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Biomedical subjects

S K Egan

Publications and source records attributed to S K Egan.

5 recordsLinked to original sources
PubMed2001

Gender identity: a multidimensional analysis with implications for psychosocial adjustment.

This study examined the relations between components of gender identity and psychosocial adjustment. The aspects of gender identity assessed were (a) feelings of psychological compatibility with one's gender (i.e.. feeling one is a typical member of one's sex and feeling content with one's biological sex), (b) feelings of pressure from parents, peers, and self for conformity to gender stereotypes. and (c) the sentiment that one's own sex is superior to the other (intergroup bias). Adjustment was assessed in terms of self-esteem and peer acceptance. Participants were 182 children in Grades 4 through 8. Felt gender compatibility (when operationalized as either self-perceived gender typicality or feelings of contentment with one's biological sex) was positively related to adjustment, whereas felt pressure and intergroup bias were negatively associated with adjustment. The results provide new insights into the role of gender identity in children's well-being, help identify sources of confusion in previous work, and suggest directions for future inquiry.

Adaptation, Psychological↗
PubMed1999

Estimated intakes of trans fatty and other fatty acids in the US population.

OBJECTIVE: To estimate mean level of trans fatty acid intakes using a representative sample of the US population. DESIGN: The study used food intake data from the 1989-1991 Continuing Survey of Food Intakes by Individuals (CSFII) and the trans fatty acid contents of specific foods calculated from a database compiled by the US Department of Agriculture (USDA) to estimate the mean level and deciles of trans fatty acid intake of the representative US population. SUBJECTS/SETTING: Trans fatty acid intakes were estimated for each subject (N = 11,258) in the CSFII data who completed both a 24-hour recall and a 2-day food record. STATISTICAL ANALYSES PERFORMED: Weights developed by USDA for the survey were used for all data analyses. The Technical Assessment Systems (TAS) International Diet Research System (TAS-DIET), software developed by TAS, was used to derive weighted estimates of the mean and percentiles of the intake distribution. PC CARP, software designed by Iowa State University, was used to estimate standard errors. RESULTS: Mean percentage of energy ingested as trans fatty acids was 2.6% and the mean percentage of total fat ingested as trans fatty acids was 7.4%. Across all age and gender groups examined, estimates ranged from 2.6% to 2.8% and 7.1% to 7.9%, respectively. APPLICATIONS/CONCLUSIONS: Dietetics practitioners can use the representative data of this study to help clients achieve desired changes in consumption levels of trans fatty acids.

Adolescent↗
PubMed1998

Does low self-regard invite victimization?

Two hypotheses were tested. The first was that low self-regard contributes over time to victimization by peers. The second was that behavioral vulnerabilities (e.g., physical weakness, manifest anxiety, poor social skills) are more likely to lead to victimization over time when children have low self-regard than when they are "self-protected" by healthy self-regard. Participants were 189 third-through 7th-grade boys and girls; data were collected in the fall and the spring of the school year. Both hypotheses were supported, especially when self-regard was assessed in terms of self-perceived peer social competence. In addition, the experience of being victimized led to diminished self-regard over time. Poor self-concept may play a central role in a vicious cycle that perpetuates and solidifies a child's status as a victim of peer abuse.

Adolescent↗
PubMed1998

Social-cognitive influences on change in aggression over time.

This study examined whether social cognitions that have been assumed to influence aggression actually forecast change in aggressive habits over time. Participants were 189 3rd- through 7th-grade boys and girls; data on social cognitions and social behaviors were collected in the fall and spring of the school year. Aggression-encouraging cognitions assessed in the fall indeed promoted aggression over the school year, but such developments hinged critically on child sex and on initial (fall) levels of aggression and victimization. Results illustrate the principle that cognitions affect behavioral development mainly when the child's transactions with the social environment support the use of the cognitions as guides for behavior.

Adolescent↗