

Syukran²,

Yunus³

2010

IJSMaRT

View full text Add to dashboard Cite

More often than not, male students are seen to be more active in recreation activity than female students. To investigate this matter, a study was done on the female recreational activity participation. This study investigated the perception and constraints towards recreation activity among female students in a university in Malaysia. This study used a questionnaire regarding the recreation activity to collect the findings. Sixty respondents have been selected randomly as the subject for this study. All the information that is obtained from the questionnaire has been collected and analyzed using SPSS. It was found recreation is most often perceived as 'extreme sports' by female students.Moreover, most of the female students perceived themselves as participating regularly in recreational activity. The reasons for not participating in recreational activity are of lack of time, low energy level, lack of participants, lack of facilities and money. It was also found female students prefer outdoor activities such as camping, abseiling and wall climbing. Future studies should compare the perception of male and female students' on recreational activity.

show abstract

Section: Review Of Literaturementioning

confidence: 79%

The perception and constraints towards recreational activity among female students

Kamal¹,

Syukran²,

Yunus³

2010

IJSMaRT

View full text Add to dashboard Cite

show abstract

“…According to Ivtzan and Conneely (2009), a major distinction between physical differences of men and women are highlighted in all trait theories like Parson and Balesí (1955) Instrumental and Expressive dimensions, Guttmannís (1965) Impersonal and Personal orientations or Bakanís (1966) modalities of Agency and Communion. At last, in 1973, Block advanced the theoretical idea of gender identity secure enough to express both Agency (masculine personality) and Communion (feminine personality), thus incorporating both male and female features.…”

Section: Androgyny: Concept and Contemporary Implications For Sustainmentioning

confidence: 99%

“…Following Block, the construct of androgyny was first fully formulated by Sandra Bem (1974 arguing that masculinity and femininity represent independent clusters of socially desirable instrumental and expressive traits. Thus, the psychologically androgynous person possesses similar levels of feminine and masculine traits (Ivtzan & Conneely, 2009). Tests measuring androgyny provide two separate scales for Masculinity (including assertiveness, independence, etc.)…”

Section: Androgyny: Concept and Contemporary Implications For Sustainmentioning

confidence: 99%

“…The Bem Sex Role Inventory (BSRI) is the most well-known and validated gender identity measure used to study androgyny (Ivtzan & Conneely, 2009). It was created echoing the developments of womenís movement of the 1970s (Bem, 1974) ìto measure the extent to which a person divorces himself from those characteristics that might be considered appropriate for the opposite sexî (p. 156).…”

Section: Measuring Gender Identitymentioning

confidence: 99%

See 1 more Smart Citation

Gender Identity of Students and Teachers: Implications for a Sustainable Future

Badjanova

Pipere

Iliško

2017

Journal of Teacher Education for Sustainability

View full text Add to dashboard Cite

Considering the gender identity as a crucial aspect of the culture that shapes our daily life and recognising the research gap on this topic in the context of sustainable education, the paper describes the quantitative cross-sectional study on gender identity of students and teachers comparing the respondents by their age and sex. Three age groups (106 female and 62 male) participated in the study: 18ñ19-years-old pupils from comprehensive and vocational schools (n=59), 20ñ15-years-old university students (n=52) and 24ñ64-years-old teachers working at respective schools and universities (n=57). The original Bem Sex Role Inventory was administered to measure the individual gender identity types of masculinity, femininity, and androgyny. The majority of respondents from all age and sex groups described themselves as androgynous. Male and university students featured the scattering of scores more toward masculinity, while the scores of female, pupils, and teachers were more inclined toward femininity. No statistically significant differences were found among the three age groups, while sex appeared to be more influential factor causing significant differences between male and female in terms of gender identity with maleís inclination toward masculinity and femaleís inclination toward femininity. Dominance of androgynous individuals challenges the current approaches to the gender education in the context of sustainable development.Keywords: gender identity, androgyny, masculinity, femininity, education for sustainable development Today it becomes self-evident that gender identities and gender relations are significantly connected with the cultural progress since they determine the daily life of each person, family, workplace, and wider community. At the same time, global changes, especially social and economic turbulences push the cultural values toward modification and variations, different interests intervening this process (Schalkwyk, 2000). In this paper we suggest the possibility of creative adaptation of gender analysis, advocated for over 20 years, to the educational issues related to sustainability. Gender stands for the socially determined difference of cultural norms and expectations linked to the biological differences between the sexes. These social constructions of gender vary in time and place and between the cultures (European Commission 2009, part 1.2.).

show abstract

“…It is unsurprising, therefore, that both everyday mindfulness and mindfulness meditation practice are highly correlated to the personality trait openness to experience (Baer, Smith, Hopkins, Krietemeyer, & Toney, 2006;Ivtzan & Conneely, 2009;Lau et al, 2006;Brown & Ryan, 2003;Thompson & Waltz, 2007), which is strongly associated with trait curiosity (Kashdan & Steger, 2007). Trait curiosity involves recognition, pursuit, and intense desire to investigate novel, challenging, or puzzling phenomena (Kashdan, Rose, & Fincham, 2004;Izard, 1977).…”

Section: Trait Curiosity -Leading To Personal Growthmentioning

confidence: 99%

Mindfulness meditation and curiosity: The contributing factors to wellbeing and the process of closing the self-discrepancy gap

Ivtzan¹,

Gardner²,

Smailova³

2011

Intnl. J. Wellbeing

Self Cite

View full text Add to dashboard Cite

. Mindfulness meditation and curiosity: The contributing factors to wellbeing and the process of closing the self-discrepancy gap. International Journal of Wellbeing, 1(3),[316][317][318][319][320][321][322][323][324][325][326][327] Abstract: Actual/ideal self-discrepancy is the measurable difference between an individual's beliefs about who they think they are (actual self) and their image of the person they would ideally like to be (ideal self). When the self-discrepancy gap is small, higher psychological wellbeing exists. Mindfulness meditation, by means of greater awareness of the continuous fluctuation of thought from one point to another, has been shown to increase self-acceptance, which can lead to minimizing self-discrepancy. Additionally, curiosity is an important third factor in motivating the change required to reduce self-discrepancy. This study hypothesises that mindfulness meditation reduces actual-ideal self-discrepancy. Additionally, it hypothesises that higher trait curiosity will lead to a larger reduction in self-discrepancy. One hundred and twenty participants took part in a mindfulness meditation course. Before and after this, participants completed a Selves questionnaire and the Curiosity and Exploration Inventory. The findings confirm that mindfulness meditation can effectively reduce the gap between actual/ideal self attributes. In addition, curiosity is an influencing factor in making the largest changes in selfdiscrepancy after meditation.

show abstract

Androgyny in the Mirror of Self-Actualisation and Spiritual Health

Cited by 12 publications

References 94 publications

The perception and constraints towards recreational activity among female students

The perception and constraints towards recreational activity among female students

Gender Identity of Students and Teachers: Implications for a Sustainable Future

Mindfulness meditation and curiosity: The contributing factors to wellbeing and the process of closing the self-discrepancy gap

Contact Info

Product

Resources

About