Archives of Sexual Behavior Volume 30, Number 2 April 2001

129 Pages·2001·3.35 MB·English

by  Kenneth J. Zucker (ed.)

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ArchivesofSexualBehavior,Vol.30,No.2,2001
Searching for Sexually Explicit Materials on the
Internet: An Exploratory Study of College Students’
Behavior and Attitudes
PatriciaGoodson,Ph.D.,1;4DeborahMcCormick,Ph.D.,2
andAlexandraEvans,Ph.D.3
Theconvergenceofsexualitymessageswithacomputerizedmedium(specifically,
theInternet)representsanunprecedentedphenomenonwith,asofyet,unknown
outcomes.DespitetheInternet’swidespreaduse,littleisknownaboutusers’be-
haviorsandattitudeswhensearchingforsexuallyexplicitmaterialsonline.This
studyexaminedspecificbehaviorsandoutcomeexpectationsandexpectancies(or
attitudes) of a sample of 506 undergraduate students at a public university in
Texas. Data were collected through a self-administered questionnaire, designed
andpretestedbytheauthors.Mainresultsrevealedthatmoststudentsinthesam-
ple were infrequent and relatively new users of the Internet. Forty-three percent
(43.5%) of students had sometime accessed sexually explicit materials through
theInternet,butthepracticewasnotverycommon.Only2.9%saidtheyaccessed
thesematerials“frequently.”Malestudentsweresignificantlymorelikelytohave
accessedtheInternetforviewingsexuallyexplicitmaterialsandtoclaimcuriosity
about sex as their motivation for this behavior. Women were significantly more
likelytohaveexperiencedsexualharassmentwhileonline.Intermsofattitudes,
thissampledidnotappeartovaluehighlyorexhibitstrongbeliefsaboutthepoten-
tialoutcomesassociatedwithaccessingtheInternetforsexuallyexplicitmaterials.
Competingexplanationsaswellasthelimitationsofthisstudyarediscussed.
KEYWORDS: Internet;erotica;attitudes;behavior;undergraduates.
1TexasA&MUniversity,DepartmentofHealthandKinesiology,CollegeStation,Texas.
2Northern Arizona University, Department of Health Promotion and Exercise Science, Flagstaff,
Arizona.
3SchoolofPublicHealth,TheUniversityofTexas,Houston,Texas.
4To whom correspondence should be addressed at Dept. of Health and Kinesiology, Texas A&M
University,4243TAMU,CollegeStation,Texas77843-4243;e-mail:[email protected].
101
0004-0002/01/0400-0101$19.50/0(cid:176)C2001PlenumPublishingCorporation
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102 Goodson,McCormick,andEvans
INTRODUCTION
Communicationmediahaveactivelyimpactedthesocialconstructionofhu-
mansexualityworldwide.Television,radio,movies,magazines,andmusic(among
others)havemodeledattitudesandbehavior,creatednewvocabularyandsymbols,
andpromotednormsforpersonalinteractions.Anillustrationofthisimpactisthe
mannerinwhichNorth-Americanadolescentsandcollegestudentshaveconsis-
tentlypointedtothemediaashavingsimilarorstrongerinfluencethantheirfamilies
onthedevelopmentoftheirsexualknowledge,attitudes,andbehaviors(Ballard
andMorris,1998;HaffnerandKelly,1987;Koch,1998).
Presently, the convergence of sexuality messages with a computerized net-
work medium may well represent one of the most unique and unprecedented
combination of these two potent forces (sex and the Internet). This association
willundoubtedlyyieldunparalleledeffects(bothpositiveandnegative)interms
ofthesocialconstructionofsexuality,establishmentanddevelopmentofintimacy,
sexualattitudesandbehaviors,andcommunicationpatterns(sexualorotherwise).
Theseeffectsareworthyofsocialscientificexamination(Cooper,1998).
On the positive end of the spectrum, the Internet is already impacting the
dissemination of sexual knowledge through informational web sites such as the
Sexuality Information and Education Council of the United States (SIECUS)
webpage(www.siecus.org),“GoAskAlice!”(www.goaskalice.columbia.edu),the
Germany-based Archiv fu¨r Sexualwissenschaft, (http://www.rki.de/GESUND/
ARCHIV/HOME.HTM), www.teenwire.com of the Planned Parenthood Federa-
tionofAmerica,andtheKinseyInstituteSexualityInformationServiceforStu-
dents(KISISS;www.indiana.edu/»kinsey).Disseminationofinformationisnot,
however,theonlypositiveeffectoftheinterplaybetweentheInternetandsexuality.
