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The Effect of Movies’ Sexual Content on Young Adults’ Perceptions of Their Own Sexual Lives
Marta Pinyol Davi
Longwood University
MOVIES’ SEXUAL CONTENT ON ADULTS
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Introduction
Have you ever caught yourself comparing your sexual life with the sexual lives of the
characters of movies? Movies tend to portray sex as a spontaneous, magical, and flawless affair
between sweaty and passionate lovers who are totally connected and coordinated, and who
always get maximal pleasure and satisfaction from their sexual relations. However, for most of
us, and especially for young adults who might be starting to engage in sexual behavior, sexual
relations are quite different. Let me ask you another question; when was the last time you were
watching a romantic movie and the characters used some kind of sexual protection method? If
you cannot recall such case is because portrayals of protection and contraception methods in
movies are, for the most part, nonexistent. Thus, portrayals of sexual content in movies tend to
be unrealistic and unhealthy and can potentially be dangerous for audiences who might, as a
result, undermine the risks associated with sex.
Media has become a primary sexual socialization context for young people (Brown,
Halpern, & L’Engle, 2005; L’Engle, Brown, & Kenneavy, 2006). Many studies show that sexual
content in the media is pervasive and has been increasing over the years (Hust, Brown, &
L’Engle, 2008; Kunkel, Eyal, Finnerty, Biely, & Donnerstein, 2005). Research also shows that
media sexual portrayals tend to be idealized and unhealthy (Hust et al., 2008). Sex is an essential
part of an individual’s life and we are biologically programmed to engage in sexual behavior.
Moreover, young people actively try to make sense of their identity by engaging in social
comparison and social learning (Campbell, Martin, & Fabos, 2010; Wood, 2010).
Given this
scenario, it is not surprising that media has been suggested to have an effect on young people’s
sexual ideas, attitudes, and moral evaluations of certain sexual practices (Eyal & Kunkel, 2008).
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Yet, research has still not studied the potential effect that media’s sexual portrayals could
have on audiences’ perceptions of their own sexual lives including sexual abilities, confidence,
attitude towards safe sex, and ultimately how this affects their overall self-esteem. The
communication phenomenon I am interested in studying is the effect that movies’ sexual content
has on young adults’ perceptions of their own sexual lives. Portrayals of sex in such movies are
pervasive and, in general, unrealistic and unhealthy, and media has become a main sexual
socialization context for young people. Therefore, the purpose of this study is to analyze if these
idealistic and unhealthy repetitive messages about sex have an effect on young adults’ ideas
about their own sexual lives. In this prospectus, I will review important background information,
literature, and theoretical grounding that inform understanding about the effects of movies’
portrayal of sexual content on young adults’ perceptions of their own sexual lives, and I will
propose methodology to test such effect.
Idealizing Sex
“We should all know that sex on screen is way hotter than real life. Hollywood makes sex
out to be a passionate, sweaty, spontaneous affair with tons of panting and kissing and pushing
things off tables. Let’s be real here: Not really the case”, says writes Mix. She explains that
Hollywood rarely portrays the down side of sex, including awkward situations, sexually
transmitted diseases, and unplanned pregnancies. She argues that this causes audiences to create
unattainable expectations of sex. Mix concludes “Movies are glamorized versions of our own
sex lives (…) we can’t all expect similar experiences for our own lives.”
Indeed, Thomas (2012) explains that according to actors, movie sex scenes are not as
amusing as they seem. Instead, they are like any other scene, “a merely set of memorized lines
choreographed movements.” In fact, Thomas explains that Michael Lange, who directs MTV sex
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scenes, states that “Sex is reduced to a technical, extremely awkward situation, which takes
much of the enjoyment out of it.”
Global Effects on Public Health
Research on this communication phenomenon is important because sexual behavior
involves crucial public health problems in the United States (Eyal & Kunkel, 2008). The United
States has the highest rate of sexually transmitted diseases and unplanned pregnancies and births
among all the developed nations around the world (Glazer, 2004; Martinez, Copen, & Abma,
2011). For this reason, getting adolescents and young adults to develop an accurate
understanding of sex and to engage in healthy sexuality has been determined as a main goal of
today’s society (Office of the Surgeon General, 2011). Many studies show that media has
become a main source of information and a key sexual socialization context for adolescents and
young adults (Brown et al., 2005; L’Engle et al., 2006). In addition, social learning theory
suggests that audiences can learn behaviors by observing and imitating characters in the media,
especially if these are attractive models (Campbell et al., 2010). Therefore, it is imperative to
analyze current media portrayals of sex and their impact on audiences’ sexual attitudes,
behaviors, and perceptions of their own sexual lives. Only by studying the influence of media
sexual messages, negative consequences can be found and corrected so that media can become a
healthier sexual socialization context and a more accurate information tool.
