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coeducational) ? 2 (scholar sex: men compared to. female) ANCOVAs have been held towards intercourse salience, portion of most other-gender best friends, full mixed-sex nervousness together with about three anxiety subscales (select Desk eight). All the lead details had skewness (between .0cuatro0 to just one.235) and kurtosis (ranging from .488 so you can .670) which were inside acceptable ranges . The brand new projected marginal function and important problems of your consequences details are provided in Dining table 8 (correlations one of the study variables was demonstrated from inside the Table Elizabeth for the S1 File). New ANOVA overall performance rather than covariates have been in Table F for the S1 Document. Mediation analyses was indeed presented to explore whether or not university variations in blended-gender anxiety had been mediated by the blended-intercourse friendships and you may/or intercourse salience. Most of the analyses controlled for parental income, adult studies, number of brothers, number of sisters, college or university banding, brand new four size of intimate direction, professors, and pupil decades; new analyses to your blended-sex anxiety and managed getting social 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 most other-sex 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-intercourse anxiety.
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.
Additional data: Performed college variations trust university year?
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 presented some “College method of (single-gender compared to. coeducational) ? Beginner sex (male against. female) ? University seasons (first 12 months versus. non-first year)” ANCOVAs towards university test (discover Dining table Grams when you look at the additional material) to check to have possible college or university 12 months consequences. Abilities displayed zero head effect of college or university seasons otherwise one telecommunications of college year.
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 how to use flirtwith 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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