Other constructive outcomes include the potential for development and mainte-
nanceofrelationships(Cooper,1998);thedevelopmentofdeeper,morepersonal
interactions,asusersarebetterabletoself-discloseandtakegreaterinterpersonal
risks (Cooper and Sportolari, 1997; Parks and Floyd, 1999; Parks and Roberts,
1998);theuseoftheInternetforadvocacyandnetworking,especiallyamonggay,
lesbian,bisexual,andtransgendergroups(Carey,1996;Weinrich,1997);thede-
velopment of support groups, communities, and online sex therapy (Cart, 1997;
Newman,1997;Scheerhornetal.,1995);theuseoftheInternetasatoolfordata
collection in research of sexuality-related topics (Binik et al., 1999; Ross et al.,
inpress);andthepotentialuseoftheInternetfordeliveryofcounseling,disease
controlandpreventionservices(Acevedoetal.,1998;DeGuzmanandRoss,1999;
Henry,1999;Roffmanetal.,1997).
Despitesucharichcompositeofbenefits,theinteractionbetweentheInternet
and human sexuality has also engendered strong concerns regarding issues of
censorship(PortelliandMeade,1998),addictiveusageordisruptionofpersonal
routinesandrelationships(Cooperetal.,1999),psychologicalwell-being(Kraut
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SearchingforSexuallyExplicitMaterialsOnline:UserBehaviorandAttitudes 103
etal.,1998),anddistancingofindividualsfromtheirofflinecommunities(Cart,
1997).Thereisalsoconcernthattheproblemstraditionallyassociatedwithother
typesofmediaandtheirtreatmentofsexualitymaybetransferabletotheInternet.
Among these problems are the desensitization toward violence among viewers
ofviolentsexualmaterials,thejuxtapositionofconsumptionofpornographyand
violentorcriminalsexualbehavior,andtherelationshipbetweenattitudestoward
sexualityexhibitedinthepopularmediaandthesocializationprocessofchildren
andteenagedviewers(Allenetal.,1995a,b;BeckerandStein,1991;Fisherand
Barak,1991;Harris,1994;Koop,1987;Kutchinsky,1991;Scott,1991;Zillmann
andBryant,1988).
While the number of users increases rapidly (56.7 million in 1997, 78.6
millionin1998,92.0millionin1999intheUSandCanada)“sex”is,byfar,oneof
themostcommonlysearchedtopicsontheInternet.Accordingtosearchterms.com
the term sex was ranked number two among the top ten search terms on the
InternetinDecemberof1999(basedonasamplingofatleastamillionsearches);
“mp3”(orcompresseddigitalmusicfiles)wasrankednumberonewhile“porn”
and “playboy” were ranked 12th and 14th, respectively (CommerceNet, 1999;
Newburger,1999;Searchterms.com,1999).
Despitesuchwidespreaduse,littleisknownaboutInternetusersregarding
theirbehaviorsandattitudeswhensearchingforsexuallyexplicitmaterialsonline
(BarakandFisher,1997).Thegoalofthisstudyistocontributetothisnewcorpusof
knowledgebyexaminingthesefactorswithinasampleofcollegestudents.College
studentswerechosenasthetargetpopulationbecausetheirage,education,interest
in sexuality, computer literacy, and access to computers make them particularly
attractiveforInternetinformation,dissemination,communication,andcommerce
(Tamosaitis,1995).
