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The link between cognitive scripts for consensual sexual interactions and attitudes towards sexual coercion was studied in 524 Polish high school students. We proposed that risky sexual scripts, containing risk elements linked to sexual aggression, would be associated with attitudes condoning sexual coercion. Pornography use and religiosity were included as predictors of participants’ risky sexual scripts and attitudes towards sexual coercion. Risky sexual scripts were linked to attitudes condoning sexual coercion. Pornography use was indirectly linked to attitudes condoning sexual coercion via risky sexual scripts. Religiosity showed a positive direct link with attitudes towards sexual coercion, but a negative indirect link through risky sexual scripts. The results are discussed regarding the significance of risky sexual scripts, pornography use, and religiosity in understanding attitudes towards sexual coercion as well as their implications for preventing sexually aggressive behaviour.
Value education of youth
(2002)
The value priorities of students and teachers were measured at eight different schools at the beginning and the end of the school year 2000/2001. This study once again confirmed the theoretical model of a universal structure of human values (Schwartz, 1992). At both measurement times, similar gender differences, as well as positive correlations between religiosity and school commitment were found. The students from the non-religious schools determined Hedonism as their highest, and Tradition as their lowest value priority. In the religious schools, Benevolence and Self-Direction were the highest values, whereas Power was found to be the lowest value priority. The change of the values Conformity, Hedonism, and Universalism was predicted both through the students′ religiosity and their type of school. The change of the values Power, Tradition, Benevolence, and Achievement, however, was mainly predicted through their religiosity. In three out of four schools the student-teacher similarity correlated positively with the school commitment of the students. Across all schools student-teacher similarity correlated positively with academic achievement.