Even with demographic background controlled, results suggested higher gender salience in single-sex school students in the high school sample, and greater mixed-gender anxiety and fewer mixed-gender friendships in these students in both samples.
Four hundred and eighty-three participants were recruited from a large university in Hong Kong through advertisements posted in campus and halls, mass emails through departments and faculties, and snowballing. In this case, mixed-gender anxiety may become an obstacle to getting better academic results.
If you wanted to choose a co-ed learning environment, is there an option within your school or would you have to change schools? Participants also reported their college year, total parental income and parental education, numbers of sisters and brothers, faculty, and sexual orientation. Table 2 shows examples of this coding scheme.
Encoding processes and sex-role preferences. Factors that Hong Kong parents consider when they choose primary schools for their children. Fig 1. We have all aspects to embrace. Another pathway that may explain school differences in mixed-gender anxiety may be mixed-gender friendships.
It is thus questionable that students were self-selected into single-sex or coeducational schools based on pre-existing levels of the current outcomes gender salience, mixed-gender friendships, and mixed-gender anxiety.
In contrast to Study 1, participants in Study 2 completed the full item version of DAS-A because dating experience was common in the college sample Table 2 Coding scheme of the gender salience measure adapted from McGuire et al. These differences were not moderated by student gender and were similar in first-year versus senior college students.
Sex was considered expression — the act being more significant than the actors. Mediations As in Study 1, mediation analyses were conducted using PROCESS with 10, 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.
Another pathway that may explain school differences in mixed-gender anxiety may be mixed-gender friendships. Received Apr 16; Accepted Nov
The differences in mixed-gender anxiety between single-sex and coeducational schools d s ranging from. Chiu K. There was no main effect of school in Fear of Negative Evaluation. Published: Dev Sci. Consistent with the negative correlation between mixed-gender friendships and mixed-gender anxiety [ 34 , 35 ], mixed-gender friendships mediated the school differences in mixed-gender anxiety in both high school and college samples, suggesting that having fewer other-gender friends may be a possible reason why single-sex school students felt more mixed-gender anxiety.