THEORETICALFRAMEWORKANDPURPOSE
Social Cognitive Theory was the theoretical framework for this study. This
theory has been extensively used in studies of the diffusion of ideas, products,
and values through mass communication, as well as for exploring the effects of
consumption of sexually explicit materials upon violent sexual behavior (Allen
etal.,1995b;Bandura,1994).Incontrastwithearliertheoriesofmediainfluence,
SocialCognitiveTheory(SCT)providesanonsimplisticviewoftherelationship
amongmediamessages/symbols,humanattitudes,behavior,andenvironment.The
theoryproposesthatpeoplearebothproductsandproducersoftheirenvironment:
individuals’behaviors,personalfactors(suchascognition,affection,andbiology)
as well as environmental influences all interact bidirectionally, or reciprocally
(Bandura,1994).InthecaseofInternetinfluence,peoplearenotpassiveconsumers
of the medium; rather, they control the potential effects of its messages through
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104 Goodson,McCormick,andEvans
mechanismsofself-regulationandself-reflection,thatis,by“filtering”itssymbols
throughpersonalbeliefsandvalues(BryantandZillmann,1994).
Althoughtheimpactofthemediauponattitudesandbehaviorishypothesized
tobemediatedthroughmechanismsofself-regulationandself-reflection,thisim-
pactis,nonetheless,especiallypowerfulbecauseofthemannerinwhichthecontent
ismodeledtoconsumers.Contentmodelingisusuallycarriedoutthroughmech-
anisms of emotional arousal and observational learning (Bandura, 1986; Harris,
1994). Considering that most people in their daily lives interact only with small
portionsoftheirphysicalandsocialenvironments,muchofpeople’sunderstanding
ofrealityisacquiredvicariously:byobservingothersandlearningfromtheirex-
periences.Furthermore,theseobservationsarenotneutralintermsofaffect:they
maygeneratestrongemotionswhich,inturn,influencethelearningthatoccurs.
AccordingtoBandura,toalargeextent“peopleactontheirimagesofreality.The
morepeople’simagesofrealitydependonthemedia’ssymbolicenvironment,the
greaterisitssocialimpact”(emphasisadded;Bandura,1994).
Consideringhumanbeings’capacityforself-regulation,self-reflection,and
observationallearning,aswellasthepowerofmediainshapingconsumers’views
ofreality,identifyingusers’behaviorandoutcomeexpectationsandexpectancies
(or attitudes) regarding the media is vital. Learning about these behaviors and
attitudesisparamounttobothunderstandingandpossiblymodifying(forhealth
promotionpurposes,forinstance)theimpactoftheInternetuponthesocialcon-
structionofsexuality.
Outcomeexpectations(orantecedentdeterminantsofbehavior,inSCT)are
definedasaperson’sbeliefsconcerningtheresultsofacertainaction(e.g.,“Sex-
uallyexplicitmaterialsontheInternethelpmeimprovemysexualrelationships
offline.”);expectancies(orincentives,inSCT)constitutethevaluesplacedon,or
theimportancegiventothoseanticipatedresults(e.g.,“Itisveryimportanttometo
improvemysexualrelationshipsoffline.”;Bandura,1986).Outcomeexpectations
andexpectanciesaredeterminantsofattitudes,thatis,aperson’sattitudetowardan
objectmaybeconstruedasalinearcombinationofoutcomeexpectationsandex-
pectanciestowardtheobjectbeinginvestigated.Forthepurposesofthispaperthe
termattitudewillbeemployedtorefercollectivelytothesetofoutcomeexpecta-
tions(beliefsaboutoutcomesofcertainbehaviors)andexpectancies(valueplaced
onspecificbehaviorsandtheiroutcomes)exhibitedbyparticipantsinthisstudy
(Bandura,1986;Baranowskietal.,1997).Statisticalanalyseswillbepresentedfor
outcomeexpectationsandexpectanciesseparately,however,asthedetailedexam-
inationofeachcomponentismoreinformativeandrevealingthanthecombination
ofconstructs.
Insummary,thepurposeofourstudywastoexaminethefollowingquestions:
Whataresomeofthespecificbehaviorsreportedbycollegestudentswhilesearch-
ingtheInternetforsexuallyexplicitmaterials?Whataretheirattitudes(outcome
expectationsandexpectancies)whilesearchingtheInternetforsexuallyexplicit
materials? Do males and females differ in their expectations, expectancies, and
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SearchingforSexuallyExplicitMaterialsOnline:UserBehaviorandAttitudes 105
behavior?Inthisstudy,thephrase“sexuallyexplicitmaterials”wasdefined(for
participants) as those materials “that either show clear pictures of, or talk/write
aboutsexualityusingsexualvocabulary.”Thephrases“useoftheInternetforview-
ingsexuallyexplicitmaterials”and“useoftheInternetforsexualentertainment”
willbeusedinterchangeablythroughoutthetext.
