Consistent with Hdos, coeducational school students reported having higher percentages of other-gender friends (p < .00step 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 H4, there was no interaction effect with student gender.
Mixed-gender 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 = .004, d = .13, Social Distress in Potential Romantic Relationship, p = .012, d = .11, and Social Distress in Mixed-gender Groups, p < .001, d = .1six, 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.
Mediations.
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 sito sesso incontri avventisti 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. Continua a leggere
