性别身份以及它对心理健康的作用越来越受到研究者们的关注。研究者一般将性别身份定义为个体对自身的社会性别的认知，随着社会对男女性别规范的单一化和刻板化的偏见减少，性别身份从单维的自我认知发展为多维的自我认知，包含四个维度：性别典型性，性别满意度，感受压力和群际偏见，并从只关注本性别的自我认知，发展为关注双性别（本性别和另一性别）的性别身份多维的自我认知。但这种双性别视角的多维度性别身份模型并未被全面而系统的研究，这在一定程度上导致了性别身份与心理适应的相关研究存在分歧，两者关系不够明晰。为解决上述问题，本研究首先使用以变量为中心的方法将性别身份扩展至双性别并整合在一个关于性别身份的统一的多维模型中，构建了双性别的性别身份多维模型。在此基础上采用以人为中心的研究方法探讨了性别身份的亚群体，根据亚群体的分类探讨了性别身份与心理适应的关系，以期更全面地了解性别身份的结构，及其与心理适应的关系。

本研究共包含两个部分，旨在回答三个主要问题：（1）双性别的多维性别身份包含哪些维度？（2）根据性别身份的测量结果，可以将人群划分为哪几种性别身份类型？（3）每种性别身份类型的个体的心理适应水平是怎样的？

本研究在线上招募了630名中学生（女生占54%）参与研究，测量工具包括性别典型性、性别满意度、感受压力和群际偏见四个分量表，以及心理适应相关的自尊量表和社交能力量表。

研究一使用双性别的性别身份多维量表进行测量，并检验了工具的信度、结构性效度、测量等价性等测量学指标。研究结果发现：性别身份包括本性别典型性、另一性别典型性、本性别满意度、另一性别满意度、本性别感受压力、另一性别感受压力、本性别占优和另一性别占优这八个维度，并且参与者的得分存在性别差异：女生的另一性别典型性高于男生，男生的另一性别满意度和感受压力均高于女生。

研究二对双性别多维性别身份的测量结果进行聚类分析，得到了四种性别身份类型：（1）本性别认同组，占比28.7%，本性别典型高，另一性别典型性低，两种性别满意度均较高，本性别感受压力低，另一性别感受压力高，本性别占优的偏见高，另一性别占优的偏见低；（2）双性别认同组，占比23.7%，两种性别典型性和满意度均较高，两种性别感受压力均较低，两种性别占优位于平均水平附近；（3）双性别中立组，占比36.0%，两种性别典型性、满意度、感受压力和性别占优均位于平均水平附近；（4）双性别排斥组，占比11.6%，两种性别典型性、满意度和性别占优均偏低，两种性别感受压力均偏高。最后，以心理适应为结果变量，以性别身份类型、性别和年级为预测变量，进行多因素方差分析，发现本性别认同类型和双性别认同类型的心理适应水平相对最高，随着对两种性别的认同程度的下降，心理适应的水平有所降低。

本研究完善了性别身份维度的理论框架，为性别身份的多维度测量提供了合适的测量工具，同时提供了性别身份的双性别多维模型的实证证据并阐明其对中国中学生心理适应可能的影响，为教育工作者和家长更好地开展性别教育，促进中学生的心理健康发展提供了帮助。

Gender identity and its role in mental health has received increasing attention from researchers. Researchers usually define gender identity as an individual's perception of his or her own gender. With the reduction of social bias toward monolithic and stereotypical gender norms for men and women, gender identity has evolved from a unidimensional self-perception model to a multidimensional self-perception model that includes four dimensions: Gender Typicality, Gender Contentedness, Felt Pressure, and Intergroup Bias, and from a self-perception model that focuses only on one’s own gender to a multidimensional self-perception model that focuses on both genders (BG) (own gender (OG) and the other gender(TOG)). However, this multidimensional model of gender identity from a binary gender perspective has not been comprehensively and systematically studied, which to some extent has led to disagreement in studies related to gender identity and psychological adjustment and a lack of clarity in the relationship between the two. To address these issues, this study firstly used a variable-centered approach to extend all four dimensions to both genders and integrate them in a unified multidimensional model of gender identity, to construct a multidimensional model of binary gender. Then this study used a person-centered approach to explore subgroups of gender identity. According to the classification results, their relationship with psychological adjustment was explored in order to gain a more comprehensive understanding of the structure of gender identity, and its relationship with psychological adjustment.

This study consists of two parts and aims to answer three main questions: (1) What dimensions does the multidimensional gender identity of binary genders contain? (2) What types of gender identities can be classified based on their gender identity? (3) What is the level of psychological adjustment of participants of each type?

The study recruited 630 secondary school students (54% female) online to participate in the study, and the measurement instruments included four subscales which are Gender Typicality Scales, Gender Contentedness Scales, Felt Pressure Scales, and Intergroup Bias Scales, as well as Self-Esteem Scales and Social Competence Scales related to psychological adjustment.

Study 1 used a multidimensional gender identity scale extended to both genders, and examined the reliability, structural validity, and measurement equivalence of the scales. Eight dimensions were found: OG Typicality, TOG Typicality, OG Contentedness, TOG Contentedness, OG Contentedness, OG Felt Pressure, TOG Felt Pressure, OG Superior and TOG Superior. And there were gender differences in participants' scores: girls had higher TOG Typicality than boys, and boys had higher TOG Contentedness and TOG Felt Pressure than girls;

Study 2 conducted a cluster analysis of the results of the two-gender multidimensional gender identity measures and obtained four gender identity types: (1) OG Gender Identity Group, with 28.7%, high OG typicality, low TOG typicality, high BG contentedness, low OG felt pressure, high TOG felt pressure, high OG superior, and low TOG superior; (2) BG Gender Identity Group, with 23.7%, high BG typicality and BG contentedness, low BG felt pressure, and BG superior was around the average level; (3) BG Gender Neutral Group, with 36.0%, BG typicality, BG contentedness, BG felt pressure and BG superior were around the average level; (4) BG Gender Exclusion Group, with 11.6%, low BG typicality, BG contentedness and BG superior, high BG felt pressure. Next, a multi-factor ANOVA was done with psychological adjustment as the dependent variable and gender identity type, gender and grade as independent variables, and it was found that the level of psychological adjustment was relatively high for OG Gender Identity Group and BG Gender Identity Group. The level of psychological adjustment decreased as the level of BG identification decreased.

This study improves the theoretical framework of gender identity dimensions, provides a suitable measurement tool for multidimensional measurement of gender identity, and provides empirical evidence for the dual gender multidimensional model of gender identity and elucidate its possible effects on the psychological adjustment of Chinese students, which helps educators and parents to better conduct gender education and promote students’ mental health development.