Thesis (M.A.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

This study examines the psychological, social and environmental predictors of sexually aggressive and assaultive behaviors reported by a sample of 466 males at one institution. Emphasis was placed on determining the impact of Greek affiliation and place of residence on self-reported aggressive and assaultive behaviors. A questionnaire was administered which incorporated demographic and background characteristics, environmental characteristics and attitudes towards women and relationships. Analysis of variance was used to determine statistically significant differences among five residential groupings on selected variables. A series of interlocking multiple regression analyses was then performed to determine the predictive influence of factors explored in this study. Results indicate that "peer harassment," including verbal aggression and unwanted touching, was reported by the total sample with great frequency. More severe behaviors were reported with less frequency, however, slightly more than 5% of the men in the total sample reported committing at least one act which met the legal criteria for sexual assault in the academic year preceding the study. Although statistically significant differences among residential groups emerged, attitudes and living environment characteristics found predictive of sexually aggressive and assaultive behaviors were found in all living environments. "Worst" behavior reported was predicted best by rape myth acceptance followed by environmental and background characteristics including the number of sexual partners one had, sexual speculation about women, alcohol consumption and perceived level of impact one had on their environment. Institutions are encouraged to examine the level of sexual violence against women on campuses and marshal the efforts of student personnel administrators as well as faculty in an effort to reduce the prevalence of such behavior.

This present research aimed (1) to examine the level of sexual health knowledge, patterns of sexual attitudes and prevalence of sex-related behaviours among college students in contemporary China; (2) to explore factors predicting knowledge, attitude and behavior regarding sexuality; and (3) to assess gender differences in both characteristics and correlates. Based on data collected from 274 college students (167 male and 107 female) by the way of convenience sampling, in Hefei, China, Phase 1 of the study first selected, examined and modified (if necessary) three instruments (Sexual Health Knowledge Scale, SHKS; Sexual Attitude Scale, SAS; Sex-Related Behaviour Questionnaire, SRBQ), which was used in Phase 2 of the Study. It was found that the examined and (if necessary) modified SHKS, SAS and SRBQ showed good psychometric properties and internal consistencies, which could be useful questionnaires for the measurement of Chinese college students’ sexuality regarding knowledge, attitude and behaviour. Phase 2 of the Study including Section 1, 2 and 3 explored characteristics and correlates of sexual health knowledge, sexual attitudes and sex-related behaviors among an convenience sample of 1398 college students (828 male and 570 female) in Hefei, China. The results in Section 1 demonstrated college students had very limited sexual health knowledge and boys were likely to be much more knowledgeable than girls. Subscales and global score of sexual health knowledge correlated with received sexuality education, romantic relationship experience and coming from urban area, but the overall impact of the factors studied was not strong. The results in Section 2 indicated males had neutral attitudes about sexuality and females had relatively conservative attitudes. Although the overall impact of the factors studied was not strong, several variables (i.e., relationship experience, time spent online, parents’ education, family income, urbanity and sexual health knowledge,) were statistically significantly associated with subscales and global score of sexual attitude. Age was a positive predictor of permissiveness for males and a negative predictor for females. It was found in Section 3 that specific sex-related behaviours in the last one year varied in frequency. Prevalence of some sex-related behaviors (i.e., heterosexual intercourse, oral sex) remained low, while prevalence of other sexual behaviours (i.e., masturbation, pornography use) was high. The magnitude of gender differences in some sex-related behaviors (i.e., oral sex) was relatively small while there was the big gender gap in other sexual behaviours (i.e., masturbation). Moreover, students who had romantic relationship experience, lower educational aspiration or had received sexuality education reported more sexual behaviors involvement. Interestingly, males, but not females, were significantly influenced by time spent online. The thesis suggested significance at theoretical, empirical and practical level, limitations (i.e., gender-related reporting bias, limitation of generalization) and possible directions (i.e., safe sex, sexual and gender monitories, qualitative, cross-cultural and longitudinal study) for future research by reflecting on the findings of this research. Finally, the research was evaluated in terms of practical implications for sexuality education and broader public health policy in aspects of the role of schools and families, students’ participation, Internet utilization, teaching strategies and resources recommendation. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

No description available.

No description available.

