scholarly journals CASUAL SEX: SELF-ESTEEM AND SEXUAL FEELINGS IN UNIVERSITY

2018 ◽  
Vol 19 (1) ◽  
pp. 18-25
Author(s):  
Andresa Pinho Soster ◽  
Elisa Kern de Castro
Keyword(s):  
Self Esteem ◽  
Casual Sex ◽  
Sexual Feelings

Associations Between Motives for Casual Sex, Depression, Self-Esteem, and Sexual Victimization

2019 ◽  
Vol 49 (4) ◽  
pp. 1189-1197 ◽  
Author(s):  
John Marshall Townsend ◽  
Peter K. Jonason ◽  
Timothy H. Wasserman
Keyword(s):  
Sexual Victimization ◽  
Self Esteem ◽  
Casual Sex

Lay beliefs about gender and sexual behavior: First evidence for a pervasive, robust (but seemingly unfounded) stereotype

2020 ◽  
Author(s):  
Jaimie Krems ◽  
Ahra Ko ◽  
Jordan W Moon ◽  
Michael E. W. Varnum
Keyword(s):  
Sexual Behavior ◽  
Individual Differences ◽  
Empirical Work ◽  
Self Esteem ◽  
Casual Sex ◽  
Mating Strategy ◽  
Negative Stereotypes ◽  
Men And Women ◽  
Lay Beliefs ◽  
Television Film

Although casual sex is increasingly socially acceptable, negative stereotypes toward women pursuing casual sex appear to remain pervasive. Specifically, a common trope in media (e.g., television, film) is that such women have low self-esteem. Despite robust work on prejudice against women who engage in casual sex, little empirical work investigates the lay theories individuals hold about such women. Across six experiments with US participants (N = 1,469), we find that both men and women stereotype women (but not men) who have casual sex as having low self-esteem. This stereotype is held explicitly and semi-implicitly, not driven by individual differences in religiosity, conservatism, or sexism, is mediated by inferences that women having casual sex are unsatisfied with their mating strategy, yet persists when these women are explicitly described as choosing to have casual sex. Finally, it appears unfounded; across experiments, these same participants’ sexual behavior is uncorrelated with their own self-esteem.

Risky Casual Sex and Posttraumatic Stress in College Females: An Examination of Assault History, Self-Esteem, and Social Support

2021 ◽  
pp. 107780122199879
Author(s):  
Seigie Kennedy ◽  
Christina Balderrama-Durbin
Keyword(s):  
Social Support ◽  
Posttraumatic Stress ◽  
Sexual Victimization ◽  
Stress Disorder ◽  
Self Esteem ◽  
Casual Sex ◽  
Future Research ◽  
Ptsd Symptoms ◽  
College Culture ◽  
The Impact

Casual sex, although common in college culture, can increase the risk of sexual victimization, which in turn can lead to posttraumatic stress disorder (PTSD). This study examined sexual victimization, self-esteem, and social support as relative predictors of PTSD and risky casual sex (RCS) in a sample of 229 female undergraduates. Results suggested that enhancing self-esteem may have a greater relative impact on PTSD symptoms compared with social support, even after accounting for the impact of sexual victimization. Moreover, a reduction in PTSD symptoms may have the potential to minimize RCS. Future research is needed to determine temporal relations among these variables.

Why College Students Act the Way They Do

2017 ◽  
Author(s):  
Jennifer Beste
Keyword(s):  
College Students ◽  
Self Esteem ◽  
Casual Sex ◽  
College Culture ◽  
The Media ◽  
Excessive Alcohol ◽  
Students Attitudes ◽  
Social Scientific ◽  
And Behavior ◽  
Attitudes And Behavior

Undergraduate ethnographers perceive that their peers’ behavior at parties mimics popular culture’s narrative of sex, gender, and college culture. The media accessed by adolescents and young adults depict casual sex as humorous, thrilling, expected, and “no big deal.” Furthermore, popular culture celebrates the college years as the time in life to be wild, drink excessively, and experiment sexually with as many people as possible. Conforming to this lifestyle offers social status and acceptance, and gives students a temporary boost in self-esteem. Excessive alcohol enables students to act in ways they would never comfortably act if sober. After analyzing ethnographers’ perspectives, the author turns to broader social scientific research to offer additional motivations and reasons underlying college students’ attitudes and behavior—hyper-individualism, technology, the ubiquitous use of online porn, and the pervasive pornification of sexuality in U.S. culture.

Lay Beliefs About Gender and Sexual Behavior: First Evidence for a Pervasive, Robust (but Seemingly Unfounded) Stereotype

2021 ◽  
pp. 095679762098382
Author(s):  
Jaimie Arona Krems ◽  
Ahra Ko ◽  
Jordan W. Moon ◽  
Michael E. W. Varnum
Keyword(s):  
Sexual Behavior ◽  
Individual Differences ◽  
Empirical Work ◽  
Self Esteem ◽  
Casual Sex ◽  
Mating Strategy ◽  
Negative Stereotypes ◽  
Men And Women ◽  
Lay Beliefs ◽  
Television Film

Although casual sex is increasingly socially acceptable, negative stereotypes toward women who pursue casual sex remain pervasive. For example, a common trope in television, film, and other media is that women who engage in casual sex have low self-esteem. Despite robust work on prejudice against women who engage in casual sex, little empirical work has focused on the lay theories individuals hold about them. Across six experiments with U.S. adults ( N = 1,469), we found that both men and women stereotype women (but not men) who engage in casual sex as having low self-esteem. This stereotype is held explicitly and semi-implicitly; is not driven by individual differences in religiosity, conservatism, or sexism; and is mediated by inferences that women who have casual sex are unsatisfied with their mating strategy—yet the stereotype persists when women are explicitly described as choosing to have casual sex. Finally, the stereotype appears to be unfounded; across experiments, the same participants’ sexual behavior was not significantly correlated with their self-esteem.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Counseling Adolescents With Hearing Loss Using a Narrative Therapy Approach

2009 ◽  
Vol 19 (2) ◽  
pp. 72-78
Author(s):  
Rebecca L. Nelson Crowell ◽  
Julie Hanenburg ◽  
Amy Gilbertson
Keyword(s):  
Hearing Loss ◽  
Process Evaluation ◽  
Narrative Therapy ◽  
Daily Life ◽  
Hearing Aid ◽  
Self Esteem ◽  
Therapy Approach ◽  
Self Worth ◽  
Counseling Adolescents

Abstract Audiologists have a responsibility to counsel patients with auditory concerns on methods to manage the inherent challenges associated with hearing loss at every point in the process: evaluation, hearing aid fitting, and follow-up visits. Adolescents with hearing loss struggle with the typical developmental challenges along with communicative challenges that can erode one's self-esteem and self-worth. The feeling of “not being connected” to peers can result in feelings of isolation and depression. This article advocates the use of a Narrative Therapy approach to counseling adolescents with hearing loss. Adolescents with hearing loss often have problem-saturated narratives regarding various components of their daily life, friendships, amplification, academics, etc. Audiologists can work with adolescents with hearing loss to deconstruct the problem-saturated narratives and rebuild the narratives into a more empowering message. As the adolescent retells their positive narrative, they are likely to experience increased self-esteem and self-worth.

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