I , «9*; iv ‘FEB THE SOCIAL AND PSYCHOLOGICAL DETERMINANTS OF ADOLESCENT SEXUAL BEHAVIOR By Paul Stuart Weikert A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Family Ecology Copyright by PAUL STUART WEIKERT 1978 PLEASE NOTE: Some pages contain small print. Filmed as received. UNIVERSITY MICROFILMS INTERNATIONAL ABSTRACT THE SOCIAL AND PSYCHOLOGICAL DETERMINANTS OF ADOLESCENT SEXUAL BEHAVIOR By Paul Stuart Weikert While many have speculated about the relationship of adolescent sexual activity to social and psychological phenomena, little has been doneempiricallytx>justify postulated relationships. The purpose of this study was to examine sexual behavior of 2,164 adolescents from a middle class community in Western Michigan as it relates to the development of the individual within the contexts of the family and the community. Both bivariate and multivariate levels of analysis were used to examine the relationship between sexual activity and family structure, dating, bond- ing, stress, and nonconformity. The main findings of the study were: (1) Bivariate analysis demonstrated that with most variables of family structure, bonding, stress, and nonconformity significant relationships emerged; (2) Multiple regression analysis showed that dating, nonconforming behavior, and the inter— action of stress and nonconforming behavior proved to be the Paul Stuart Weikert most significant predictor variables; (3) Discriminant analysis demonstrated that dating was the most powerful discriminating variable and nonconformity and the inter- action of stress and nonconformity were the next most power- ful discriminators. The finding that dating and nonconforming behavior are the two variables that emerged in this study as the ones that are most strongly related to sexual activity is con- sistent with previous findings to be found in marriage, family, and sociological literature. Nonconforming behavior represents the strongest predictive variable while dating is the strongest discriminating variable. Each in turn are significant predictors and discriminators of sexual activity. The use of dating as an explanatory factor of sexual behav- ior as compared with nonconforming behavior has received inconsistent attention over the years, even though the two are closely related. It can be noted that most of the liter- ature dealing with adolescent sexuality either labels sexual behavior as nonconforming or associates sexual behavior with delinquent behavior. This study found that, in addition to nonconforming behavior, the dating variable is also of importance in explaining sexual activity. To a lesser degree the bonding and stress variables also demonstrate association with sexual activity. Bonding is more often predictive of male sexual activity, while stress is a more powerful predictor of female sexual Paul Stuart Weikert activity. Overall, stress is a more powerful discriminator of both male and female sexual behavior. Thus the useful- ness of these variables depends on whether one is attempting to predict sexual activity or attempting to discriminate be- tween levels of sexual activity. The least predictive variables as a group are those comprising family structure. The use of these variables does help, however, to clarify the nature of the relation- ship by taking into account the effects of social class, religious preference, sibling positioning, and aspirations toward marriage. From this research we find that we can differentiate between three distinct levels or groups: (1) low sexually active group--those adolescents who are strongly tied to family and community; (2) average sexually active group-- those adolescents who are involved in petting and are having infrequent intercourse with one partner; (3) high sexually active group—-those having frequent intercourse and with one or more partners. A variety of methodological problems were encounter— ed throughout the study which will eventually need to be addressed more fully in future research on sexual activity. They are: (1) In bivariate analysis the colinearity between variables is not taken into account; (2) In multivariate analysis the use of an ordered metric variable in place of a truly interval level variable is a questionable practice; Paul Stuart Weikert (3) How an eight item index on sexual behavior is scored has conceptual and empirical implications. The methods employed in this study have demonstrated that the prediction and discrimination of sexual activity is possible among adolescents through a survey type of metho- dology. ACKNOWLEDGMENTS I extend appreciation to my doctoral committee-- Margaret Bubolz (Chairperson), Art Vener (Director of Dissertation), Pearl Aldrich, Don Grummon, Don Melcer, and Cy Stewart, for their patience in allowing me to work at my own pace throughout my doctoral program. Support and encouragement from friends and lovers was always there to complete this dissertation. Thank you, Becky, Bill, Carol, Janet, Karen, and Robin for your patience when I put this dissertation before playful activity. Especial appreciation to Kathy Hamill for her emo- tional, financial, and clerical support throughout the five years of this project and to Linda Nelson (Department Chairperson) for her critical reading of various drafts of this dissertation. Sometimes certain projects, such as dissertations, are not completed without the expertise of others; this is one such paper. First, Margaret Bubolz, assisted throughout this project by providing an atmosphere for a student with diverse interests to work under, and her assistance in the conceptualization of the variables used in this study. ii Secondly, Art Vener, with his ever persistent desire for clarity, understanding, and meaning guided me through draft after draft of this dissertation. While this forced the author to put aside seemingly "important" material attention was given to my feelings by Art which facilitated the completion of this paper. I Finally, Nora Evers, provided editorial, conceptual, and emotional assistance on a day to day basis for the last nine months of this project. Her work ethic coupled with her love and tenderness turned a potentially drudgerous task into a fisherman's delight. Without her assistance I have no idea of how or when this project would have been com- pleted. For her devoted companionship I am forever grateful. iii TABLE OF CONTENTS LIST OF TABLES . . . . . . . . . LIST OF FIGURES . . . . . . . . LIST OF APPENDICES . . . . . . . Chapter I. THE PROBLEM . . . . . . Introduction . . . . . Research on Adolescent Sexuality . . . . . Scope and Purpose of the Study . . . . . . Contributions and Implications . . . . . . Unique . . . . . . . Theoretical . . . . Empirical . . . . . Practical . . . . . Implications . . . . Summary . . . . . . . Overview of Thesis . . II. REVIEW OF LITERATURE AND DEVELOPMENT . . . . . . Introduction . . . . . Research on Adolescent HYPOTHESES Sexual Behavior . . Family and Structural Variables . . . . . Introduction . . . . Social Class . . . . Religion . . . . . . Family Size . . . . Sex of Siblings . . First Born . . . . . Later Born . . . . . Dating . . . . . . . Marriage Plans . . . Expected Family Size Anticipated Early Marriage a Large Family . . . Student Values . . . . and Desiring Summary of Hypotheses H1 through H16 . . . iv Page iiv xi ,4 m\d\iqowmcnoufingp 1O 4 I 12 13 15 16 17 18 20 21 9Q —\J 28 f‘ .— 29 29 Chapter Page Bonding . . . . . . . . . . . . . . . . . . 30 Introduction . . . . . . . . . . . . . . . 30 Family Bonding . . . . . . . . . . . . . . 31 Community Bonding . . . . . . . . . . . . 32 Religiosity . . . . . . . . . . . . . . . 33 Authoritarianism . . . . . . . . . . . . . 37 Faith in People . . . . . . . . . . . . . 37 College Orientation . . . . . . . . . . . 38 Liking School Classes . . . . . . . . . . 3 Summary of the Bonding Hypotheses . . . . 39 Nonconforming Behaviors . . . . . . . . . . 40 Introduction . . . . . . . . . . . . . . . 4O Delinquency Image: Self and Other Perception . . . . . . . . . . . . . . . . 41 Smoking and Drinking . . . . . . . . . . . 42 Drug Usage and Availability . . . . . . . 43 General Delinquent Acts . . . . . . . . . 45 Summary of Nonconforming Behavior Hypotheses H33 throuth ,9 . . . . . . . . 47 Stress . . . . . . . . .‘. . . . . . . . . 48 Introduction . . . . . . . . . . . . . . . 48 Physical Stress . . . . . . . . . . . . . 49 Emotional Stress . . . . . . . . . . . . 49 Self Regard . . . . . . . . . . . . . . . S2 Guilt . . . . . . . . . . . . . . . . . . 53 Summary of Hypotheses for Stress . . . . . 58 III. METHODOLOGY . . . . . . . . . . . . . . . . . 59 Community . . . . . . . . . . . . . . . . . 59 Subjects and Data Collection . . . . . . . . 6O Instrumentation . . . . . . . . . . . . . . 62 General Index Construction Technique . . . 62 Validity and Reliability of the Indexes . . 64 Validity . . . . . . . . . . . . . . . . . 64 Reliability . . . . . . . . . . . . . . 67 Summary of Validity and Reliability . . . 69 Variables . . . . . . . . . . . . . . . . 71 Design of the Analysis . . . . . . . . . . . 72 IV. ANALYSIS OF THE DATA . . . . . . . . . . . . . 78 Introduction . . . . . . . . . . . . . . . . 7 Contingency Analysis . . . . . . . . . . . . 79 Summary . . . . . . . . . . . . . . . . . 81 Test of Bivariate Hypotheses . . . . . . . . 81 Family and Structural Variables . . . . . 81 Bonding . . . . . . . . . . . . . . . . . 83 Nonconformity . . . . . . . . . . . . . . 83 Stress . . . . . . . . . . . . . . . . . . 83 V Chapter Su Mu Su mmary . . . . . . . . . . . . . . . . ltivariage Analysis . . . . . . . . . Discriminant Analysis . . . . . . . . Direct Method . . . . . . . . . . . . Stepwise Method . . . . . . . Factor Analysis of Retained Variables Summary of Discriminant Analysis . . . Regressions Analysis . . . . . . . . . Summary of Regression . . . . . . . . Summary of the Three Multivariate Hypotheses . . . . . . . . . . . . . . mmary of Data Analysis . . . . . . . . Family and Structural Variables . . . Bonding . . . . . . . . . . . . . . . Nonconforming Behavior . . . . . . . . Stress . . . . . . . . . . . . . . . . V. SUMMARY, DISCUSSION, LIMITATIONS AND IMPL Su Di Li ICATIONS O O O O I O O O O O O O O O O mmary O O O O O O O O O O O O O O O O scussion . . . . . . . . . . . . . . . mitations . . . . . . . . . . . . . . Implications . . . . . . . . . . . . . . APPENDICES . BIBLIOGRAPHY vi Page 85 85 85 87 95 101 108 111 114 115 115 116 118 119 120 122 122 122 128 129 133 Table 4.6 LIST OF TABLES Number and Percentage of Missing Values for All SUbjeCtS O O O O I O O O O O O O O I 0 Glossary of Terms and Abbreviations . . . . . . Reliability Coefficients and F Values for Computed Indexes . . . . . . . . . . . . . . . Sexual Activity Level of Males and Females by Age (Percentage) . . . . . . . . . . . . . Test of Bivariate Hypotheses for All Subjects, Males , and Females O O O O O O O O O O C O O 0 Ten Contrasts for the Oneway ANOVA Comparing Males and Females on the Five Levels of Sexual Activity . . . . . . . . . . . . . . . Standardized Discriminant Function Coefficients and Group Centroids for All Subjects, and for Males and Females (Direct Method) . . . . Percent of Cases Correctly Classified for All Subjects, and for Males, and Females (Direct Method) . . . . . . . . . . . . . . . Standardized Discriminant Function Coefficients and Group Centroids for All Subjects, and for Males and Females (First Stepwise Procedure) . . . . . . . . . . . . . . . . . . Percent of Cases Correctly Classified for All Subjects, and for Males, and Females (First Stepwise Procedure) . . . . . . . . . . . . . Standardized Discriminant Function Coefficents and Group Centroids for All Subjects, and for Males and Females (Second Stepwise Procedure) . . . . . . . . . . . . . . . . . . Percent of Cases Correctly Classified for All Subjects, and for Males, and Females (Second Stepwise Procedure) . . . . . . . . . vii Page 62 65 7O 79 82 84 88 92 96 97 100 Table 4.10 Standardized Discriminant Function Coefficients and Group Centroids for All Subjects, and for Males and Females (Third Stepwise Procedure) . . . . . . Percent of Cases Correctly Classified for All Subjects, and for Males, and Females (Third Stepwise Procedure) . . . . . . Rank Order of Variables on the Discriminant Functions for All Subjects, Males, and Females with Loadings Greater Than .10 Summary of Regression Equations for Full and Restricted Models (Coefficients are the Standardized BETA Weights) . . R Square Change When Selected Variables are Entered Last in Equation . . . . . . . Guttman Scale Analysis of the Eight Item Index of Sexual Behavior . . . . . . . Correlations Between Variables Measuring Sexual Behavior and Selected Variables for All Subjects, Males, and Females . Factor Loadings, Range of Inter-Item Correlations, and Item-Total Correlations for Items in the Indexes Means, Standard Deviations, and Wilks' Lambda for Males and Females . . . . . Means and Wilks' Lambda for All Subjects by Age 0 O O O O O O O O O O O O O O 0 Standard Deviations for All Subjects by Age 0 O O O O O O O O O O O O O O 0 Means and Wilks' Lambda for Males by Age 0 O I O O O O O O I O O O O O 0 Standard Deviations for Males by Age . . Means and Wilks' Lambda for Females by Age 0 O O O O O O O O O O O O O O 0 Standard Deviations for Females by Age 0 O O O C O O O O O O O O O O 0 viii Page 106 109 113 114 143 154 162 165 166 167 168 Table Page B.5a Means and Wilks' Lambda for All Subjects by the Five Levels of Sexual Activity . . . . 169 B.5b Standard Deviations for All Subjects by the Five Levels of Sexual Activity . . . . . . . . 170 B.6a Means and Wilks' Lambda for Males by the Five Levels of Sexual Activity . . . . . . . . 171 B.6b Standard Deviations for Males by the Five Levels of Sexual Activity . . . . . . . . . . 172 B.7a Means and Wilks' Lambda for Females by the Five Levels of Sexual Activity . . . . . . . . 173 B.7b Standard Deviations for Females by the Five Levels of Sexual Activity . . . . . . . . 174 8.8 Pearson Correlations for All Subjects . . . . . 175 3.9 Pearson Correlations for Males . . . . . . . . . 181 B.1O Pearson Correlations for Females . . . . . . . . 187 B.11 Means and Standard Deviations . . . . . . . . . 193 ix LIST OF FIGURES Figure Page A.1 Hypothetical Formulation of a Behavior Continuum for the Five Levels of Sexual Activity . . . . . . . . . . . . . . . 13S A.2 Five Categories of Sexual Activity in Relation to the Eight Items of Sexual Behavior . . . . . . . . . . . . . . . 141 A.3 Comparison of the Three Measures of Sexual Behavior (Standardized Mean = 3 and S.D. = 1) for All Subjects, Males, and Females by Age . . . . . . . . . . . . . . 147 A.4 Comparison of Males and Females on the Three Measures of Sexual Behavior by Age 0 O O O O O O O O O O O O O O O O O O O O 148 LIST OF APPENDICES Appendix Page A. Methodological Considerations . . . . . . . . . 133 B. Descriptive Analysis . . . . . . . . . . . . . . 158 C. Summary of Statistical Procedures . . . . . . . 194 D. Student Opinionnaire . . . . . . . . . . . . . . 203 xi CHAPTER I THE PROBLEM Introduction In the United States, the nuclear family is the primary setting for the procreation and rearing of children. As such, the family has an important role in the sexual socialization of individuals. It is here that the basic foundations for later sexual activity are laid. Freud (1905) observed that among the first sexual feelings a youth encounters are those of incest and fantasy. The directing of sexual impulses on object choices outside the family is not only a developmental task of the individual, but also a A social task of the family.i ‘ Murdock (1949) considers the control of sexual behavior and reproduction as two of the four basic functions of the family. Even though customs, attitudes, and behav— iors change and vary (Ford and Beach, 1951; Marshall and Suggs, 1971; Mead, 1928, 1935, 1949; Zern, 1969), there still remains a concern on the part of most North American parents as to when sexual behavior should begin for their children and when adolescent sexual behavior is at variance to "normal" sexual development. Reviews of developmental sexuality have been presented by Broderick and Bernard (1970), Rutter (1971), Simon and Gagnon (1971), and Spitz and Schumacher (1971) and from these scholars' ideas a better understanding and conceptualization of the nature of human sexual development has evolved. All societies establish rules of conduct to govern sexual behavior; the variance in those rules, however, is so great between cultures that one sexual code to govern all people is not evident. The same may also be true within a particular culture. Minturn et al. (1969) state that the cultural patterning of sexual beliefs and behavior affects all societies and the amount of that variation in types and frequency of sexual behavior may be greater for sexuality than any other human drive. Davis (1940) points out that parents and children, because they are at different stages in the process of psychosocial development and in different roles in the parent-child relationship cycle, have an ongo- ing conflict between adult realism and youthful idealism. The sexual tensions experienced by the adolescent and the value stance taken by adults create a conflict of interest for each group. Davis (1940:534) explains: The parent with respect to the child's behavior, represents morality, while the offspring reflects morality plus his organic cravings. The stage is thereby set for conflict, evasion, and deceit. For the mass of parents, toleration is never possible. For the mass of adolescents, subli- mation is never sufficient. Given our system of morality, conflict seems well nigh inevitable. More often sexual behavior is dealt with in silence rather than openly. In this vein, we know less about the adolescent who is sexually overconforming to adult normative standards regarding sexual expression than we do about the sexually experienced adolescent. Cavan (1962:20) argues that overconforming youth in one respect may be regarded as "saintly" and are frequently ostracized by other adolescents because of this very "goodness." A better understanding of such phenomena may lead to an enhanced understanding of sexual development in adolescence. Research on Adolescent Sexuality Research on adolescent sexual behavior has for the most part been a numbers game of recording how many times an adolescent engages in a particular sexual activity. There is little research which examines the relationship of adolescent heterosexual activity to other familial, physical, social, or psychosocial dimensions. Notable exceptions are Lewis (1973), Jessor and Jessor (1975), and Schofield (1965). During the sixties, increased attention was given to the assessment of heterosexual behavior, expecially at the college level, since these samples were most often easily accessible to the researcher (Cannon and Long, 1970). Late in the sixties researchers debated whether heterosexual intercourse was becoming more frequent and at earlier ages, or if the same behavioral patterns established in the for- ties were being maintained. Conclusive answers regarding coital changes were not achieved during the sixties because the research methodologies employed were often insufficient and the samples drawn were often limited. It was generally acknowledged that attitudes regarding sexual intercourse before marriage had become more liberal; however, there were amazingly little data to support this often made observation (Croake, 1972; Harrison et al., 1969; Offer, 1971; Reiss, 1960, 1964, 1966, 1970, 1973; Udry et al., 1975). During the first half of the seventies, more defini- tive research indicated that adolescents were actually en- gaging in higher levels of sexual activity, i.e. more pet- ting and coitus, at earlier ages (Kantner and Zelnick, 1972; Sorenson, 1973; Vener et al., 1972; Vener and Stewart, 1974). Methodological shortcomings of the past were obviated by more reliable instruments, better samples, and more exten- sive analysis (Bell and Chaskes, 1970; Christensen and Gregg, 1970; Collins, 1973; Jessor and Jessor, 1975; Kantner and Zelnick, 1972; Sorenson, 1973; Vener et al., 1972; Vener and Stewart, 1974). At the turn of the century, Freud (1906) presented his perspective of psychosexual development and the impor- tance of the role the family plays in an individual's hetero- sexual behavior. Hall (1966) thinks that impulse disorders need to be determined by identification conflicts and a redefinition of premarital sexual relationships underlie the coping mechanisms for adolescent sexuality. Gadpaille (1975; 1976) thinks that much of what is regarded as normal adolescent sexuality among middle class American youth is actually psychologically delayed childhood. Bieber (1972) has postulated the effects of parental interaction regarding homosexual behavior, and Fisher (1972) has examined female orgasmic experiences in relation to the father. _Many questions still remain regarding the role and interaction of parents in the social-sexual development of their children. New structural groups as those studied by Constantine and Constantine (1972) will be influential in comparing how psychosexual development is affected by traditional and non- traditional structural groupings in American Society. Scope and Purpose of the Study The purpose of this study is to examine sexual behavior as it relates to the development of the individual within the contexts of the family and the community. A descriptive analysis of adolescent sexual behavior in rela- tion to age, dating, family structure, bonding, stress, and nonconforming behavior will provide one level of analysis regarding the relationship of these variables to sexual behavior. From this analysis we will proceed to build pre- dictive and discriminating equations for adolescent sexual behavior. Specific hypotheses will be formulated and tested. A major focus of this study will be to evaluate the relative impact that dating, nonconforming behavior, stress, and social bonding have on the prediction and discrimination of sexual behavior among adolescents. Previous studies have typically examined only one or two variables at a time in explaining adolescent sexual behavior. The present study will examine the pri- mary variables in a bivariate and a multivariate context in order to assess the individual contribution of each var- iable and the combined effects of multiple variables. In this study, it is assumed that sexual behavior is affected by (1) familial structure; (2) familial bonds; (3) perception of institutional officials such as police and teachers; (4) participation in the underconforming peer cul- ture; (5) stress; (6) self-regard; (7) social class; (8) gender; (9) religious beliefs; and (10) college orientation. Contributions and Implications Four contributions, that is, the unique, theoreti- cal, empirical, and practical, are seen as being made by this study. Unique The unique contribution of the author in this secon- dary analysis is the conceptualization of the entire data set as to how it relates to adolescent sexual behavior and the use of a multivariate approach to the study of sexual behavior. Theoretical Theoretical contributions include (1) the formula- tion of a model to understand adolescent sexual behavior; (2) possible alternative explanations for adolescent sexual activity beyond the stress/delinquent formulations; (3) lay- ing the groundwork for future sex researchers as to what variables are predictive of sexual behavior. Empirical Empirical contributions are: (1) greater under- standing of behaviors associated with sexual activity; (2) \1 an empirical examiniation of the sexually unexperienced adolescent. Practical The practical contributions of this study are threefold: (1) added information to the scientific study of human sexuality during adolescence; (2) additional informa— tion for counselors, parents, social workers, teachers, and others working with adolescents; (3) information which can contribute to eradication of myths surrounding adolescent sexual behavior. Implications The implications of this study may involve (1) the further exploration of parent-child interaction and its effects on the heterosocial development of individuals; (2) changes in the legal structure, involving the rights of the adolescent and the unmarried regarding sexual behaviors; (3) the impetus for others to carry on and build cumulative- ly and cooperatively a greater understanding of the sexual nature of human beings. Summary This study was undertaken in order to gain a greater understanding of adolescent sexual behavior. The sexual behavior of adolescents will be examined with bivar- iate and multivariate statistics in order to assess the independent and combined contribution of the variables. This research departs somewhat from previous efforts to examine adolescent heterosexual activity in that it will devote attention to both the sexually inactive and the sexually active adolescent. Furthermore, the task of interrelating a large number of primary variables in a mul- tivariate context has not been successfully completed by any researcher of whom the author is aware. Overview of Thesis Chapter I outlines the problem of developing a more extensive theoretical and empirical base for looking at heterosexual behavior, and introduces the primary vari- ables. Chapter II reviews the substantive literature on heterosexual behavior as related to adolescents and relates hypotheses to specific areas. Chapter III presents the methodology, the design of the study, the sample, the operational definitions of the measures, the measures themselves, and the method of scoring the individual measures, as well as the composite scoring for the primary variables. The proposed analysis of the data, using bivariate and multivariate procedures will be discussed. Chapter IV presents the analysis of the data and 'in Chapter V a discussion of the results, a summary, and a conclusion, with implications for future studies of adoles- cent sexual behavior are presented. CHAPTER II REVIEW OF LITERATURE AND HYPOTHESES DEVELOPMENT Introduction This chapter will review the