The thesis was designed to analyze authors' viewpoints on values and standards in ten college health education textbooks pertaining to premarital sexual behavior.The sample of the study consisted of ten college health education textbooks dating from 1970 to 1973. Nine judges were selected by the investigator to analyze the content excerpts from each of the ten books. Each judge was mailed a premarital sexual questionnaire and two scales pertaining to values and standards on the topic of premarital sexual behavior.The judges involved in the investigation were qualified and noted authorities in the field of health education--all of whom had demonstrated some instructional research or publication expertise in the topical area of sex education. The study itself was based totally upon the judges' responses to the mailed instruments. The first instrument to be responded upon was the premarital sexual behavior questionnaire. The judges were asked to respond with a yes or no answer to each of the ten questions pertaining to the ten excerpts.The second instrument used in the study consisted of the two scales. The first was comprised of a range of value systems subdivided into seven categories. Each category represented a particular value system. The judge was to select one of the values that best described his perception of the author's viewpoints on premarital sex was The judge to pick a value system for each of theten excerpts being reviewed. The second scale consisted of five categories. Every category represented a definite standard or behavioral code pertaining to premarital sexual activity. The judge was to choose one of the standards that best represented his concept of the author's viewpoints relating to premarital sexual behavior.Three major hypotheses were considered in this study:1. The majority of authors, based on their viewpoints, will fit into the Enlightened Asceticism or Humanistic Liberalism categories of sexual value systems.2. A majority of the authors' views will lean heavily toward total or partial abstinence as a premarital sexual standard.3. A majority of the judges will have greater agreement on the authors' viewpoints from a direct premarital sexual question type of response and a greater diversity of agreement on the two premarital sexual values and standards scales.In summary, the following conclusions were drawn:1. The majority (at least 50 percent) of the authors' viewpoints used a definite preference (bias) for value systems of Enlightened Asceticism and Humanistic Liberalism in expressing their content.2. Less than 50 percent of the authors designated the premarital sexual standard of Abstinence as a means of expressing their viewpoints.3. In a direct question type response to an author's viewpoint within his content, the judges had a 78 percent agreement. The judges' agreement on the two scales was much less in percentage. The judges perceived the authors to be expounding heavily upon two primary value systems. These value systems were Enlightened Asceticism and Humanistic Liberalism. The total percentage of response for both categories was 56 percent. The total percentage of response for the premarital sexual standard category of Abstinence was 34 percent.For both of the scales used the judges seemed to feel somewhat differently in their interpretation, as was not the case with the questionnaire. This tells the investigator that a purely cognitiverepresentation of the statement within the content is more readily observed, as in the questionnaire. On the other hand, the judges felt somewhat less agreeable or even confused as to the affective representation of the two scales. Direct statements in college health education textbooks seem to be easier to write about and judge pertaining to premarital sexual values and standards.

This thesis reported on a survey of the premarital sexual behavior of students at a small church-related college. The three aspects of sexual behavior studied were necking, petting, and coitus. The effect of the variables of sex of respondent and religious orthodoxy were explored. Religious orthodoxy was determined by using the scale developed by Snell Putney and Russell Middleton. In addition, the thesis compared the premarital sexual behavior of the students at the church-college to that of students at secular schools.A questionnaire was used to collect the data. responses were cross-classified with the variables of sex of respondent and religious orthodoxy and Chi-square was computed to determine if the variables were related to sexual behavior. The findings, if significant, were discussed.

No description available.

College students are engaging in high rates of behavior related to risk of infection from Human Immunodeficiency Virus (HIV) and other sexually transmitted diseases (STDs). A cognitive-behavioral skills training program for heterosexual college females focused on sexual assertiveness skills and the reduction of risk-related behaviors was designed and evaluated and compared to an education-only program. Forty-three heterosexual female undergraduates completed pre-intervention, post-intervention, and follow-up assessments of: 1) HIV/STD-related knowledge, beliefs, and social norms, 2) sexual, alcohol, and drug-related behaviors (self-reports and monitoring), and 3) sexual assertiveness role-plays (videotaped). The participants were randomly assigned to the education-only group (control) and the education-plus skills training group (experimental). The focus of the skills training was on rehearsal of positive behavioral, cognitive, and social alternatives to risk-related behaviors with an emphasis on specific coping strategies. Analysis of covariance on posttest and follow-up scores, using pretest scores as covariates, showed that skills training participants compared to education only participants scored higher on sexual assertiveness skills, specific knowledge of HIV infection, and self-efficacy to perform lower risk sexual behaviors. Skills training compared to education-only participants also reported less frequency of drug use and unprotected oral sex. Self-efficacy and HIV infection knowledge score differences between groups were maintained at 1- month follow-up, although the lower reported frequency of high risk behaviors was not maintained. However, at follow-up consumption of four or more alcoholic beverages on one occasion was reported as less by the skills training participants and the overall reported frequency of high risk behaviors also was reported as approaching significantly less at follow-up by skills training participants. Effective and ineffective aspects of this program as well as the key issue of personal vulnerability and other barriers and facilitators of behavior change are discussed. / Ph. D.

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