Erasing the Scarlet Letter: How Positive Media Messages about Sex Can Lead to Better Sexual Health among College Men and Women

Autor/in	Johnson, Erika K.
Titel	Erasing the Scarlet Letter: How Positive Media Messages about Sex Can Lead to Better Sexual Health among College Men and Women
Quelle	In: American Journal of Sexuality Education, 12 (2017) 1, S.55-71 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-6128
DOI	10.1080/15546128.2016.1266456
Schlagwörter	College Students; Males; Females; Disease Control; Contraception; Sexuality; Sex Education; Socialization; Learning Theories; Sexually Transmitted Diseases; Health Behavior; Multiple Regression Analysis; Predictor Variables; Online Surveys; Health Promotion; News Media; Mass Media + Suchen Sie Ihr Suchwort? Collegestudent; Male; Männliches Geschlecht; Weibliches Geschlecht; Empfängnisverhütung; Sexualität; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Socialisation; Sozialisation; Learning theory; Lerntheorie; Sexual transmitted disease; Geschlechtskrankheit; Health behaviour; Gesundheitsverhalten; Prädiktor; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Nachrichtenwesen; Massenmedien
Abstract	This study explores how positive media messages about sex can lead to better sexual health among young adults (college students at a large university, N = 228) by de-emphasizing sensation seeking, condom embarrassment, and stigma. Employing social learning theory and normative influence frameworks, the research found that college-age women had higher stigma (ß = 0.22, t = 3.37, p <0.001 for felt stigma) and lower sensation seeking (ß = -0.34, t = -3.17, p <0.01). Participants exposed to more media in some forms (e.g., news reading, ß = -0.131, t = -1.94, p = 0.05) had less felt self-stigma. Thus, exposure to media, such as TV and media, and positive messages could encourage "healthy" sexual behavior in young women (around college age). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01