literature on adoles- cent sexual behavior in relation to the major variables used in this study and will formulate the hypotheses to be inves- tigated. Each section is arranged around major themes with hypotheses preceding and following appropriate sections. Adolescence is a stage of life when the biological, motivational, individualistic, cultural, and social pro- cesses intermix in order to propel the individual toward sex- ual activity. A plethora of theories are available to de- scribe these phenomena. At this point it would serve the reader to distinguish what is meant by puberty and adoles- gggg§_in this paper. Puberty is meant here to be linked to biological maturation which culminates in an adult body with the ability to reproduce self. Adolescence is the individ- ual and social response to puberty. In these contexts puber- ty is a universal biological characteristic of human beings, and adolescence is the individual and cultural response to 10 developing humans. For each culture, ritual and symbolism are developed around the maturing individual. Gaining sexual ability is a complicated biological process; however, gaining an ability to deal with the psycho- logical social emotional aspects of one's sexual maturity is a learning process which most often begins in adolescence and continues throughout one's life. Learning to love, and to be intimate is sharing a new psychosocial event which in many instances goes contrary to the egocentric, narcissistic behavior of the past. Adolescence is a time when social and peer influences begin to exert influence on the adolescent genitally. Research on Adolescent Sexual Behavior In reviewing the studies on adolescent sexual be- havior, it is apparent that few attempts have been made to interrelate the sexual behavior of adolescents in a multi- variate model to adolescent perceptions, feelings, and be- havior. Few, if any, causal sequences have been established in the literature. The major research on adolescent sexual behavior consists of work by seven research teams: Jessor and Jessor, (1975); Kinsey et al., (1948, 1953); Miller and Simon, (1973); Schofield, (1965); Sorensen, (1973); Vener et al., (1972); Vener and Stewart, (1974); and Zelnick and Kantner, (1972a, 1972b). The only researchers to look com- paratively at adolescent sexual behavior with the same popu- lation are Vener et al., (1972), Vener and Stewart (1974) 11 and Jessor and Jessor (1975).1 The sexual research literature which has developed testable propositions has mostly been done with college students, ages nineteen through twenty—three, while the sexual research literature on the twelve through eighteen- year-old age group is quite limited with respect to develop- ment and testing of hypotheses. With this in mind, two qualifications need to be mentioned regarding the litera- ture review: (1) little of the data reporting sexual acti- vity levels are from studies on adolescent sexual behavior, and (2) the paucity of data extant does not develop a cor- responding theory to predict or explain the behavior. Data reporting on the impact of reference groups, permissiveness, and liberality on sexual adjustment are primarily from col- lege samples. If sexual behavior is increasing and starting at earlier ages (Jessor and Jessor, 1975; Miller and Simon, 1973; Sorensen, 1973; Vener and Stewart, 1974), the tradi- tional socialization forces will possibly be in conflict with peer subcultures, thus adding confusion for adolescents as to what decisions to make regarding their own sexual 10ther studies and critiques on adolescent sexual behavior reporting behavioral data are included when appro- priate for historical and baseline reasons (Achilles, 1923; Asayama, 1975; Broderick, 1966a, 1966b; Finkel and Finkel, 1975; Geise and Schmidt, 1968; Golbetti and Harrison, 1970; Hamilton, 1929; Hughs, 1926; Lester, 1970; Lewis, 1975; Offer et al., 1970; Ramsey, 1943; Schmidt et al., 1972; Time3 1972; Wagner et al., 1973; Willoughby, 1937; Wolman, 13-1 . 12 lives. ReiSs (1967:174) points to this parent-child con- flict when stating: The conflict between the family and the court- ship systems illustrates the ways in which "deviant" sexual behavior (coital behavior) may be promoted by the very people who define it as deviant. Reiss (1967:166) further states that two determin- ants of premarital sexual permissiveness are the courtship system and the family. The same may also be true of sexual behavior. For Schofield (1965), the predominant character- istics of his sexually active sample were high ethnocentrism to the peer group and low restrictiveness from the home; that is, a high value is placed on the peer group and a low value on parental restraint. The role position of the adolescent encourages sexual freedom, whereas the role posi- tion of the parent encourages low levels of sexual activity. Family and Structural Variables Introduction The structure of the family and its effect on in- dividuals has been conceptualized in many different ways by various scholars and clinicians. Family structure is com- prised of the family's social class, religion, father's occupation, the number of children and their ordinal posi- tions, and the number of parents in the home. While family structure variables have had some use in the sex research- er‘s study of adolescent sexual behavior to date, such a practice would appear potentially fruitful in light of 13 various reports in the research literature citing family structure as an important variable in adolescent mental health (Westly, 1958) and delinquency (Browning, 1960). Since confusion existing during adolescence is normally cen- tered around sexual identity (as well as vocational choice making, separation, and self-identity) and this often takes place within the family structure, a consideration of family structure variables in the study of adolescent heterosexual behavior is warranted. The variables of dating and school preferences are included in this review section, but are not seen as being a part of family structure. Social Class H There is a negative relatiqnship between sexual2 1. activity and social class. The influence of social class on adolescent sexual behavior has not yielded conclusive propositions from em- pirical investigations to date; however, there is some evi- dence which, although contradictory, may be built upon. The impact of social class and home background on sexual behavior was examined by Schofield (1965:143). While there were no significant associations between these vari- ables within the sample taken as a whole, Schofield (19653 141) reported that females from higher social classes were 2All references to "sexual activity" mean hetero- sexual behavior. 3Hypotheses are presented at the beginning of each relevant 1i erature review area and in the summary at the end of each section. 14 more likely to be sexually active, significant at the .02 level, than their lower class counterparts. 0n the other hand, a number of researchers have reported a relationship between social class and sexual be- havior in a direction opposite to that reported by Schofield. If we consider educational level as an indicator of social class, assuming that children attain an educational level similar to or slightly higher than that of their parents, the report by Kinsey et al. (1953) indicates that higher social class (as evidenced by higher educational level) is associated with less premarital coitus between the ages of 16 and 20 than lower social class (Kinsey et al., 1953:331). Females with a grade school education reported a 38 per cent incidence of premarital coitus by age 20, while between 17 and 19 per cent of females in college reported the same be- havior. For males, the respective incidences are 85 per cent for high school level and 42 per cent for college. Reiss (1965a; 1966) also found no relationship be- tween social class and sexual permissiveness.4 In follow- up studies of Reiss (1967) by Staples (1971), Maranell et al. (1970), and Middendorf et al. (1970), Reiss' (1965az750) hypothesis that "among conservative people those of higher 4Studies using sexual permissiveness (attitudes toward sexual activities) will also be reviewed. No assump- tions are made here regarding the influence of attitudes on behavior and vice versa. The intention is to use the sexual permissiveness literature as an indication that the rela— tionship may be useful in the analysis of behavioral data. 15 status would be less permissive than those of lower status, while among more liberal individuals the relationship would be in the Opposite direction" was tested. The hypothesis overall was not supported by the data. Based then on the work primarily of Kinsey et al. (1948; 1953) the negative relationship between social class and sexual activity is postulated. Religion H2: No relationship exists between heterosexual acti- vity and having a specific religious preference. H3: There is a positive relationship between sexual activity and having no religious preference. The impact of religion on adolescent development carries over into the decision making of an adolescent re- garding sexual behavior. Since the three religious denomin- ations reported on in this investigation (Catholic, Jewish, and Protestant) subscribe to the standard of virginity be- fore marriage, we would not expect any significant differ- ences between the incidence of sexual intercourse due to religious denomination. However, when examining levels of sexual conformity one might expect differences to emerge due to the intensity with which the religous denomination prohibits sexual activity. In this instance one might ex- pect Catholics as a group to be more over-conforming than Protestants and Jews, and people with no religious prefer- ence to be the least over-conforming because of the social pressures exerted by the major denominations to be sexually abstinent before marriage. Schofield (1965:148-149) found few differences in sexual activity between adolescents from different religious denominations. Twenty-two per cent of the males and forty- five per cent of the females studied cited moral and/or religious considerations as reasons for their sexual abstin- ence (Schofield, 1965:129), with religion having much less impact on their sexual decision making. Ehrmann (1964) does not think that religious affil- iation is related to premarital sexuality but that the de- gree of religiosity is related; this concept will be dealt with under religiosity. Given the lack of evidence support- ing any relationship between premarital coitus and religion, a directional prediction will not be made in relation to a specific denomination. Differences though are expected to emerge when specific religious denominations are compared with those who state that they have no specific religious preference. Family Size H4: There is a positive relationship between sexual activity and being a member of a large family. Straus and Libby (1965:55) have noted that two assumptions can be made regarding family size: (1) the number of siblings in a family affects the nature of the interaction within that family and (2) differences in the interactional environment of the child should result in differences in the personality of children reared in large, medium, and small families. Thus, the addition of another 17 sibling to the family results in a more varied social exper- ience while differences in child-rearing practices over the family cycle result in differential levels of socialization (Mac Donald, 1967; 1969). Bossard and Boll (1954; 1956) .have noted the negative relationship between adjustment and family size with numerous other researchers both confirming and not confirming their hypotheses (Damin, 1949; Elder, 1962; Hawkes et al., 1958; Henry, 1957; Majoribanks and Walberg, 1975a, 1975b; Reddy, 1967; Smart, 1963; Swanson et al., 1972). Literature relating family size to sexual behavior is almost non-existent. However, given the pos- sible loss of attention given by parents to children from large families, which may result in a form of social and affectional deprivation, we would expect adolescents from these families to seek affection outside the home. There- fore, we postulate that coming from a large family will be positively related to sexual activity. Sex of Siblings H5: Adolescents from same sex families differ in their sexual activity from those in cross-sex families. The influence of brothers and sisters on sex role behavior was investigated by Leventhal (1970) who tested the hypothesis that younger children tend to imitate older sib- lings in two child families. Possible explanations for this behavioral difference are (1) the younger male with an older brother may try to behave differently in order to be recog- nized, and (2) following an early period of identification 18 with an older sister, a younger male may act differently in order to avoid disapproval from parents and peers. Schmuck (1963) found that girls with a sister have a higher tendency to defy than girls with a brother, who have a higher tendency to conform. This finding indirectly supported the Parsons and Bales (1955) theory that girls with a sister will develop more masculine characteristics and the tendency to defy. Brittain (1966) followed Schmuck's reasoning and found that ninth and tenth grade females who had male siblings close to their age tended to- ward parental conformity, whereas females with sisters near their ages tended toward peer conformity. Kahn et al. (1972) reported that males with an older sister were avoid- ant of heterosexual relationships, had a greater tendency toward homosexuality, and thought of sex as repugnant. Thus we expect that adolescents with a same sex sibling will en- gage in more sexual activity than adolescents with opposite sex siblings. First Borns H6: There is a negative relationship between sexual activity and being first born. Freud (1938) observed that "a child's position in the sequence of brothers and sisters is of very great signifi- cance for the source of his later life." Adler (1920, 1927, 1945, 1956) was one of the first psychologists to postulate seriously the effects of birth order on personality develop- ment. Adler's main contention was that first-borns would 19 be more conforming to adult normative standards than later- born siblings because of their desire to please, be accepted, and the interactive nature of the parent-first child rela— tionship. For purposes of this study, first-born adoles- cents would then be expected to be overconformers. Support for this Adlerian hypothesis is born out by the research of Ehrlich (1958), Hall and Berger (1964), and Altus (1959), who found first borns to be more conforming, serious, con- servative, and better at organizing alternatives. The tendency to be conservative among first-borns has been found to lead to potential problems for such sib- lings, as reported by Grossman and Eisenman (1972). They found that first borns have a stronger internalized moral code which later produces difficulties in handling sexual and aggressive impulses, and that these impulses are often manifested through projection. Kilpatrick and Cauthen (1969) found that dogmatism is significantly related to personal sexual attitudes. While males were more generally liberal in their sexual attitudes, first-born males and females had more conserva- tive sexual attitudes than later-borns. Reiss (1967) found that when older siblings were responsible for younger siblings they were more often less permissive than only children who did not have this respon- sibility. This supported Reiss' (1967:156) Proposition 7: "The greater the responsibility for the family members and/ 20 or the less the courtship participation, the greater the likelihood that the individual will be low on permissive- ness." Some confusion does exist as to why Reiss linked responsibility and courtship in the same proposition. 0n the other hand,Touhey (1971a, 1971b) when exam- ining birth order and virginity found that first-born col- lege males and females were more likely to have engaged in premarital intercourse than later-borns. The data were interpreted as first-borns adopting adult roles earlier in life. Douvan and Adelson (1966) point out that first-born adolescents are strongly motivated to assume the rights and responsibilities of adult roles. These findings are con- trary to the assumptions and findings of overconformity stated earlier. In the absence of concrete data on a posi- tive relationship between sexual activity and being first- born, we will follow the bulk of the literature and assume that a negative relationship exists. Later Borns H7: There is a positive relationship between sexual activity and being later born. Diamond and Murry (1967) report that later-borns are more socially adept than first-borns, and Jourard (1959) found that later-borns have more meaningful social interac- tions. Jourard thinks that people who self-disclose more seem to have broken down the barriers in interpersonal rela- tionships. Brag and Allen (1970) offer contradictory evi- dence on conformity, that is, in their study, highest 21 conformity was found for later-born females with a same sex sibling. Miller and Zimbardo (1966) found that last—borns at least five years younger than next older sibling react more like first-borns than do later-born children; this may be because both groups lack slightly older peer models. Given the available literature on later borns regarding their heterosociability, we postulate that there is a posi- tive relationship between later borns and sexual activity. Dating H8: There is a positive relationship between sexual activity and dating behavior. H9: Dating accounts for more variance than any indi- vidual predictor. H10. Dating accounts for more variance and has greater ° predictive value than the summary measures of bonding, stress, and nonconforming behavior taken individually. H11: Dating will have a greater discriminating ability than any other variable. Waller and Hill (1951) called dating ”aim-inhabited courtship" because they found that young people can date each other without either of them or their parents assuming that, because they date, they are seriously interested in each other. Dating and going steady will offer the adolescent opportunities for trying out roles characteristic of the comprehensive marital relation without having to be responsible for the consequences from failure that involves the committed married pair (Goslin, 1971; Kirkendall and Libby, 1966). 22 Contrary to popular opinion, boys and girls begin to date and go steady at approximately the same ages (Broderick 1968a, 1968b; Feinstein, 1973). Although girls may begin and attain physical maturity earlier than boys, recognized sex differences in physical development seem to have little relation to ages at initial dating. Dating is a social relationship which is defined by cultural norms, not by biological development per se (Christensen, 1964), and only a minimum level of physical development is neces- sary to start dating. Collins (1973) found that freshman university students were more likely to think that persons in their peer group were more sexual than the data indicat- ed--creating a desire to conform. Median ages for initial dating among the high school males and females in Lowrie's samples (1952) ranged between 14.1 and 14.9 years; the aver- ages reported by Bardis (1958), Cameron and Kenkel (1960), and Boch and Burchinal (1962) were toward the lower end of the range reported by Lowrie. Schofield (1965) and Bell and Chaskes (1970) con- firm that those adolescents who start sexual activities other than intercourse at an early age are more likely to have sexual intercourse before marriage. Thus initiation and opportunity at early ages start the process of trying out the role of being sexually intimate with another person. Harrison (1969) et al. found that the number of times a high school student had gone steady positively 23 influences sexual permissiveness for whites. Sorensen (1973) found that of all nonvirgin girls, 57 per cent said that their first intercourse partner was someone they were going steady with, compared to 25 per cent of the nonvirgin boys making the same claim. Forty-four per cent of all non- virgin boys said that their first sex partner was a girl they knew slightly or had met only a little while before they had sex together. Only 15 per cent of the girls said that their first sex partner was a boy they knew slightly or had met only a short time before. Virtually none of the boys reported having their first sexual intercourse with a prostitute (Sorensen, 1973:199). Smith (1969) asserted that while the dates were characterized by intimacy, adolescents were confused about how much sexual behavior was permitted since they received no clear initiation into behavioral norms and their peers often could not clear up the confusion. Success in dating depends on accepting the roles approved by peers (Hurlock, 1972), and if girls (Halleck, 1967) and if boys (Schofield, 1965) believe there is more sexual activity taking place than is actually the case, they are subjected to pressure to conform to the sexual experiences of others (Kanin, 1969). Thus adolescents may be forced into sexual experimentation for which they are as yet emotionally unprepared (Kestenbaum, 1978). Gadpaille (1978), in response to Kestenbaum, vividly points out that adolescents who are disturbed by their 24 sexual behavior may more likely be seen in therapy than the adolescent who is not disturbed by such experience. There- fore, adolescents possess differing degrees of readiness for sexual activity and sweeping generalizations about all ado- lescents are unwarrented. Schofield (1965) and Collins (1974a, 1974b) express- ed in their findings that many adolescents perceive their peers as more sexually experienced than they are themselves; therefore, the amount of pressure of the peer group on ado- lescents may be considerable, since it is so important for them to behave in a similar manner. Schonfeld (1950) has equated feelings of difference with feelings of inferiority during adolescence, so that many people may be indulging in deeper forms of intimacy than are necessary to maintain a pleasant dating relation- ship and other aspects of this relationship may then suffer (Martinson, 1971). Collins (1974a, 1974b) showed through his studies an initial tendency for males to be more experienced sexual- ly than females, with the behavior of females approaching that of males as the commitment in the affectional relation- ship increased. He also showed that the majority of males do expect some petting after several dates, with the female adhering to the code of petting-with-affection. This sup- ports the contentions of Hurlock (1967) that adolescents going steady typically believe they are in love and that going steady can add acceptability to heavy petting and 25 intercourse. Once some commitment to marriage is entered into, mutuality is clearly evident and no differences were found in the incidence of coitus (Collins, 1974a, 1974b). McCandless (1970) has also observed that girls were far less rejecting and more permissive in sexual behavior once some commitment to marriage was made. Ehrmann (1959a, 1959b) notes in his study of premarital dating behavior that the limitations of premarital sexual behavior are primarily fe- male determined. Given the relative stability of rates of early and premarital coitus and continuity of the role of dating fac- tors in facilitating this behavior, popular discussion of the contemporary sexual revolution is seen as being out of touch with reality and possibly inducing anxiety among young people when they do not experience the sexual revolution (Simon et al., 1972). The new sexual behavior is the weld- ing of personal morals with an ethical code (Robinson et al., 1968). The code governing this relationship is that of per- missiveness with affection (Reiss, 1962) and the emphasis is placed upon the relationship instead of the sex or commit- ment separately (Kirkendall, 1960). Trends have emerged in the sociological and psychi- atric literature which have associated the sexual inter- course behavior of adolescents as delinquent, deviant, and maladjusted. In essence, these types of judgments are say- ing that those adolescents who are having or have had 26 intercourse are systematically different from adolescents who have not had intercourse. This seems to be an arbitrary distinction--labeling an adolescent's sexual behavior with- out examining that behavior in relation to selected vari- ables for different levels of sexual behavior. For instance, do both qualitative and quantitative differences exist be- tween heavy petters and those having intercourse with one partner; between those having intercourse with one partner and those having intercourse with more than one partner? If there are indeed statistically significant differences between these groups, we may begin to understand more thoroughly how a person deviates as a result of also being sexually active; applying, however, the labels of deviant or maladjusted may not be affective since these labels are more the result of judgments made by individuals and groups from a particular value stance, rather than from a statistical basis. Marriage Plans H12: There is a positive relationship between sexual activity and expecting to marry at an early age. Age of marriage as related to sexual behavior seems to be governed by the intimacy of the dyad. As couples move from casual dating to a committed relationship, sexual inti- macy also increases in most cases. This is true regardless of which courtship theories you subscribe to; that is, inti- macy-commitment spiral (Broderick, 1967; 1970; Waller and Hill, 1951), stimulus-value-role (Murnstein, 1967) 27 complementary needs (Winch, 1955a, 1955b; Winch et al., 1954), or developmental dyadic formation (Lewis, 1973). It appears that the closer a dating couple, regardless of age, approaches marriage, the more likely they are to engage in sexual intercourse. The question which remains to be an- swered is whether or not adolescents who anticipate marriage at an early age initiate their sexual activity at a corre- spondingly earlier age. Schofield (1965:124) found, when examining atti- tudes toward marriage, that approximately 80 per cent of the males and 65 per cent of the females (average of older and younger groups) desired to marry after age 21. Eight per cent of the boys and 33 per cent of the females desired to marry before reaching 21. Eleven per cent of the males and about 3 per cent of the females did not know if they wanted to marry. Sorensen (1973:344) found high acceptance to the question ”Someday I will probably want to get married and have children," by all subjects, virgins and nonvirgins alike. Sexual adventurers (adolescents having more than one intercourse partner) reported positively 73 per cent of the time. Sorensen concludes that intensions to marry have no effect on sexual behavior during adolescence. It is expected that sexual activity is related to marriage plans in that the earlier one plans to get married, the more likely that dating will begin at an earlier time. 28 Thus a positive relationship between sexual activity and desiring to marry early is expected to emerge. Expected Family Size H13: There is a positive relationship between sexual activity and the desire of having a large family. The expected size of one's future family is rele- vant to the study of population and family patterns in the United States. As a variable relating to sexual behavior, no references were found in the literature to substantiate a relationship. A person who has the desire to have a family may begin having sexual intercourse at an earlier age than the person who does not want children or may only want one child. Thus the postponement of wanting children may be related to sexual values, educational aspirations, or lack of available partners. Thus we expect a positive relation- ship between desiring to have a large family and sexual activity. Anticipated Early Marriage and Desiring a Large Family H14: There is a positive relationship between sexual actiVity and the expectation of marrying early and having large families. While no literature exists for the combined factor of desiring to marry early and having a large family, we expect a positive relationship because this group of adoles- cents will accelerate the dating process in order to find a suitable marriage partner. As previously noted, an adoles- cent who dates early will move through the levels of sexual activity more quickly than an adolescent who begins dating 29 later. Student Values There is a negative relationship between sexual activity and student types valuing the education- V and E al and vocational side of school. H .3 There is a positive relationship between sexual activity and student types valuing the social S and W life of school or preferring to be out of school. It is expected that students who identify with be- ing in school for academic or vocational reasons will more likely follow adult normative expectations. Thus a negative relationship with sexual activity is postulated. Conversely, those students valuing school for social life or desiring to be out of school are not conforming to adult normative expec- tations and it is postulated that their preference is posi- tively related to sexual behavior. Summary of Hypotheses H1 through H16 Sexual activity is significantly related to family structure. There is a negative relationship between sexual activity and: H social class. H being first born. H student types valuing the educational and vocation- al side of school. V and E There is a positive relationship between sexual activity and: H having no religious preference. H4 being a member of a large family. H7 being later born 30 H dating behavior. 