Pornography use and attitudes associated with religious sexual coping among college students

2013 ◽  
Author(s):  
Amy R. Bennie ◽  
Kevin S. Reimer ◽  
Kathleen M. Bono
Keyword(s):  
College Students ◽  
Pornography Use

What Is the Attraction? Pornography Use Motives in Relation to Bystander Intervention

2016 ◽  
Vol 32 (20) ◽  
pp. 3071-3089 ◽  
Author(s):  
John D. Foubert ◽  
Ana J. Bridges
Keyword(s):  
College Students ◽  
Young Adults ◽  
Sexual Assault ◽  
Sexual Violence ◽  
Bystander Intervention ◽  
Men And Women ◽  
Behavioral Variables ◽  
Lower Likelihood ◽  
Willingness To Intervene ◽  
Pornography Use

Use of pornography is common among adolescents and young adults, with most men and a growing number of women viewing regularly. A vast body of research suggests pornography use is associated with multiple attitudinal and behavioral variables. One of those associations, for both men and women, is higher pornography use is correlated with a lower likelihood of intervening to prevent sexual assault. The present study explored how motives for viewing pornography related to male ( n = 139) and female ( n = 290) college students’ willingness and efficacy to intervene to help prevent a sexual assault from occurring. We found that several motivations to view pornography were associated with suppression of willingness to intervene as a bystander, even after controlling for frequency of pornography use. This study joins others in suggesting an association between pornography use and callousness toward sexual violence.

Spirituality and Pornography Use in College Students in a University Counseling Center

2012 ◽  
Author(s):  
Fred Volk ◽  
Tabitha Cassidy ◽  
Ronald Hayes ◽  
Megan Herndon ◽  
Aaron Van Groningen ◽  
...  
Keyword(s):  
College Students ◽  
Counseling Center ◽  
University Counseling Center ◽  
University Counseling ◽  
Pornography Use

Associations between relational sexual behaviour, pornography use, and pornography acceptance among US college students

2014 ◽  
Vol 16 (9) ◽  
pp. 1052-1069 ◽  
Author(s):  
Brian J. Willoughby ◽  
Jason S. Carroll ◽  
Larry J. Nelson ◽  
Laura M. Padilla-Walker
Keyword(s):  
College Students ◽  
Sexual Behaviour ◽  
Pornography Use

scholarly journals Pornography Use Could Lead to Addiction and Was Associated With Reproductive Hormone Levels and Semen Quality: A Report From the MARHCS Study in China

2021 ◽  
Vol 12 ◽  
Author(s):  
Zhihong Cui ◽  
Min Mo ◽  
Qing Chen ◽  
Xiaogang Wang ◽  
Huan Yang ◽  
...  
Keyword(s):  
College Students ◽  
Semen Quality ◽  
Sperm Concentration ◽  
Serum Prolactin ◽  
Reproductive Hormone ◽  
Lower Serum ◽  
Hormone Levels ◽  
Male College ◽  
Pornography Use ◽  
Male College Students

This study aimed to investigate the situations of pornography use among male college students of China, to explore the addiction possibility for pornography use, and to study the associations between pornography use and reproductive hormone levels and semen quality. Five hundred sixty-eight participants met the inclusion criteria and finished all of the questionnaires and hormone level and semen parameter examinations. A majority of participants (except one) had pornography use experience, 94.2% participants started pornography use before college, and 95.9% participants reported they had masturbation experience when using pornography. Early contact to pornography, frequent pornography use, high amount of time spending on pornography use, and frequent masturbation during pornography use were correlated with addiction trends. Earlier pornography use was found to be associated with lower serum prolactin (PRL), follicle-stimulating hormone (FSH), and progesterone (Prog), as well as lower sperm concentration and total sperm count. Higher frequency of pornography use was associated with lower serum estrogen (E2). In conclusion, pornography use was common among male college students in China. Early contact, high frequent use, and high frequency of masturbation during pornography use could lead to addiction trends and aberrant reproductive hormone levels and semen quality.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

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