METHOD
Sample
Asampleof506collegestudentsfromamajorpublicuniversityinTexasre-
spondedtoapaper-and-pencil,self-administeredquestionnaire.Participantswere
enrolledinupper-levelundergraduatehealthclassesduringtheSpringandSum-
merof1998;theyvolunteeredforthestudyandsignedaninformedconsent,prior
toparticipation.Thestudywasapprovedbytheuniversity’sInstitutionalReview
Boardandstudentswereensuredanonymityofresponses.
Thesampleconsistedmainlyoffemalestudents(61.9%)withameanageof
25.21 years (SDD5:85). One unique characteristic of this group was the large
representation of Hispanic students. The sample was almost evenly split be-
tween Anglo (46.8% of Non-Hispanic/White) and Hispanic (41.6% of Mexican
American/Hispanic/Latino).Sixty-threepercent(63.6%)ofstudentsweresingle,
whereas 21.1% were married. In terms of religious preference, half the sample
(50.0%) was Catholic and 28.9% was Protestant; 42.4% of students with a reli-
giouspreferenceconsideredthemselvesreligiouslymoderate,25.7%liberal,and
nearlyafourthofthesampleclassifieditselfasconservative/fundamentalist.
Measures
The instrument used in this study was developed by the authors and tested
forreliabilityandvaliditywiththesamesampledescribedhere.Descriptionofthe
development of the instrument and its psychometric characteristics is presented
elsewhere(Goodsonetal.,2000).Thequestionnairewasdesignedtoassesscollege
students’ practices and attitudes when utilizing the Internet for three purposes:
(a) obtaining information related to sexuality (for school, work-related projects,
orpersonalinformation);(b)establishingandmaintainingrelationships(suchas
usinge-mailorparticipatinginchat-groups),and(c)sexualentertainment(viewing
ofsexuallyexplicitmaterials).
In addition to questions about e-mail and Internet use, the instrument con-
taineditemsmeasuringpractices,andoutcomeexpectationsandexpectanciesfor
thethreefunctionsjustdescribed.Alloutcomeexpectationsandexpectancyscales
demonstratedappropriateinternalconsistency(Cronbachfisrangingfrom.76to
.95) and temporal stability over a 2-week period (Pearsonrs ranged from .69 to
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106 Goodson,McCormick,andEvans
.78).Thescaleswerealsofactor-analyzed;theresultingfactorstructureaccounted
for68.8%ofthevariance.Forthepurposesofthispaper,resultsrelatingonlyto
thebehavioralandattitudinalitemsinthethirdsectionofthequestionnaire(use
oftheInternetforsexualentertainment)arepresented.
RESULTS
E-MailandInternetUse
Seventy-fourpercent(74.4%)ofrespondentssaidtheyusede-mailand90.1%
used the Internet. Usage of both media was, however, not very frequent for the
majorityoftherespondents:40%ofe-mailuserssaidtheyuseditlessthanoncea
week,and73%ofInternetusersgavethesameresponse.Twenty-ninepercentof
studentswhousee-mailsaidtheydidsoonadailybasis;only4%ofusersaccessed
the Internet daily. Male and female students did not differ significantly either in
theire-mailandInternetuse(´2 D0:429,1df,p <:29fore-mailuse;´2 D0:878,
1df, p <:22forInternetuse)orregardingthefrequencyofuse(´2 D0:837,2df,
p <:66fore-mail;´2 D0:539,2df, p <:76forInternet).Althoughdifferences
werenotstatisticallysignificant,moremalestudentsdeclaredtheydidnotusee-
mailorInternet.(TableI).SimilartoresultsinastudybyAl-KhaldiandAl-Jabri
(1998),academicrankwasalsonotassociatedwithe-mailorInternetusage.
Useofe-mailandInternetwasarecentphenomenonformostofoursample:
31.9%ofe-mailuserssaidtheyhadbegunusinge-mailwithinthelast2–3years;
26.6%hadbegunusingitwithintheprevious6–12months.Only8.1%ofstudents
had used e-mail for more than 3 years. Regarding Internet use, 38.4% said they
hadbegunusingthismediumwithinthelast2–3years,whereas34.3%hadbegun
using it in the previous 6–12 months. Similar to e-mail users, only 8.0% said
theyhadbegunusingtheInternetover3yearspriortotheinterview.Femaleand
malestudentsdidnotdiffersignificantlyintheirhistoryofe-mailorInternetuse
(´2 D4:655,4df, p <:32fore-mail;´2 D5:659,4df, p <:23forInternet).
