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 anxiety.
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 = .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.
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 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 Height. 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 if the direction out of mediation outcomes is actually reversible, i and looked at option mediation models (pick Shape A great inside S1 File), having blended-sex anxiety since intermediary and you will mixed-sex relationships due to the fact established adjustable. University types of is actually always set-to function as the independent varying once the it absolutely was currently fixed before the sized blended-gender anxiety and mixed-sex friendships. Results of the exact opposite mediation analyses (pick Table C inside the S1 File) showed that there had been tall secondary ramifications of most of the kinds of mixed-intercourse anxiety for the percent of almost every other-sex family relations or other-intercourse best friends.
Studies 1 showed that teenage children currently intercourse-segregated at school scored large on the intercourse salience, got fewer blended-sex friendships, and you may said large nervousness in the mixed-gender affairs. The greater mixed-sex nervousness associated with smaller blended-intercourse friendships although not improved sex salience. What stays not familiar is whether these results would be found into the pupils who have left this new intercourse-segregated college or university environment. It can be you to definitely differences when considering solitary-gender and coeducational college or university pupils are however, attenuate when all of the children are in contact with similar combined-sex surroundings immediately following graduation. To investigate how unmarried-intercourse and you may coeducational school children disagree on additional steps in lifestyle, Investigation 2 tested gender salience, mixed-intercourse relationship and you may combined-sex stress for the a school attempt.