Consistent with Hdos, coeducational school students reported having higher percentages of other-gender friends (p < .00step step one, d = .5step three) and other-gender close friends (p < .001, d = .26) than single-sex school students. 012, d = .11). There was no main effect of student gender in the percentage of other-gender close friends. Supporting Hcuatro, there was no interaction effect with student gender.
Consistent with H3, compared to coeducational school students, single-sex school students reported higher levels of total mixed-gender anxiety, p = .001, d = .15, Fear of Negative Evaluation, p = .004, d = .13, Social Distress in Potential Romantic Relationship, p = .012, d = .11, and Social Distress in Mixed-gender Groups, p < .001, d = .16, even when students' demographic characteristics were controlled for. There were also main effects of student gender, with male students reporting more total mixed-gender anxiety, p = .001, d = .15, more Fear of Negative Evaluation, p < .001, d = .20, and more Social Distress in Potential Romantic Relationship, p = .005, d = .13, than female students. Supporting H4, there was no interaction effect with student gender.
Mediation analyses using 10,000 bootstrap samples were conducted by the SPSS macro PROCESS to test whether the association between single-gender schooling (X) and students’ mixed-gender anxiety took place through the mediators (M), gender salience and/or mixed-gender friendships. Separate analyses were conducted for the different forms of mixed-gender anxiety as the dependent variable (Y). Monthly family income, parental education, parental age, student age, school banding, number of brothers and number of sisters were entered as covariates. Gender salience and mixed-gender friendships entered the mediation model as two simultaneous mediators (see Fig 1 for the generic mediation model and Table 5 for the results). There were significant indirect effects (i.e., mediation) of percentage of other-gender friends on all forms of mixed-gender anxiety, supporting H7. There were also significant indirect effects of percentage of other-gender close friends on all forms of mixed-gender anxiety except for Fear of Negative Evaluation. However, contrary to H6, gender salience had no significant indirect effects on mixed-gender anxiety.
In the mediation model, a1b1 denotes the indirect effect (i.e., mediation) of gender salience, a2b2 denotes the indirect effect of mixed-gender friendships, and c’ denotes the direct effect of school type on mixed-gender anxiety.
To look at whether or not the advice off mediation outcomes was reversible, i together with checked-out solution mediation designs (see Figure A beneficial when you look at the S1 Document), having combined-intercourse anxiety just like the intermediary and you can blended-gender friendships just like the built adjustable. University kind of is constantly set to function as separate varying while the it absolutely was currently repaired till the measurements of blended-gender nervousness and you may combined-intercourse relationships. Result of the alternative mediation analyses (find Desk C for the S1 File) indicated that there have been high secondary effects of all forms of mixed-intercourse stress for the percent out of other-sex family members and other-sex close friends.
Research step 1 indicated that adolescent youngsters already gender-segregated at school obtained high on gender salience, had less combined-sex friendships, and you can claimed large anxiety when you look at the mixed-intercourse connections. The better combined-gender anxiety connected with faster blended-sex friendships although not increased intercourse salience. What stays not familiar is whether or not this type of conclusions could be discovered inside students who possess left the newest intercourse-segregated university environment. It may be you to definitely differences between solitary-gender and you may coeducational school people will always be but attenuate when all of the pupils come in contact with equivalent mixed-gender surroundings after graduation. To analyze just how single-intercourse and you can coeducational school children disagree in the different steps in life, Data 2 checked-out intercourse salience, mixed-intercourse relationship and you will mixed-gender stress in the a school attempt.