Whenaskedfromwheretheyusuallylogontoe-mailorInternet,almosthalf
ofusers(47.4%ofe-mailusersand46.2%ofInternetusers)saidtheyloggedon
fromacampuscomputer.Menandwomen,onceagain,didnotdiffersignificantly
inthiscategory(´2 D0:179,3df, p <:98fore-maillog-onand´2 D:4:910,3
df, p <:18forInternet;TableI).
Among other user characteristics examined, similar numbers of male and
femalestudents(64.2%and70.2%,respectively)saidtheyusede-mailtocommu-
nicatewithfamilyandfriends.Although43.3%ofInternetuserssaidtheyuseditto
searchforsex-relatedinformation,thisanswerwasgivenmorefrequentlybymales
(56.5%)thanbyfemales(35.2%),andthedifferencewasstatisticallysignificant
(´2 D22:009,1df, p <:001).Twenty-eightpercentofInternetande-mailusers
(28.7%)reportedhavingestablishednewfriendshipsovertheInternet/e-mail;the
distributionsweresimilarformenandwomen(TableI).
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SearchingforSexuallyExplicitMaterialsOnline:UserBehaviorandAttitudes 107
TableI. PercentageDistributionandChi-SquareStatisticsforMaleandFemaleStudentsAccording
toCharacteristicsandPurposesofE-MailandInternetUsage
Males Females Totalsample
(nD191) (nD313) (N D504)a ´2 df p
Useofe-mail
Uses 72.8 75.4 74.4
Doesn’tuse 27.2 24.6 25.6 .429 1 .290
Frequencyofuse
Daily 30.4 27.5 28.6
2–3timesaweek 28.3 32.6 31.0
<onceaweek 41.3 39.8 40.4 .837 2 .658
Historyofe-mailuse
<6months 11.0 15.3 13.7
6–12months 28.3 25.5 26.6
2–3years 35.3 29.9 31.9
>3years 5.8 9.5 8.1 4.655 4 .325
Sourceoflog-on
Campus 47.1 47.6 47.4
Home 43.5 44.2 43.9
Work 6.5 5.6 5.9
Friend/relative’s 2.9 2.6 2.7 .179 3 .981
UseofInternet
Uses 88.5 91.1 90.1
Doesn’tuse 11.5 8.9 9.9 .878 1 .216
Frequencyofuse
Daily 4.7 3.9 4.2
2–3timesaweek 24.8 21.9 23.0
<onceaweek 70.5 74.1 72.8 .539 2 .764
HistoryofInternetuse
<6months 11.7 19.1 16.4
6–12months 35.0 33.9 34.3
2–3years 43.6 35.4 38.4
>3years 7.4 8.3 8.0 5.659 4 .226
Sourceoflog-on
Campus 50.9 43.5 46.2
Home 41.7 43.5 42.8
Work 3.7 4.7 4.3
Friend/relative’s 3.7 8.3 6.6 4.910 3 .179
PurposesofUse
Usese-mailandInternetto 64.2 70.2 67.9 1.940 1 .169
communicatewithfamily
andfriends.
UsesInternettosearchfor 56.5 35.2 43.3 22.009 1 .001⁄⁄
sex-relatedinformation.
Hasmadenewfriendsover 30.2 27.7 28.7 .335 1 .610
e-mailandInternet.
aDataongenderaremissingfor2subjects(originalN D506).
⁄⁄p<:01.
UseofInternetforSexualEntertainment
Although56.4%ofthestudentshadneveraccessedsexuallyexplicitmateri-
alsontheInternet,43.5%haddoneso.However,onlyasmallpercentage(2.9%)
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108 Goodson,McCormick,andEvans
ofrespondentsreportedaccessingthesematerials“frequently”.Fourteenpercent
(14.0%) reported “sometimes,” and 26.6% of the students said they “rarely” ac-
cessed these materials. Males were significantly more likely to have accessed
the materials either sometimes or frequently (Table II). Students who accessed
explicit materials were similar to those who did not in terms of age, ethnic-
ity,ormaritalstatus.Theywerealsocomparableregardingreligiouspreference,
religiosity, academic status, and having taken a sexuality course (analyses not
shown).
