Performance
coeducational) ? 2 (beginner gender: male vs. female) ANCOVAs was basically held towards the gender salience, portion of other-intercourse close friends, full mixed-sex nervousness plus the around three anxiety subscales (get a hold of Dining table seven). The benefit parameters got skewness (anywhere between .040 to just one.2step three5) and you can kurtosis (ranging from .488 so you’re able to .670) that were contained in this appropriate range . The new estimated limited means and you may simple mistakes of one’s lead parameters get during the Dining table 8 (correlations one of the data parameters try displayed when you look at the Table Age during the S1 Document). The ANOVA show instead of covariates can be found in Table F into the S1 Document. Mediation analyses have been used to understand more about whether college or university variations in combined-intercourse nervousness was mediated of the blended-intercourse relationships and/otherwise gender salience. All analyses controlled to own parental how to use nostringsattached money, adult training, quantity of brothers, number of siblings, university banding, brand new five proportions of sexual direction, faculty, and you may beginner age; the fresh analyses on mixed-gender anxiety as well as controlled to possess societal stress.
Sex salience.
In contrast to Study 1, there were no main effects of school type or student gender and no interaction effects on gender salience. Therefore, H1 was not supported.
Portion of other-intercourse best friends.
There was a main effect of school type, with coeducational school students reporting a larger percentage of other-gender close friends than single-sex school students, p < .001, d = .47, supporting H2. There was also a main effect of student gender, with male students reporting a larger percentage of other-gender close friends than female students (p = .005, d = .27). Consistent with H4, there was no interaction effect with student gender.
Mixed-intercourse nervousness.
Single-sex school students reported higher levels of total mixed-gender anxiety (p = .009, d = .25), Social Distress in Dating (p = .007, d = .26), and Social Distress in Mixed-gender Groups (p = .007, d = .26) than coeducational school students. There was no main effect of school in Fear of Negative Evaluation. Therefore, H3 was largely supported. Male students reported higher levels of total mixed-gender anxiety (p = .020, d = .22) and Fear of Negative Evaluation (p = .008, d = .25) than female students. There were no main effects of student gender in Social Distress in Dating and Social Distress in Mixed-gender Groups. Consistent with H4, there were no interaction effects with student gender in all forms of mixed-gender anxiety.
Second studies: Performed college variations rely on university seasons?
Comparing across the two samples, the differences between single-sex school students and coeducational school students were more pronounced in the high school sample, supporting H5. For example, gender salience and fear of negative evaluation differed between single-sex and coeducational school students only in the high school sample.
We after that used a number of “University type (single-sex against. coeducational) ? College student sex (men versus. female) ? University seasons (first 12 months compared to. non-first 12 months)” ANCOVAs towards university shot (look for Desk Grams into the second information) to evaluate getting possible school season consequences. Efficiency presented zero main effect of college 12 months or one communication connected with school 12 months.
Mediations.
As in Study 1, mediation analyses were conducted using PROCESS with 10,000 bootstrap samples and the same mediation model, except that for Study 2, the covariates were parental income, parental education, number of brothers, number of sisters, school banding, the four dimensions of sexual orientation, faculty, student age, and social anxiety. Each form of mixed-gender anxiety was analyzed separately (see Table 9). Percentage of other-gender close friends mediated the school differences in total mixed-gender anxiety, Social Distress in Dating, and Social Distress in Mixed-gender Groups, but not Fear of Negative Evaluation. Thus, H7 was partially supported. As in Study 1, there were no significant indirect effects of gender salience on either total or any particular form of mixed-gender anxiety. Alternative mediation models were also conducted (see Figure A in S1 File for the generic alternative mediation model and Table H for the results). Results showed significant indirect effects of total mixed-gender anxiety, Social Distress in Dating and Social Distress in Mixed-gender Groups on the percentage of other-gender close friends.
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