Theoretical Grounding
Social Learning Theory
According to Campbell, Martin, and Fabos (2010), social learning theory is based on the
idea that individuals can learn information and behaviors by observing, imitating, and modeling
selected others. Social learning theory is a four-step process -including attention, memory,
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motor reproduction, and motivation- that seems to be affecting young people’s sexual attitudes
and behavior in the following manner. First, individuals must pay attention to media portrayals
and messages (Campbell et al., 2010). Research shows that media has become one of the mains
sexual socialization contexts for young people (Brown et al., 2005; L’Engle et al., 2006). Thus,
audiences, especially adolescents and young adults, seem to be paying a great deal of attention to
media portrayals of sexual content.
Second, audiences must retain or remember the information or behavior learned for later
use (Campbell, Martin, &, 2010). Research shows that media sexual portrayals influence
audiences’ attitudes and behaviors in the short and long run (Eyal & Kunkel, 2008). Therefore,
research suggests audiences are retaining the memories of the sexual portrayals they observe in
media. The third step is motor reproduction which means that audiences must be able to
physically imitate the behavior observed (Campbell et al., 2010). We know that human beings
are biologically programmed to engage in sexual reproduction so young people have an innate
tendency to engage in sexual activity. Finally individuals must be motivated or encouraged by a
social reward in order to model the behavior (Campbell et al., 2010). In general, media
portrayals of sex include characters that are physically attractive, successful, and wealthy (Eyal
& Finnerty, 2009). Therefore, young people are very motivated to resemble such models.
Social Comparison Theory
Wood (2010) explains that social comparison theory is based on the idea that individuals
have the need to make precise self-evaluations in order to create an integrated personal identity.
Social comparison theory states that individuals determine their own personal and social worth
by comparing themselves against others. Individuals measure up to other people in many aspects
including physical appearance, intelligence, abilities, attitudes, and behaviors. Therefore,
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audiences might unwarily or voluntarily compare themselves to media sexual portrayals to make
sense out of their own sexual lives. According to Wood, we compare ourselves with others in
two different ways.
First, we measure up to other people to decide how similar or different we are from them.
For example, audiences can unwarily compare themselves their sexual lives with those of
television characters. If media portrayals of sexual content are unrealistic, audiences will find
themselves measuring up to characters and sexual practices that are unpractical and/or
impossible to attain. Second, people tend to feel more comfortable surrounded by individuals
who they are similar to. Since sexual behavior is usually an intimate practice, people do not
know much about others’ people habits and sexual behaviors. However, media constant
portrayals of highly pleasurable, unhealthy, and casual sex can lead to audiences understanding
this kind of sex as the social norm. As a result, young people might try to adopt such sex
practices in order to fit in and measure up to what they think their peers’ sexual life is.
Sex in the Media: Context, Content, and Influence
In order to understand the impact of movies’ sexual content on young adults, it is
imperative to review how media has become a primary sexual socialization context for young
audiences. It is also important to understand how sex is generally portrayed in media and the
consequences that these portrayals have on audiences’ perceptions and sexual behavior. This
section will explore three significant, related areas of research to this issue: media as a sexual
socialization context, sexual media scripts, and effects of media’s portrayal of sexual content on
young audiences.
Media as a Sexual Socialization Context
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Researchers have studied the influence of media as a sexual socialization context for
audiences. These scholars argue that media has become a primary sexual socialization context
and information source for young audiences (Arthurs & Zacharias, 2006; Bragg, 2006; Brown et
al., 2005; L’Engle et al., 2006).
L’Engle, Brown, and Kenneavy (2006) analyzed the influence of media on teenagers’
sexual behavior compared to the influence of other sexual socialization context including family,
school, peers, and religion. They concluded that media, together with peers and parents,
constitutes one of the most significant sexual socialization contexts for adolescents. Compared to
other sexual socialization contexts, media is responsible for adolescents’ willingness to have sex
in the near future in 13 % of the cases and for adolescents’ intentions to engage in light and
heavy sexual activity in 10% and 8 % of the cases respectively.
Brown, Halpern, and L’Engle (2005) surveyed early maturing girls about their curiosity
and exposure to different media channels and their ideas of sexual portrayals in these media.
