All participating schools used Chinese as the teaching language. Greenwald DP. Soc Psychiatry Psychiatr Epidemiol. Monthly parental income HKD a Range: 0—
Child Dev. Adjustment to same sex and opposite sex in coeducational and noncoeducational high schools. Download book PDF. Forming positive mixed-gender friendships benefits emotional well-being, such as by diversifying social support groups and increasing self-esteem [ 2932 ].
Monthly family income, parental education, parental age, student age, school banding, number of brothers and number of sisters were entered as covariates. Encyclopedia on Early Childhood Development. As in many studies of single-sex schooling, random assignment was not possible, therefore there was no certainty that the observed differences between students from single-sex schools and coeducational schools were caused by gender segregation.
Soc Psychiatry Psychiatr Epidemiol. This gender difference may be related to the greater social expectation for men than women to take initiative and make an impression in mixed-gender interactions [ 36 , 63 ]. Gender salience was measured by McGuire et al.
Gender is directly mentioned in the answer, or the answer is implicitly related to gender. We were interested in both dating anxiety and general mixed-gender anxiety, but because many high school participants were unlikely to have had dating experience, 10 items involving actual dating scenarios were excluded, resulting in a total of 11 test items, of which 3 items measured Fear of Negative Evaluation e.
These findings substantiated the concerns that the reduced opportunities for single-sex school students to engage in mixed-gender interactions may negatively affect their ability to deal with the other gender [ 2 , 8 , 10 ] and to adapt to society [ 9 ].