8 _H12 expecting to marry at an early age. H13 desire of having a large family. H14 Eggiei::pecting to marry early and have large H16 student types valuing the social life of school or preferring to be out of school. S and W There is no relationship between sexual activity and: H2 having a specific religious preference. Adolescents: HS from same sex families differ in their sexual activity from those in cross-sex families Dating: H9 accounts for more variance than any individual predictor. H10 accounts for more variance and has greater predic- tive value than the summary measures of bonding, stress, and nonconforming behavior taken individ- ually. H11 will have a greater discriminating ability than any other variable. Bonding Introduction H : There is a negative relationship between sexual 17 . . . actiVity and bonding. The influence of the family, community, religiosity, faith in people, authoritarianism, school classes, and col- lege orientation seem to have a dampening effect on the sexual behavior of the adolescent. It is the social setting of the family and the community that shape the child's per- ceptions and attitudes to the world. Those adolescents who 31 have positive perceptions of parents, teachers, police, and religious leaders are thought to be less sexually active be- cause of their continued affiliation with adult normative standards. The hypotheses of this study will state that there is a negative relationship between adolescent sexual activity and the variables regarding bonding. *Bonding in this study is seen as the sum of family and community bond- ing. An overview of the work done in this area is presented in this section. FamilyyBonding H There is a negative relationship between sexual 18 activity and family bonds. H19: There is a negative relationship between sexual activity and parent-child communication. H20: There is a negative relationship between sexual activity and parental acceptance. H21: There is a negative relationship between sexual activity and parental congeniality. Schofield (1965:144) examined the strength of parent-child relations using the question "What do you like least about your father?" A similar question was asked about the mother. Significant results indicated that girls who were less sexually experienced got along better with their father. For the mother, significant results were obtained with adolescents who got along better with the mother if they were less sexually active. Regarding the adolescents' perceptions of the marital happiness of their parents, Schofield (1965:144) reports that no strong 32 relationship exists for boys; however, for girls there is a strong relationship, significant at .001 level, between perception of parental marital satisfaction and level of sexual activity for the female adolescent. This is the extent of the evidence we have to build upon regarding family bonding. Following Schofield we pos- tulate a negative relationship between family bonding and sexual activity. Family bonding is the sum of the indexes of parent-child communication, parental acceptance, and parental congeniality. CommunityiBonding H22: There is a negative relationship between sexual activity and community bonds. H233 There is a negative relationship between sexual activity and perception of police. H24: There is a negative relationship between sexual activity and perception of the church. H25: There is a negative relationship between sexual activity and perception of ministers. H26: There is a negative relationship between sexual activity and perception of the school. H There is a negative relationship between sexual 27. activity and perception of teachers. The adolescent is usually tied to the community through the familial system which is only one of many commu- nity structures. McGuire (1951) describes how family, formal associations, educational, religious, economic, poli- tical institutions, and formal organizations are operating as social organizations. The experiences of the adolescent 33 differ according to his or her background with these insti- tutions. The adolescent who is conforming to the adult nor- mative standard of trying to be "good," that is, achieving well in school, and not delinquent, experiences compatibili- ty with community figures. For the high achieving and con- forming adolescent,rewards are found in terms of good grades, praise from teachers, and encouragement by being given extra privileges in the community. Essentially, the youth is trusted and looked upon favorably by adults. The positive perception of police, teachers, and ministers by the adolescent may well be related to sexual activity since an adolescent who perceives police, teachers, and ministers to be friendly, helpful, and interesting may also be the adolescent who is less sexually active because s/he positively views role models, and thus conforms to the adult expectations around sexual behavior. Similarly, an adolescent who does not trust these role models, may have a different attitude with their sexual behavior being more in conflict or opposed to adult expectations. Community bonding is the sum of police, church, minister, school, and teacher perception. Religiosity H28: There is a negative relationship between sexual activity and religiosity. In recent years it has been argued that religiosity has a declining influence on contemporary American behavior 34 (Baker, 1965:6; Hernberg, 1960:2). This may be so regarding I the external behavior (church attendance, strictly outlined ethical values) but on the other hand, there is a sudden rise in importance of the cognitive dimensions concerning religiosity. Many adolescents are showing a great interest in Eastern religions, meditation, and the participation in alternative forms of organized religious activity, such as the Jesus Movement, has been widely noted. This study is concerned with the relationship of religiosity on the sexual activity of the adolescent. There have been many discussions as to what comprises an adequate measure of religious commitment (Vernon, 1962). Historical- ly, religious commitment has meant whatever it means "to be religious." Today, however, most sociologists of religion agree that the use of a single criterion to provide a meas- ure of religious commitment covers too broad an area to be scientifically accurate. Vernon (1962) states ...Such criteria as church membership, church attendance or acceptance of specific beliefs are often considered to measure religiosity... There would seem to be a valid distinction between "being religious" and being a church member "attending church," or accepting a specific belief. Ehrmann (1964:609) was aware that religious affil- iation is not necessarily related to sexual behavior, but that religiosity may be related. Kinsey et al. (1948:79; 1953:304-307) used a slightly different term, devoutness, 35 to examine the same concept and found that this dimension was most predictive of female sexual behavior. Similar findings were reported by Ehrman (1959:93-94) and Burgess and Wallin (1953:338-340). Reiss (1967) found that among whites low church attendance was indicative of high sexual permissiveness for both men and women. Heltsley and Broderick's (1969:441) data did not support the Reiss hypo- thesis for males and females. However, Reiss (1969:441) thinks that the proposition was not properly interpreted by Heltsley and Broderick; the sample used was over-represented with white females who were drawn from marriage and family classes, and the measure of religiosity was different. Heltsley and Broderick (1969:443) offer a simpler proposi- tion: "that when sexual abstinence is emphasized by a church, religiosity will be related to sexual permissiveness; but when it is not stressed, the two will be unrelated." Schofield (1965), in his study of English adoles- cents, found that church attendance is strongly associated with levels of sexual activity for both males and females. Clayton (1969:47), with a sample of college students, tested the hypothesis that "the more ideologically orthodox respon- dents would be less likely to engage in premarital inter- course then the less ideologically orthodox respondents." Clayton was trying to tap ideological commitment. The hypo- thesis that religious orthodoxy negatively influences pre— marital coitus was supported except for those belonging 36 to sorority and fraternity groups. For Greeks (fraternity men) orthodoxy did not restrain premarital sex. Dedman (1959) found that the relationship between religiosity and attitude toward premarital sexual relations to be signifi- cant (.001) for college freshmen and seniors. By using church attendance and the relative frequency of having a mate who belongs to the same faith, she concluded that a violation of social norms will most likely occur among indi- viduals who are sensitized to public disapproval. Staples (1971) studied an equal sample of black and white college students on sexual permissiveness and religio- sity as reflected by church attendance and found religiosity inversely related to permissiveness; the relationship was stronger for females than males. Harrison et al. (1969) in a study of sexual permis- siveness among high school students examined religious in- volvement such as religious membership, attendance, and leadership positions finding that permissiveness decreased as religious involvement increased. Lindenfield (1960:81-84) found that the-individuals with a high degree of religiosity were more conservative in their attitudes concerning sexual behavior than those scoring lower on religiosity as measured by "the importance laid on religion by the group." The same results are found in a series of studies dealing with sexual permissiveness and some form of religio- sity (Harrison et al., 1969; Hunter, 1971; Lindenfield, 1950; 37 Miller and Simon, 1974; Rohrbaugh and Jessor, 1975; Ruppel, 1969; Simon et al., 1972; Sutker et al., 1970; Vadiver, 1972). In most of the studies reviewed, religiosity, re— gardless of how it was measured, was inversely related to premarital sexual permissiveness, premarital sexual inter- course, for males and females alike, regardless of age and irrespective of grades in school. Thus we are following the literature postulating a negative relationship between religiosity and sexual activity. Authoritarianism H29: There is a negative relationship between sexual activity and authoritarianism. Respect for authority, the importance of obedience, gratitude for parents, and valuing strictness of parents with children reflects a form of bonding to a form of dis- cipline which is possibly connective of individual adherence to the value structure of family and nation. An individual would then be expected to be more strongly bonded to con- ventional orientations of morality. Thus, individuals who are strongly authoritarian are similarly expected to tend towards less sexual activity. By exploring the concept of authoritarianism in relation to sexual behavior, this study can therefore be of value in understanding its relationship to adolescent sexual behavior. Faith in People H : There is a negative relationship between sexual 30 . , . . actiVity and faith in people. 38 The extent to which an adolescent thinks s/he can trust or depend on other people is reflected in the index of faith used in this survey. It is thought that faith re— lates to the area of bonding because of the relationship to significant others in the adolescent's subculture. For in- stance, an adolescent's relationships with parents, teachers, ministers, and police are indicative of whom the adolescent trusts. Therefore, we would expect faith to be inversely related to sexual behavior, that is, the closer an individ- ual is bonded to those who uphold the culture's value stance of virginity, the more likely that an adolescent would in- culcate these values. College Orientation H11: There is a negative relationship between sexual ‘ activity and college orientation. Accounts of grades and their relationship to ado- lescent sexuality are presented by Schofield (1965:152) and Sorensen (1973:230). Their findings are similar--higher grades are indicative of the middle levels of sexual activ- ity. For instance, Schofield found that among those who stayed in school and had high grades their behavior was more likely to be inceptive (petting and genital apposition). Sorensen found his monogamist group to have the highest grades of his four sexual categories—-52 per cent of the monogamists reported grades of good or superior as compared with 43 per cent for all adolescents, 48 per cent for the sexually inexperienced, 44 per cent for all non-virgins, 39 and 32 per cent for sexual adventures. In that college orientation reflects achievement of a goal at a later time, a form of delayed gratification is present in the outlook of the adolescent. Thus, postpone- ment of marriage and reduced sexual activity is expected. Again a negative relationship is expected between sexual behavior and college orientation. Liking School Classes H12: There is a negative relationship between sexual “ activity and liking school classes. An indirect measure of bonding to societal institu- tions is the degree to which an individual likes his/her classes in school. Thus we would expect liking school classes to be negatively related to sexual behavior since liking school is part of adult normative expectations. Summary of the Bonding Hypotheses There is a negative relationship between adoles- cent's sexual activity and: H bonding 17‘ H18: family bonds H19: parent-child communications H20: parental acceptance H21: parental congeniality H22: community bonds H23: perception of police H24: perception of church H25: perception of ministers 40 H26: perception of the school H27 perception of teachers ‘28: religiosity H29: authoritarianism H30: faith in people H31:_ college orientation H321 liking classes For the above hypotheses the following hypothesis was tested: There is a difference in the means scorces be- tween the five levels of sexual activity. NonconformingyBehaviors Introduction H33: There is a positive relationship between sexual activity and nonconforming behavior. This section will examine five areas of literature dealing with adolescent behaviors, which are often thought of as nonconforming acts in relation to adult normative and legal standards. The first area, delinquent image, will ex- amine the adolescent who perceives self as delinquent or whether the adolescent perceives that someone else sees him/ herself as delinquent. The four remaining areas of noncon- forming behavior to be covered are smoking and drinking, drug usage, and acts of a delinquent nature, such as theft, skipping school, fighting, and vandalism. Unfortunately measures of peer group association are not contained in the study, so only a few references will be made to this litera- ture. The area of drug use is one of the more confusing 41 areas since it interfaces with peer group involvement (Kandell, 1973), institutional and legal codes (Cwalina, 1968), and family relationships (Streit and Oliver, 1972). Why individuals use drugs, what effect they have, and the social legal implications are a continuation of a pattern of a confusing dilemma faced by American society (Berg, 1967). Delinquency, overall, is a perplexing area for re- search. Differences between delinquent behavior and offi- cial delinquency exist (Williams and Gold, 1972) like differ- ences between parental versus peer support for delinquent acts (Jensen, 1972). The court system is no less confusing in its treatment of juveniles, often ignoring the personal needs of youth and providing the conditions which foster deprivation and delinquency (Polier, 1973). Nonconforming behavior is the sum of drinking, smoking, drugs, and general delinquent acts. Delinquency Image: Self and Other Perceptions H : There is a positive relationship between sexual 34 . . . . actiVity and delinquent self-image. The two parts of this conceptualization are con- cerned with how one views him/herself and how others view him/her. In the realm of delinquency there is uncertainty as to how this relates to sexual activity. If delinquent acts are highly correlated with sexual behavior and if an adolescent was seen by self and others as delinquent, then one would expect a positive relationship with sexual behav- ior. 42 Kaplan (1975) found that in a sample of 3,148 seventh grade students measured at three different annual intervals, increases in negative self-attitudes were ante- cedent to deviant acts. This suggests that negative atti- tudes toward self areeacommon influence operating between social experiences, such as sexual activity, and deviant responses. On the other hand, however, Tangri and Schwartz (1967:187) found that, when relating delinquent evaluation to self-esteem, an adolescent's delinquent self concept was not related to a negative concept of self. Lanphier and Faulkner (1970) found that subjects with high self-esteem were more likely to be conventional in their behavior--there was less of a tendency for them to be delinquent. Smoking and Drinking H35: There is a positive relationship between sexual activity and smoking cigarettes. H3,: There is a positive relationship between sexual O I O O actiVity and alcohol consumption. Smoking and drinking behavior are status offenses often engaged in by young people. Schofield (1965:175-176) found drinking and smoking behavior to be positively related to level of sexual experience. The more an adolescent, whether male or female, is engaged in these activities the greater the likelihood that they are involved in a sexual activity. Schofield did not look at these in combination; we would expect however, that adolescents engaged in both activities would be more experienced sexually than those who 43 only engaged in smoking or drinking. Drug Usage and Availability Hr7: There is a positive relationship between sexual activity and drug use. H : There is a positive relationship between sexual activity and drug availability. A very large volume of literature has developed in recent years around the use of marijuana and drug usage from amphetamines to barbituates and heroin. The relationship of marijuana and drug use to sexual behavior has been explored using a variation of surveys and statistical analysis (Blum et al., 1969; Hochman, 1972; Johnson, 1973). The review to follow is only a sampling of the literature relating these factors. Causative factors leading from drug usage to sex- ual activity have not been established; however, much has been made of the correlation between marijuana, drug use, and sexuality. Since controversy exists about including marijuana with drugs such as amphetamines, barbituates, and heroin, this review will examine marijuana and other drugs separately in relation to sexual behavior. Thomas et al. (1975) view drug use as being a sub- cultural phenomena not to be viewed as deviant. Using atti- tudes toward drug use, the legal system, sexual behavior, alienation, social class of origin, and drug use, they found that drug use is only one aspect of a more inclusive set of attitudes, values, and behavior. Social background factors were found to be weak predictors of drug use; the degree, 44 however, to which the individual accepted the tenets of her or his subculture was indicative of probable drug use. Goode (1972a, 1972b) found marijuana smoking to be highly associated with sexual intercourse for college stu- dents. A causal sequence was not established, but it was postulated that drugs and sex are part of the campus sub- culture. In effect, students who practice one behavior prac- tice another. Quite possibly values and orientation to life which are learned in the home are more indicative of liberal sex and drug habits rather than the reciprocal nature of sex and drugs. Miller (1973) suggests that drugs may be used as a substitute for sexual intercourse in order to cope with anxiety around possible impotence, masturbatory activity, heterosexual conflict, and homosexual fantasy. When under the influence of marijuana, boys are not as uptight about being turned down; when females are stoned, they are less likely to reject an offer. Greaves (1972) compared amphetamine users with non- users and found users generally to be more sexually exper- ienced, but not significantly so. Evidence did not support the hypothesis that drug use was a replacement for sex or a contributing factor to sexual pathology. It was suggested that undetermined variables have a role in drug use and sexual activity. The ability to obtain drugs is found to be related 45 to being able to use drugs (Hager, 1970:98). While adoles- cents may often purchase drugs from older people, they may also be purchasing from near same age adolescents. This is possibly related to a form of peer group involvement. Ob- taining drugs then is seen as an act which is positively re- lated to sexual activity because of its association with the act of taking drugs and general nonconformity to adult nor- mative standards. General Delinquent Acts H39: There is a positive relationship between sexual activity and general delinquent acts. With trepidation we now are entering into a realm of behavior which is confusing in terminology. The word delinquent is interpreted in many different forms by authors. For instance, Vener et al. (1972) regard heavy petting, coi- tus, and coitus with two or more partners as delinquent activities, but later change these to nonconformity (Stewart et al., 1978). Beer and wine drinking, cigarette smoking, and joyriding are also listed as nonconforming behaviors. Similarly, adolescent sexual behavior has been des- cribed as antisocial or maladjusted in the psychiatric liter- ature (Hudgens, 1974). While Hudgens (1974:197) states that he rarely recommends that a teenager stops engaging in gra- tifying sexual behavior when not harming other people or putting self in danger, he does view sexual intercourse as a symptom of antisocial personality and sexual promiscuity or perversion as characteristic of an antisocial personality 46 (Hudgens, 1974:137). The contradictions here certainly warrant a much closer examination of sexual behavior as deviant, antisocial, or part of a negative identity (Erikson, 1968a). Williams and Gold (1972) draw a distinction between delinquent behavior and official delinquency; that is, delinquent behavior is norm violating behavior which if detected could bring about legal action; official delin- quency is the detection of delinquent behavior and action by the police and courts. They point out that while official delinquency is more often seen as a lower class phenomenon, delinquent behavior is not. Others have made the distinc- tion between "hidden" and adjudicated delinquent acts (Porterfield, 1943; Murphy et al., 1946; Morwell, 1966). Murphy et al. (1946) found that of the 616 serious crimes reported by subjects, only 11 per cent were prosecuted; of the 4,400 minor offenses .006 per cent were prosecuted. Jenkins (1955; 1957) has examined delinquency as being adaptive or maladaptive. Adaptive delinquency is seen as being goal orientated, that is, behavior involving motivation and learning from experience; maladaptive delin- quency is seen as behavior precipitated by frustration that is rigid, stereotyped, and a reaction to punishment. Jenkins (1957:534-535) later refers to these categories as "socialized delinquent behavior" and "unsocialized 47 aggressive behavior." The differences are: With socialized delinquency, we have a pred- atory minority subculture in which acquisitive desires for what is most easily achieved by theft may be reinforced by the prestige which attaches to successful delinquency--or the contempt, loss of status and social rejection which may attend a refusal to participate. We are dealing with planful, normally motivated, easily understand- able behavior. With the unsocialized aggressive, on the other hand, we have a gross failure of conscience or inhibitions of any sort in a highly frustrated individual with a low frustration tolerance, unrestrained impulsiveness and bitter resentments and hostilities. It appears that sexuality is a behavior that can be normal, deviant, delinquent, nonconforming, antisocial, pathological, and maladaptive. While sexuality could be any of the previously mentioned dimensions, most reports do not delineate normal sociosexual development from sexual behav- ior of a deviant or delinquent nature. Nevertheless sexual activity is viewed as being positively related to generally delinquent acts because of the association between noncon- formity to adult normative standards and sexual activity. While general acts of delinquency may be qualitatively dif- ferent from sexual activity, drinking and smoking, and drug availability, they are achsthat do not conform to the adult normative and legal standards. Summary of Nonconforming BehaVior Hypotheses H33 through H39 There is a positive relationship between sexual activity and: H33: nonconforming behavior H34: delinquent self-image 48 H35: smoking cigarettes H : alcohol consumption H 7: drug use H38: drug availability H39: general delinquency For the above hypotheses the following hypothesis was tested: There is a difference in the mean scores be- tween the five levels of sexual activity. Stress Introduction H : There is a positive relationship between 40 I 0 sexual actiVity and stress. Stress is a composite measure of the variables in- volved in physical and emotional stress. Essentially stress is not feeling good about one's present life. Possible sources of stress are depression, affect deprivation, not feeling physically well, and some type of crisis in the family. It is thought that experiencing stress of some form will divert people to alternate sources of emotional grati- fication, one of which is sexual activity. Primarily we see stress as being positively related to sexual behavior be- cause of the developmental aspects of stress occurring dur- ing adolescence and due to the reciprocal nature of stress and sexuality. After a presentation of the hypotheses on physical and emotional stress, a review will follow. 