And, females pupils reported a higher part of most other-gender household members than just men pupils (p =

And, females pupils reported a higher part of most other-gender household members than just men pupils (p =

Consistent with Hdos, coeducational school students reported having higher percentages of other-gender friends (p < .001, d = .53) 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.

Mixed-sex nervousness.

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 = .00cuatro, 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 Hseven. 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 assistance out-of mediation outcomes try reversible, we and tested choice mediation designs (discover Shape Good from inside the S1 File), that have combined-intercourse stress since mediator and you may combined-intercourse relationships since the created variable. School particular are always set-to function as separate variable given that it had been already fixed through to the size of blended-sex nervousness and you may blended-intercourse relationships. Result of the alternative mediation analyses (see Desk C for the S1 Document) revealed that there have been high indirect results of most of the types of mixed-intercourse stress with the proportions of flirtwith phone number most other-sex family members or other-sex close friends.

Research step 1 revealed that adolescent people currently intercourse-segregated in school scored high towards gender salience, had a lot fewer mixed-intercourse relationships, and you may advertised high stress when you look at the mixed-sex connections. The higher blended-sex nervousness pertaining to less combined-sex relationships although not improved intercourse salience. Exactly what remains unknown is whether these results would also be discovered inside the pupils who possess leftover the newest sex-segregated school environment. It could be that differences between single-gender and you may coeducational university college students are but attenuate when all the children are exposed to similar blended-intercourse environments immediately after graduation. To analyze how solitary-gender and you will coeducational college youngsters disagree from the some other stages in life, Studies dos checked sex salience, mixed-intercourse friendship and you can blended-sex stress inside the a school shot.