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
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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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
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.
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