49 Physical Stress Physical stress is divided into suicidal thoughts and behaviors, and physical well-being. H41: There is a positive relationship between sexual ‘ activity and physical stress. H : There is a positive relationship between sexual 42 0 I O O O O actiVity and suiCidal actiVity. H43: There is a positive relationship between sexual activity and physical well-being. Emotional Stress Emotional stress is divided into family crisis, affect deprivation, depression, and rage. H : There is a positive relationship between sexual activity and emotional stress. H45: There is a positive relationship between sexual activity and family crisis. H46: There is a positive relationship between sexual ‘ activity and depression. H47: There is a positive relationship between sexual activity and affect deprivation. H48: There is a positive relationship between sexual activity and rage. The most common types of stress derive from the tensions of every day life; they tend to arise between in- compatible needs or goals of the person, and a decision needs to be taken in order to resolve the tension. There are also tensions that arise when a need is not met or an effort is frustrated, which call for further effort, change 50 of tactics or readjustment of goal (Moore, 1969:235). There are many studies done related to the strategies of coping with every day stresses: Leitch and Escalona (1949) have studied some of them in infants; Murphy (1962) and Moriarty (1961) in the same children at preschool age; Heider (1966) has analyzed the concept of vulnerability with reference to these variables. It is important to consider the back- ground in which the individual grows up; some environments are stressful for the child, others help the child in making a satisfactory decision. If there is a lack of understand- ing or sympathy in the individual's environment, this can add to the indecision concerning his or her stresses and bring the individual to a breaking point (Moore, 1969:235). Erikson (1965) pointed out how important it is for a child to pass through every developmental step in a satisfactory way and he found that if a child fails to take a necessary step whole—heartedly, traces will remain of the earlier orientation and have bearing upon the maturation, leaving the child vulnerable to stresses. The adolescent of today lives in a period of time that seems increasingly more stressful. Not only do physical changes have to be coped with, but identity problems are emerging and the instability of the society does not help the adolescent in the search for a healthy and stable identity. Anxieties concerning the future seem to increase because of the relative insecu- rities of a future, compared with the securities of 51 yesteryear (Keniston, 1962; Sandler and Joffe, 1965). Matza (1964) focused on the status ambiguity generated by develop- mental discontinuities between the contradictory demands of autonomy and dependence in the areas of sexuality, peer relations, occupational orientation and Weltanschauung. Westley and Elkin (1957) minimized the anxieties associated with the discontinuous nature of adolescent socialization by emphasizing the maintenance of continuity between peer and adult social systems through anticipatory socialization. Although no individual will have exactly the same constitu- tional makeup and role relationship, all adolescents will go through a period of physical and mental changes and are therefore subject to some form of stress. It is thought that stress is positively related to sexual activity because experiencing some form of stress may lead people into a search for emotional and physical gratification, one of which is sexual activity. Sexual promiscuity among girls is assessed for the extent that it communicates ungratified needs for affection and thus reflects underlying depression (Weiner, 1970:305). Toolan (1962) found that depressed adolescents seek inter- course not for erotic reasons but as a means of establish- ing intimate contact, and persistent depression may motivate repetitive indiscriminate sexual activity. Palmgren (1966) suggests that the excitement and intense personal engagement of a sexual encounter is 52 appealing to an adolescent who desperately needs to combat feelings of apathy and enervation. Degree of depression or other psychological disturbances underlying premarital inter- course in adolescent girls are thought to be indicative of the extent to which they are sexually active. It is impossible to separate the emotional, sexual and physical develOpment of the adolescent and it is evident that social develOpment intermingles heavily with all three. Physical changes during adolescence trigger emotional reac- tions and social mores add additional complications to maturation. Adjusting to physical maturation during adoles- cence is, indeed, one part adjusting to the physical change and nine parts adjusting to the emotional and social changes and the sexual implications they directly produce. Given the small amount of evidence relating stresses to sexual activity in a positive sense and the fact that stress may temporarily move one away from the family and community or- ganizations, for they may well be the sources of stress, we think an overall positive relationship exists between stress and sexual activity. Physical stress is the sum of suicidal activity and physical well being. Emotional stress is the sum of family crisis, depression, affect deprivation, and rage. Self-Regard H49: There is a positive relationship between sexual activity and self-regard. Self-regard has played an important role in the 53 study of the behavior of an adolescent; it will tell much of how the adolescent will or will not initiate, seek out or be available for heterosexual interactions. The subject of self—regard has become increasingly popular in the last few decades and has been intensively investigated in psychi- atry, psychology, and sociology. Self-regard has even be- come an every-day subject, because nothing seems to be more interesting to humans than the study of the self. This pop- ularity may explain the obscurity of the term; many differ- ent names have been used such as self—image, self-esteem, self—concept, self-love, self-respect, self—acceptance, self-evaluation, and self-worth. All of these terms imply the psychological process of the evaluation of the self. In this study the term self-regard has been employed because it is the most neutral toned and carries the least amount of connotations (Wylie, 1961). Zetterberg (1966) introduced the concept of erotic ranking which appears useful in analyzing the importance of self-regard on sexual behavior. Intermingled with the sociometric ranking and dating complex, there is a struggle for erotic success. The erotic ranking can be reflected in the individual's self-evaluation; a person who has a poor evaluation of self would predictably be anxious to improve his or her lot (Strouse, 1969). IEhrmann (1959) found in his study that upper-class boys more frequently and more easily engaged in premarital sexual relations with lower 54 cl ss irls; and they, on the other hand, were more willing Q) (Q to yield intimacy to the higher status male. Thus, having a low self-regard, being "poor, powerless, and uneducated, having bottom positions in all other respect ... may turn to rewards offered by erotic ranking" (Zetterberg, 1966:135). Burchinal (1960) found indeed that if a lower-class girl is more insecure than a middle or upper-class girl, she is more likely to yield sexual intimacy to a male of higher self- regard, more likely to marry up in age and social class, and more likely to get pregnant and/or married while still in high school. Walster (1965) proposed also that persons with low self-regard may possess a special need for affection. Self-esteem theories emphasize that low self-regard persons would be more strongly attracted to an accepting partner than those higher in self-regard (Walster, 1965). Self-actualiza- tion theorists, including Fromm (1939), Maslow (1970) and Rogers (1959) contend that self-accepting, nondefensive in- dividuals are more capable of loving others and experiencing satisfying and fulfilling interpersonal relationships (Dion and Dion, 1975:39). DeMartino (1963:80) points out that any study in which data are obtained from volunteers will always have a preponderance of high self-regard (high dominance) people and therefore will show a falsely high percentage of non- virginity, masturbation, promiscuity, homosexuality in the population. DeMartino finds that it is much more likely for 55 high self regard women to have homosexual experiences or else conscious tendencies, desires and/or curiosity (DeMartino, 1963:90). Maslow (1942), Maslow et al., (1960), and DeMartino (1963) further report that when an insecure individual has a high dominance feeling, that person is likely to use sex as a weapon to conquer and dominate others. It has been observed that sexual deviants are usu- ally immature, feel as though they have little control over their destiny and have tremendous needs to bolster their self-regard (Pacht et al., 1962). The research seems to sug- gest that an individual with a low self-regard would be more inclined to be involved in indiscriminate or socially dis- approved sexual activities than the more secure individuals. The results of the research have implied that a general feel- ing of low self—regard and/or a weak sex role indentity are associated with a high level of sexual behavior. The hy- pothesis in this study is contrary to the above findings and postulates a positive relationship between self-regard and sexual activity because it is thought that being sexual with one's peers adds to one's status and self-confidence in the peer group. Guilt H There is a positive relationship between sexual 50 activity and guilt. The influence between sex guilt and sexual behavior has generally been an inverse relationship which has ex- plained the approach-avoidance models (Clark, 1952; Langston, 56 1973). In this model guilt as related to sex is seen as an inhibiting factor, although it is unclear whether the in- hibition occurs between stimulation and arousal or between arousal and behavior (Galbraith and Mosher, 1968). While these are primarily experimental studies, it is important to note the negative relationship between sexual behavior and guilt. In personality formation sexual guilt is acquired or learned in a series of situations related to sex and con- science development. This guilt may then influence the way in which situations are perceived or the reaction of an in- dividual to specific situations. In a sense, guilt about sexual behavior is a self-mediated punishment for violating or for anticipating violating standards of proper conduct. The affective state of guilt is one of several potential referents within the individual signaling distress (Mosher and Cross, 1971). Guilt as contrasted with shame is where the self is doing the judging as oppossed to the latter where someone outside the self is giving disapproval (Lewis, 1971). In this study, specific measures of sex guilt (Mosher, 1961, 1966, 1968; Galbraith, 1969; Galbraith et al., 1968; and Galbraith and Mosher, 1968) are not used but rather a gener- al index of feelings and behaviors which promote guilt. It is thought that guilt of a general nature or sex guilt specifically will have the same inverse relationship with 57 sexual behavior since both are an injunction against self for tran sing a normative standard. (D U) U) gr Bu ss et al. (1954:190) found that four per cent '1 L0 (D of the men and 16 per cent of the women with coital experi- ence also experienced a sense of guilt. Christensen and Carpenter (1962:71) and Christensen and Gregg (1970:622) found premarital approval-experience ratios usually to be in a 10 per cent range for the 1968 sample of men, but ra- tios for females and 1958 males show more divergence between attitudes and behavior, with over two-thirds of the people mismatched in a few categories. Reiss (1967:117) found that 83 per cent have the standard of accepting coitus of those who have had coitus while holding their present standard, while 15 per cent accept petting as their most extreme standard (Table 7.9). Reiss (1967:118) shows that individuals with a reported acceptance of premarital coitus still experience guilt with their coital behavior and with sexual behavior less than coitus. For people reporting a standard of premarital inter- course, 54 per cent felt guilty about petting. Quite pos— sibly a gap exists between emotional and intellectual accep- tance of a sexual standard and the standard might require more affection and/or commitment than the reported behavior entailed. Therefore, not only is reported behavior not an accurate predictor of reported acceptance of behavior, but 58 also reported standards of acceptance do not exclude feelings of guilt. Single factor standards may not repre- sent acceptance of premarital intercourse if absence of guilt feelings are required for complete personal acceptance (Banward, 1973z5). Given the available evidence concerning age of our sample and a measure of general guilt, we would expect guilt to be positively related to sexual activity. Summary of Hypotheses for Stress There is a positive relationship between sexual activity and: H40: stress H41 physical stress H42: suicidal activity H43. physical well being H44: emotional stress H45: family crisis H46: depression H47: affect deprivation H48: rage H49: self-regard H50: guilt For the above hypotheses the following hypothesis was tested: There is a difference in the means scores between the five levels of sexual activity. CHAPTER III METHODOLOGY This chapter will describe the community from which the subjects were drawn, the method of data collection, index construction, and the design of the analysis. Appen- dix A describes in greater detail the construction of the indices and particularly the measurement of sexual behavior. Community The data presented in this study came from a 1973 follow-up cross-sectional study by a team of researchers on adolescent drug usage in three western Michigan communities done by a team of researchers in November-December, 1969. The 1973 follow-up data are from Community B which had the widest range of social economic status of the three commun- ities originally studied. Communities A and C were not resurveyed because of issues involving confidentiality and uses of the data. The first data collection of Communities A, B, and C took place in 1969 and is described more fully in Hager (1970),Hager et al. (1971),and Vener et al. (1972). Community B, which has a school district serving 25,000 residents, was resurveyed in March, 1973. Character- 59 istics of the people in this community include (1) about 40 per cent of the male wage earners are employed in white collar occupations, (2) 70 per cent of the males are high school graduates and 25 per cent have completed four years of college, and (3) 51 per cent of the respondents expect to attend college. Community B has one public junior and senior high school which is located less than five miles from the nearest SMSA (Standard Metropolitan Statistical Area) of 150,000 and about 20 miles from another SMSA of 360,000. The census figures reported for 1960 lists the median income as $6,37l and compared with $9,500 for 1969. Community B can be characterized as a common-man town made up of middle-class families. Most of the work is in skilled and semi-skilled jobs, with about 40 per cent classified as white collar workers. Subjects and Data Collection Pretested opinionnaires, similar to the November- December 1969 data collection, were group-administered in March 1973 by teachers during an extended homeroom period. Subjects did not have prior knowledge of the instrument nor its content. All students present on this day were asked to complete the opinionnaire (the opinionnaire is found in Appendix D) except for those whose parents had a standing objection to their children being used as subjects in social or psychological research. For this survey three students were excluded because of parental objection. Absentee rates were typical for this day and students and community were 61 aware that their names and location would not be revealed. All students attending the public junior and senior high school (grades 7—12), and who were present the day the sur- vey was administered were asked to complete the instrument. Less than one per cent of the respondents' opinionnaires were excluded from data analysis because of incomplete answer sheets or response irregularities. The administra- tion required an average of 70 minutes for the subjects. The number of subjects was 2,164 at 7th-12th grade level. All answer sheets were screened for any visible gross irregularities which indicated questionable validity of the responses. Opinionnaires which showed a pattern of "set," were eliminated; for example, opinionnaires with designs on them, or only having one response answered. A count of missing data was made for all subjects per item in order to assess which additional cases to cut from the final data analysis. Table 3.1 depicts the frequency of missing data. It was decided to eliminate from the data analysis those subjects who had over thirty-one missing values. This comprised about one per cent of the sample. The resulting sample size became 2,143 subjects. Since 37 per cent of the remaining 2,143 subjects had from one to twenty-nine missing values, a method needed to be devised for taking these missing data into account when computing the different indexes. Not taking missing data into account during the index construction would tend to produce index scores which are lower than would be obtained 62 TABLE 3.1--Number and Percentage of Missing Values for all Subjects Number of Number of Values Opinionnaires with Cumulative Missing Missing Values Percent Frequency % 0 1345 .622 62.2 1 454 .210 83.2 2 157 .073 90.5 3 56 .026 93.1 4 34 .016 94.7 5 17 .008 95.5 6 - 10 43 .020 97.5 11 - 15 14 .006 98.1 16 - 25 13 .006 98.6 26 - 30 6 .002 98.9 31 - 176 25 .010 100.0 N = 2164 if all questions were answered. This is discussed more ful- ly in Appendix A. Instrumentation General Index Construction Technique The instrument consisted of an opinionnaire made up by a series of questions, indexes, and control items originally used and developed for studies by Hager (1970) and Vener et al. (1972). The present study is concerned primarily with five types of information derived from the instrument: (1) measures of family structure, (2) assess- ment of several forms of bonding that affect the adolescent, (3) measures of orientation toward nonconforming behavior, (4) measures of stress, and (5) selected measures of reli- giosity, guilt, authoritarianism, college orientation, . . 1 . . 1 . ith in people. DpEClal indexes for this study were (1 I h (D an‘ (1' ed because few scales were available that would tap (1‘ H CO ”JG :5 s the information needed for testing the hypotheses of the study, and those scales which might have been useful were too lengthy and time-consuming for use with the range select- ed for the study. A decision had to be made whether to use longer scales and gain depth or use shorter indexes and gain breadth. Hirschi and Selvin (1968:211) saw the problem in these terms: ...if the social researcher were to use a small number of long scales, like the psychometrician, he would have to forego a large number of single items that he might otherwise study and this might well be more costly than the reduction in reliability. The choice that was made for the present study represents a compromise between longer scales and the use of single items by utilizing a procedure of index construction, pat- terned after Waisanen and Durlak (1966:101-115), who list several assumptions underlying the use of this technique: 1. Several questions designed to measure a variable are better for the purpose than a single question. 2. The degree to which these questions correlate with one another provides some tentative evidence-that there may be such a variable "at work in the social world." 3. The summed values of these inter-related items can function as the measurement of that variable. 1 - . . . . The complete set or indexes and items compriSing them are found in Appendix A. 64 4. The degree to which these measurements relate to other measurements--beyond the reasonable limits of chance--provides further basis for confidence that a variable has been identified and that it has some interpretative value. The following indexes were constructed and a pneu- monic abbreviation of up to seven characters was used for the computer program. The full name of the index and its pneumonic are found in Table 3.2. Specific items comprising each index are found in Appendix A. Validity and Reliability of the Indexes Validity Face validity was the initial criterion for the construction and retention of index items. That is, only items that appeared to measure the desired dimension were included. Intensive interviews with over 50 students from ages 12-17 were employed as an aid in the qualitative evalu- ation and revision of the wording, understanding, and in- tended meaning of each item (Hager, 1970:69). These students then assisted in the reorganization of some items, suggested alternate items and were instru- mental in adjusting the time factor to a reasonable limit by helping to reduce the number of items from 300 in the first pretest (1970) to 190 in the final instrument. Only those items that elicited rich response data were included in the final instrument (Hager, 1970:69). Based on the findings of the first study (1970) an formulations for the second study the opinionnaire was reduced to 177 items. 65 Table 3.2--Glossary of Terms and Abbreviations. ) 5 B C I.