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Some dos (school: single-gender vs

Efficiency

coeducational) ? dos (beginner sex: male against. female) ANCOVAs was basically conducted into gender salience, part of other-intercourse close friends, total combined-gender nervousness and also the about three stress subscales (look for Dining table eight). All of the lead details got skewness (between .0cuatro0 to step one.235) and you will kurtosis (between .488 to .670) that have been contained in this acceptable selections . The latest projected marginal means and you may basic problems of your result variables are given during the Table 8 (correlations one of the research details try shown for the Table Age within the S1 File). The fresh ANOVA overall performance without covariates have Dining table F in the S1 File. Mediation analyses have been held to explore if school differences in blended-intercourse nervousness were mediated because of the blended-gender friendships and you will/otherwise gender salience. Most of the analyses regulated having adult earnings, parental training, quantity of brothers, level of sisters, university banding, the fresh new four proportions of sexual orientation, professors, and you can beginner many years; new analyses towards mixed-gender anxiety also controlled having public anxiety.

Intercourse 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-gender close 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 = .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.

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Second data: Performed university variations confidence university season?

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 then used a number of “College variety of (single-sex compared to. coeducational) ? Scholar gender (male versus. female) ? College or university year (first 12 months against. non-first year)” ANCOVAs on the university attempt (select Dining table G in the supplementary content) to check to have potential college or university year consequences. Efficiency presented no main effectation of college or university 12 months otherwise people correspondence associated with university 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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