Table 4.
Paired t-tests showing the use of ERSs stratified by low vs. high sense of social presence.
| Low sense of social presence | Virtual choir (n = 66) Means ± SE | Live choir (66) Means ± SE | |
|---|---|---|---|
| Overall use of ERSs | 2.97 ± 0.07 | 3.34 ± 0.09 | t(65) = 3.16, p = 0.002 |
| Use of avoidance strategies | 3.12 ± 0.09 | 3.51 ± 0.09 | t(65) = 2.97, p = 0.004 |
| Use of approach strategies | 2.65 ± 0.07 | 3.21 ± 0.11 | t(65) = 4.27, p < 0.001 |
| Use of self-development strategies | 3.13 ± 0.08 | 3.27 ± 0.11 | t(65) = 0.95, p = 0.35 |
| High sense of social presence | Virtual choir (n = 516) Means ± SE | Live choir (516) Means ± SE | |
| Overall use of ERSs | 3.59 ± 0.03 | 3.91 ± 0.02 | t(515) = 9.55, p < 0.001 |
| Use of avoidance strategies | 3.68 ± 0.03 | 4.00 ± 0.03 | t(515) = 7.89, p < 0.001 |
| Use of approach strategies | 3.29 ± 0.03 | 3.65 ± 0.03 | t(515) = 8.34, p < 0.001 |
| Use of self-development strategies | 3.84 ± 0.03 | 4.12 ± 0.03 | t(515) = 7.51, p < 0.001 |
Bold indicates p < 0.05.