‘ ) s 6 ) E C 6 S F 5 S ) C D A 5 S N L H D O C E C 5 B T (\l P L 9.. H7 R )6) I TS H H06 L 0° C CC” f- ) AN A BCE ) N 2 ) \l O E (SE s 0 .3 4| 6 P8 T MILL H c x )S)\I. N R( OEE)E D \I \l )4723 I HH P NDD7B Y ( A ) 4 36155 ) D CT L (HL L L 3 3 8))67X77 1 N AU 0 REE—CE I o x S x127xo11) 6 0 EA 0 OKKBD M 0 D X DbeD(XX6 7 9)T H 00L( A H () D M (770(YDDS 1 ) (s P C HM‘EY F)c ES \l l\ NXVA(KTI\(7 VA 5 ) GDPR S ESSDT) 15 63 A Y R EDDLRNSSI)D 6 L) NNLH, 8 (IC D3 EX 4 D D R((OOEEEXS( 7 OD IOOC C) )LDDDMS NXH LD X )A L ) )DGLOHVIIDSE )1 HT 080A DP OELLLRL ADG)L( D ES 1 5 ZLNOH TTT(7G) LX 0C )N(HE CH LDAAAOE (I3OL ( 5T ) H 7 )8IIOC0 NRYIAZ 60 CE DOGCT RC)L(VVVFD TLH3C0 E XS 5 C X ZXHNHSTEEIRX16)7( LFJLBNS ARSORAAAN( PO X 0 C D 5 D BDCIC RHHRDR731N AFHA I P)PUECO 0E EOMDHH N (G X ( X( ASTLOTTA(R16XE (ATVYDPLB HS(ILLLCG CHO(0C E)GN D N DNER AOF MEAX7DR N(UATNEOCHCSNVEEENA) NCRERS RINI (filrifi R (ELTT OENN GNDI(D 0NA(IOC0(T(A0ADDDOM$)OSFGF ESIO)D 0 NRA AEHBIIOA (XNL I0(YNBIHGUNLIHNNNNISSC E E FXTG‘E 5 ) B EDML FC TIDNDEI TIPTU LCNAOCTEEEE .EG HDLDT )EDA 56 6)3) )RLEANISYYY RRECRH PTSIMROSI I(ABGGGRFRUFGELEA 3R(DTXA X274R1DIFN0L RRRDRARDDC HAILMOP DPTST OLPRLITOTU) 4P5 ODG D7X7E8LH OI GRRRNAUDLL UVNIOF PNEPENGLLLFEEDEHACADI X NYN(N (XDXTXICDITLNAAAEMOLIIE SIABC HEOCESENOOO 50(5 U UA4)D$IL YE ED(DADH NTAAIMMMT TIHHR NRIA RTCEICSIIHHHR ( EDEDRXZCUTTTD )R(N(L(CEAACIV NF HCCO OPRLDAII LRARMOOOATNETMAMAGDLTCANUAR) LONRN D L CUCAOOOIOTC F CEAINEALYOELORCCCENOGNOROR r.XNIDEBE01))6MRORRLEAEODOETTT N EC DTAANFOTPPC OLLLNEIAESGSGDrCDAG R T. .OZDX OBOOILMLVESL TEEOHUR L IV I PI EFAAAIUSSU EI(TITR9$DX6¢DRE B HAEA SSSORLNOTO OTRAYLC N HLGN LQSUQRRRRDLHSLEUG EDXX‘O D HCMFMSSSSTTTNUA NCO LIDHUHCOEOSESINE NEEEENOSEEYCNGI(DDE TNDT EEEECCC SVSSSE OEHGIVCTNTROLCGGGVIRGIHHHHEHITR INRE((ERSORRYYYHUUUUEEES ITTTE CFTUHRRINIUHLNUUURLPULTTTTTTHO TTTIRNEORURCIULLLTLLLLPPPETBNNNR LFURAURIGAHCOORRRUEEREAAAATAEROOOAOA0NUHOIEHONNNOAAAAXXXOOMAAA“ AAADFCPFCFCSCNDDDCDDDDFFFFACJPNNNDGNNOTTFFSTFOOOBVVVVEEEDNAVHUT L0 6 PS 5675 5 O?! N 67 "E HHHHH S 6 123‘5123‘5 “c 01555 CSOEEEEECESC . 123‘5555566666 OEHLDDOD RSLBBBBBSR6'7123‘5123‘4123‘s.]23‘523‘5123‘66667777777777 CFTANNNN SUALLLLLLLPUC33333£44455555666667777888877771111111111 LFUVOOOOBBRLOEEEEEEERSXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX AAAABBBBCCCCCDDDDDDDDDDDD000000000000DDDDDDDDDDDDDDDDDDDDDDDDDD 66 Table 3.2--Glossary of Terms and Abbreviations (Continued). ) R ) E "\l \l c a (S 7 B X ) Y3 ) S A S 4 T5 3 S X)‘ 2 IX 8 E SHT 6 M1 5 R (ET 5 ) RX ( T YBI 7 D on V. S TXV 1. 5 EC T ))( ISI X X NS '1 5.0T VCT ( M 05) )V 55L IVC N C CEH BI SSI TTA E Y NRE ST EEU)CI R T)OTB (C RRGEAVL D ) ISNSC YA TT 0 IA L 3 ) M5 N T SSEILTU I) X 1 RXoooao IL (COCACX H1. I\ D. on N ) VA TTIIUAE C“ s R F(GG C IU LLCUX S 6 S 6 NSNNR D TX IIISEL ES A ( OSIIO C CE ) UUU(SAF E7 L Y CEDD R) A5 b 5655 U0 R1 C T NRNNH A6 L ) TFX HX I )OTOUE PN) LF C s DEDHOES TC .1. )V PNSBBB)(OR A0 L E TDTG 5L) E A ) LI R LCNCB) U ) E R CICUE EP EG I 5 ) ET TDDGGECORUP )))XSP S )T ECEORFVR VA C 5 )) 5 DC SNNNNOAIASE) 567ELL)I\ ES FIFHUOEH )AI 0 X 1.4! 5 NA NAAII(RTPYC$ LLLSEOLS K( FUFTS LC SHR S C CH E)) )E I TTRAA(HIS EEE VOOE OS ASA AE A 1 R 5) BE RHC 75L MSGAAOPCYPLE RQRFEHCS MS DEREE XDA R N6 A8 TTY 3(A (SNDDI(IT(0R (((OLCFS SE SDSNMUVT (NM 0 IX XX SIL FYU NEI VENIGPT )YPY SLA (R STSA‘ SI( EA T()Ss EAI)(CX 0RTEEACULN(S YTHTEE(EL)$T ECE DAFN G D N A5111 (FMBCNE ITAGGHNMAINP TICIRVNSCRES REFREE 0 ASR O DGB(( 5(AFCES TSDAAEAFIEO< IGRGUIOC FT PFPOTNOI EA I NSCH SEF(AU P BTONBIS GLULSFIODLTR EFEIH TT RIU T RIZBE ELCGRQF EFFFF PCE TS LENEA TLNEE0)DADVGD P 0T0 A 0L(AB RPSNANO COOOOGE GLPE ERCREOPLASRFS AIEDE FNT C FBEXX TOIIPI )R NCDNLER R MTEO (A SESEHETEC E )U 1555 SESD LSTENNn.NICL0ECT (DDD LCDDGREGSGEHHDR RHE LD RS PINDELLPCOCOMAICBRS)YNNNDDR RFIARAEAE 50E ATC XE)A FFF L RONDEI IIIIR H E ETAAAFEEDAACETRRR YICP E N ( SEFOOO ANCrDA VURTTTTOLCLLPLGI TDPNGG NS 0. 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The last two columns of Table 4.2 present whether the hypothesis was accepted and for which groups (A = All subjects; F = females; M = males). Some qualifications for acceptance by sex are that females from large families (H4) and females who were first (H6) or later (H7) born were not significant at the .01 level. Also females desiring a large family (H13) were not significant and females who valued the educational aspects of school (H15E) were not significant. Bonding All hypotheses are accepted except for religiosity (H28) among females. The relationship between community bonding and sexual activity is stronger than for family bonding. Nonconformity All hypotheses for nonconformity are accepted with- out qualification. Stress Except for physical well being (H43) and depression (H46) among males all hypotheses are accepted. The correla- tions between physical and emotional stress and sexual ac- tivity are similar. The ten §_posteriori contrasts for the five levels of sexual behavior are found in Table 4.3. These contrasts are used in conjunction with the oneway analysis of variance 84 TABLE 6.3--TEN CONTRASTS FOR THE ONEHAY ANOVA COHPARINB MALES ANDJFEHALES.ON THE FIVE LEVELS OF SEXUAL ACTIVITY THE CONTRAST GROUPS FOR THE FIVE LEVELS OF SEXUAL ACTIVITY 3-5 6-5 3-6 1-3 1-4 1-5 2-3 2-4 1-2 nnsnnnnrsssnnsnnnsn”NSannssssssss N MNNN N N” NNNNNNNN FFMHNEHFNFHHHSFHFFFFFFFFFEFFHFFFFS "H H N M NH HHHNHMMHNH H H N F‘SSSHSSSF"SSFRSFSF'FFFFFFSFFESFSS NNN NNN NN FNFNINHHH N NHNN EEESEFFFEEEHFEFFFFEFFFFEFEEFEEFENF MHNNNMHHHHM H MNFMHMHHMMHH HMH H FFFFFFFFHFEFFFFFFFFFFFFFEFSFEFFFMS HMFNMMNN MFNM MNFHMMNMMMMHNMF N N FFFFFFFFHMFMFSSFFSFFEFFFEFSFSSFSES HMHM HM" H MNN MNHMNHH N NN NMN FFFSFFEFEFFNFSFHFFEFFFFEFFFFHEEFHE FHMNHMMHFHM MNH HHHMHHHNNNHH NH FFFEFFFFSFFFFFFHFMFFFFFEFFSFFFFFFS HHHH HHHNHHHH H HHHHNH NH" "HUN FEFMSFEFSSFNFSSSEHFEEEEFSFSFSSEMES INN NMH NNM MNNNM HMMMM N NNNNM RN SSSSSSSSSSSSSSSSFSFFFFMSSSSSSSSSFS G PPPPPY Q. .L SERSCSD CCN EHRLRT EH 0 LSSDBSYST DCO CCTOHI HOSECEHSDESEIUELEC RT CAC IRSOCGHTLSBSKOGLDERCSRIREEFL RRR LUNHALTILALLOCUANRTIYTVPFGLI OBAAABOHICEEUAOLEEHLRVETSUHSAEFAEU BFPPPCPCHSTRAECCDDSAOAGSPSPEEDARSS NDING HF=HALES AND PENALES H=IALES ABBREVIATIONS FxFEMALES NSBNOT SIGNIFICANT 85 and provide information as to where there are significant differences. For instance, on parental congeniality (H21) we find that for contrasts 1-2 and contrasts 1-3 the mean differences for parental congeniality are not signifi- cant (NS). For contrast 1-4 there are significant differ- ences of at least .01 for females (F) but not for males. On contrast 1-5 both males and females have significant differences between groups one and five; this should not be interpreted to mean that significant differences exist between males and females. Finally for contrast 3-5 on this same variable males (M) are significantly different between groups three and five but females are not signifi- cantly different at the .01 level. Summary This concludes the hypotheses testing of the bi- variate relationships with sexual activity. The hypothesis regarding same and opposite sex siblings was not accepted. Not finding religiosity significant for females was an un- expected result. We will now move on to the multivariate analysis where the colinear effects will be taken into account. Multivariate Analysis Discriminant Analysis The hypothesis "dating will have greater discrimi- nating power than any other variable" has been tested through the use of multiple discriminant analysis. The 86 analysis proceeded in a fashion partially described by Shanathanan (1975) and partially decided upon by the author whereby six steps were carried out for all subjects together and males and females separately. That procedure is: l. A multiple discriminant analysis (MDA) of all variables entered at once to see the full effect of their discriminating power. 2. A stepwise MDA and include variables until the F to enter drops below 1.0. 3. A second stepwise MDA using those variables which did pp§_enter in the above analysis. 4. A factor analysis of the variables retained in the first two MDA, but keep dating separate regardless of how it factors. 5. A MDA on the resulting factors and including curvi- linear and interaction terms at this juncture. 6. A comparison of step one to step five in order to find the difference in classification power using both methods of analysis. This method has helped to achieve parsimony by excluding those variables that contributed little to the discrimination process. Information from the initial direct method, step one, provided an estimate of how much classifi- cation power all of the variables had when entered at once. A limitation of the direct method is that it does not pro- vide classification functions along with the discriminant 87 functions as is provided in the MDA using a stepwise proce— dure. A comparison between the classification power found in step one as compared to step five gives us an estimate of the change taking place as the variable set is reduced. Direct Method Table 4.4 presents the discriminant function coef- ficients and group centroids for all subjects taken together and for males and females separately. The salient features for all subjects are that three functions are significant with dating (X5) alcohol, general delinquency, availability of drugs, and smoking being the most important variables contributing to function one. These variables are the best classifiers for membership in groups three to five (groups are equivalent to levels of sexual activity) as heavy petters and intercourse with one or multiple partners. Each variable had a positive loading as did the centroids for groups 3, 4, and 5. On function one it was found that being first born (0X72) had the highest negative loading of -.126 thus being predictive of membership in groups one or two--no sex or kissing and hugging. When moving from function to function, the picture becomes less clear because less variance is accounted for as can be seen in functions two and three. The first function may be compared similarly to a factor in factor analysis under which circumstances positive loadings indicate a form of peer activity which involves Table 4.4-Standardlzed Dfiscriminant Function Coefficients and Group Centroids for All Subjects. and for Males and Females (Direct Method . _.__ Females Males < DISCRIPINANTETGENVALUE FUNCTION OH oxscaxnxuanr EIGENVALU FUNCTION ONICAL CAN E CORRELATION RELATIVE PERCENTAG DISCRIIINAAI EIOENVALUE FUNCTION Ohm 0-05 DUNN o o o Q00 N00 NF-N 0 0 0 Nv-o 000 pom-n QC- STANDARDIZEI DISCRIMINAHT FUNCTION coevvxcxtuts TION COEFFICIENTS STANDARDIIED DISCRIPINANT STANDAFDTIED DISCRIPINANT FUNCTION COEFFICIENTS 3 FUNC 2 FUNC 1 FUNC 2 FUNC 1 FUNC 3 luuc 2 fuuc 1 FUNC EH3 .thmOfinnNonOONQOmeoOQNOQNo—vomessnhonnNQQNooqonno v:macho-MosQNM'vaVOlVdno-une«ens-.oomu-Nmo—moruoosnu-mnm mnnmu-o-mOa-Noowv‘)o-o-qu-mwnqoo-Naomo'n'nmmoc.v.c—mom~o—o—Q emundhohthl unprimv-vmimc-tho-qovnno cr-odswaonmo-No 'IDmUNonov" OFFONOOm—n—uNNOOMPqw-p~~owoooop~oooQFFwooopop—ooc o6.00.6.0...oesooooooooooooooooooooo o............. onm'OWOnMOMMW-NMNPmONthm0901\09’0FPmm'o-mflQfiOMQ MOI".- Uonuv—oos owwmenhqnmvu.uow 0 (us ago-1n mmvn‘uuyn omwogn.’ ~em~hpoonpnonennoooncoe~~nopno~onmvoo~no00pnpoo¢¢~ WNU‘GN'BMM‘nONWCCMBM¢.P0MMF\~IONNNADI 0N0w~p~~(p~~~~nmmp "QSMOONFOQOOC‘O¢FHGOO~M0~OF0NONOUDW0IQQ~~m~mo.-)pmo 00000000000000000000000000000000000000000000000000 n00O{DN’QKJOOIHNQOOM'o-IQNnQQOva-OOUMDNINN0004«KNOMNO mficennnu'Uv-uWhoov‘wnlPd..PNQOOI-flgmu.«LOONNmNpouo-pgpqcupopun anthem-.50 «Coo-Ml. cameo-\no-qrwu10qmqoLsnnuqmd QNm—on~~4.mnoo-o- NnOOPNQNmOOP4~ono¢m~p04q~cmomownmo~u~~oocmon~moonc can 0303003001)DQ’JQPMJDOOOoaoav-D—OQQD D 33.33—03.3300—3 no oooooooooooooooooooooooooooooooooooo00.000.000.000 OIIIIO 0| til IIIII 0000.. 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Variables predicting membership in groups one and two for all subjects were the curvilinear terms of dating, nonconformity, stress, and the interaction terms of dating and stress (MXSS), age, courtship, bonding, and delinquent behavior. On function two, the picture becomes less clear with positive values for dating, nonconformity squared, stress, valuing school, being female, desiring a medium size family and the interaction of age, dating, bonding, and stress (MX1XSBS) predicting membership to group three (petters). Variables with negative values and predicting membership to group one, no sex, were CBS plus the curvi- linear and interaction terms which maximized the differences between groups one and five. Function three predicted and differentiated member- ship in groups four and five primarily, with a slight ten- dency for group three to be like group five and group one to be like group four. Positive loadings were associated with groups one and four for the variables nonconforming behavior, desiring to marry early, to have a large family, being later born, lower social class, ambivalence toward marriage, com- ing from a large family, the curvilinear terms of dating and stress, and the interaction terms of age, dating, bonding, and nonconforming behavior. Group five membership was re- flected in the variables of age, dating, nonconformity 105 (curvilinear), and the interaction of stress and delinquent behavior.‘ These three functions predicted 49.6 per cent (Table 4.11) of the cases correctly as compared with 51.0 per cent using all the variables without the curvilinear and interaction terms. Thus we have achieved the goal of reduc- ing the variables set without any appreciable loss in pre- dictive power. The differences between males and females as to which variables were most salient in predicting group member- ship were as follows. For males the first two functions were significant, whereas the first three were significant for females. Thus our discussion will proceed with only significant functions being considered. On function one for both males and females dating, nonconforming behavior, and the interaction of stress and nonconforming behavior were the most predictive of membership in groups four or five (intercourse). Stress and age squared were also influ- ential for females. Variables predicting membership to groups one and two for both males and females were the cur- vilinear terms for dating, stress, and nonconforming behav- ior and the interaction term of dating and stress. On function two, dating, stress, college orienta- tion, and the interaction term of stress and nonconforming behavior predicted membership to group three for each sex. For males age, college orientation, nonconforming behavior, 11365 Table 4.11--Percent of Cases Correctly Classified for All Subjects, and for Males. — _i ACTUAL GROUP GROUP 1 snoop 2 snoop ' 3 GROUP 6 snoop s PERCENT OE ACTUAL GROUP snoop 1 snoop z snoop 3 snoop 1 snoop s psncsnt on ACTUAL GROUP GROUP GROUP GROUP GROUP GROUP 1 2 PERCENT OE 19.53% 206. 330. 821. 273. 203. 'GROUPED' CASES CORRECTLY CLASSIEIEO: 352% 110. 269. 323. 137. 187. 'snoopso’ cnsss conn£c1L1 CLASSIFIED: NO. OP CASES 96. 301. 196. 138. 96. 'snoopso' cnsss sonnscer CLASSIFIED: and Females (Third Stepwise Procedure). All - PREDICTED GROUP 'EPFERShIP 6P. 1 GP. 2 GP. 3 137. 36. 1. 76.2: 17.32. .3: 209. 197. 113. 36.0: 33.6: 20.5: 17. 106. 110. 3.7: 13.2: 53.6: 12. 20. 61. 1.1: 7.3: 23.3: 9. 12. 19. 3.2: 1. : 17.3: 19.60: Males PREDICYED snoop PEPEERSNIP 6P. 1 GP. 2 GP. 3 76. 23. 3. 690" 2207‘ '0 x 6 101. 30. 32.1: 11.6: 20.1: 2‘0 ‘50 1‘30 7.1: 13.6: 11.0: 3. 13. . 33. 3.6: 9.3: 23.3: 2. 7. 19. 1.1: 3.7: 10.2: 16.11: Females PRE0111ED snoop psiacRSnxp 6p. 1 GP. 2 6p. 3 71. 21. 1. 77.1: 21.9: 1.0: 69. 12 . 73. 29.6: 10. : 21.3: 19. 66. 266. 3.6: 13.7: 31.0: 1. 10. 32. 2.9: 7.2: 23.2: 6. 3. 16. 6.2: 3.2: 16.7: 30.93: GP. 6 N "P 4 ad 0-000 omeOouIe-oo No No no 01 NM NM HF Id. FM .6 0 sp. 1 GP. 1 0 00 N0 N0 16 00 IV No 66 9 21. 21.9: GP. 3 GP. 7. 3.6: 13. 2.6: 9 . ".3. 76. 26.9: 5213i 3' o .... 0-. No .6 .16 0-6096.“ 0‘ MONO III. No No 0 N ~40 107 stress, life style preference three, and marrying early were predictive of membership in group three. Other unique vari- ables for females in group three were self-regard and being second born. Function two also differentiated between groups one and five from group three. Group four for females was more closely aligned with group five than was the case for males where group four was aligned with group three. For both males and females BONDS (the curvilinear term for bonding), being first born, X13 (the curvilinear term for age), dating, stress, and nonconforming behavior, and the interaction term for dating and stress (MXSS) were common predictors. The unique variable for males was being second born and for females the unique variables were non- conforming behaviors, ambivalence toward marriage, age, be- ing an only child, and low social class. On function three for females groups one and five were separated from groups four, primarily group four from group five. Variables predicting membership in group four were ambivalence toward marriage, nonconforming behavior, the curvilinear terms of age, dating, stress, and noncon- forming behavior, and the interaction term of dating and stress. Variables predictive of membership in group five were stress, life style preference one, age, dating, self- regard, being an only child, and the interaction term of stress and nonconforming behavior. Variables eliminated from the equation on the 108 third MDA were: All Males Females Bonds (Curvilinear Term for X X X Bonding) DX32 (Father Graduated from H.S.) X DX33 (Father has some College) X X DX34 (Father is a College X Graduate) DX DX81 (Only Child) X DX761 (Values Vocational Training) X DX762 (Values Education) X X DX763 (Values Social Life) X RBL7 (Church Perception and X Religiosity) X1S (Curvilinear for Age) X X6 (Family Size) X Variables which remained in the equation Which were unique to males were delinquent self concept, religiosity, being later born, and value preference three (DX763) toward school. Variables unique to females were low and high social class, only child, valuing vocational and occupa— tional training in school and ambivalence toward marriage. Summary of Discriminant Analysis The test of the hypothesis that dating would be the strongest discriminator of group membership was accepted. Table 4.12 gives the rank order of variables obtained in the final discriminant run for all subjects, and for males and females separately. Rankings with a plus (+) 'UNCTION THREE 100 fUNCYION 2-3 3-1 1-2-5 1-1-5 ALL 3-1-5 1-2 ONE 3~1-s 1-2 PUNCTION IUHCTIONS fOR ALL ALL SCRIHINANT EATER JHAH .1“. E OI S GR ANO EEHALES WITH LOAD NU MALES. TABLE 6.12o-RAAK ORDER OE VARIABLES ON TN SUBJECTS. 11359 n n n n I O I 0 mm m N nae o h KN — n o lo lo I 101 n I e 06 I. e I mw m m w n I o O O o O '- INV‘v-p-PCJ ~1 s C- ‘1 O ‘1 N N .r M is N 1 onnoww e o P o 9 I o I I O O F OO O Q m n m m 0 O O 0 an F O CON «a M vm my VN N or Io 9 F19 w. I 09 I up I 9 o e mi rm 0 m 0 0 4 P “M D n N O 91 o O I O O loo P I 6 e mv-n- NNO v-O 1n ‘1 N NQMM n 0 101 $99 PP I 9 I 9119 9 o 9 so a n O O n .... ”n NN Q n O OI OI OI I O PN n n P Nn 04 n OI I O I O I OI O ’6) fl I" NC- .1 J OI O I OI O I A O a A m n K a r U n v fia- A A a him '5 v A u rm m N o a pm m '0 If» v: A an): up 0 O < n t‘ x N 2 4 x a an F F O u u a O! m n C c v. ...v AA» v was 4 x In WOP 2 28a *0 x on and w FM! 00 V um mm— : 39w v’ > 23 mm: a A O h 2 ocgv uwoa man I Am xxvhv Au tiwr 2072 A h "a 0042“ new mmc—Aoroo mama A nu vvcww 41 v—u‘moo wPOP U m ha 040‘— “Ovufiaoaxm cu—U > m 04 zox~~ 40>>‘o<<——444 what P GAO ~u C‘nwn ¢O<<¢zv nbwwo m64 ¢m~m Q >Vmau(hwwu Imo<am {9‘03 444;u———— :oz 1 ‘N—Avu 1 x mmo» a w<4<~3uuuumtduuuua FJ NOJJCB OUJIU‘In/Ip-p- U CO J1J(<((x¢l £4090 ln>xz—wmubz wuuuuwmorxwmmm—zmacau~¢ ~~ J V>¢w~>+xxmuraDauaphu—Pdo;o)nuuuuawm->uum UCCIhCIb—xuJ444;3££x~~a3933Jppphanax—Qb oa>>quJtnnug00uonn~—uaumumct sign preceding them were indicative of membership to groups with positive loadings. For instance, on function one for all subjects the first ranking encountered was +1 for dating (X5). Therefore dating achieved the highest rank for vari- ables predicting membership to groups 3-4-5 which was pet- ting, intercourse with one partner, and intercourse with two partners respectively. The second term encountered for all subjects on function one was a -2 for the curvilinear term for dating (XSS). This means that the curvilinear term (X53) ranked second for predicting membership to groups 1-2 which was no sex and kissing and hugging. Groups were equi- valent to the five levels of sexual activity. Dating (X5) and the curvilinear term for dating (XSS) were ranked as ones on eleven of the sixteen groupings. The curvilinear term for nonconformity (DELBEHS) achieved ranks of one or two on six of its eight groupings being the variable ranked second the most often. Its average ranking was 2.06. The interaction of stress and nonconformity also achieved ranks of one or two on six of its eight groupings, but had an average ranking of 2.5 making it the third highest rank- ing variable. In all cases males had two significant functions and females three. Generally in the interpreta- tion of functions of factors males and females were the same. Finally, no classification power was lost by the functions when the variable set was reduced by the stepwise procedure. 111 Regression Analysis The analysis of the independent variables, the predictors, against the dependent variable, the criterion, was done using a backward method. The main purpose of the regression analysis was to test two hypotheses: (1) dating contributed more to the equation than did bonding, stress, or nonconforming behavior and (2) dating was a significant predictor in the equation for all subjects and for males and females separately. In performing these tests a secondary purpose was to reduce the number of variables in the equa- tion in order to get a better idea of which variables con- tributed significantly to the variance. The backward method of regression seemed to be the most appropriate in order to reduce the variable set and to study the contributions of individual variables to the variance. The minimum value for a variable to enter the equation was set at F=2.5 signifi- cant at .010 level and the maximum value to remove a vari- able from the equation was set at F-2.4. Three different models of the variable set were used. The model with all variables contained the indexed variables plus curvilinear and interaction terms. The restricted model used the sum- mary indexes of bonding, stress, and nonconforming behavior. R squared was greater than zero (significant at .001 level) for all subjects, males, and females. The hypothesis that dating significantly contri- butes to the variance for all subjects, males and females 112 was accepted. Table 4.13 gives the standardized beta weights for the variables retained on the full and restrict- ed runs for the three classes of subjects. In five of the 51X possible cases dating (X5) significantly contributed to the variance with beta weights ranging from .19 to .49. In three of six instances the curvilinear term significantly contributed to the variance with beta weights ranging from a —.29 to .20. Further examination of Table 4.13 reveals that in only one instance (full model for males) the beta weight achieved by dating (.49) was the strongest predictor of sexual behavior. Most often general delinquency (GENDEL) or nonconformity (DELBEH) had the highest beta weights. The hypothesis that "dating accounts for more variance than the summary measures taken individually of bonding, stress, and nonconforming behavior" was tested by submitting these variables plus age and sex to a multiple regression routine whereby each variable was entered last and the r2 change was studied. This hypothesis was tested for all subjects, males and females and was not accepted. Table 4.14 summarizes the findings from the re- gression runs testing the hypothesis that dating has a sig- 2 nificant increase in its r . In all three, dating was a significant contributor to the variance (significant at the .0001 level). The highest increases were for nonconforming behavior with the beta weights being stronger for noncon- formity than for dating. Thus both of these variables 9:,EULL AND RESTRICTED MODELS 7 GM RESTRICTED EULL MALES IEUALES ALL MALES FEMALES LL -005 men OCD M44 A A ~t O '- ~t Q o o o I (5011‘ qu O 0 O I 0 Own-- 4 D PCP" C o o o 0 0 I I O O 0 p- N O O O O Nun) O‘IN o o o I $040 ~t COOP O o o o o O I A N m X g A V J a M o x O O x v AU w PM 13 A ”1 1... 1n )1: .J V“ 0193-) A x VAMO 10 V .Jx'fiu P 6‘0 x x ICCIGI v AXIOVO 11.4 I-VUQ ".1.“ .0 (1011me < o 1.. Cl 0 & A it 4 :ru1w¢u¢v~‘°v "l Kfl( g‘ACOZJZ .1. Z AnAOVH 2.2.27. 11‘ ~l C C O O I V‘Nnnnfl 410 0000 OO O O O O O O I I I Q 11“! O CO e e o n O I I In ~11!) O OO 6 e o 4 1n" 0 00 O O O I A A v- If‘ MAA “A ANNp-n O»! UGO-mm A NQAAOXNN v- QXANNOF—AO xcooxvqum OV~NO>OOmP vzx run-vets)! 2m004£mmwo wCVVOunuuxv ¢09401~~ou 113 -005 ‘00‘0 .05 0"? PO A 4A A00 OJZCIPPPVGA «xv J~~Ou 2¢>(N 009 AZZ‘SUIqu—sx—nOANuw zuuu ¢33¢3~MP45A432¢m012v u (thPh>o:mv—uw For~2“:‘—29m2>2<fl 0Q n ~10 on no a o n- o i O O In N-QN O P‘s-N Q .0. I n- N 0 v- N O o o 0 N44 CIA-J 0P0 NCO one 0.. I I win ‘2‘! 4’ OF NO c on on n I y. p- h :2 A 11 a O In ns~ as em t O“ V U-n-I )- 28 A50.- ~mzsn t1.“ zudfl : A seVLDQ U 21022 O ova—— U UWOO «A 2'87? (19 AoI-OO “(A A Q‘mQQAVOG ..J 1;: 911.12" nu p-oaouauocna. O m2222<~0._a bpv vmzaovubvo ...-1* 71.“.— 1:12—1:31 J< (mm—~o vxgc2>> :wvahutb: Cuba «~6uawvmkqwmzcazumcz~obauzouuuammz ~ 3 DOQV012P<(£££hP—£In—"~J( 1.3.1.0 VmmeuCcz—IzczmeOOI-p-p- K wCUw‘l-‘I-uw-JOKWZQCQ uo— ...—.....— I 2‘20WJM-3—33344>un ugh-11.1.». up- a OI-<<.51U 32.14-‘(ZU Drhh—hJUJJ3J-“L 0") JJ‘J‘IJ ~ wb~3mm~ dowuuuu< << «n Ju~v(¢ Oh¢<>4x40zaum3 >mmmruo JHUOWC~ZW tdmhmcamKZZZ~UV~o~ pump-o: *1 >V~~>$£IIS>WU¢>L 3 33amwv1—PAPQuIQ~>¢OJU>—JCOP-'wdp-‘wwuwsuuuw—uowxb >-uu wmxahmtP~——J¢u~4b444&Aluczzzumbat1314234m3-tz~2h~—~x¢z>4Dazoamxut Jaww433<¢<>>wuuc<31.ngg(guuumu‘uoooumwwhp-m-p—uasasLAsLau/Mnmummp- ~‘I 1‘ .10 o-Npp.qv-o\nm~16p- ‘3 v-Nmmnnmo 00010 a~u1um0unuuwm24wbp OBI/I 4' II 1’1 x... I: m U Q "Jfi aw ac; cguuz;w .nmqu JU Pa .0. --..J «no; ~Ou1mm—z FNMJ—hIF’vJNVI OOQNNNNNKNN 2; uracoxmamzuoz ope-oasncm ur 3&1...qu nfl V) "I’J’IMNNNNu LNNNPPF~PAPUKA<223<4444Q D—p.4'—¢mnv-o-.x 1 QI>4J .az:4.1aar~¢ ppmqmmtxuxxxxxxxxxxxxxxxxx:x4u2>cozacwwuwa(----------- U1 \0 F"""""""""" 2. 