The researchers concluded that the fact that media sexual content is pervasive, easy to access,
and impersonal, has led to many adolescents using it as a source of sexual information. Indeed,
they suggested that media acts as a “sexual super peer” for young people because of its role in
disseminating sexual information, expectations, and norms.
In fact, Bragg (2006) who analyzed the relationship between young people, media, and
sex, indicates that many adolescents feel uncomfortable talking about sex with their parents and
that most parents feel unprepared to have such conversations with their children. Finally,
Arthurs and Zacharias (2006), who analyzed portrayals of gender in different media channels,
suggest that young people are adopting media as their preferred sexual socialization context
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while they still use other sexual socialization contexts such as parents and peers to discuss what
they have learned in the media.
Overall, media appears to influence adolescents’ sexual intentions and behavior more
than school and religion and equally if not more than parents and peers. Adolescents seem to
choose media as their preferred medium to get information about sex because they have easy
access to it, they feel comfortable using this medium, and they may lack a better source of
information (Arthurs & Zacharias, 2006; Bragg, 2006; Brown et al., 2005; L’Engle et al., 2006).
Sexual Media Scripts
Researchers have described the frequency and general characteristics of sexual media
scripts. Scholars argue that sexual scripts are pervasive in all media channels. They also state
that sexual content tends to portray common themes across different media channels and that
overall sexual media scripts tend to be unrealistic and unhealthy (Eyal & Finnerty, 2009; Hust et
al., 2008; Kunkel et al.,2005; Wright, 2009).
After examining media portrayals of sex in four media channels including television,
movies, magazines, and music, Hust, Brown, and L’Engle (2008) found that about 25% of all
media content depicts sexual content. Kunkel, Eyal, Finnerty, Biely, and Donnerstein (2005)
analyzed sexual messages portrayed in television by randomly selecting programs of ten of the
most frequently viewed channels. The researchers state that the amount of sexual messages on
television has significantly increased over the years. In 1997-98 the percentage of television
programs that contained sexual content was 56%, while in 2004-05 this number increased to
70%. Researchers also found that the percentage of television programs that portrayed sex talk
(68%) was more frequent than the percent of programs featuring sexual behavior (35%).
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Eyal and Finnerty (2009) analyzed 152 programs from the 2004-05 television seasons
and found the majority of television characters who engage in sexual intercourse are older than
25 and 16% are adolescents or young adults. Characters are usually attractive, and female
characters tend to be more attractive than their counterparts and are more likely to appear as
sexual victims. Also, most of the characters who engage in sexual relations are acquaintances
and unmarried. Finally, in general, sexual encounters had few consequences. When sexual
intercourse did have consequences, the majority of these were positive and emotional; happiness
being the most common outcome of sexual intercourse on television.
Wright (2009) conducted a meta-analysis of numerous studies that analyzed portrayals of
sex in different media channels including television soap operas and talk shows, music videos,
movies, and magazines. Wright explains that media portrayals of sex present common themes
across all these media channels. These themes include sexual norms based on heterosexual, premarital, and gender stereotypical sex. Finally, with the exception of magazines, another common
theme across all the other media channels was sex presented as a risk free activity.
Sexual health in the media. While examining media portrayals of sex in four media
channels, Hust et al. (2008), found that media scripts that represent sexual health content tend to
be practically nonexistent. However, if scripts do illustrate healthy sex, they are unclear and/or
inaccurate, portray pubertal changes as humorous and humiliating, and portray conventional
gender stereotypes. Typical masculine stereotypes include obsession with sex and sexual
performance and usual female stereotypes emphasize the idea that women are responsible for
sexual safety including contraception and prevention against sexually transmitted diseases.
Overall, sexual media scripts tend to portray common themes including attractive
characters (especially women), heterosexual relationships, pre-marital sex, gender stereotyped
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behaviors, and sex as a risk free activity that usually leads to positive consequences such as
happiness. References to healthy sexuality including contraception measures or potential
negative consequences such as sexually transmitted diseases are virtually nonexistent and when
they do appear they are inaccurate (Eyal & Finnerty, 2009; Hust et al., 2008; Kunkel et al., 2005;
Wright, 2009).
Effects of Media’s Portrayal of Sexual Content on Young Audiences
Researchers have examined the effects of media’s portrayal of sexual content on young
audiences. Scholars argue that media’s portrayal of sexual content influence audiences’ sexual
attitudes, behavior, and moral evaluations of determined sexual practices. Researchers also
noticed that literacy lessons on media sexual content can help audiences understand and manage
the influence that media’s sexual content has on them (Austin, Pinkleton, & Funabiki, 2007; Chia
& Gunther, 2006; Eyal & Kunkel, 2008; Pinkleton, Austin, Chen, & Cohen, 2012).
