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. 2021 Jun 20;18(12):6627. doi: 10.3390/ijerph18126627

Table 2.

Comparatives for coping strategies and early maladaptive schemes scores across the decisions facing humiliation with children as witnesses.

Scales Subscales Group Number Mean Standard Deviation Test Statistic Degrees of Freedom p Effect Size
Coping Strategies Problem-solving Assertive 45 34.600 7.551 Student 0.317 63 0.752 0.085
Avoidant 20 33.900 9.602 Mann–Whitney 462.500 0.864 0.028
Social support seeking * Assertive 45 19.733 6.930 Student −2.555 63 0.013 −0.687
Avoidant 20 24.700 7.888 Mann–Whitney 274.000 0.012 −0.391
Wishful thinking * Assertive 45 19.178 9.061 Student −2.572 63 0.012 −0.691
Avoidant 20 25.050 7.015 Mann–Whitney 244.000 0.003 −0.458
Religious coping Assertive 45 26.489 8.050 Student −0.695 63 0.490 −0.187
Avoidant 20 28.000 8.189 Mann–Whitney 424.000 0.717 −0.058
Emotional distancing Assertive 45 22.978 7.408 Student −0.386 63 0.701 −0.104
Avoidant 20 23.750 7.552 Mann–Whitney 395.500 0.442 −0.121
Professional support seeking * Assertive 45 10.600 5.462 Student −2.165 63 0.034 −0.582
Avoidant 20 14.000 6.641 Mann–Whitney 299.500 0.032 −0.334
Overt emotional expression Assertive 45 10.800 4.165 Student 0.000 63 1.000 0.000
Avoidant 20 10.800 4.491 Mann–Whitney 454.500 0.954 0.010
Avoidance coping Assertive 45 15.244 5.113 Student −1.263 63 0.211 −0.340
Avoidant 20 16.900 4.278 Mann–Whitney 320.000 0.065 −0.289
Positive reappraisal Assertive 45 18.822 4.554 Student 0.637 63 0.527 0.171
Avoidant 20 18.050 4.419 Mann–Whitney 490.000 0.573 0.089
Expression of coping difficulty Assertive 45 10.533 3.514 Student −0.302 63 0.764 −0.081
Avoidant 20 10.850 4.694 Mann–Whitney 440.500 0.898 −0.021
Negative auto-focused coping Assertive 45 7.822 2.552 Student 1.147 63 0.256 0.308
Avoidant 20 7.050 2.395 Mann–Whitney 520.500 0.315 0.157
Autonomy Assertive 45 5.111 2.707 Student −0.840 63 0.404 −0.226
Avoidant 20 5.700 2.364 Mann–Whitney 370.000 0.253 −0.178
Early Maladaptive Schemes Emotional deprivation* Assertive 45 11.311 5.888 Student −0.636 63 0.527 −0.171
Avoidant 20 12.300 5.536 Mann–Whitney 398.500 0.466 −0.114
Abandonment/Deprivation Assertive 45 11.800 5.667 Student −2.260 63 0.027 −0.607
Avoidant 20 15.300 5.975 Mann–Whitney 291.000 0.024 −0.353
Mistrust/Abuse Assertive 45 12.556 4.143 Student −2.101 63 0.040 −0.565
Avoidant 20 15.050 5.000 Mann–Whitney 329.500 0.087 −0.268
Defectiveness/Shame * Assertive 45 8.956 3.914 Student −2.883 63 0.005 −0.775
Avoidant 20 12.200 4.764 Mann–Whitney 271.500 0.011 −0.397
Social isolation/Alienation * Assertive 45 10.133 4.526 Student −1.701 63 0.094 −0.457
Avoidant 20 12.300 5.202 Mann–Whitney 334.000 0.099 −0.258
Failure to achieve* Assertive 45 9.244 4.370 Student −2.400 63 0.019 −0.645
Avoidant 20 12.300 5.497 Mann–Whitney 309.000 0.044 −0.313
Dependency/Incompetence Assertive 45 10.533 4.071 Student −2.743 63 0.008 −0.737
Avoidant 20 13.600 4.358 Mann–Whitney 272.500 0.012 −0.394
Vulnerability to harm Assertive 45 12.178 5.386 Student −1.027 63 0.308 −0.276
Avoidant 20 13.700 5.805 Mann–Whitney 382.000 0.336 −0.151
Attachment * Assertive 45 9.022 3.793 Student −3.918 63 <0.001 −1.053
Avoidant 20 13.700 5.667 Mann–Whitney 210.500 <0.001 −0.532
Subjugation * Assertive 45 9.667 4.369 Student −1.853 63 0.069 −0.498
Avoidant 20 12.050 5.633 Mann–Whitney 347.000 0.143 −0.229
Self-sacrifice Assertive 45 16.956 5.473 Student −0.100 63 0.920 −0.027
Avoidant 20 17.100 5.088 Mann–Whitney 441.000 0.904 0.000
Emotional inhibition Assertive 45 9.933 3.780 Student −2.440 63 0.018 −0.656
Avoidant 20 12.800 5.502 Mann–Whitney 314.500 0.054 −0.301
Unrelenting standards Assertive 45 15.556 5.446 Student −0.600 63 0.550 −0.161
Avoidant 20 16.400 4.706 Mann–Whitney 391.500 0.408 −0.130
Entitlement/Grandiosity Assertive 45 13.022 4.901 Student −2.030 63 0.047 −0.546
Avoidant 20 15.700 4.921 Mann–Whitney 301.000 0.034 −0.331
Insufficient self-control Assertive 45 11.267 4.530 Student −1.784 63 0.079 −0.480
Avoidant 20 13.600 5.567 Mann–Whitney 333.000 0.097 −0.260

Note: * The test of normality showed significant results (p < 0.001). We used the test of Mann–Whitney to analyze differences for these cases. Bold indicates significant differences between groups. All the comparisons were set at p ≤ 0.05. For the Student’s t-test, the effect size is given by Cohen’s d, and for the Mann–Whitney test, by the rank biserial correlation.