14 A Contraculture (delinquent) Condemnation; “hard core" leiectiom school es- pulsion: commitment to correctional school leiects values of D Self-concept of delinquent lndiscrirninate rnurd er Armed robbery; burglary lope; serious so: deviations; promiscuity; prosti- Mien Drug addiction 12 3 Extreme undercon- formity Disapproval Police warnings; school suspensions referrals to social agencies Wavers between acceptance and re- iectlon of D values Confused self-con- cept; marginal to O and A Manslaughter in fight Larceny of valuables Promiscuity; minor sex deviations Occasional use of drugs C Minor undercon- formity Toleration without approval Disciplinary action by parents or school Accepts values of D; feels guilt Views self as a raise behaving non- delinquent Negligent homicide "lorrovring" to use: pilfering Extensive normal sex relations Smoking marinuana 0M1 0 D Normal con formity + “Y Tolerance with ap- proval Indifference; oc- ceptance; mild re- proofs Accepts values of D; feels no guilt Conforming nond elinquent Somewhat careless but no danger to others Minor pilfering Occasional normal sea relations Smoke tobacco adv E Minor overconform- +5 6 Contraculture ( e :- treme goodness) +4I F Extreme Overcon- formity (Details for ascr- conformity not included.) Figure A.1--Hypothetical Formulation of a Behavior Continuum for the Five Levels of Sexual Activity. 136 un erconformity is meant to be within the "normal" range of behavior. Cavan's categories are represented by the dashed vertical lines. Solid vertical lines have been added to Figure 1 to depict more accurately the properties of the normal curve, that is, 68.26 per cent of the distribution lies within plus or minus one standard deviation, 13.59 per cent lies within +-l-2 S.D., 2.14 per cent lies within +-2-3 S.D., and .013 per cent is beyond +-3 S.D. This still leaves us with seven categories; however, the range for normality has been greatly expanded and the range for con- traculture behavior greatly reduced. The extreme and minor (under) conformity categories have also been reduced. Since the actual distribution of adolescent conformity is more likely to be positive skewed, one would expect to find more adolescents who are conforming than those who are not con- forming. For the purpose of this study category A is under- represented since this is a group of individuals who have committed serious acts within the community and have pro- bably been institutionalized as a result. Category G is represented in the sample; however, .013 per cent of 2,143 subjects is only twenty-eight individuals. Identifying these subjects would be well nigh impossible due to the skewness toward conformity so they can be subsumed under category F. Category A will be subsumed under B; that is, peOple who have not yet been adjudicated and who, by a simple twist of fate, are still in the school system. This leaves us with five behavior groupings; they are: High underconformity Underconformity Conformity Overconformity High overconformity U‘slbbwlUl—J a It is from these five categories and the assumption underlying this model that an index of sexual behavior is to be constructed. Indexing of Sexual Behavior Items An eight item index of heterosexual behavior de- vised specifically for adolescents will be the criterion measure in this study. Vener et al. (1972) and Vener and Stewart (1974) have reported on the use of this instrument in previous studies of adolescent sexual behavior. Similar scales developed and tested by Bentler (1968a, 1968b), Zuckerman (1973,), Brady and Levitt (1965), Podell and Perkins (1957), Thorne (1966a, 1966b) have been used by sex researchers. Face validity, inter-item correlations, item- total correlations, factor analysis, and test retest relia- bility have been the main type of procedures used for estab- lishing the validity and reliability of these instruments. In the present study two different types of scoring methods were employed to operationalize sexual behavior as a continuous measure. A sexual behavior index which involves a summing of the items as responded to and a weighted index employing the same items comprise the two continuous meas- ures. Sexual behavior as a categorical variable with mu- tually exclusive categories corresponding to the five levels ..A LA.) 0) of conformity previously extracted from Cavan is a third measure of sexual behavior. The nature of the measurement problem was to create a continuous measure of sexual behav— ior that would ordinally and unambiguously place individuals within the parameters of the five levels of conformity as described above. It was thought that in order to make the results of the different analyses employed comparable an individual must be consistently categorized at one level of behavior versus two levels. For example if a person had engaged in intercourse with one partner this person should be treated as such in both the categorical and continuous uses of measurement. Anoth r way of stating this is that their ordinal rank should be the same on both measures. The items used to develop our measurement of sexual behavior are: 55} Held hands with someone of the opposite sex (not including relatives)? 56. Held your arm around or been held by someone of the opposite sex (not including relatives)? 57. Kissed or been kissed by someone of the opposite sex (not including relatives)? 58. Necked (prolonged kissing and higging) (sic) with someone of the opposite sex? 59. Been involved in light petting (feeling above the waist) with someone of the opposite sex? 60. Been involved in heavy petting (feeling below the waist) with someone of the opposite sex? 1 . . The numbers preceding each item refers to the num- ber of this item as they were dispersed in the actual (pin- ionnaire. 139 The above questions were scored as (1) Never (2) Seldom (3) Sometimes (4) Frequently (5) Very Frequently. 61. Have you ever gone all the way with someone of the opposite sex? 1. Never 2. Once 3. 3 to 5 times 4. 6 to 12 times 5. 13 or more times OT l\) 0 With how many people of the opposite sex have you gone all the way? 1. I have not gone all the way. 2. One person to 3 people to 6 people or more people miblfl \lvbm Sexual Behavior as a Categorical Variable In order to use the three statistical procedures of contingency analysis, one way analysis of variance, and dis- criminant analysis a categorical variable needed to be de- vised. Based upon the five levels of conformity described above it was decided that the conformity levels would be equated to the following types of sexual behavior: Computer 7. Type of Sexual Label Level Conformity Label Behavior Variables GRP1=1 1 High No Sex Overconformity GRP1=2 2 Overconformity Kissing, hugging 55 to 57 holding hands GRP1=3 3 Conformity Light and heavy 58 to 60 petting GRP1=4 4 Underconformity Intercourse 62 1 partner GRP1=5 5 High Intercourse 2 62 Underconformity or more partners 140 Pictorially Figure A.2 shows how the program di- vided the index into five mutually exclusive categories. Va-iable 61 was not needed in the program since it dealt with the number of times a person had intercourse and that particular piece of information was not needed to construct the five groups. The correlations for all subjects between the cate- gorical measure (GRP1) and the continuous measure (SB) not using variable 61 is .851. This was thought to be too low of a correlation between measures which purported to be measuring the same thing. The correlation between GRP1 and SB when divided into the same categories as the other in- dices is r=.850. This further confirms the argument that two measures purportedly the same are actually measuring a different phenomenon. All correlations so far mentioned differ significantly from 1 at the .001 level. At this point it was decided to construct two weighted measures of sexual behavior to see if they improved the correspondence between the categorical variable and themselves. Weighted Indexes of Sexual Behavior One weighted index SXABC was the variables’ values of two to five recoded to twos and then given the following weights: X55 = 5 X56 = 12 X57 = 25 X58 = 50 X59 = 100 X60 = 200 X62 (2) = 400 (3 thru 5) = 800 Ummtdu1>i421><< 55 56 57 58 59 6O 61 62 141 RESPONSES Number of Times Never Once 2-3 4-7 7 or more' i i , i l l _ _. _L. _ _i _ _ .... _ GRP1=l F—GRP1=2 , I No Sex ' Kissing & Hugging __ __ ‘F __. __l __ __ __ ._ __ __ _._. T I I l __ _ __. « i l I I l ”I "' - I “I I “ ,“GRE1;'3‘ _ ‘ "‘ l I Light & Heavy )- ~~~ _. __.. ...—.... __L. ...—..— .—-—— [— — -—- b.— —— —-—> a Petting I i l l 1 ' a | 9 Not Used | i l I GRP1=1 GRP1=4 i GRP1=5 Inter- Intercourse! No Sex course Two or More Partners 1 Partner 1 ‘GRP1=Level of Sexual Activity Figure A.2.--Five Categories of Sexual Activity in Relation to the Eight Items of Sexual Behavior. 142 This index, when divided into the five groupings and correlated with GRP1, yielded as r=1.00. Thus the two variables were exactly the same. When SXABC was not cate- gorized its correlations GRP1 was .919 which was signifi- cantly different from one at the .010 level. The other measure (SXBEH) is a fully weighted index for each foil, thus using all of the available information. Its correlation with GRP1 when divided into comparable categories is r=.969. Its correlation with GRP1 when left as a continuous measure is r=.633. Thus the weighted meas— ures are not comparable to each other since each are significantly different from 1 and significantly different from each other. Since the concern of this investigation is with the highest level of sexual behavior engaged in by indi- viduals and not how many times they participated in a parti- cular behavior the weighted measure of SXABC was chosen as the continuous measure and GRP1 as the categorical measure. Level of Measurement The question must now be addressed regarding the level of measurement. The statistical procedures of regres- sion, Pearsonian correlation, analysis of variance, factor analysis, and analysis of variance require intervally scaled variables. The above items used to construct the categori- cal and continuous measures are highly ordinal. 143 A Guttman Scale analysis was done for all subjects; males and females, and by age. Table A.1 gives the results of that analysis. All subgroups had good coefficients of reproducibility (above .9 is considered sufficient) and except for 12 year old females coefficients of scaleability were above were well above the .60 recommended level. It is not certain what contibuted to the low scaleability for 12 year old females. Whether it is an artifact of this data set or that this scale may not be as useful with preadoles- emales is not known. H) cent Table A.1--Guttman Scale Analysis of the Eight Item Index of Sexual Behavior. Number Number of Coefficient of Coefficient of of Missing Reproducibility Scaleability Subjects Subjects All .97 .89 2140 3 Males .97 .89 1009 2 Females .97 .89 1131 1 Males by Age M12 .97 .90 80 0 M13 .97 .90 180 0 M14 .96 .86 218 0 M15 .97 .88 190 0 M16 .96 .86 169 2 M17 .99 .94 172 0 Females by Age F12 .94 .70 104 0 F13 .96 .84 217 1 F14 .97 .89 217 0 F15 .97 .90 218 0 F16 .99 .95 190 0 F17 .98 .90 185 0 144 Given that the variables are highly ordinal the question which concerns us is how close do they come to be- ing interval? Labinovitz (1967, 1968, and 1970) has attempt- ed to answer this question using occupational ratings and suicide rates in order to provide clarification of this problem and to offer guidelines to users. Labinovitz (1970: 515) thinks that the use of ordinal variables as interval, even though there may be small errors, is offset by the use of more powerful, sensitive, better developed, and more clearly interpretable statistics with known sampling error. Given the monotonic nature of the variable occupational prestige Labinovitz assigned both random and nonrandom numbers to the rank orders of the variables. When compared with the "true" scoring system only negligible error result- ed. It is from this line of reasoning that the measure- ment in the present study has been designed. The use of two measures of sexual behavior--GRP1 the categorical measure and SXABC the continuous measure are thought to be best for this investigation. The fact that the higher the number of possible responses the more accurate is the estimation of the intervals for reducing error. Labinovitz (1970:521) explains that error variance diminishes more rapidly than the total variance as the number of points on the continuum increases. Also the standard deviations among the correla- tion coefficents decrease as the points increase. 145 While this study will not be able to answer the question concerning the validity of this ordinal measure of sexual behavior being used at an interval level an inspec- tion of the correlations in Table A.2. will give the reader an indication that how a measure is scored affects its sub- sequent correlations. In Table A.2 we have six different scoring routines for sexual behavior. SB is an unweighted summed index; SXABC is weighted only for level of behavior; SXBEH is weighted for level and intensity; GRP1 is the mu- tually exclusive categorical variable and the same as SXABC when divided up; SB3 is SB split up according to the five categories; SXBER is SXBEH split up into categories. These six measures are correlated with themselves and age (X1), sex (X2), dating (X5), stress, and nonconforming behavior. Figure A.3 is a plot of the three continuous meas- ures of sexual behavior by age. Each variable was given a mean f three and a standard deviation of one. The plots in Figure A.3b and c reveal that SB is a more conservative measure at early ages for males whereas SB is a more liberal measure for females at later ages. SXBEH is more conserva- tive measure at later ages for females but more liberal for males and females at early ages. SXABC appears to be the most moderate measure of sexual behavior given the other two measures. In only two instances for all three figures does SXABC stand alone--15 year old males and 14 year old females; otherwise, it is the same as within or between the values for the other two measures. SXABC is thought to best 146 ooo.p ~nv. wpq. pap. ~no. ~pn. nno. 040. 000. «no. «or. ooo.r nae. o~n. new. o~m. Ono. own. ooo. ~on. ~wo. 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GE .3: D BDE ET ESN HIkHMUE AcfnfiAh. HFBHCB AELAEE VE VV F‘EH AA AHFAHH 111111 ....... 6827‘..- ‘nQZBZIQ 11‘}! I-T=ITEH TOTAL FL'FACTOR LOADING Z-2=INTER-ITEH AP PEND IX B APPENDIX B DESCRIPTIVE ANALYSIS This presentation is intended to give the reader an idea of what the means, standard deviations, and correla- tions are for the populations under investigation. These tables then have a twofold purpose--one, a descriptive pre- sentation for greater indepth study of the data, and two the exact values for replication or further analytic processing by the reader. Mean Differences and Standard Deviations The following tables deal with the mean differences and standard deviations between sex, age, and level of sexual conformity. Presented with each table of means is the Wilks' Lambda U statistic (WLUS) which is similar to a oneway analysis of variance (Kerlinger and Pedhazur, 1973: 352-358). Sex Differences Table 8.1 presents the means and standard devia- tions for males and females. The degrees of freedom for the WLUS are 1 and 1991. High F values indicate that sig- nificant differences exist between at least one pair of 158 159 means. The coding of variables is as follows: When DX is the prefix that means it is a dummy variable. For instance DX33 is the third answer to question number 3 and DX1752 is the second answer on variable 175. All questions are found in Appendix D. MX terms are interaction terms and can be found in the dictionary in Chapter 3. 532 Table 8.2a presents the means for all subjects on the primary variables. The degrees of freedom for the WLUS are S and 1987. Table B.2b presents the standard deviations. Males by Age Table 3.3a presents the means for males with re- spect to age on the primary variables. The degrees of free- dom for the WLUS are 5 and 921. Table B.3b presents the standard deviations. Females bygAqe Table 8.4a presents the means for females with respect to age on the primary variables. The degrees of freedom are S and 1060. Table B.4b presents the standard deviations. ‘ Five Levels of Sexual Behavior for All Subjects Table B.5a presents the means for all subjects to- gether with respect to the five levels of sexual conformity. 1 = Group 1 = No sexual activity 2 = Group 2 = Hugging and kissing Level of 3 = Group 3 = Petting (light and/or heavy) Sexual Behavior 4 = Group 4 = Intercourse with one partner 5 = Group 5 = Intercourse with two or more partners 160 The degrees of freedom for the WLUS are 4 and 1998. Table B.5b presents the standard deviations. Five Levels of Sexual Behavior for Males Table B.6a presents the means for males with re- spect to the five levels of sexual conformity. The degrees of freedom for the WLUS are 4 and 992. Table B.6b presents the standard deviations. Five Levels of Sexual Behavior for Females Table B.7a presents the means for females with respect to the five levels of sexual conformity. The degrees of freedom for the WLUS are 4 and 1061. Table B.7b presents the standard deviations. Pearson Correlations The following correlation matrices are presented for all subjects, then for males and females separately. All Subjects The following matrix, Table B.8 was generated from a SPSS version 6.04 regression run. Number of subjects is 2111. This matrix is for the combined male and female groups. Variables preceded by a DX are dummy variables and those preceded by MX are interaction terms. Curvilinear terms are X15 and X55 to DELBEHS. Use of the dictionary in Chapter 3 and the actual questions in Appendix D will help to decode the variable names. Males The number of subjects in Table B.9 is 996. This matrix is for males age 12 to 17. Females The number of subjects in Table B.10 is 1115. This matr_x is for females age 12 to 17. .1 Means and Standard Deviation Table B.11 contains the means and standard devia- tions for the above matrices. ‘1652 Table 8.1--Means, Standard Deviations. and wilks' Lambda for Male: and Females. 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C!.C.:51.EC.¢C 6 66.600719.516.CK.R.P,.!.19(.<.C (CC, 67 - 9r66636.67.265.-.rufi.(.1o¢.026.c67.0660!.915:57.11415t.26 672.159.16.4- 019257596199 57111097726517667229519:.980101 01 755117671605656165621.00271966260691.579629261659626 62.1. .036557156579 67660735 6517 6 6769 609.76 666 99.657 67 17 675 59. 6052 .K62129915 677207996621 026 6 C15 1051051 2.9925600 5526656660665221001156.661166558122526626156 565621665569..68569679665765755206657 95720557565599.55000 66.6.6.666.666.0666666606.66.660.606.066606.060.6666600..06.6.0.66.66.6.0666.66.66.0666060006000. 1 1 1 1 1 1 1521 6.71 11 6 6 PPPPPV 5 L 5‘.RS(50 50 11 1.1565 12565N CCN ...HRLRY. E 0 LSSOBSVS1 5 0.6 (H 1256 55555 666661 O60 CCTOPI. NOSHCEHSOESEIUELEC R1 SSN 55 8.! 1256 1256 12565 12565 12565 1256 66665777776777770 (RC IRSOCGN1LSESKOGLOERCSRXRCE'L 0555110168 5555 6666 55555 66666 77777 883367777711111711111” RRR LUNHRlYILRBLOCURNRYlYTNPFGLISNRB511SHXX 12513li6flXXl5IXIRX6XIXIX7XXXIX6lXXI7XIIX1RAill1xXXXXOBRRRBOHICEEUROLCEHLRVE1SUHSAEFREU5O1CXIXXSSS I!IOOOO‘OOOO‘OOOOOIOOOOOXOOOOOIOOOOXOOOOXOvOOOXODOOOUFPPPCPCH51RR'CCNOSRORGSPSPE'ORP56XE$NIIH.712 17’]. B.Ga--Means and Hllks' Lambda for Hales by the Five Levels of Sexual Activity. GROUP COUNYS 1016L S GROUP 6 §IOUP 3 GROUP 2 GROUP 1 GIOUP 232.0000 290.0000 125.0000 171.0000 927.0000 100.0000 COUN1 UXLIS' Lawson HEARS TOTAL 5 GROUP 6 GROUP ’ GROUP 2 GROUP 1 GROUP 60631506596655.3030693961298069 639002638590 658602326326 729 69010597603630168127995136706 6291.598 9 160 7029. 67033303281322920860021666 675005611166 6.61176 9376727077217 65262399 820122506221586 5231 60162659 6 00°C 18909999 60 30250953961968598300.59568118962656 602031611.5360159603C16,7 £7 6716 675655566 23¢ C F 621507 302506267176613551025839623.6018600990316965569995816600.66227709981276.6756616673909730515660626351 ...000............OIIOOOOOOOOOOOOO00......00.......0O.O.O.OOOOOOOOOIOOOOOOIOOO0.0.0.006...000.00. 7 221 63 2631278202 16 6 16 1 62162153011 61073753087617.29756666259662661360167025250066 1 11 31 1 .11 1 11 3111 63,. 1212 116197863111 11 11 912606932699 11 1 1 11 1763 . 6 63687595519688590139596331;7o.660265559035020901072526660561.72685678279976267389321172302086533 0092161606665216669880 116317685930782197667 799166216663567.2160579626506735?! 591060.00 7177920 60 061.1 20681675606686.37691O1633671671271.809.61330011392598697821166769159773111162705550965060726310166.) 7067.31122062132200701223302222501072262111660...32006156390.663397630560 C115502156659 76667 0 639 25A 011 00.0.0000.........OOOOOOOOOOOIO.........OOOOOOOOOOOO0.00.0.0000...OOOOOOOOOOOOOOOOOO0.00.00.00.00 312 1 2 3 3 3 2 3 3 3333!.3331.23t33331 2221 22221221 2221 .25356 6 71 6333 1 66 0003771081167067306273266617363039 6 .-376136638099399998007532106711767900987 60966203076166.79 6621 3091.7371956107959883660361.96687.310535666786237100111326705762666069205131671.73660569 95.- 21.25011 .66? o 679 0063266260023835256260112260096280997.17062857399880318692636903951362603799356762109.235626360026 0021.31062C!.6I..026108012’.6501230107.61.2329 22512310062213036.,2’262200117619.2. 51.97690.- 0659 672115., 2601 ...........OOOOOOOOOOOOOOOOOO...-OCOOOOIOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO.....OOOOOOOOOOOOOOO... 612 1 2 3 3 3 2 2 .3 31.331.333.333? .22312322212211.71 1.22069 7 127 633 1 90 ‘0 CC 0000000000000000040000000.0000brururUrvf 00016.00!» 000000000 69506 367000632606 60.92 6 673700... 65667 019937 09.377 6 606 6686606062680062328680368663002306263306260656695135797 P668856566667 09 00 09 0122105: 62C 197265? 20 6366698209376601501060001665700096651360.0675)?»6060.:5362185059963915519261331668096.690732260106493 80332112206261232090122650222250207613317260027 001526 61.! 91.625365206521567 C331 5655973156 A. 67% 1.1 6 69.90. 00.00OOOOOOOOOIOOOOOOOOOOOOOQ600000006.6000000000000000.000.000.00...ooo..00000000600000.00600000 312 1 2 3 3 3 2 2 3 33333333321131.33322221322212212223222556105.. 33 1 0.5 6062656880387658730723121725625720160250330657255610132773626119335661270563397292356328613539625 00?6700000306067336670612667765670676.6773053375063567.252010079953205A.393662029691.6522220125621099 10778 655509509 63203166273155153150220563090351556919671256226 603551 60 67058657220931 62771697 6 6185 105221122062613310701223602.22601022 62000500351005156397 6 635076307 69 901 6 6920 666 68.666 6 69293123176 ...0...........OOOOOOOO0.0.0.0....0......00........OOOOOOIOOOOOOOOOOOCl........OOOOOOOIOOOOOOOOOO 612 1 2 3 3 3 2 3 3 1.333333333333333112212122122127.2326253500 61.22 1 6.6 70092387698176090665677388077 68063.2 730306285600030319973022678698311196350800233699055270366 ‘flv‘SbS‘Q 63.69‘07920019151519...‘ 551° 09.9 7.1.6769 6.2769700.9865396‘763‘I1.531251617591368IQbfluz73.(0 71v°7772n3241~364097 10‘732911051729 5106257‘002100 7.‘ 21fi056v6 15575219 075366 73.397231. .56 6‘72 “nUfilnv 6~J15540Pu7256103.62325 9aJ1279 59 30623112306266200060122310321166.2078 .231035760062200617 36097967 20.5.617P6l 5.309510 1.63... 6 2.62662... 320.9201.) OOOOOOOOOOOOOOOOOOOOIOOOOOOIOCOOOO0.00.000600060000006000.0000000.060ooo..oooouoooocooaoooooooouo 9:12 1 1 3 3 3 q 1. 1. 1.731361.1:-41.31.611.1031611111112.212212.§I.2266202601-222 1 ‘2 8000000000000000000000 000000000000000000fi6000000000039 7 61 .7307 5007 3311 030C313). C5,? 02000002.). 6 2.6250140 0000000000000000000000340000000000000000000C.00000000007 60 C 21067868390307069 61.7 060 01 62109 9 6109 6 56P7 6057 667110 6159621062662232619293601). 6.9 59 039 6.392295313365182 3392706599 1 669 c.) 639 656 0.9 665 65 1. 536777329 9061312330331800006012230033115010n02500603013660031€9 61070661097168... 66306319 6521363235071 69 60715 ......OOOOOOOOOIOOOOO0.0.00.0.0...00.0..OOODOOOOOOOOOOOOOOOOO0.00....00.000000IOOOOOOOOOOOOOOOOOO 12 1 1 3 3 3 2 3 2 1.336636333633333111111121122122.2321 66 227 93122 1 .61 C. re PPPPPY s L SEPSCSO 30 11 12365 12365N (CK EHRLG1 E 0 LSSOLSYST 3 t8 1‘" 1236 55553 666661. OCO C010”... HOSPCEHSOES‘.IUELEC 9.1 $5“ 0..., 9.! 1236 1236 12363 12363 12365 1236 66665777776777770 CAC IRSOCGHTLSESKUGLOLRCSRXREEFL DEESXXO1AU 3333 666‘ 55555 66666 77777 388867777711111711111N an“ LUNNALTCILABLOCU‘NpclIYTPP'GLISNRBS11SH.“ 123i!1161113583XXXOXXX2X7XXXXXBXXXX7XIXI1XXXXI1XXXXXOBAAGBOHICEEUIOLCEHLRVE1SUHSA['6EU5O1CXXII3$S 2!XOOOO‘OOOOIOOOOOIOOOOOXOOOOOX0000!OOOOXOOOOOiOOOODSFPPPCPCISTIAFCCNOSAOAGSPSPEFOARSGXBSNIPPF!!! 101RL S GROUP 6 GROUP 172 3’ GROUP 2 GROUP 1 GROUP B.6b-$tandard Deviatioqs for Male: by the Five Levels of Sexual Activity. STANDARD DEVIAYXONS 5055026520 62137 3210722695512036360.620672137258627 60200581309 05036 0.3935 69 68669902108863.9025 60703672906215.5237 6667201 69702.07023957031309 056065539356 70.61.71225390931059 56.677 OR 2177P Ci 6.6566130 6095657568957669163522853361.25380060921129997003799662571866 63690973961138625590066671068626552 5026633660660666211136661166663130696663536126662263.5686! 679989965797901928655658736 5618660 0660P2 6OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO.00.00.600.00.00.00.000.000...0.00.0000.006600000066066... 1 1 1 1 1 1 1 11 1 51.266.291.2111 65 60771727563725.6336379286667066607350670350.565.3000693937163721566671230098615810187692061679130 60601356615639155316686116168716066135.660361R 00552607219 23670 291556? 6697173037 620169606066 136966 105777096769632336550955760565800781805252.63697957998269972.635863767602299707855066269 61 502666326606692651.211366611366601306966656673366622665686968903.9966R.1601121057n7516.7956759916938617 O0.0.0.0.0....OOOOOOOOOOOOOOOOOOOOOO0.00.0.0.0...OOOOOOOIOOOOOOOOOOOO0.00.0.000000000000000000000 1 1 1 1 1 1 1 1 11111 1 1 552131.122 1 56 90526653679376 6960066566362622366.165613221597522 66515030091726 6253701336506 69 6,66956169067769 (1 65.1 .6 0.0362523031326211699671.7939651591075P85667159305660723617602776596803125613390660 11050133109019 1,207 0017 675555956330266106918153380006686610963369100778962996757.786713255519127693565356 63305613 60‘ 6633661663666100366610666680606936 63.366226122356568636793.609 657960110 17553650 671.5659 (.39 726622 OO.......OOIOOOOIOOOOOOOOO......OOO...00.6...00.0006...IOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 1 1 1 1 1 1 1 1 11 1 532632962 65 7069“152200205008866937956102136607671526131 66526361870135836987265590658599 69355839 68767161917761 006 6306566006 63630 760687398653650609339«(227005.69 9.1106729 69 90.9335206792013490.56502256061111166111 9757 80065696330334697725625218666513026078093809.08‘07S1QAU9901636209.