Chia and Gunther (2006) examined the influence of media on college students’ incorrect
ideas of peer sexual norms and the outcomes of such misunderstandings. Results suggested that
the majority of college students revealed to be pretty conservative regarding sexual standpoints
yet they incorrectly perceived their peers as being sexually liberal. The researchers suggested
that college students form misperceptions of sexual peer norms due to media’s frequent
portrayals of sexual content, especially portrayals of pre-marital and casual sex.
Eyal and Kunkel (2008) investigated the impact of sexual intercourse in television drama
shows on young adults’ beliefs towards pre-marital sexual intercourse and on their ethical
evaluations of the characters who engaged in this type of sexual activity. Results revealed that
when participants watched positive results of sexual intercourse they evaluated the characters
and behavior as appropriate and moral. On the other hand, when participants watched negative
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results of sexual intercourse they judged the actions as unethical and inappropriate. Results were
the same both immediately after watching the show and two weeks later. Thus, researchers
concluded that television depictions of sexual intercourse influence young adults’ beliefs and
ethical ideas about sexual intercourse before marriage in both the short and long run.
Literacy lessons on media sexual content. Pinkleton, Austin, Chen, and Cohen (2012)
studied the effects that media training has on young people based on media questionnaires given
to middle school students who either underwent media lessons or not. Results suggest that sexual
media literacy lessons can help adolescents better control their sexual behavior and choices.
Sexual media lessons can help teenagers realize that media affect their decision making
regarding sex, and that media portrayals are sometimes unrealistic and can have serious
consequences. In addition participants who take sexual media lessons present more positive
beliefs towards abstinence and more accurate perceptions of realistic sexual norms among
teenagers. Moreover, Austin, Pinkleton, and Funabiki (2007), who analyzed the degree to which
adolescents enjoyed the same media content before and after media training, argues that media
literacy training improves adolescents’ critical skills towards media portrayals without
decreasing the satisfaction they get from these media messages.
Overall, research suggests that media seems to influence young adults and middle age
adults ideas about sexual norms and pre-marital sex both in the short and long run. Research
also shows that media literacy lessons can help audiences realize that media portrayals of sex can
be unrealistic and have detrimental consequences on them. Media training can also help
audiences, especially adolescents, better understand and control their sexuality. Finally, research
also shows that while media literacy lessons can help audiences become more skeptical towards
unrealistic portrayals of sex, this critical attitude does not affect audiences enjoyment of such
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messages (Austin et al., 2007; Chia & Gunther, 2006; Eyal & Kunkel, 2008; Pinkleton et al.,
2012).
Justification for Research
Researchers have noticed the increasing and pervasive role of media as a sexual
socialization context for young people (Arthurs & Zacharias, 2006; Bragg, 2006; Brown et al.,
2005; L’Engle et al., 2006). Researchers have also described the nature, frequency, characters
and consequences of sexual media scripts in different media channels including television,
movies, music, magazines, and radio (Eyal & Finnerty, 2009; Hust et al., 2008). Other
researchers have described the impact of sexual content in media on audiences’ attitudes and
moral understandings of sex and sexual norms (Chia & Gunther, 2006; Eyal & Kunkel, 2008).
Research has also suggested that sexual media training can help young people adopt a critical
perspective when they watch media. This can help them make a better use of what they learn in
the media without decreasing their enjoyment of these media messages (Austin et al., 2010;
Pinkleton et al., 2012).
My research will expand the work of all these researchers by examining the influence that
movies’ sexual scripts have on young people perceptions of their own sexual lives and ultimately
on their sexual confidence, abilities, overall self-esteem, and attitudes towards safe sex. I will
focus my research questions on two main themes including sexual idealization and unhealthy
sexuality. First I want to discover if media unrealistic portrayals of sex affect young adults’ ideas
of their own sexual lives. Second, I want to find out if media unhealthy sexual health content has
an impact on young people use of contraception methods and ideas about sex dangers.