Curiosityaboutsexrepresentedthemostfrequentlyacknowledgedmotivation
foraccessingsexuallyexplicitwebsites(29.6%ofstudentschosethefrequentlyor
sometimescategories)ascomparedtodoingittobecomesexuallyaroused(19.0%)
ortoenhancetheirsexliveswithofflinepartners(13.3%—TableII).Moremale
students than female students reported accessing sex-explicit materials because
they were curious about sex and wanted to become sexually aroused (p <:01).
No gender differences related to enhancing students’ sex life with their offline
partnerswerefound(TableII).
Overathirdoftherespondentssaidtheyaccessedsexuallyexplicitmaterials
ontheInternetalone(35.4%haddoneitfrequentlyorsometimes);17.8%didit
withtheirofflinepartner(s),whereas14.6%searchedtheInternetwithinagroup
context.
More students had been silent observers in sexually explicit chat-groups
(25.8%) than had actively participated in discussions (12.8%). Five percent of
respondents(5.1%)saidtheyhadsometimespostedobjectionstodistastefulsex-
uallyexplicitchat-groupconversations,and15.8%ofstudentssaidtheyhadfelt
sexually harassed during these interactions. Significantly more female students
thanmalestudentsreportedthiscomplaint(´2 D11:99,3df, p D:007).
Only 1.5% of respondents declared they had frequently or sometimes paid
to register for sexually explicit websites. Most students (73.7%) had never used
theInternettowindow-shoporbrowseforsexualparaphernaliasuchassextoys,
videotapes, clothing, lingerie, condoms, and oils. Close to five percent (4.7%)
hadusedtheInternettoorderorpurchasesexualparaphernalia.Maleandfemale
studentsdidnotsignificantlydifferinanyofthesebehaviors(TableII).
StudentswhoaccessedsexuallyexplicitmaterialsontheInternetwerealso
askedaboutspecificsexualbehaviorswhileonline.Amongthebehaviorsinves-
tigated,masturbationwasreportedby15.0%ofstudents,and“cybersexwithan
onlinepartner”by12.1%.Amongthosestudentswhosaidtheyhadhadcybersex
withanonlinepartner(N D23),drinkingandusingdrugswhilehavingonlinesex
wasmentionedby8and3students,respectively(TableII).Althoughnosignifi-
cantdifferenceswerefoundbetweenmenandwomeninanyofthesebehaviors,
largernumbersofmalestudentsreportedmasturbatingwhileonline.Slightlymore
women,however,reportedhavinghadcybersexwithanonlinepartner.Menwere
morelikelytoreportusingalcoholanddrugswhilehavingcybersexonline.How-
ever,thesedifferenceswerenotsignificant(TableII).
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plicit bP ⁄⁄00 ⁄⁄02⁄⁄0194 5937 16 72 10 60 82
x 0 000 01 0 0 6 3 0
E . ... .. . . . . .