}.5762179600°.6.5016526013171516193627505 6036 63366056936 6301136661166668130356662625126232253:-676557977896.57958917066576577885675066307510 OoOOOOIOOOOOOOOOOIOOOOOOOO0.60.0000...00000060000000...060000600000000.000000000000006ooo.-060000 1 1 1 1 1 1 1 1 632220;.71 66 50.696630663319209597601512339500815995650563895963679 67.3656066691531011176692691766595639196395 607731 66.5295363330356510057 662555093236. 60.305032719333639 60.77 77 63523695n009335329 c. 05267691n30128. 7 326552 606673916991.63551036663636659306102360639 3939973959.965060918650133257019.6659611662669616316736030 6n.266336606666621011.366611661..3916068651.26 261266 1.1263657556637783657l 63.56720636 6667 6776 1.73.. 26271200 OOOOOOOOOOOOOOOOOOO......OOOOOOOOOO...QC.......0000*.OOOOOOOOOOOOOOOOOO......OOOOOOOOOOOOOOOOOOOO 1 1 1 1 1 1 1 25111221 32 13075652620836577009718386765676501.5237666290 3.6060656765126206 6377732062760713177796791.6651(220626.62 10672636660769 6200070606,.FSAU26605150680 627710.7250556797.60.606.267 L05556c3009 71699716710670.68966260 3: 0.6327912 .50 67 06 6 660 67176006666165666.!267 6092297 6179.95.15 v 31711 6671560056661 6 63.609.395.63 6573656 66 13237 6 o 6 50.6 6013636 660666321101136 66 01663361301226 62261613 6.362261567655696899 66726 77 61.86 6...8657.€87579726101<.000 60000066.00.06.00...00.000000000000600Io.o...coo.a....000000000000000I.00000660000000000000.0000. 1 1 , 1 1 1 1 11 13211531 22 . . 5 G PPPPP' 5 L SERSCSO 5f 11 12365 12365N CCN EHR LR... .... 0 LSSOESYST S 83 CH 1236 55555 666661. 0C0 CCT 0N1 HOSHCEHSOESEILELEC R1 55" 55 a... 1236 1236 12365 12365 12365 1236 66665777776777770 CRC IRSOCGHTLSESKOGLOERCSRIREEFL OEGSRIO1AB 3333 6666 55555 66666 77777 888867777711111711111” RRR LUNHGLTILRBLOCURNRTIYTPPFGLISNPB511SFRX 123RIRR62XXX5XKRRX6RXXXX7XXXRR8XXRX7XXXX XXRRI11!RXROBRRRBOHICEEUROLCEHLRVETSUNSAEPREU501CXRRR$55 I!RODOOXDOOOXOOOOOXOOOOOXOODOOXOOOOROOOO OOOOOXOOODOBFPPPCPCHSYRRPCCNOSRORGSPSPEFORRSGXPSNII.P722 YOTAL 1006.0000 IILIS' Largo. VOYAL I S 5 87.0000 SBOUP SROUP 6 6 173 snoop 132.0000 saoup 6.7a--Means and Wilks' Lambda for Femaids by the Fivé Levels of Sexual Activity. 3 5IOU' 2 GIOU' 3 233.0000 170.0000 GROUP 2 6600' 1 1 96.0000 6600' 6'00? 6IOUP COUN1S COUNT atlas 1 55 0571363123717 699968.69 9721003531903601679373113 632.699 867569550631236 67 61703RSHN6MMUYMHN”NNHPEWH 2069 .5 ..95676693666 69301039C093557.¢1z.5267500.€926 69397531023055.1619 9 W26 NHP76¢2271F1P 60170915M9ufiuflwn1M9151.0331677oc971.01.67.92536661999506717781101996827117.1616117961.626” .65680609956729 O0367mumyfl60869755639781235666796131337531322637716266639766070060773 6683396Io3~lo6o~loiu oi. o o o o o o o o o o o a o o JnWOOOOOOOIO0.6.6....0.66.6066.......OOOOOOOOOOOOOOO...OOOOOOOOOOOOIOOOOOOO. O 31 561 .36 59360632322691 367 1 3066226893553669638668669798 6 77 13 113359666122 12 1 1 1 6616 26 1 2 76.366212 1 1 122660.56 6.5 u 36 32 1 1 1 2 211 111 1 9 1 1 666 11 11 3 20.53663026206557769.52976360257929966°3271376109379330613;66256995163736.63161.5655609620146567 906-5063796771 60100333..6I.03079923131230171.616117161157169 63636325160 068096.26731.9fi697 61! 326116.27 7721 31 606210726092725662023266026506903656767 67.51601036569775010.335766.39.5795626066963931678653.62296.56.56 6033112206223108012236 022227 901611319021600! 8100523620 I .57 651773069760... 36531576196 636626.61 3n 1? I 6 I......OOIOI......OOOOOCOO0.0.6.6...IOOOOIOOOOOOOOOOOI............OOOOOOOOOOOOO.IOOOOOOOOOOOOOIO. 9.22 1 2 1. I. 63 2 z 3 33331.1.3‘.1.‘.3333311211212212212221 261.613.6160 67.22 1 75 6002600690366693601099663066966006629.99969 30313557960928.3165? 6669 39699519136269 6319636533593 6270.! 008769216381720016!.67976661366603Q.6550 32613690606939 96387361207.325913260750167621.1.61116661.9 C 607! 90016692962167669636665666.66.)60056077155125.363872007069620016177178662365696585616.)69869335133 309.520032063311320?01123302212700135222732383.30095236 O 7 .5159 386629 06219.39 106.59 075229 2621 7.6 6 C11 6 0.5 OOOOOOOOOOOOOOOOOOOO6.000060000606606obsooooooooooooooooooooo.0000000606000660000.600006000060066 6 5.1 1 2 3 3 .... 2 2 3 331.33323233323322221322213211.37....291 7571.8 66.56 1 19 ‘ 009 6 6.319766926162666733603.3566 0.369709394661317.69.63655930.613ru9060.16.06.07.69 92196 63.5.6 6 6 P. 6.3 6 C77 56.577 6 (u U 6 6 6 (U 3070 03672717066186.5601317 16 0.59 0.572036371 679° 6 .06.”.9 6.5781359} 112n320 .5756..1.¢.6P.P7n:..56(.1.h 57799 c .1 01.7.7 1 76 6.51 66 002.160.673.6606126113859333665636606 36 2.6251261156361395603656061 F379 .46863561 6.6.6.7 6.Ctatat.t.t.0721211 603,» .03393 300630122062011339002166 021227001361 65.126130019000526 6 97 63.51.666616371072PF.P61.5364 1 O? 6.560 6 066 6 6 n O 1 ‘ 22 1 3 3 3 3 2 2 3 337‘433‘31““‘932‘4932222131221 221‘.132‘32Ql 657 625‘ 33 11 1o 11 20760161936110622173876763736693679703163226900696720.5516.5067676635900736 677.5569 6156061161269 .676 0069023506953767091127983173067169611759607C1C7619109 .5191.0935766766637365126026310 609107.)... 0 P61711 70 65C0963CZ66108716213792261797.0263615507313017356776660939 663.58 608669.137 69.556.373.66 6127 6027 61976 6052311126651613310.60122360222.C70016116105.1600390005256966635177207968.13666621576399 6664066717,»..13666 00.000000000000000000000.0.0.0.0........OOOOOOOOOOOOOOOOOOO0.000.00.0000.0000...060.006.00.000... 322 1 2 3 3 3 2 2 3 33233333133133.531122121221221PZZ3235366a, 6 $22 1 5° 19132723552382720613263153903395596,75597560335611972731690155353013537269909761653363660376 601267639331.5667109773355793?7.300663793.69227602156693.6631165 63352219890238396117807960 360675? 917 106762733073013720905361039915.106 609.32. 606156.66255163363651 67166365031332 673251...01330 131? 7.631199 06.6231122066256200066.1221.‘.02212€.0a .1: C161» .11 6fl.fi.3610052736n.9 69.639.6551706756Cfl 21n61.7t.22 9.1.1 6720. nus/.1631 11.5 O......OOIOOOOOOIOOOOIOO.......OOOOOOOOOO.......OOCOOOOOOOOOO......OOOOOOIOOOO0.0IOOOOOIOOOOOOOOO 372 1 1 3 3 3 2 3 3 1.33633313333361111111221221222.3226623951.222 1 32 107.618071667666000923061.92861560719163696961255803366.5229 6601 6587520866321971663 621.2821576.C9 b,C6 10.50 1019936620262720000386.316393212301196916131316866110260 277931699201 60 6970 21 6h C65635fl79 372752926596! 3031636016 6 636000 053325652209150211153636671U632211 6.) 66 00.06 6972.53 0 05370.039 6 69,5331 6 O O U366 6.6.5.! 61 669. 90133022203209.0000 601223103221700191.5100500362852760... 797 6199 9179272206 11 02721 .7 621 6 1.5.?7. 261.6713 O......OOOOOOOOOOOOOO06.06.0060...6.6000OOIOOOOOODOOOOOOO.........OOIOOOOOOIOOOOIOOOOOOOOOOOOOOOO 222 1 . 1 3 .3 3 1 3 3 31336333393333.331111111221221227.3216612362122 1 .(1 PP PPPY s L SERSCSD . SD 11 EHRLRT E 0 LSSDESYSY S 68 CH CCTOHI "OSNCEHSOESEIUELEC RT SSH 5.5 B... G 5 N 0 C IR SOCGNclLSES lOGLDERCSRiNEE'L OEESXXO168 R A P 1236.) 12.365“ cc . 1536 5.5.5.55 666661 06 1236 1236 1236.5 1236.5 1236.5 1236 66.665777776777770 CA 3333 6666 5555.5 66666 77777 883—867777711111711111N a“ 1,63“Ix““xsxx“'6x‘x‘x7‘lx‘i‘v‘vavax7‘x‘61xx‘xx1xX‘x‘oa“ In‘69999'9999'DDDDO'DDODO'ODDOD‘DDDD‘D0991699099‘999093'PP LUNHALIILABLOCUA~R11116PFGLISNRBS11SBIX 30HICEEUAOLCEfiLRVE1SUHSAEFI£USO1CXX[155$ CFC ISYRI'CCIOSAOAGSPS’EFOIISSXFSNEI I I 216 174 B.7bo-Standard Deviations for Females by the Five Levels of Sexual Activity. SYANOARO OEVIRTIONS TOYRL S GROUP 6 GROUP 3 GROUP 2 GROUP 1 GROUP 2097691682161589266077663299063065630199580806315327152§701369 6576810865291626637102176530861 60333059300991.9721109 12619762613052? 582 528791 651.17 1291.657 201397 6750766566610 5595605659 1.51 61116522 802660716301261366656138‘6533035566 6389665891965969360317896626066569565622862961666213065666 636.57 503663366056166631113666116666510338363253611613126657976566788!657RSP0°72§6576577P7567P66952PQP6 O0.60....006.660.60.600...0.60.6.00.66.6000...OOOOOOOOOOOOOOIO6.66.06.66.60.0.66.0000....00...0.. 1 1 1 1 1 1 1 1 1 51.27.3912 55 9056 6969 6729.69 606 67 68 62036667 66 603 6.36 552127277 06..) 6.926385175314807 6660632557 66 69 173623087502 6801760 80671.68 70002999010695570369 13100686799317 1701733373216396.655211556505315092611.10 9'7 60 PO 979 A 56.3.7.0 00106596050627 6631116 65651 63668100590662538g877879230726681776 97 60053636111617760360650 91875916 602562266156133662223366226636.0201.1.06 66 666 6116 02126657 97 0690 66898658079122.346563753793616257 66 676613 O00.00.0006...06.00.00.060....0...OOOOOOOOOOOO000.060.00.06...0.00.06.00.00.000000000000000000000 1 1 1 1 1 1 1 1 1 1 1111 6323371.]. 1 . 66 9671-56151 52561.4.) 6051 6 0.56511710606 17.677... 61 .A 1301 61112972 6167 6 672 6.6 6736 6567950 6162.516 6 (766659.661). 5 7053670 6777699779927997‘.231.631.90267710766 a, 23691991.562.66F.3689626219076661“$716361.60969fl 7.9 670 01 00296705689590667537739976936560572202699..7796099969277 69126879975163629726563516121517226660211 50366236606661.366211261762163665101.2.9356366 .11392126658080570! 85865896910905568759799.565.69.92176721. O6.000000000000COOOOOOOO0.0000000IOOOOOOOOOOOC0.60.0006...OOOOOOOOOOOOOOOOOO000.600.66000.6.06.6. 1 1 1 1 1 1 1 1 1 11 1 6922292932 66 60197166926165856221.365966532280526666669626707520975152636222606190610300753333867526890391569018 00138358959851176706698586911.766.3622! 62.636026886666652661962777565293232998520231506C6LC71.216266 60355098669352 6.6731611387616066.-6367686337007566739629191676021935035755939559.50661.122067390609515 $01.6 63336063936 6311136 66 11 666 65103371.632.31.51.160.4126656960569787 65785309616 6566567 87552622 6C1a7 530 6...OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOIO.0.0..069.0...OOOOOOOOOOOOOOOOOOOO06.00.00.000... 1 1 1 1 1 1 1 1 1 (.I,222331 56 7°386616562615230398615795115060609108635060100696961198290677360103932078838865973371663306156 10156323690.5172860530385366998202319193839211.19617606936752996568333631963.566966030609105631.1352 037673525502335660389237336559 0500569982939336566.591933176236699673825233622567191309316153556530 502661.63660567662101036661C663661031.636t.151.612621.12666686!56R.777765673866101.6656<.§7 8766fi..60r.75517fi-0 ooo....ooooooooooooooooo000000000000000000000000000000ooo.cocooooooooooooooooooooo600000-6000.00. 1 1 1 1 1 1 1 1212211101 132 5027687271929990005617896677.676050362C737 619677116577191261232381707960606960397771821523.3927? 60226552330257.000757 530 652835750573820606é<36 3555212521 931.469 7.85555695801675913235326730C99206012 8007 66230U030 U0000326217227109220366601727 9 A 66 626 60196699962723612.737.6272.) Orv ‘6 106.363.) 691.5. 6.1.4.8000 9.0366266615622500223666226663720393865316161.26 661156668676587786657928660736566c789£§665687161CC0 IoooooooooooooooooooooooO.00.000.000.00...ooo.000000000000cocooooouoooooooooooooooPoooooooooooooo 1 1 1 1 _ 1 1 142 381 ‘ 5 G PPPPPY 5 L SERSCSD SD 11 121.6.) 12365N CCN EhRLRT E 0 L550 65151 5 5.8 (H 1236 55.3.35 666661 060 ((7.0an HOSHCEHSUESEIHELEC R1 SSH 5%. 93.. 1236 1236 126565 1236.) 1236s 1236 6666777776777770 CRC IRSOCGHYILSESKOGLUERCSRXREEFL OEESXIU1RB 3333 6666 56555 66666 77777 888667777711111711111N 99R LUNHRLTXLRBLOCUANR'IIYTI976615N9851158vnx 123RRII6RRIXSXRRIR6XXXXX7XRIIX6!!!X7IXRI1IXXIX1RXXRIOBRARBOHICEEUROLCEHLRVETSUNS.ERREUSOTCXI11555 InIRUUUU’UUUURUUUUDxUU990700900x099DXDUUURDUUOUxDDUUDB'PP'CPCISYRR'CCNOSRURGSPS’EPURRSGXDSN"!9P122 Table B.8-—Pearson Correlations for All Subjects. 12 x1. x5 u ”not rnuacc mucous rum POLICE? 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I III F IIIIIIIIII II II IIII I I II II II II IIIIIIIII n16 JNOMNOO~0~Q J—anoov-v- ~th'fl0-F'UM 4 oooonaqon ost-«menu-Nonansmnon-‘IAQt-‘mrvda‘noanmenn o OA‘U‘NF‘C‘CCJI'UQC (.o-Cv-p mv-QOmc «Hr “await-(1%(0008kaQVVOCv-v-NOInau-OP‘JHCWOPdCNflhPNIMGQdL‘V‘PQMOO (Judi-host- ov-vovuroo v-nu-o thNNNh«JOOq~1ruo.r~ 908«OutsumOQu-OCJOAWUNv-mhdoha ‘sluqo ruse-"o cat-enunn PUvurw Nrsl‘ Q—Nhév‘qu-OLNQHINN'JNJ P'Nmmufi'vmm'u‘lJOva-f-u-L‘n-dqrNOCMNU-ru~~qr)cu\vI~I~I-JO\X.Lv-Bo '--DO‘)'JNIJFQNNFNNP¢NCJOPFPNDNIVJO Dp—Cov-NMNv-nruv-OQtJQOQOOOCOUOQQUO' )Oouv-Onoav-PQONv-OO 60.0.0...06.66.0000.60060000666600.6060....0..0.6.6606066000606609066600 IIII '- IIIIIIIIII II I II IIII IIIII I I I III II IIIIIIIII «NNNNN065:0Ohcrnwwndvhwlqchwmmv\wova-omna—owmv-GrmmOOv-hI-oNONONNFommnyu-Nooo-QNOnNQ O ? 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J-JJQJ‘JQQ‘JJQuQIJu J .AJOu 06.6.00...OOOOOOIOOOOOOOOOOO6.6.0.6....0.6.6.66........IOOOOIOOOOOIOOOOO "III II II I I III II I II.IIII I II II IIIIII POOtawlNhN-NOMQONOdO'v‘u‘HflqO WMMQNMQPN om-JONNCHDOMQANInv-nooh one-ooooomo‘n-om-w “3'“ 3m P‘I'WI adv-«Nato-vr"wu.m~~t°Lx NOPI‘IIN PNO «CC NV NN(’C\I!I‘J‘ P‘NPUv-u F»NU‘\U\L.P hPuv u qurfu o-(JNI-‘r-HINQQ P0000“QKF‘GN—OQNINNNJ~10VMNO~INP~O~Immm~INOm¢CON(Iv-0nd)!“chv-Nwmv‘ONOc-v-Ndnlnomnmmmomjfl \‘I‘POQVM‘JNVPOCJO \.~~c—c.r.r~-—uo- €- UH-UO UF-Ov-fev'nwlhPw-v-NPO‘H'IC v-c NO «I urn-Num-mqfih venue NNuc vs m. )C‘ (10'- wv-Oc qv-v-Ov- FNOP‘INMP OCu-CCPJv-nC’nv-Nv-v-m PMCC‘OCOUQO‘JQQCJC NQOOu-OrannNc-MONKIAMQ 0006......6.00.0.0...66.660600666600000...0.6.66.6IOOOOOOOOOOOOICOIOOIOO PIIIIIIIIIII II II I IIIIII III IIIII I v-qooommmqqtfimlsnao-ruovsnth‘oNNI-nv-OIst‘snmmcamflsnhn-ONnqNOv-Oqfilflcnuorso-o‘nNNmo—o‘nl6each cooqrmoANNNo-cwtmc«gov—crmmwrmcqvmrc L‘v-v‘h“ u ovwmqkqv‘qpqn BF 1 (“a BNOmF mmoOqcnmr‘qq OnOOmOL-uq()v-qu-uqovwooc-mwnq—mbufis \Jfi'NOVJN‘DdOm-IV"OQI"O"-O-UdmfiWNOF‘K'N‘OdNUFONnv-Qstv-O p‘OOv-v-ovu msmoue ooovwoo «ooooc‘mmnoNv-o‘oo g‘FA‘C‘IHmPC-GNQNNOPNO o Nflvw- No-qu‘uu30mmomhqtv v-1- U6JU’T4ghlmc-FUNPQUDUC6Jg'uuh \Jt-PLJIVg'PNy,¢Av-FP'_)L. d11LJUk-145'tJho—I «J‘JCA luau; IgipuPP-‘UVQPUPF ......6.6.0.06.........OOOOOOIOOOOOOOOO60.0.66.666......OOOOOOOIOIIOI... 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JNdNMu-m )o-QI’OVOu‘I, 'JNqun-r‘my Qf‘V‘Puv-OBU hquf- (niacin-.0 'ulCJI-w ~IOV‘P of. l' OV-lv0m\-v~0( MN! Ir.”1"|\p'(1("‘~|r'~{IJIP(;P‘IL‘W ML a-ma-or-c an N ppfipQNlewruomo-v-c-HICJNNv-v-L -o-(»F.CJ()'v-v-¢-~va-(qu-flk ucUC-QQCQIJQQC-v-Cm mgocuoow-Qr-Nv-gn-Nhar-Iu ............IOOOOOOIOO0.0.0.00.0...OOCOOOOOOOOQOOOOO0.00....0......... III FIIIIIIIII II II II I III II IIIIIII IIIIIIIII QVoONv-O'OOd ~10 OUQCnn.m~v-fuuowwdloou:n~00'J-ONU -'~U‘O CNUQU-I'PIPV‘FIQVI OI‘WNwenN-ONQ v P~m~mpnu4~l mmqu.- 40 a u-u leéQabuNF‘Q'.‘ ...—as (A: v u .wd'wJ-Kaml 0 ova-.luwvm-Qv-ru. qua Nvmu(,.u.qruhc.o—r-(Jv-Qr-l-(,.1(,er “ONONOm ONMNV‘VJN' )v-F- )v-c)~f~ («fl-fl afl—mra «I'fiNmn-1\O~I~Idlfl~\ crux! )v-v-fi om—vr-I— I Jake-w» I 0'!) IN u-fi-hv ov-mocuuqo- wouvvuhuh UL». mtuhu pr-umomwmq dauntin- ("rumors—runo-uNOyONNp-ugunr -v‘NUPIUaJ\-r.pon~uwuuu-P QFPO ~14 rum NNWFHNtw-nq'wv-v-Naumuqnamm-:hNNorvd 000000 00000- NNv-v-OLJQUv-L‘JP 0N 4N0v-q-uum 0.0.0....000.00.00.00...0.0.0.0.000...00.0.....000OOOOOOOOOOOOOOOO-OOIOO III V‘ IIIIIIIIII II II IIII I I II II II I IIIIIIIII k'a Loamar .I was.» «no on vim-.9 ‘ n V! we uni. u); 1 .1th 0.10 :3:- vw- w mm (v91 (I "ma-“N004 x wt) bquuuv—Ol— um1m—Jd IuUCI-MGOU lawman» c O‘MIILVWHHOOVO Inna vua- 1U UCUD-fia'MLJUIGZVHOCBOUVI-‘uulluu ..I'n .J JV EGO-Um—NM ’FNl'Idho-«IOOONNKN'sKP‘N amount to aim “u“"dJl‘4dIfiAJU/N) >. JQI~J~‘ 4.1L; FP.’Q4¢WIPIP\I~'-htsa;OJI~I~NPF"FFP¢'FV0.'JdU\Fv-V'l J.‘ “0“C‘VJL—QUHWJWILJW3L‘OlulbId3-J‘JQI'JAQU‘II/I‘Ji‘wdflII!!!ARK!(flXAIAI'flflflnuwfihalR‘I‘ua‘! vr an Qua U! whet-too'tuvav-u admauduu but; undvIQuGKILC—(I‘ not; nouns-(.mbnuni-came) I i I yum.”- Table B.9-Pearson Correlations for Males (continued). ESYRESS BONDIN‘ PSIRtSS SELF! §UILI CLASSES AVALO COLLG SHORE ra CB AF'ECYO 183 ooOPwNNOUOumMo—Onom'nvshcan;ionoso-nsoqnns”mama“:occlmmquxmnam—mokhunmuqo v-mv-Ino gunNC-NOO‘MIQII KLfiqu Noeooou -'~l~lo~v-a ~P< )9u\~JI-'~v-I~qmu\u-mo~qmfl MNNIHNO-N's mt lexevvuv Cu) nofidkgnaI~rn~~mfigps 04Ina"?n—qr‘lnhdunu'w-v-n-nndnw-nsmMfiqo—o—nfimhmv n.\PAMM.-n~~~fifian MP‘du‘qu-Iuhd \ ‘mONu-Pvu-v-otu (In NU’C‘Uus OI“ (.‘C‘C‘1'3MVITH‘QP-u PNN‘CD c-Ndreth'O"! (IND Inbhv-Q V‘QOF 9~~%~ovomnm04u\nww\ .1n:v.v¢vrw-o-g;~\.vp\muqu-s~lt )4..qu ULMJC)OQQQN~v-v-o-QL101-(MDdQnPc-uufuvn ......OOOOOOOOOOOO. 000.000.0000..OOOOOOOOOCOOOOIOOOOOOO...... O I IIII IIIIIIIIII II I IIv-III I II III II IIIIIIIIII Oi” 00 cone-skewsqoomwnvvoo-o-v-vnvonv-snuoo-nors PNU‘NV’O O‘DonnNOFIstNdNOOQOOO-Nwoovfi‘OOOh oq~~0umn~ NP.MCIP\~IC"V' I‘VOINv-mov-v-v‘v-vDecPmorh-rr‘POuMNa'wCqu-wwhdo 0"?qu Nave ~\v\~n(‘o nomquI-IOo-voovo-‘m-som newmmonu- on. woven-ah 1 q\)0n'-I\I\ :30MNQL3QNJOJmOOPQQqu~O~JvM.00 Nun-ew-q—vNCNuIPvaoqm-L‘Ooovmo—wnqocuvo-IOCLonmrsnoo C‘m 4voono-uenmwmhhmoquwomnausea DOPPqQfiPNFUFNfl—u.o-~~\~I~nv~~ou-vcvv-~N~IM\U IMIOCJOLILOQOOL)UFv-xicv-L‘u)'DQ()-~lmm~l~c—~oruo-~ .0OI......OOOOCOOOOOOOOOIOOOI00.0.......OOOOOOOOOIOOOOOO00.000.000.00. I IIIIIIIIIII II I IIv-I IIIIII I II I I II womvano~00muwvo~qONCOwono-o-OOONMOMOOW-opsnonvaOovONOQNmomooooo-wthuuohauc— v-r NVNFM-BNV‘CIV ONIMF a v-v-u o a c a sit u-vv-CC\ NCIC cachet-Pu! 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OOOOOOOOOOOOIOOIOOOOOOO......OOOOOOOO......OOOOOOOOOOIOOOO I IIIIIImIIIII II I IIPI III III I II ~~o~vmqomwo~woo~e~oosmnq¢~~to~oo>oqoam )ONanqv-OOr-omm Jn¢nMNOOPO .30—“oceans «woo-'05 nermoo NV‘IHFKC‘OInONCU‘CNNB F’FCN‘I .o-a Nee-mount? who wot-pour NONI-nvmmmmqoswcrocu medPonoomco—ssame-v-nux‘nu:vaqrw‘NOJMO-Onv-o \QOP‘NoquQOmM(0uM~Iv-Ov- eqooo snoucv-s oc- ONIMOHPwJ.t’ noun-firsqhekvw- UNNF\I¢ u 5sPFNU&F\~;Pv-Vu\runtfvo~00CBOOI‘IONNQU‘FMI‘MIHCMFOLOB—C omemnoooohnnwnmqmv-NNDO'JqmrsdnonnuaMnouoooooooDOer-OQQOOermnnv-‘IONqM-nc ......COOOOOOOOOOO......OOOOOOOOOOOO0.0.00.0.........CIOOCOOOOCOOOOOOO IIII IIIIIIIIII I IPII III I II II II II I IIIIIIIII OMOFNF‘OOMMOFIQNNONPMOMQOONOONVOQFM~MONO-NOIhONNMOOC-IDFwnhflOOMNUFI0ODU‘JF.QN cancer-woo ru-soovosrmocsac F‘u‘ Inc-PK-QNCP'OF-‘v‘v-OPNNd0r~t~¢£fl€v~rhtm~r Grommvu £0th ammo-Ownerbokmnoo-N goesMI-wommomnNOo-nwm )oncNo-nsum-onruNOo-mnfiqmocounmmnnmv-No NGUQMQer-flnrowhoov‘ms‘o «30¢ ONMF OCVO I~ o-h CA4: fu‘fi INVI‘V-dU‘NNV‘i‘Q'1NONCL NOhH‘W‘NKF I! 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FOCNOC morwnNONFfiva-PNPvajFNC-NCMQOOMPIMMMNOI’WODOOI 3fian~FNDPOOnf3OMMIP a‘nlflv-NN .....OOOOOOOOOOOOOO 0.0.0....0..........OOOOOQOOIOOOOOOOO......IOOOOOO III IIIII.IIIII I IPI II IIII II II IIIII I IIIIIIIII N¢~OPOwPNN OOOVOwNNV‘NNOOO-n ohemeQOO-OFJ" > MO 080% ”dunno-amok“: Oh ~13 O¢P~O VWNO'NPW'F h v NWU‘JBPV‘QOPPV‘0(BH‘I< ma FQqur-g ccvc‘ucfiN—Od (Loan I‘lOdOfl'Of‘flfiF‘NCCNOB QIlunIfthnVOwi‘u’ 0.! we OP"0FOOPW~O~‘\0M~MU( nonQo-nnqfiOIsu-fifwo utusmnoruo404x404mv-qqutv0o-vomw ems-non r hm («I- 4" .LUo-qrvtuvqf e r INA-I'- lsmv-g '- Lu- Ohndv~ \‘rmmqm\mnuv INC-g 0.0" u( a CF «Din nu or Pt \‘d mam Jv-v-v-o- woo-v- wn- ure—\QF'J—v-JQFJPuam— w-I- vo-qu.) )JCJUQKJOJ JFFFJJJJJ J‘Jtfiluu- I'M-14' 4 4 ‘4 0.000000000000000.COOOOOOOOOOOIIOOOO0.0.0.......OOOOIOOOOOOOO......... IIIIIIIIIII IIU-I II I III III I III I Odd-OMNNNFOv-QflnGFF-Omn-U«DQIDNODnI-NNQOZJIADV‘O oo.——o~~~u-—~o~onmnaoqsoonNQAquo-nnq ONOr-ruNQKOth no Na 4!: I! 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A.) a-JJ'JQ 000.000.000.00.00.000..000.000000000000000000.00...00.0.00000000000000 IIII III IIII II II I I IIPII II II II II I II nun—ho'wnoo-AON fiN- Dram run—~o-ono coo—mvmmws NMOOMOU‘OI-MUQMNOOMO 'Jv-v‘NOO-Q ”Munhra-CFQ NvNONOU INC uvv—rvmorsu mu «(‘0 o a not r r 0 Irv-roof c («my or o «a.» -u 0‘ mo 0w cv-(Jshoc :- p u c040 h mh-fi v- OnwoqunMWOOqNOMdnqv-fiqOONU‘OOMNONNmmnrvooowev-NOFddhnOONMOOfiOmquv-Odfi‘nofii PPNOC—NP 90: or var-In" ~\‘,v.o-v-Nr~ Nv-Nc-pr. N0- hp0-L0-M0-QFLhuruMNv-LL4NIJrufuv-IuOIumonu-r. I»? VINv-dev-M OOOOODODLK OLOOO' OOCJOOOOOCCHJOOOOOO JL‘KDIYJQOIWOO JOQC)OC)..ICJO JUOODDR «J’JIAJOI' 00.13 00.00000...0000000000000000000000000.00900000000000000000.0000...00.00 IIII I III I IIII III II IIIv-III II I II I III IIIIIIIII nkqoomqmnsssono osom~0noo~~oh 0!)me Osvwfiqocofumr ~01~nqfifiw¢0m¢m0~tfi¢mmpor~ moi-0.0- quqOulhchu‘dma F\~(,‘I‘- a v-c or 0 ~10 FQQF‘C 0-0 (Woo 0-~I\I¢‘JC¢'-u. r Nv- F‘NP\'(>|"W)0-~v 0 (_N' (m-o-n u-0-0-( mvm. 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Nie et al. (1975), the §E§§_manual, the SPSS Supplement Manual (1976),and Kerlflmger and Pedhazur (1073) are relied upon heavily in these re- views. All statistical procedures were executed with SPSS. Nonadditivity Nonadditivity is tested using Tukey’s test for additivity. In our model the two way analysis of variance assumes that no interaction is present. The presence of nonadditivity would tend to mask simple proportional or multiplicative relationships between row and column effects, thus making the scale less reliable. Nonadditivity reduces the precision of our instruments since the estimated error variance is inflated by the component due to nonadditivity, anj this loss of precision increases as the size of the error in the main effects increases. Violation of the addi- tivity assumption is especially serious in the two way fac- torial fixed effects model. If interaction is present then 194 195 the error sums of squares for the additive model estimate is tfi‘-rtfl; rather than simply the error. The F ratio then in the presence of interaction is a conservative test and a significant result can be interpreted as a rejection of the null hypothesis. A nonsignificant result implies no deci- sion may be made for this particular index. If significant main effects are found under these conditions, specific com- parisons between treatment means will not usually detect significant differences due to the inflated estimate of the error variance. If Tukey's test indicates the presence of interaction, then the Tukey test provides a partitioning of the residual sum of squares into interaction and balance components. Therefore, assuming that interactions of higher order than linear by linear are negligible, the balance com- ponent may be used as a "purified" estimate of the error sum of squares in a model containing interaction. In effect the presence of interaction can be interpreted as indicating that those who score either high, low, or medium on the set of items in the scale do so consistently (SPSS Supplement Manual, 1976:12-27). Factor Analysis The uses of factor analysis in this study are of three kinds: one, exploratory--the exploration and detec- tion of patterning of variables for the reduction of data and searching for additional concepts in this data set; two, confirmatory--a check to see if the variables constructed 196 primarily from face validity would be confirmed through a statistical procedure such as factor analysis; and three, as a measuring device--for the refinement of indices to be used as new variables in later analysis. Basically factor analysis is a method by which a minimum number of hypothetical variables are specified in such a way that after controlling for these hypothetical variables, all the remaining (partial) correlations between the variables would become zero. In this study principal-factor solution two (PAZ) is used. What this does is in the initial stages of the factoring process communality estimates are placed on the main diagonal of the correlation matrix.2 Initial estimates of these communalities are given by the squared multiple correlation between a given variable and the rest of the variables in the matrix. The number of factors to be re- duced from the original correlation matrix is determined 2While principal-component analysis with varimax rotation was used for extracting factors and the construc- tion of scales, it is realized that certain pitfalls exist in using standardized coefficients. Woelfel et al. (1977) explored this issue with a data set which has three known dimensions--distances between U.S. cities with the dimen- sions being east-west, north-south, and elevation. They found that unstandardized analysis with the variance-covar- iance matrix provided a better portrayal of the factor load- ings where the variables were measured on the same scale. Variables measured on different scales must be analyzed cautionsly using this method because of the difference in vector lengths, thus, larger factor loadings for larger lengths. 197 and then with the communalities placed on the diagonal the same number of factors is extracted. From this reduced matrix the variances accounted for by these factors then become the new communality estimates and are placed on the diagonal. This process continues until the differences between the two successive communality estimates are negli- gible (Nie et al., 1975:468-490) From PA2 inferred factors are generated, more com- monly known as classical-factor analysis where the observed correlations are presumed to be the results of some underly- ing regularity in the data. It is assumed that an observed variable is influenced by various determinants, some of which are shared by other variables in the set while others are not shared by any other variable. That part of a variable which is influenced by the shared determinants is called common, and the part which is influenced by idiosyn- cratic determinants is called unique. It should be under- stood that the unique part does not contribute to relation- ships among the variables. Therefore, the observed correla- tions must be the result of the correlated variables shar- ing some of the common determinants. The faith on our part is that assumed common determinants will account for all the observed relations in the data and will be smaller than the number of variables (Nie et al., 1975). Principal components factor analysis was used em- ploying the methods described above with varimax rotation. Rotation involves looking at the variables from a different 198 point in the circle. Since 160 variables were to be fac- tored the data set needed to be divided into sets of vari- ables for factoring in order to accomodate the 63 variable limit induced by the program. Based on indexes used in Hager (1970) and from proposed indexes for this data set variables were included which had face validity for hanging togeth r. For instance the four main categories of investi- gation-~family structure, bonding, stress, and delinquent behavior were used as categories for sorting the variables. Factor analytic runs were then performed on these sets of variables for all subjects and initial factors were extrac- ted. All of the major categories postulated were found to exist in the data through factoring and rotation. Some new factors emerged, but were generally combinations of vari- ables which loaded (had a high to moderate correlation) with other factors. The factor loadings for the variables are given and discussed further in Appendix A. Initial factors were extracted using all the sub- jects--no division was made by sex as was done sometimes in the higher order factoring. Higher order factoring is a factor analysis performed on the scales used in this study which were postulated a_priori and confirmed through the first order factor runs. Listwise deletion of missing data was employed for all runs. Regression Analysis Multiple regression is a general statistical tech- nique through which one analyzes the relationship between a 199 dependent variable and a set of independent variables. The language of regression analysis_sometimes refers the depen- dent variable as the criterion and the independent variable as the predictor. Multiple regression can be viewed as a descriptive tool by which the linear dependence of one vari— able on others is summarized and decomposed, and as an in— ferential tool by which the relationships in the population are evaluated from the examination of sample data. The multiple regression model involving more than two independent variables is Y = A+B X +BZX2............BkX 1 1 where Y represents the estimated value of the criterion k variable Y, A is the intercept, and the Bi are partial re- gression coefficients. 