Turkish University Students’ Beliefs in Sexual Myths

Busting MisconSEXions: evaluation of a social media knowledge translation initiative addressing myths about sex

There is a critical gap in sex education such that many people lack access to evidence-based and accessible information about sexuality, putting them at risk for endorsing myths about sex and in turn having poorer sexual wellbeing. To address this gap, we developed a novel social media knowledge translation initiative-MisconSEXions-to debunk common myths about sexuality. The goal of this study was twofold. First, to examine whether exposure to MisconSEXions is effective for reducing sexuality myth endorsement. Second, to evaluate the acceptability (participants' satisfaction with the content), appropriateness (the perceived fit of the content with participants), adoption (participants' intention to engage with the initiative), and penetration (participants' perception of the content's impact on their lives) of MisconSEXions among study participants. We also examined possible group differences in our observed effects by assigned sex, gender modality, and sexual orientation. A large and diverse sample (N = 2,356) of adults completed an online survey and reported on their demographics, sexuality myth endorsement before and after exposure to MisconSEXions content, and the acceptability, appropriateness, adoption, and penetration of the MisconSEXions content. We found that participants' sexuality myth endorsement was significantly lower following exposure to MisconSEXions content, and this effect held across assigned sex, gender modality, and sexual orientation groups. Regardless of participants' assigned sex, gender modality, or sexual orientation, MisconSEXions content was reported to be both acceptable and appropriate to people's lives. Participants reported relatively low levels of adoption, such that they reported reluctance to engage with the content on social media. Additionally, participants reported mixed feelings regarding the impact of the content on their lives (i.e., penetration). Overall, the findings have implications for how sexuality social media knowledge translation initiatives can fill important gaps in providing inclusive and accessible sex education.

Predictors of Belief in Sexual Myths: An Examination in Terms of Gender, Demographic Characteristics, Religiosity, and Childhood Trauma

Objectives

Sexual myths are exaggerated beliefs that have no scientific basis. Buying into these beliefs can lead to any number of sexual dysfunctions and decreased quality of life. Therefore, it is necessary to uncover the factors associated with sexual myths and to provide remedial services for anyone struggling with them.

Methods

This study was conducted to determine the variables affecting sexual myths. Gender, demographic variables (family type, region of residence, and talking about sexuality with parents), religiosity, and childhood trauma were included as independent variables in the study. A total of 375 teacher candidates participated in the study. Data was collected using a personal information form, Sexual Myths Scale, Religiosity Scale, and Childhood Trauma Questionnaire.

Results

Descriptive analyses and linear multiple regression analysis were used in the study, and both adherence to sexual myths and experienced childhood trauma were found to be high in the teacher candidates who did not talk about sexuality with their families.

Conclusions

The results of the analysis showed that gender and religiosity were significant predictors of sexual myths. The findings were discussed in light of the literature.

A case-control study on depression, anxiety, and belief in sexual myths in trans women

OBJECTIVE

The purpose of our study was to investigate depression, anxiety, and belief in sexual myths in trans women.

METHODS

This is a prospective case-control study. The case group included 60 trans women who were referred to the Medical Biology and Genetics Department from various clinics of the research and training hospital where this study was conducted. The control group consisted of 60 healthy male individuals who presented to the same hospital for routine health follow-ups and collecting documents showing their health. In data collection, we used a Personal Information Form, the Sexual Myths Scale, and the Beck Depression and Anxiety Inventories. The IBM Statistical Package for the Social Sciences 25.0 was used to analyze the data.

RESULTS

In the case group, 26.7% of the participants were sex workers, and all were single. While 46.7% of the participants in the case group were living with their families, 66.7% were smokers, and 13.3% were receiving hormone treatment. All 60 participants in the control group were also single. The participants in the control group had higher levels of believing sexual myths and lower levels of anxiety and depression than those in the case group (p = 0.000). The mean scores of the participants in the control group in the Sexual Orientation and Sexual Violence subscales of the Sexual Myths Scale were higher than the mean scores of those in the case group (p < 0.05).

CONCLUSION

The trans women who participated in this study had higher levels of anxiety and depression and lower levels of believing sexual myths than the control group. The mental health of trans women can be disrupted due to various treatments they are exposed to in society such as stigma, discrimination, and violence. Their higher anxiety and depression levels in this study could be explained by this exposure. This exposure could also have led to their lower total scores in the Sexual Myths Scale, as well as lower scores in the Sexual Violence and Sexual Orientation subscales.

Sexual health knowledge and influencing factors among health science students at a state university in Turkey

OBJECTIVES

It is important to determine the sexual health knowledge and educational needs of university health science students, as they need this knowledge in both their personal and professional lives. We aimed to determine the sexual health knowledge and affecting factors of health science students in Turkey.

METHODS

A descriptive study was carried out among students at a university faculty of health sciences in Ankara province, Turkey. Data were collected using a student information form and the Sexual Health Knowledge Test (SHKT).

