Prevalence of Gender Dysphoria and its Association with Subjective Wellbeing and Academic Performance among Adults

Abstract

Despite its seriousness, gender dysphoria has been a relatively under-researched area. Literature has convincingly demonstrated that the individual experiencing the gender dysphoria are usually low in subjective well-being and so with academic performance. The primary objective was to examine the prevalence of gender identity dissatisfaction and its association with subjective well-being and academic performance. A cross-sectional survey design was used with a sample of 607 university students (300 males, 307 females) aged 18 to 37. Data were collected using the Gender Identity Questionnaire, Subjective Well-Being Scale, and Academic Self-Efficacy Scale. Statistical analysis using SPSS revealed an inverse relationship between gender identity dissatisfaction, subjective well-being, and academic performance. Results depicted the positive relation between gender dysphoria and subjective well-being as well as gender dysphoria and academic performance. The prevalence of gender identity dissatisfaction was 12%, with 3.29% of participants reporting extreme dissatisfaction. These findings highlight the need for further exploration of gender identity issues in educational settings.