31 expresses the effect of X1 on Y when X2"'°’Xk are held constant. The E1 is the expected change in Y with a change of an unit in X1 when other Xi are held constant. During the regression process, the A (if not = O) and B coefficients are selected in such a way that the sum of squared residuals is minimized. Selection of the optimum coefficients using the least squares criteria implies also that the correlation between the actual Y value and the Y estimated value is maximized (Nie et al., 1975:321-342). The full model in multiple linear regression refers to the equation in which all variables have been entered. The chance probability of the proportion of variance ex- plained by the full model is dependent on the proportion of variance explained by each variable in the model in combi- 200 nation with the others. The restricted model in multiple H1 linear regression re ers to the equation in which all the variables have been entered except the variable(s) of spe- cial interest for hypothesis testing. The chance probabil- ity of the proportion of variance explained by the restric- ted model is dependent on the proportion of variance ex- plained by each variable in the model in combination with the others. In comparing the full and restricted models the chance probability refers to the difference in the pro- portion of variance explained by each model (McNeil et al., 1975). Multiple regression analysis is the proper statis- tical procedure for this phase of analysis due to the re- search design of multiple independent variables predicting to singular dependent variables. Multiple regression pro- vides a means of examining the effects and magnitudes of the effects of more than one independent variable on one dependent variable. The technique of backward solution was employed in this study. This solution starts out with the squared multiple correlation and each predictor variable is deleted from the regression equation one at a time with the loss to R2 due to the deletion being studied. By this method each variable is treated as if it were entered last in the equa- tion and by this method it is possible to observe which pre- 9 dictor adds the least when entered last. The loss in R‘ 201 may be assessed on the criterion of meaningfulness as well’ as significance. Those variables not adding meaningfulness or significance are deleted from the equation. In this study the .10 level of significance was chosen as the sig- nificance level for inclusion or deletion of a predictor (Kerlinger and Pedhazur, 1973:289). Discriminant Analysis Multiple discriminant analysis will be used to assign individuals to one of five levels of sexual behavior based on their responses to a series of independent vari- ables. This is done by forming linear combinations of the discriminating variables which will maximize the differences between the groups relative to the differences within the groups (Kerlinger and Pedhazur, 1973:340). Discriminant functions are of the form Di = d. 2 + di222 + .... +di 11 1 Zp P where Di is the score on discriminant function i, the d's are the weighting coefficients, and the 2's are the stan- dardized values of the p discriminating valiables. The max- imum number of discriminant functions derivable is either one less than the number of groups or equal to the number of discriminating variables. The research objectives of analysis and classifi- cation are used once the discriminant functions have been derived. Analysis provides several tools for the inter- pretation of data. One is statistical tests for measuring the success with which the discriminating variables 202 actually discriminate when combined into the discriminant functions. As axes of geometric space the discriminant func- tions can be used to study the spacial relations among the groups. The weighting coefficients are interpretable as are the coefficients in regression and factor analysis (Nie et al., 1975:434-448). As a classification technique a set of functions can be derived which will permit the classification of new cases with unknown group memberships. For instance if we find characteristics that do well in predicting sexual be- havior, we can predict to those people who are not members of the current sample given generalization considerations. AP PEND IX D lichigan State University ’ , Depart-ent at Social Science East Lansing, flichigan Research Division APPENDIX D STUDENT OPINIONNAIRE NEAT THIS IS ALL ABOUT Iichigan State University is doing an important study of the opinions young people in Michigan have about themselves and what they do. You can help us best by answering the following questions as clearly and carefully as you can. \0 ONE, NOT EVEN YOUR TEACHERS WILL EVER K\OW vuA___1_' YOU HAVE “117231.111: succzss or nus smTononxmLTUW—WT‘RUWLTSS RZIEIBER This is LOT a test. There are 39 right or wrong answers (except for a few questions about your age, grade, etc.) Many tines young people say the "older generation" doesn't listen to then. Here is your chance to be heard. We value your ideas and want to know what your opinions are. Different people will have different opinions. In order to help and understand young people today, we need YOUR honest opinions. W There are 177 questions. He sure to answer EACH and EVERY question. Each question has only ONE answer. Be sure to mark your answer in the appropriate space on the SEPARATE ANSWER SHEET. DO NOT MARK THE OPINIONNAIRZ BOOKLET. Sanple Question: 1. I like to sleep late on weekends. I. Strongly Disagree 2. Disagree 3. uncertain I. Agree S. Strongly Agree llisabeth loves to sleep late whenever she can. She would park the answer sheet in this way. - 1.123Il BI SURE TO US! THE SPECIAL SCORING PENCILS. AFTER YOU ARE FINISHED, PLACE THE OPINIONNAIRE BOOKLST, THE ANSWER SHEET, AND THE SPECIAL SCORING PENCIL BACK INTO TR! LARGE ENVELOPE. YOUR INVILOPE SELL BE PICKED UP BY THE IICUIGAN STAT! UNIVERSITY RISEARCK TEAH. 203 204 How old are you? 6. flow aany brothers or sisters do you have? 1. 12 or younger 1. None 2. 13 2. One 3. 14 3. Two 4. 15 4. Three 5. 16 ° ' 5. Four or sore 6. 17 or older 7. 'hich of the following describes you the Your sex is best? 1. sale. - 1. Only child 2. fesale. 2. First born child 3. Second born child Row such fonaal education does your 4. Third born child FATHER have? 5. Fourth or later born child 1. Sole high school or less 8. 'hich of the following describes your Graduated fros high school fasily the best? Graduated from college 1. I as the only child. 2. 3. Sose college ‘. 5. ‘ufll-fi Attended graduate or professional school 2. There are only male children. 3. There are only female children. What is your religion? 4. There are both sale and fenale children. . Catholic . Jewish . Protestant . No religious preference I as l. sarried or engaged. 2. going steady. 3. dating, but not going steady. 4. Not currently dating. 5. not yet dating. I- O O O 0 e 2 = E 3 2 ° c h d A ~ E 3 2'. (no nor MARK '3’ 2 g 3 g 0 P I N l O N N A 1 R E a O 0 K L E T.) 3 3 g g 3 a a = c m (l) (2) (3) (4) (5) 9. 1 have faith in people . . . . . . . . . . . . . . . . . . . . . . . . l 2 3 4 5 10. I have a good appetite . . . . . . . . . . . . . . . . . . . . . . . . l 2 3 4 5 11. I wish people would pay sore attention to ne . . . . . . . . . . . . . l 2 3 4 5 12. With the second casing of Christ, the dead will live again . . . . . l 2 S 4 5 13. At tiaee,l feel 1'- not worth very such. . . . . . . . . . . . . . . . 1 2 3 4 S 14. lost teachers are interesting people . . . . . . . . . . . . . . . . l 2 3 4 5 15. 1 as proud of sy school. . . . . . . . . . . . . . . . . . . . . . . I l _2 3 4 5 16. I believe there is a hell where sen are punished for their sins. . . 1 2 3 4 S 17. Few people are really selfish. . . . . . . . . . . . . . . . . . . . . 1 2 '3 4 S 18. Col-unities could not exist without the help of the police . . . . . . l 2 3 4 S I O I O 0 19. On the average, has aany cigarettes do you ssoke in a typical day? 1. I don't ssoke or I've tried it only a few tines. 2. Less than Q pack 3. Between 9 and 1 pack 4. Between 1 and 2 packs 5. Over 2 packs 2 205 20. I inhale when I smoke. 22. Are your parents smokers? l. I don't smoke or I've tried it only 1. NO a few times. 2. Yes, father only 2. Never 3. Yes. mother only 3. Sosetimes 4. Yes. both parents 4. Frequently ' ' 5. Very frequently 23. low many of your friends smoke? 21. I enjoy smoking cigarettes. ' 1. None 2. A few 1. I don't smoke or I've tried it only 3. Some a few times. 4. lost 2. Never 5. All 3. Sometimes . 4. Frequently 5. Very frequently I O O O O C e e u u e a e e u u u o a o m e u a (n o N o 'r a A n x '3 .3 g o "é opxuxonnaxnn nooxnsr.) § : 3 g g 0 d u a a a g < a 0.) o) O) (4) (5) 24. lost teachers are easy to talk to . . . . . . . . . . . . . . . . . . 1 2 3 4 5 23. Obedience and respect for authority should he the very first require- aent of a good citizen. . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5 23. I beleive there is a devil who tries to lead men into sin . . . . . . 1 2 3 4 S 27. My parents are happy that I was born. . . . . . . . .'. . . . . . . . 1 2 3 4 3 23. I desperately need someone to talk to but no one will listen. . . . . l 2 3 4 S 29. The church (synagogue) helps you live a happier life. . . . . . . . . 1 2 3 ' 4 S 30. It is unusual for me to have aches and pains. . . . . . . . . . . . . 1 2 3 4 5 31. Sometimes I feel like crying out for love and understanding . . . . . 1 2 3 4 S 32. School is a friendly place. . . . . . . . . . . . . . . . . . . . . . l 2 3 4 5 33. I need more affection from someone who cares about me . . . . . . . . l 2 3 4 S O O O t e e (n o x o r u A a x . 3 5 O P I N I O N N A I R E B O O K L E T.) 3 3 0 C! 4' Is o v R I e e o o u o u a o Oh how many different occasions during the past 5 5 a a a south have you had (1) a) (3) (4) 5) 3‘. Mt to drink? 0 I O 0 O I I O U I I O O O O I O O O O O O O I O O O 1 2 s 35. '1n. to driu? I O O O C O O I D I O O I O O O O O O C I I O I O O I 1 2 3 ‘ s 3.. “1'k.’ to “1nk7e e e e e e e e s e e e a e e e e e e e s‘ e e' e e e 1 a 3 4 s -3- TURN TO PAGE 4. 46. 47. 48. 49. 51. 206 person and thing. . . . . . . . . . . . . . . . (D I am ashamed of some of the things I have done . I have felt so sad that I could hardly keep from hitting someone . . I have felt guilty about getting other people in trouble . . . 0 nor “an onxxxouqunz BOOKLET.) I get so angry. I can think of nothing else. . Do 1. 2. 3. I you plan to graduate from high school? No I'm not sure. es Are you planning to go to college after high school? 1. 2. 3. No I's not sure. Yes low many of your friends plan to go to col 1. lege? None A few Some lost All parents don't want me to go to college. would prefer that I got a Job. would not care if I went to college or not. would like me to go to college. expect me to go to college. ~4- e o u u I I e4 o n (DO NOT ”ARK z. g -: onxuxouxixaz BOOKLET.) g g; 1‘. . o e e e ~ 2 2 '- 53 o a 2 (l) (2) (3) (4) lost teachers are interested in their students as individuals . . . . 1 2 3 4 I am bored most of the tine . . . . . . . . . . . . . . . . . . . . 1 2 3 4 I would rather be in school than most other places. . . . . . . . . . 1 2 3 4 A person usually knows who he can depend on . . . . . . . . . . . . l 2 3 4 'You can count on the church (synagogue) to be of help in time of need 1 2 3 4 1 ‘.1da ‘.t tir.d. D O O O I I O C O O I O O O O O O O I O C O I I 1 2 3 ‘ Iy parents talk 19 me and not A: no . . . . . . . . . . . . . . . . 1 2 3 4 I seldom have an upset stomach. . . . . . . . . . . . . . . . . . . 1 2 3 4 I believe there is a divine plan and purpose for every living 0 O O O I C O O I O 1 2 3 ‘ requently 9 Sometimes V A 8 I". 8 2 F'Never V A 9'? V A v A “03““ habit. 2 2 2 2 HHHH I O O O C O C O O O O O 54. Do you think you have the ability to complete four years of college? 1. no 2. Probably not 3. I'm not sure. 4. Yes, probably 3. Yes. definitely T U E I T O T H E A ts on u out» on o- o- «Strongly agree v y frequently u 9 “or A V tau-ua- E O L L O I I N G P A G E. 207 h ell d c (n o u o 1' u A a x s. 3 3 "' " O P I N I O N N A I R B 8 O O x L E T.) . g 2 s. 8 :3 S “ e 'n e o a : ~ g a a How often have you I 8 a. > ‘ (l) (2) (3) (4) (5 55. held hands with someone of the opposite sex (not including ' "l‘ttv..)?o 0 O O O I O O I O I I I I I I I I I I I I I I I I l I 1 2 4 56. held your arm around or been held by soneone of the opposite sex (not including relatives)? . . . . . . . . . . . . . . . . . . l 2 57. kissed or been kissed by someone of the opposite sex (not . including relatives)?. . . . . . . . . . . . . . . . . . . . . . . l 2 58. necked (prolonged kissing and higging) with someone of the ”pa1t. 8.x?0 I I I I I I I I I I I O I I O I I I I I I O I I I I 1 2 59. been involved in light petting (feeling above the waist) with someone of the opposite sex? . . . . . . . . . . . . . . . . . . . l 2 60. been involved in heavy petting (feeling below the waist) with someone of the apposite sex? . . . . . . . . . . . . . . . . . . . l 2 61. Have you gone all the way with someone of the opposite sex? I. Never 2. Once 3. 2 to 5 times 4. 6 to 12 times 5. I3 or sore times 62. Iith how many people of the opposite sex have you gone all the way? I. I have not gone all the way. 2. One person 3. 2 to 3 people 4. 4 to 8 people 5. 1 or sore people 63. Iho was the first person you went all the way with? l. I have never gone all the way. 2. A steady date 3. Someone I have known for a while 4. A relative 5. A stranger 64. How often have you had sexual relations with soseone of the SAME sex? I. never 2. Once _- 3. Twice 4. Three times 5. Four or sore tines T U I N T O T 8 I I O L L 0 I I N G P A G E. -s- O7. 68. 69. 70. 71. 72. 73. 74. 75. 70. 77. Compared to others of 7D. 79. IO. .1. 82. (D 0 N O T I A R K 0 P I N I O N N A I R 3 There is hardly anyone lower than a person who does not feel a 208 B O O K L E T.) great love, gratitude and respect for his parents . . . . . . . . lhen I tell my parents the truth. they believe me . I often feel low. . . . Ihat youth needs most is strict discipline. rugged determination and the will to fight for family and nation . Police should be admired and respected because of their tough laterial taught in school is interesting and useful It's easy to figure out who can be trusted. ly parents enjoy being with each other. People will seldom take advantage of you. . . . . A typical police officer is a nice guy. . . ly parents encourage or praise me for what I do . Described below are four different types of students. Job. Choose the one which IOST LIKE YOU. A H H H H H H H H C Strongly disagree gree N Disa A V Munnuuuw U Uncertain A v “U uuuuuuuu s.Agree A V ‘ ‘ flébhbbhfi caStrongly agree A V “00 alone-unanno- I I. This person's primary reason for being in school is to obtain vocational or occupational training. . This person feels that the educational side of school is most important but feels he also should be involved in school activities. school work to get by. . This person is not concerned about school and would prefer to leave school and start 2 3. This person feels that the social life at school is very important and does Just enough 4 making money as soon as possible. lost of your grades have been 1. P's 2. D's (D O N O T I A B I popularity is . . . . . looks are . . . . . . . personality is. . . . . clothes are . . . . . . physical health is. . . sy age, I! 4. 3's 0 P I N I 0 N N A I R I 5. B O O K L I T.) :3Among the poorest V r- u- rt un r0 as u u as u SDelew average V a u u u u 8""‘380 v ’3 Above average V hhbfib 8 Among the best 9 209 (D O N O T I A R K O P I N I O N N A I R E B 0 O K L I T.) Never 2 to 4 times 5 to 7 times Once How often have you ) A v A N v A N v A ‘ I ed r0 9‘ en ti r0 0d r0 .4 r- rd 83. taken things from stores without paying for them? . . . . . . 84. driven a car without the owner's permission?. . . . . . . . . 95. stolen money? . . . . . . . . . . . . . . . . . . . . . . . . 96. driven recklessly?. . . . . . . . . . . . . . . . . . . . . . 9?. damaged other people's property on purpose? . . . . . . . . . 88. beaten up on someone? . . . . . . . . . . . . . . . . . . . 99. run away from home? . . . . . . . . . . . . . . . . . . . . . 90. gotten into a fist fight? . . . . . . . . . . . . . . . . . . .1. .ktmd .Chwl? I I I I I I I I I I I I I I I I I I I I I I I NM”NNN“NNN UUUUUUUUUU thfiéhhbfifi 92. used a weapon against someone?. . . . . . . . . . . . . . . . 8 or more times A ts v uuuuuuuuuo (D O N O T I A I K O P I N I O N N A I R B B O O I L E T.) V A v A 93. ly parents care what happens to me . . . . . . . . . . . . . . . 94. I have no problem sleeping at night. . . . . . . . . . . . . . . 95. The church (synagogue) has something to offer everyone . . . . . 90. I can talk to my parents anytime I like. . . . . . . . . . . . . .- .. .- .. .. 39tronsl! diner” u u u u u ullncertain v A a. a. A a a. :Agree 97. I feel healthy most of the time. . . . . . . . . . . . . . . . u u u u as ”Disagree 9.. It's easy for me to talk to my parents about things that mn.’ -. I I I I I I I I I I I I I I I I I I I I I I I I I I I I F: a fi 99. lost teachers treat students the same. . . . . . . . . . . . . . l 100. lhen dealing with people, you can rely on their honesty. . . . . l I I I I” I) M Q 101. low many times during the LAST '33! have you taken aspirin? 1. None 2. Once 2. 2 to 4 times 4. 5 to 1 times 5. 9 or more times T U I N T O T N I T O L L O I I N G P A G I. -7- u o- 0: ts ts GBtrongly agree V C! 2’10 (D 0 N O T I A R K O P I N I O N N A I R E B O O K L 3 T.) On how many different occasions have you used “2 to 4 times v A H None 3 5 to 7 times A V I" h’Once V A u 8 or more times A V 102. 103. 104. 105. 100. ..r1Ju‘n‘? I I I I I I I I I I I I I I I I I I I I I I I I hallucinogens or psychedelics (such as LSD. STP, and mescaline)?. . . . . . . . . . . . . . . . . . . . . . . . amphetamines or methamphetamines (speed such as benzedrine, dexedrine and methedrine)? . . . . . . . . . . . . . . . . hard drugs (such as herein, cocaine and morphine)? . . . sedatives (downers such as barbiturates, seconal and ph.n°b.rb1 t‘l ) 7. I I I I I I I I I I I I I I I I I I I I I 3,. N u I U 107. 108. 109. 110. 111. 112. 113. 114. 115. 110. 117. 118. 119. (D O N 0 T I A R I O P I N I 0 N N A I R E B O O K L 3 T). Sometimes I don't care what happens to me . . . . . . . . . It is important to teach children obedience to authority. I need to find someone who will really love me . . . . . . Pew people care how I feel about things . . . . . . . . . . I enjoy going to school . . . . . . . . . . . . . . . . . . Iy parents are interested in what I do. . . . . . . . . . . At times,I feel my life is empty. . . . . . . . . . . . . . Any good parent should be strict with his children in order to gain their respect . . . . . . . . . . . . . . . . lost teachers should be respected for the work they do. I believe there is a life after death . . . . . . . . . . . Police are fair in their treatment of people. . . . . . . . I I how easy is it for your parents to talk to each other? . very difficult . Somewhat difficult . Fairly easy . lasy . very easy “OUNH lets your parents' general relationship to each other. 1. Very unhappy 2. Unhappy 3. Fairly unhappy 4. happy 5. V0?! hfiPPY A I HHHHHHH" gree gree Strongly disagree ‘1 A unuunnngbisa A uuuuuuuuUncertain . V A V A A A. A A. A A A.A ... NOON” “DU“ fiafifi‘ TUIN TO TH! NEXT PAGE. Strongly agree A u u u u, u u o u V mononu- 120. 121. 122. 123. 12‘. 125. 120. 127. (D O N O T N A R K 211 . -O P I N I O N N A I N E 3 O O K L E T.) ly parents are considerate of each other's feelings. . . . . . I have tried to kill myself. . . . . . . . I feel bad because I betrayed others when they fly parents do nice things for each other . I have caused other people hurt and pain . l have had the urge to kill. . . . . ._. . ly parents show affection for one another. ly parents agree on isportant natters. I (D O N O T N A R K 0 P I N I 0 N N A I I l B O O K L 2 Do you like the following classes? 128. 129. 130. 131. 132. 133. 134. 135. 136. lathe-atics. . . . . . . . . . . . . . . . Vocational-technical (such as typing, shop, Foreign languages. . . . . . . . . . . . . Physical education . . . . . . . . . . . . Science. . . . . . . . . . . . . . . . . . English. . . . . . . . . . . . . . . . . . lusic. . . . . . . . . . . . . . . . . . . Social science . . . . . . . . . . . . . . “t. I I I I I I I I I I I I I I I I I I I T.) trusted me. . . . A HF‘HHHHHr-quovor A HNO v . . . I . . #HHHHwH—OH A n a: as no u» as as u» tgseldom y not A V unnuuunnunllsuall A uuuuuuuugSOmetimes I'm not sure A v (00099093000 quently A A A A A A A A A. ::Fre A Spmet imes A V h‘hhhbb‘b a- va a- u a- at u u gVery frequently Yes A on v uuuouuuuu 137. 130. 139. 140. I > (D 0 N O T N K O P I N I 0 N N A I R I B 0 0 K L I I an ashamed of acne of my thoughts . . . . At tines. I feel like exploding . . . . . . T.) A U l have thought of different ways of committing suicide. . . . . . I have had the urge to beat soneone up. . . . . . . . . . . . . . A v A v quently A U ry frequently A v 141. I have been embarrassed by things I have told others. . . . . . . 1‘2. 1 have felt like smashing things. . . . . . . . . . . . . . . . . 143. lave you ever thought of killing yourself . . . . . . . . . . . . -0- . . . . . . ya so r0 ta ya no 0‘ rolewer u n u no a u u ”Seldm u u u u u u u «Semen-es A A A A A A A AFre u once ta «a «u at tsVe 144. 140. 1‘0. 147. 143. 149. 150. 151. 152. 212 (D 0 N O T I A R K ° '0 P I N I 0 N N A I R E B O O N L I T.) To us, the lost inportant work of the church is saving sinners. Iy parents like ne. . . . . . . . . . . . . . . . . . . . . . . Police are helpful in tine of need. . . . . . . . . . . . . . . Up to now, my life has been rather discouraging . . . . . . . . ly parents enjoy having ne around . . . . . . . . . . . . . . . Dost teachers are helpful . . . . . . . . . . . . . . . .-. . . The Bible is God's word and what it says is true. . . . . . . . People should have more respect for authority . . . . . . . ... Iinisters, priests and rabbis are understanding and easy to talk to (D 0 N O T N A R N O P I N I 0 N N A I R 3 B O O K L E T.) If you wanted to obtain gly disagree A I ”He-‘HHHl-‘F‘Hpaa‘ron V Very difficult A p v A N Somewhat difficult U u Disagree f‘ V unncertain A v “009300.99“ Fairly easy A U v A Agree A v Ifififlhfihfifi A»Easy A V A Strongly agree A tantamount-«u v ry easy §:Ve 153. 154. 135. 150. 137. narijuana, how difficult would it be?. . . . . . . . . . . . . hallucinogens or psychedelics (such as LSD, ST? and mescaline), how difficult would it be? . . . . . . . . . . . . anphetanines or sethamphetamines (speed such as benzedrine. dexedrine and nethedrine), how difficult would it be?. . . . . hard drugs (such as heroin. cocaine and aorphine). how dixtlcult 'ould it u? I I I I I I I I I I I I I I I I I I I I sedatives (downers such as barbiturates, seconal and phenobar- bital), how difficult would it be? . . . . . . . . . . . . . . ..e U I I“. 130. 100. 101. 102. “(D 0 N 0 T I A N K 0 P l N l O N N A l R l B O O K L I T.) Serious illness is a problen in my family. . . . . . . . . . . Drinking is a serious problem in my fasily . . . . . . . . . . Divorce or the likelihood or divorce is causing trouble for my {“11’. I I I I I I I I I I I I I I I I I I I I I I I 0 I I I I lental illness is causing problens for my family. . . . . . . . The death of a family nesber of close friend is causing my {“11’ troubl. I I I I I I I I I I I I I I I I I I I I I I I I I 103. You have been beaten so badly by your parents that you were ashamed to be seen by others. . . . . . . . . . . . . . . . . . ~10- 164. 155. 16‘.‘ 167. 168. 169. 170. 171. 172. 173. I74. 175. 176. 17?. 2’13 (D O N 0 T M A R K O P I N I O N N A I R 8 B O 0 K L E T.) People think of me as a delinquent. . . . . . . . . . . . . . . Police seldom misuse their authority. . . . . . . . . . . . . . ly parents think I'm as good as anyone. . . . . . . . . . . . . linisters, priests, and rabbis give up many things for the good of o th.rs I I I I I I I I I I I I I I I I I I I I I. I I I I I I I am a delinquent . . . . . . . . . . . . . . . . . . . . . . . My parents listen to what I have to say . . . . . . . . . . . . It is unusual for the police to do something crooked. . . . . . l have frequently felt unloved. . . . . . . . . . . . . . . . . Iinisters, priests, and rabbis should be admired and respected for th. '0" th.’ dOI I I I I I I I I I I I I I I I I I I I I I I I I can talk to my parents about anything . . . . . . . . . . . . God is a heavenly father who watches over and protects us . . . ' e e Ihen do you expect to get married? 1. Before I'm twenty 2. In sy twenties 3. After thirty 4. I don't intend to ever get married. 5. 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