RESULTS

The study comprised 738 participants. Students' mean SHKT score was moderate (25.13 ± 5.28; range 0-40). The lowest correct response rates in the SHKT were to questions on sexually transmitted infections (45.6%) and safe sexual behaviour (53.5%). Students' main sources of information on sexual health were the internet (72%) and friends (40.9%). The most important factors affecting SHKT scores were having graduated from a health-education high school (eta² = 0.035); having a working mother (eta² = 0.023); getting sexual health information from the internet (eta² = 0.019), from friends (eta² = 0.018) or from school/teachers (eta² = 0.015); having friends of the opposite sex for emotional and/or social support (eta² = 0.010); and being female (eta² = 0.008).

CONCLUSION

The results indicate the importance of educating young people and their parents about sexual health. We recommend that the sexual health educational needs of university students in health sciences should not be overlooked; these students have similar needs to those of students in other fields.

Sexual myths during pregnancy: a comparative study

This study was conducted to determine the prevalence of sexual myths during pregnancy among pregnant women in Turkey and Iran and to compare the similarities and differences between the countries. This is a comparative and descriptive study. The sample included 200 pregnant women from Turkey and Iran. The data were collected using the Descriptive Information Form and Sexual Myths During Pregnancy Form. It was determined that the women in Turkey agreed more with statements, such as 'the infant feels sexual intercourse', 'the infant becomes happy and healthy', 'sexual intercourse during pregnancy is safe'. As for pregnant women in Iran, it was determined that they were more hesitant to agree with statements, such as 'sexual intercourse is a sin' and 'sexual intercourse causes infections'. In both countries, education on sexuality during pregnancy is needed to eliminate information deficiencies.Impact StatementWhat is already known on this subject? Sexual myths during pregnancy are exaggerated beliefs with no scientific accuracy. These beliefs affect the attitudes and behaviours related to sexuality during pregnancy.What do the results of this study add? This study has revealed that sexual myths during pregnancy are common among pregnant women in Turkey and Iran, and there are similarities and differences between the countries in terms of myths.What are the implications of these findings for clinical practice and/or further research? Healthcare professionals should question pregnant women about sexuality during pregnancy, identify missing and incorrect information, and provide counselling.

Sexual behaviours and education in adolescents and young adults with Down syndrome: A grounded theory study of experiences and opinions of their mothers in Turkey

This study aimed to gain a deeper understanding of the experiences and opinions of mothers about sexual behaviours and sexual education of their children with DS who are AYAs in Turkey. The study utilised a classic grounded theory approach. In-depth interviews were conducted with 12 mothers. Data were analyzed by the constant comparative method. Mothers expressed that they could not address the sexual needs of their child because they did not feel they could provide sufficient care to their child. Mothers used pressure and control tactics and neglect of the sexuality to cope with their children's sexuality. Mothers described their meaning of the sexuality, fear of stigmatization and gender issues as determinant factors on the dealing with the sexuality. They stated their knowledge about sexuality is not enough to provide sexual education. Many cultural issues such as gender, meaning of the sexuality and burden of care was described as determinant factors and difficulties to providing sexual education. Therefore, educational and supportive programmes for parents should be conducted. Comprehensive, valid and individualized sexual education program also should be provided AYAs with DS.

The Sexual Beliefs of Turkish Men: Comparing the Beliefs of Men With and Without Erectile Dysfunction

Sexual beliefs underlying male sexual dysfunction are known to emphasize excessively high sexual performance, among other inaccuracies. The purpose of this study was to determine the frequency of certain sexual beliefs among Turkish men with and without erectile dysfunction. In this comparative-descriptive study, demographic data and participant views regarding 50 common sexual beliefs were collected with a questionnaire. The study was conducted at the urology clinic of a university hospital in Turkey between May 2011 and August 2013. Participants were 815 men: 304 with erectile dysfunction and 511 without. Men with erectile dysfunction endorsed 8 beliefs about sexual activity more frequently than did men without erectile dysfunction. Findings indicate the association of certain cognitions with erectile dysfunction. Most of these cognitions concerned high expectations of male sexual function.

Views of Women’s Sexuality and Violence Against Women in Turkey

Purpose: This study explored Turkish university students’ views of women-related issues—gender roles, sexuality, and violence against women. Method: A cross-sectional study was conducted with 605 students—337 females and 268 males—at Ankara University, Turkey. A survey exploring students’ views of female sexuality and violence was used. Comparisons of responses were made among groups based on sex, year of study at the university, and field of study at the university. Results: Three relevant findings were found: male students had more traditional, nonegalitarian approaches toward women’s issues than female students; educational levels and fields of study did not significantly influence students’ views of women; and a small percentage of students approve of violence against women. Discussion: These results show that patriarchal values in Turkish society influence the formation of students’ opinions, and university education alone cannot affect everyone’s views of gender roles, women’s sexuality, and violence against women.