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Negative Relationship between Level of Education and Hours of Watching Pornography

With the advent of technological advances and especially the internet, the rate of watching pornography has increased significantly. Since the practice is addictive, it has had far reaching implications on the performance as well as productivity of the affected individuals. More importantly, it has been implicated for wrecking intimate relationships and in some instances leading to incidences of divorce. Generally, it can be contended that its negative implications have adversely affected social harmony. At this point, it can be posited that just like other social spheres, the education sector has not been spared from the negative impacts.

Arguably, there exists a negative relationship between the level of education and hours of watching pornography. This can be evaluated from two main perspectives. First, pornography probably affects academic performance at different levels. Secondly, educated persons tend to spend a significant period of time watching pornography that their uneducated counterparts. In this study, the independent variable is watching pornography while the depended variables are level of education and hours of watching. Using an annotated bibliography, this study analyzes the negative relationship between level of education and hours of watching pornography.

Griffiths, M. (2000). Excessive Internet Use: Implications for Sexual Behavior. Cyberpsychology and Behavior, 3 (4), 541.

In this study, the author explored the various sexual implications of excessive employment of the internet in the job environment. His hypothesis speculated that excessive internet use tempted the users to visit pornographic sites that had adverse impact on their performance as well as productivity. His sample constituted of fifty males and fifty females of different academic levels ranging from college to post graduate levels. The results of the study indicated that more males that females had the tendency to watch pornography. In addition, it showed that participants at a higher level of education spend more time online than their less educated counterparts.

Further, the findings indicated that the more educated participants viewed hardcore pornography than the less educated who mainly viewed soft-core porn. The participants ascertained that this reduced their productivity levels as significant ours were spent viewing the sites. The study concluded that there exists a negative relationship between education levels and the amount of time that is spent watching pornography. The only limitation of this study was that it was confined in Washington City. Thus the universality of the findings was greatly undermined. Nonetheless, the fact that the study was practical and use primary data had a positive impact on its credibility.

Sylvain, C. (2002). University Students’ Uses of and Reactions to Online Sexual Information and Entertainment: Links to Online and Offline Sexual Behavior. The Canadian Journal of Human Sexuality, 11 (2), 82.

The study analyzed the trends of pornography amongst university students as well as their perceptions towards the same. Sylvain (2002) presumed that since university students had access to internet, they were more likely to view pornographic sites. In addition, he assumed that the university students perceived this as a normal affair as opposed to shunning the practice. With regard to the sample used for the study, the author employed sixty students that were drawn from multiple faculties of the University of Toronto. He employed online questionnaires in collecting vital information. The results indicated that a significant seventy percent of the university students have visited pornographic sites and had access to the relative information and entertainment. The users stated that the common reason for this pertained to the need for masturbation and or boredom. With regard to perceptions, most of the users agreed that the practice is wrong and has adverse impacts on their performance.

Besides consuming a significant percentage of time that would have otherwise been employed for study, pornography contributed to sexual aggression and antisocial behavior that undermined harmonic living and teamwork. The study was limited by the use of a small sample. However, it can be considered an important contribution to the subject under review because of its specific emphasis on the negative effects of porn on education.

Griffiths, M. (2001). Pornography: Observations and Implications for Addiction. The Journal of Sex Research, 38 (4), 338.

The author explored the effects of pornography and laid particular emphasis on addiction. He presumed that pornography is addictive and can therefore impacted on the holistic welfare of the affected individuals. His sample constituted of forty five teenage girls from a private elementary school in New York. It was conducted online although the telephone was also employed in making interviews. Results indicated that the practice was addictive and hence impacted negatively on academic performance. This is because study time is committed to pornography. In addition, findings showed that the affected students had poor interpersonal as well as communication skills. The strength of this study was its employment of multiple data collection approaches that enhanced the credibility of information that was used in analysis. Its main limitation was the employment of participants form a similar gender. This undermined its ability to reflect perceptions form the male gender.

Davis, R. (2001). A Cognitive-Behavioral Model of Pathological Internet Use. Computers in Human Behavior, 17, 187-95.

In his study, Davis (2001) presumed that one of he pathological effects of internet use pertained to pornography. He underscored the different effects of pornography especially on academic performance of the users and on their behavioral wellbeing. Using a host of literature from secondary sources, he indicated that pornography contributed to incidences of addiction, tiredness due to masturbation, perverted thoughts and poor interpersonal relationships. These according to him were particularly harmful to students because they not only consumed students’ study time but also compromised teamwork and effective communication that boosts performance. The study was limited by its sole reliance of secondary data and outdated literature. Notably, implications and lessons are not useful currently. However, it can also be considered to be objective because of its utilization of ideas from different sources. Thus its credibility is assured.

This study sought to analyze the negative relationship between the level of education and the hours spend watching pornography. At this point, it can not be disputed that academic excellence depends heavily on concentration and commitment. Since watching pornography is addictive, it undermines the ability of a person to concentrate fully on studies and therefore compromises performance. People who are educated tend to be more susceptible to pornography because of the excessive time they spend online. In addition, they have better skills to surf than their counterparts who are less educated. Likewise, their tendency to spend more hours on pornography negatively impacts on their productivity. Seemingly, there exists a negative relationship between the level of education and the hours spend watching pornography.

References

Davis, R. (2001). A Cognitive-Behavioral Model of Pathological Internet Use. Computers in Human Behavior, 17, 187-95.

Griffiths, M. (2000). Excessive Internet Use: Implications for Sexual Behavior. Cyberpsychology and Behavior, 3 (4), 541.

Griffiths, M. (2001). Pornography: Observations and Implications for Addiction. The Journal of Sex Research, 38 (4), 338.

Sylvain, C. (2002). University Students’ Uses of and Reactions to Online Sexual Information and Entertainment: Links to Online and Offline Sexual Behavior. The Canadian Journal of Human Sexuality, 11 (2), 82.