Research Proposal
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I decided to study the portrayal of sexual content in movies and their impact on young
people’s perceptions of their own sexual lives because I often hear college students who are
disappointed or frustrated with their sexual lives. In addition, I noticed that people who feel this
way seem to blame themselves or think something is wrong with them. I also noticed that
conversations about this topic usually take place after people watch a movie, read a book, or
listen to a song that includes sexual content. Moreover I often catch myself or my friends
comparing our sexual lives with the ones of movie or book characters. Present research
identifies media sexual scripts as idealized and unhealthy and media as a primary sexual
socialization context for young people that affect their attitudes and moral evaluations regarding
sex. I want to discover if movies’ unrealistic and unhealthy portrayals of sex can also affect
young people perceptions of their own sexual lives including sexual abilities, confidence, selfesteem, and attitudes towards sex risks. I believe this to be a significant gap in research.
Therefore I developed two hypotheses that are explained in detail in the following section.
Methodology
Since I want to study a particular demographic group, young adults, and a very private
and intimate subject topic, sexual experiences, I will use quantitative methodology. Another
reason why I am using quantitative methodology is because I am trying to show causation
between variables and because I want to predict outcomes. I will use online surveys which are a
very non-invasive and effective method to obtain honest and anonymous data. I will use
directional hypotheses because I predict that manipulating the IV will cause a specific change
(positive or negative) in the dependent variable (N. Johnson-Tsigaridas, personal
communication, October 23, 2012).
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H1: Young adults will be more likely to show dissatisfaction with their own sexual lives
and to doubt their own sexual abilities after watching a movie that portrays an unrealistic sexual
scene. I predict that by applying social comparison, young adults who watch an unrealistic sexual
scene will be more likely to report dissatisfaction with their own sexual lives and doubt their own
sexual abilities. I want to discover if media unrealistic portrayals of sex affect young adults’
ideas of their own sexual lives in a negative way. If this is the case I will argue that media’s
glamorized and idealized portrayals of sexual content are negatively affecting college students
sexual experiences, confidence, and self-esteem.
H2: Young adults will be more likely to attribute importance to protection and
contraception methods after watching a movie that portrays a healthy sexual scene. I predict that
as a result of social learning, young adults who watch a healthy sexual scene will be more likely
to attribute importance to protection and contraception methods. I want to discover if media’s
portrayal of healthy sexuality can lead to young adults attributing more importance to engaging
in safe sex.
Participants
I want to study the effects that media’s portrayal of sexual content have on young adults.
College students are a suitable sample for this research that is easily accessible for an
undergraduate researcher like me. Other participants could be young adults who are not college
students. Since I want to discover if media has an effect on young adults’ perceptions and ideas
about their sexual lives, my sample will include college students and other young adults who are
sexually active. However, I can also include college students and young adults who are not
sexually active. I can study the effect that media’s portrayal of sexual content has on their
perceptions of their future sexual life.
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Procedure
I will conduct my research using an online survey through surveymonkey.com. A survey
is a system for collecting data that cannot be observed personally or that it is too sensitive to
obtain through interviews or focus groups. Surveys tend to be based on closed-ended questions
but can also include open-ended questions (N. Johnson-Tsigaridas, personal communication,
November 15, 2012). I will distribute my survey to college students and other young adults that
are accessible. I will divide my participants in two groups. Group A will take the survey after
watching a realistic and healthy sexual scene taken from a movie, and group B will take the
survey after watching an unrealistic and unhealthy sexual scene taken from another movie. The
questions of the survey will focus on four main areas including satisfaction with own sexual life,
confidence in own sexual abilities, overall self-esteem, and attitudes and use of protection and
contraception methods (see appendix A)
Using hypothesis 2 “Young adults will be more likely to attribute importance to
protection and contraception methods after watching a movie that portrays a healthy sexual
scene” as an example I will identify and operationalize independent and dependent variables.
The independent variable is type of sexual scene. One group will watch a healthy sexual scene
taken from the movie Love & Basketball and the other group will watch an unhealthy sexual
scene taken from the movie, The Notebook. The dependent variable will be importance given to
protection and contraception methods. The independent variable will be operationalized as
following. The healthy sexual scene will portray the use of a protection and/or contraception
method (i.e. a condom). The unhealthy sexual scene will not portray the use of a protection
and/or contraception method. The dependent variable will be operationalized according to selfreport on a Likert Scale (ranging from1 to 5).
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I will use a statistical test called t-test that measures the difference between two groups of
the same independent variable on the dependent variable (J. Milne, personal communication,
November 6, 2012). Therefore, I will divide my independent variable in two groups (type of
sexual scene watched; realistic and healthy vs. unrealistic and unhealthy) and see how they
differently influence the dependent variable (perception of own sexual life including ability and
satisfaction). One group will include participants who watched a realistic and healthy sex scene
and another group will include participants who watched an unrealistic and unhealthy sex scene.