ally df 3 333 33 3 2 3 2 3
Sexu ´2 36.22 14.5515.416.38 7.455.52 10.34 5.26 1.82 2.04 6.69
g
ssin aN 451 196195195 192191 193 195 194 195 195
e
henAcc Totalsample 56.5 42.356.471.3 36.561.8 63.2 87.2 73.7 87.7 91.8
w
Students Never Females 66.0 55.269.875.8 45.264.1 73.1 89.5 71.6 86.3 95.8
male Males 40.8 30.043.467.0 28.359.6 54.0 85.0 75.8 89.0 88.0
e
F
e
and otalmpl 6.6 8.14.65.4 8.10.4 2.3 7.2 7.0 7.2 6.7
ale Tsa 2 221 22 2 1
ofM arely males 4.1 5.05.62.6 8.05.2 9.4 3.2 6.8 6.3 3.2
ncesnet R Fe 2 211 21 1 1
PrefereheInter Males 30.8 31.033.318.0 28.325.3 25.0 11.0 17.2 8.0 10.0
ent,andEM)ont s Totalsample 14.0 25.015.911.8 19.814.7 13.0 5.6 8.8 5.1 1.0
sm(S me es
exualHarasMaterials Someti alesFemal 2.58.9 2.017.78.213.55.08.4 4.215.14.115.2 8.07.5 4.07.4 7.110.5 3.07.4 2.00.0
S M 2 311 21 1
of e
ption Totalampl 2.9 4.63.11.5 15.63.1 1.6 0.0 0.5 0.0 0.5
viors,Perce Frequently Femaless 1.1 2.11.03.2 11.85.4 0.0 0.0 1.1 0.0 1.1
Beha ales 5.9 7.05.10.0 9.21.0 3.0 0.0 0.0 0.0 0.0
M 1
of
n
o
TableII.PercentageDistributi AccessedSEMAccessedsexuallyexplicitmaterialsontheInternet(eitheraccidentallyorintentionally). ReasonsforaccessingSEMCuriositySexualarousalToenhancesexlifewithofflinepartner(s). BehaviorwhileaccessingSEMAccessesaloneAccesseswithofflinepartner(s).Accesseswithagroupofpeople.Postsmessagestosexuallyexplicitchat-groupsontheInternet.Observessexuallyexplicitchat-groupsontheInternet(doesnotparticipate).Postsobjectionstosexuallyexplicitchat-groupconversations,whenfindsthemdistasteful.Subscribestosexuallyexplicitwebsites(paysforregistering).
109
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⁄ ⁄ ⁄
bP 42 99 04 60 ⁄07 30 35 ⁄00 ⁄01
1 6 2 5 0 1 2 0 0
. . . . . . . . .
df 3 3 3 3 3 3 3 3 3
4 2 9 5 9 4 5 2 6
´2 5.4 1.4 4.5 2.0 1.9 5.6 4.2 0.9 5.5
1 3 1
aN 193 193 193 190 195 23 22 183 182
e
otalmpl 3.6 5.3 5.0 7.9 4.1 5.2 6.4 2.1 2.3
Ta 7 9 8 8 8 6 8 4 4
s
Never emales 80.6 96.8 90.3 85.1 75.8 78.6 92.9 62.2 56.7
F
es 0 9 0 6 0 4 0 6 3
al 7. 3. 0. 0. 2. 4. 5. 2. 8.
M 6 9 8 9 9 4 7 2 2
e
otalmpl 0.9 1.6 8.8 7.4 9.7 1.7 4.5 1.1 6.9
Ta 1 2 3 2
s
arely males 6.5 1.1 6.5 8.5 2.6 4.3 7.1 2.2 2.2
R e 1 1 2 2
F
) es 0 0 0 3 0 3 0 8 5
TableII.(Continued Sometimes TotalFemalessampleMal 10.813.515. 2.12.62. 3.25.711. 5.34.26. 10.55.67. 7.14.333. 0.04.50. 14.422.439. 16.724.731. erionforsignificance.
es 0 0 0 1 0 0 5 1 6 crit
al 6. 3. 8. 3. 1. 0. 2. 0. 2. e
M 1 1 3 3 h
t
Totalample 2.1 0.5 0.5 0.5 0.5 8.7 4.5 4.4 6.0 online.usedas
Frequently Femaless 2.2 0.0 0.0 1.1 1.1 0.0 0.0 1.1 4.4 cessedSEMfiD:01was
Males 2.0 1.0 1.0 0.0 0.0 22.2 12.5 7.5 7.6 veracsons,
UsestheInternettowindow-shop/browse/viewsexualparaphernalia.UsestheInternettoorder/purchasesexualparaphernalia.MasturbateswhileviewingsexuallyexplicitwebsitesEngagesincybersexwithanonlinepartner. PerceptionofsexualharrassmentHasfeltsexuallyharassedduringonlineconversations. PreferencesLikestodrinkalcoholicbeverageswhilehavingcybersexwithanonlinepartner(s).Likestousestimulants(drugs)whilehavingcybersexwithanonlinepartner(s).Likestoviewothertypesofsexuallyexplicitmaterialssuchasadultmagazines.Likestoviewothertypesofsexuallyexplicitmaterialssuchasadultvideotapes. aNsincludeonlystudentswhohadebDuetothelargenumberofcompari⁄⁄<:p01.
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