A few 2 (school: single-gender vs

A few 2 (school: single-gender vs

Efficiency

coeducational) ? dos (pupil gender: men against. female) ANCOVAs was in fact held to your gender salience, part of almost every other-sex best friends, overall combined-sex anxiety and the three nervousness subscales (see Table eight). All the result variables had skewness (anywhere between .0cuatro0 to a single.235) and kurtosis (ranging from .488 in order to .670) that have been contained in this acceptable selections . The new estimated limited setting and you can basic mistakes of your lead variables get from inside the Desk 8 (correlations among analysis variables are displayed for the Desk Elizabeth inside the S1 Document). Brand new ANOVA results without covariates come in Dining table F inside S1 File. Mediation analyses have been conducted to explore if university differences in blended-intercourse nervousness was in fact mediated by combined-intercourse relationships and you may/otherwise sex salience. All the analyses regulated for adult money, parental knowledge, level of brothers, quantity of sisters, university banding, the five proportions of sexual positioning, faculty, and you can scholar age; new analyses on blended-sex stress as well as managed getting public anxiety.

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 almost every other-gender 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-gender nervousness.

Single-sex school students reported higher levels of total mixed-gender anxiety (p = .009, d heated affairs free app = .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.

Supplementary analysis: Performed school differences confidence university 12 months?

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.

I after that held a number of “College or university variety of (single-gender compared to. coeducational) ? Student gender (male against. female) ? College year (first 12 months vs. non-first 12 months)” ANCOVAs toward college or university try (look for Table Grams for the additional product) to test to own prospective college 12 months effects. Results demonstrated zero main aftereffect of school year otherwise any telecommunications connected with college seasons.

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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