A t-test will allow me to collect data from young adults who were exposed to different types of
sexual media scripts. This will allow me to compare the results between participants who were
exposed to a realistic and healthy sexual scene and participants who were exposed to an
unrealistic and unhealthy sexual scene. I predict the data will show the different impact that
distinct types of sexual media scripts have on audiences.
Conclusion
Movies, as most other media channels, tend to idealize sexual content and omit
portraying healthy sexuality (Eyal & Finnerty, 2009; Hust et al., 2008). I will conduct an
experiment to investigate the effect of movies’ sexual portrayals on young adults’ perceptions of
their own sexual lives. I predict that movies’ idealization of sex will lead to young adults feeling
less confident regarding their sexual abilities and less satisfied with their sexual lives. I also
predict that movies’ unhealthy portrayal of sexuality will lead to young adults attributing less
importance to safe sex. If my predictions are correct I will argue that movies’ sexual content is
having a negative influence on young adults’ sexual lives. Audiences, especially young ones,
need accurate and healthy sexual socialization contexts in order to form correct and healthy
understandings of their own sexuality. Since media has become a primary sexual socialization
MOVIES’ SEXUAL CONTENT ON ADULTS
context, media channels such as movies should strive to portray more realistic and healthier
sexual content in order to help audiences develop safe and pleasurable sexual lives (Arthurs &
Zacharias, 2006; Bragg, 2006; Brown et al., 2005; L’Engle et al., 2006).
17
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References
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doi:10.1080/14680770600645226
Austin, E.W., Pinkleton, B. E., & Funabiki, R.P. (2007). The desirability paradox in the effects
of media literacy training. Communications Research, 34, 483-506.
doi:10.1177/0093650207305233
Bragg, S. (2006). Young women, the media, and sex education. Feminist Media Studies, 6(4),
546-551. doi:10.1080/14680770600990051
Brown, J. D., Halpern, C. T., & L’Engle, K. L. (2005). Mass media as a sexual super peer for
early maturing girls. Journal of Adolescent Health, 36(5), 420-427.
doi:10.1016/j.jadohealth.2004.06.003
Campbell, R. & Martin, C. & Fabos, B. (2010). Media & culture: An introduction to
mass communications. Boston, NY: Bedford/St.Martin’s.
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about sex. Mass Communication & Society, 9(3), 301-320.
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and with what consequence? Mass Communication & Society, 12(2), 143-169.
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Eyal, K., & Kunkel, D. (2008). The effects of sex in television drama shows on emerging adults'
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Appendix A
Preliminary Survey
Age:
Sex: Female/Male/Other
Please answer the following questions using the scale below with 1 being strongly disagree and 5
being strongly agree.
Sexual Satisfaction
1. I am satisfied with my sexual life.
1-----------------------2----------------------3--------------------4------------------------5
Strongly
Disagree
Somewhat
Disagree
Neutral
Somewhat
Agree
Strongly
Agree
2. I enjoy engaging in sexual relations.
1-----------------------2----------------------3--------------------4------------------------5
Strongly
Disagree
Somewhat
Disagree
Neutral
Somewhat
Agree
Strongly
Agree
Confidence on Sexual Ability
3. I am good at sex.
1-----------------------2----------------------3--------------------4------------------------5
Strongly
Disagree
Somewhat
Disagree
Neutral
Somewhat
Agree
Strongly
Agree
4. I give pleasure to my sexual partner.
1-----------------------2----------------------3--------------------4------------------------5
Strongly
Disagree
Somewhat
Disagree
Overall Self-Esteem.
5. I deserve to enjoy my sexual life.
Neutral
Somewhat
Agree
Strongly
Agree
MOVIES’ SEXUAL CONTENT ON ADULTS
22
1-----------------------2----------------------3--------------------4------------------------5
Strongly
Somewhat
Disagree
Disagree
Neutral
Somewhat
Strongly
Agree
Agree
Attitude Towards Safe Sex.
6. Using protection and contraception methods is important.
1-----------------------2----------------------3--------------------4------------------------5
Strongly
Somewhat
Disagree
Disagree
Neutral
Somewhat
Strongly
Agree
Agree
Future Use of Protection and Contraception Methods.
7. I will use protection and contraception methods when engaging in sex in the future.
1-----------------------2----------------------3--------------------4------------------------5
Strongly
Somewhat
Disagree
Disagree
Neutral
Somewhat
Strongly
Agree
Agree