Mixed-gender anxiety and gender-based relationship efficacy: A cross-lagged study of single-sex versus coeducational schooling bridging high school graduation

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology Pub Date : 2024-12-26 DOI:10.1016/j.jsp.2024.101398

Wang Ivy Wong , Sylvia Yun Shi , Gu Li , Lynn S. Liben , Janice Sin Yu Leung , Zhansheng Chen

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引用次数: 0

Abstract

Feeling comfortable interacting with someone of another gender and having competence in cross-gender relationships are important for adolescents' and young adults' psychosocial development. However, extended experience in gender-segregated schooling environments may reduce opportunities to develop these competencies. To test this, comparisons between single-sex (SS) and coeducational (CE) school students' mixed-gender anxiety and gender-based relationship efficacy were conducted. Prior research on social outcomes of SS schooling were limited by the use of single-item surveys, cross-sectional designs, and inadequate control for confounding demographic differences between SS and CE students. We addressed these limitations by using (a) multi-item measures, (b) a longitudinal design that included two waves of data collection bridging high-school graduation, and (c) propensity-score matching. Students in Hong Kong were first surveyed in their final year of high school (N = 667) and then again roughly 1.5 years post-graduation (N = 463). SS students reported lower other-gender relationship efficacy than CE students at both times (β = −0.21) but no difference in mixed-gender anxiety. Mixed-gender anxiety increased in both groups over time (β = 0.85 to 1.07). Importantly, students who initially reported lower other-gender relationship efficacy later reported more mixed-gender anxiety (β = −0.15 to −0.19). Additionally, cross-lagged effects showed school type indirectly predicted mixed-gender anxiety through relationship efficacy (β = 0.03). These associations appeared even after controlling for general social anxiety and were evident across gender and sexual orientation groups. The study suggests potentially negative effects of SS schooling on mixed-gender interpersonal outcomes and demonstrates the value of propensity score matching and longitudinal designs that can show ways that SS and CE students develop across critical life transitions. Results have implications for peer-exposure and self-efficacy theories and for designing school-based programs to help students build greater cross-gender interpersonal competency.

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混合性别焦虑与性别关系效能：高中毕业前单性别与男女同校教育的交叉滞后研究

与另一个性别的人交流时感到舒适，在跨性别关系中有能力，对青少年和年轻人的心理社会发展很重要。然而，长期在性别隔离的学校环境中学习可能会减少培养这些能力的机会。为了验证这一点，我们比较了单性别学校（SS）和男女同校（CE）学生的混合性别焦虑和基于性别的关系效能。先前对小学低年级学生社会结果的研究受限于单项目调查、横断面设计，以及对小学低年级学生和小学低年级学生之间混淆的人口统计学差异控制不足。我们通过使用(a)多项目测量，(b)纵向设计，包括高中毕业后的两波数据收集，以及(c)倾向-得分匹配来解决这些局限性。香港的学生在高中最后一年（N = 667）进行了第一次调查，然后在毕业后大约一年半（N = 463）进行了第二次调查。在两种情况下，SS学生报告的其他性别关系效能低于CE学生（β = - 0.21），但混合性别焦虑无差异。随着时间的推移，两组的混合性别焦虑均有所增加（β = 0.85 ~ 1.07）。重要的是，最初报告其他性别关系效能较低的学生后来报告了更多的混合性别焦虑（β = - 0.15至- 0.19）。此外，学校类型通过关系效能间接预测混合性别焦虑（β = 0.03）。即使在控制了一般的社交焦虑之后，这些关联仍然存在，并且在性别和性取向群体中都很明显。本研究表明SS学校教育对混合性别人际关系结果的潜在负面影响，并证明了倾向得分匹配和纵向设计的价值，可以显示SS和CE学生在关键生活转变中的发展方式。研究结果对同伴接触和自我效能理论以及设计学校课程来帮助学生建立更强的跨性别人际交往能力具有启示意义。

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来源期刊

Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.70

自引率

8.00%

发文量

期刊介绍： The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.