Rape and Seduction Scripts

1988 ◽  
Vol 12 (2) ◽  
pp. 237-245 ◽  
Author(s):  
Kathryn M. Ryan

Previous research has shown that rape judgments can be influenced by several variables; however, it is not known whether these variables appear in rape scripts. Moreover, although the script concept has been applied to sexual behavior (e.g., Gagnon & Simon, 1973; Laws & Schwartz, 1977), researchers have only just begun to explore the content of sexual scripts. The present study explored college students' rape and seduction scripts. Twenty introductory psychology students were asked to write about the “typical” rape and the “typical” seduction. These scripts were coded on 20 common dimensions. Results showed that the rape and seduction scripts were very different. Most subjects described a blitz rape: a woman who was outdoors was attacked by a male stranger who was mentally or socially unfit. The assailant was very angry and aggressive and the victim, very afraid. In contrast, the seduction was more frequently indoors and often involved alcohol. The participants were sometimes strangers and both sexes could initiate the event. Nevertheless, subjects disagreed as to the outcome. Finally, two interesting sex differences emerged in the current study. Implications of the current results for rape education were drawn.

Sexual Abuse ◽  
2018 ◽  
Vol 31 (3) ◽  
pp. 318-343 ◽  
Author(s):  
Isabell Schuster ◽  
Barbara Krahé

This two-wave longitudinal study examined risky sexual scripts and sexual behavior regarding consensual sexual interactions, sexual self-esteem, initiation assertiveness, and religiosity as predictors of sexual aggression perpetration in a cross-cultural comparison of college students in Chile and Turkey. As predicted, risky sexual scripts were linked to higher odds of perpetration through more risky sexual behavior cross-sectionally in both the Chilean and the Turkish sample and indirectly predicted perpetration 12 months later. High sexual self-esteem increased the likelihood of perpetration via higher initiation assertiveness in the Turkish sample only. High religiosity reduced the odds of perpetration through less risky sexual scripts and less risky sexual behavior in both samples. In addition, high religiosity increased the probability of perpetration through lower sexual self-esteem in the Turkish sample. Implications of these findings and the role of cultural factors contributing to the differential functioning of religiosity and sexual self-esteem are discussed.


1993 ◽  
Vol 73 (1) ◽  
pp. 15-18 ◽  
Author(s):  
Richard S. Cimbalo ◽  
Deora O. Novell

Previous research, using factor analysis, derived seven dimensions of romantic love. We sought to address whether these dimensions differed in importance for women and men. Specifically, it was hypothesized that women would consider Marriage and Family, Traditional Romantic Behavior, Routine Activities, and Religion, and men would consider Sexual Behavior, Aberrant Sex, and Drugs as more romantic. These specific predictions were seen as consistent with the ‘double standard’ regarding sex, i.e., it should be more important for men, and with an earlier theory we developed in which it was argued that in addition to the ‘double standard’ for sex, security-related stimuli should be more important for women. The results were entirely consistent with our predictions.


1982 ◽  
Vol 50 (3_suppl) ◽  
pp. 1249-1250 ◽  
Author(s):  
Gary S. Traub

The Rotter I-E Scale and the Fear Survey Schedule were administered to 205 introductory psychology students. All but one of the 89 items on the fear schedule were related to externality and 66 of these correlations reached statistical significance. Over-all fear as reflected in the total score on the schedule was also significantly related to externality ( r = .40, p < .001). Contrary to the hypothesis of Phares (1976), there was no U-shape relationship between locus of control and fear. In general, the results support a linear relationship between externality and fear for college students.


Author(s):  
Catherine M Gaze

The present study investigates the frequency and confidence with which college students endorse popular psychological myths, contrasting introductory psychology students (at the beginning and end of the course) with upper-level psychology majors and students who have never taken Introduction to Psychology. Implications for the teaching of psychology will be discussed.


1975 ◽  
Vol 37 (3_suppl) ◽  
pp. 1112-1114 ◽  
Author(s):  
James Battle ◽  
Stephen Fabick

37 introductory psychology students evaluated the competence of two lecturers. One lecturer presented inaccurate information but acted warm and entertaining. The other lecturer presented accurate information but acted aloof and straightforward. The entertaining lecturer was rated significantly more competent.


1979 ◽  
Vol 45 (1) ◽  
pp. 263-268 ◽  
Author(s):  
Albert R. Gilgen ◽  
Jae Hyung Cho

The Value Survey, Ways of Life Scale, and East-West Questionnaire were administered to 210 students in introductory psychology to determine the value and life style preferences of Eastern- and Western-oriented individuals. The findings were, in general, consonant with the assumptions underlying the design of the East-West Questionnaire. Sex differences, however, indicate that Eastern and Western male and female subjects have somewhat different value and life style preferences.


2021 ◽  
pp. 088626052199793
Author(s):  
Tiffany L. Marcantonio ◽  
Danny Valdez ◽  
Kristen N. Jozkowski

The purpose of this study was to assess the cues college students use to determine a sexual partner is refusing vaginal-penile sex (i.e., refusal interpretations). As a secondary aim, we explored the influence of item wording ( not willing/non-consent vs refusal) on college students’ self-reported refusal interpretations. A sample of 175 college students from Canada and the United States completed an open-ended online survey where they were randomly assigned to one of two wording conditions ( not willing/non-consent vs refusal); students were then prompted to write about the cues they used to interpret their partner was refusing. An inductive coding procedure was used to analyze open-ended data. Themes included explicit and implicit verbal and nonverbal cues. The refusal condition elicited more explicit and implicit nonverbal cues than the not willing/non-consent condition. Frequency results suggested men reported interpreting more explicit and implicit verbal cues. Women reported interpreting more implicit nonverbal cues from their partner. Our findings reflect prior research and appear in line with traditional gender and sexual scripts. We recommend researchers consider using the word refusal when assessing the cues students interpret from their sexual partners as this wording choice may reflect college students’ sexual experiences more accurately.


1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1247-1254
Author(s):  
Ronald R. Holden ◽  
John R. Reddon

This study examined personality differences in participants from a university subject pool as a function of the time of participation during the academic term and year. For 150 introductory psychology students with required participation in a subject pool, significant associations were found between time of participation and specific personality variables as measured by Jackson's Personality Research Form. Significant temporal associations with more general personality modal profiles were also obtained. Investigators using university subject pools are warned that these temporal variations in personality may represent possible confounds in research.


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