content progression thesis

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

We're Hiring!
Help Center

Testing the content progression thesis: A longitudinal assessment of pornography use and preference for coercive and violent content among male adolescents

2019, Social Science Research

Related Papers

Sexual Abuse

Aleksandar Stulhofer

To address growing concerns about the role of pornography use in adolescents’ sexual socialization, we explored the role of callousness, relative to pornography use, in male adolescents’ self-reported sexual aggressiveness. Two competing conceptualizations of this role were tested using data from a larger longitudinal research project on sexualized media use and adolescent well-being. Considering that callousness was assessed at only two waves (T2 and T4), 381 male Croatian adolescents ( Mage = 15.88, SD = 0.49) who participated in both waves were included in the study. Generalized mixed effects regression modeling indicated that callousness, but not pornography use, significantly predicted sexual aggressiveness 11 months later. Callousness also moderated the association between pornography use and sexual aggressiveness, so that among participants who scored high in callousness, more frequent pornography use was related to lower odds of reporting sexual aggressiveness. High callousn...

Adolescent medicine clinics

Neil Malamuth

This article focuses on the effects of exposure to pornography on teenagers, particularly males, and concentrates on sexually aggressive outcomes and on the characteristics of the individual as crucial in determining whether pornography consumption may or may not lead to sexually aggressive outcomes. In future work, it is important not to use an overly simplistic lens of focus in which pornography exposure is seen as generally harmful or not. Depending on particular constellations of personality characteristics, the effects of pornography may differ considerably among different teenagers as well as within different cultures. The research suggests that particular concerns may be needed for those who are highly frequent consumers of pornography, those who seek out sexually violent content, and those who also have other risk factors.

Computers in Human Behavior

European Journal of Developmental Psychology

Silvia Bonino

Aggression and Violent Behavior

Howard Barbaree

Journal of sex research

Patti Valkenburg

The goal of this review was to systematize empirical research that was published in peer-reviewed English-language journals between 1995 and 2015 on the prevalence, predictors, and implications of adolescents' use of pornography. This research showed that adolescents use pornography, but prevalence rates varied greatly. Adolescents who used pornography more frequently were male, at a more advanced pubertal stage, sensation seekers, and had weak or troubled family relations. Pornography use was associated with more permissive sexual attitudes and tended to be linked with stronger gender-stereotypical sexual beliefs. It also seemed to be related to the occurrence of sexual intercourse, greater experience with casual sex behavior, and more sexual aggression, both in terms of perpetration and victimization. The findings of this review need to be seen against the background of various methodological and theoretical shortcomings, as well as several biases in the literature, which curr...

Aggressive Behavior

In spite of a growing presence of pornography in contemporary life, little is known about its potential effects on young people’s sexual socialization and sexual satisfaction. In this article, we present a theoretical model of the effects of sexually explicit materials (SEM) mediated by sexual scripting and moderated by the type of SEM used. An on-line survey dataset that included 650 young Croatian men aged 18-25 years was used to explore empirically the model. Descriptive findings pointed to significant differences between mainstream and paraphilic SEM users in frequency of SEM use at the age of 14, current SEM use, frequency of masturbation, sexual boredom, acceptance of sex myths, and sexual compulsiveness. In testing the model, a novel instrument was used, the Sexual Scripts Overlap Scale, designed to measure the influence of SEM on sexual socialization. Structural equation analyses suggested that negative effects of early exposure to SEM on young men’s sexual satisfaction, alb...

Archives of Sexual Behavior

Davide Pirrone

This research longitudinally explored adolescent pornography (porn) consumption and its association with sexual development in early and middle adolescence. A four-wave design with half-year intervals investigated pornography consumption and different (sexual) activities, such as masturbation, French kissing, petting, giving/receiving manual and oral sex, and intercourse, among 630 respondents (47.9% female, mean age 13.7 years; SD = 0.48) years at T1). A latent growth mixture analysis of pornography consumption revealed two groups with relatively low pornography (LP; 51.8% of the boys, 91.4% of the girls) versus high pornography (HP; 48.2% of the boys; 8.6% of the girls) consumption across time. At T1, HP boys on average watched pornography less than once a month, but more than once a year at T1. At T4, their average pornography use had increased to almost one to two times a week. LP boys never watched pornography at T1. At T4, their average pornography use was still less than once...

cory pedersen

Given that consumption of sexually explicit material (SEM) and sexual behaviour are inextricably linked, the purpose of this study was to determine whether the frequency of SEM consumption predicts knowledge of sexual human anatomy, physiology, and typically practiced sexual behaviour. A secondary purpose was to investigate self-perceived effects of SEM consumption and whether participants report SEM as a positive or negative contributor to various aspects of life. Using a modified version of the Pornography Consumption Questionnaire and the Falsification Anatomy Questionnaire, we determined that contrary to expectations , frequency of SEM exposure did not contribute to inaccurate knowledge of sexual anatomy, physiology, and behaviour. Rather, the opposite relationship was found. However, in concert with previous literature, participants reported greater positive self-perceived effects of SEM consumption than negative effects.

RELATED PAPERS

Revista Anpoll

Marta Magalhães de Brito

Libro: Experiencias de exploración y práctica antropológica Querétaro, San Luis Potosí y otras latitudes

David Madrigal Gonzalez

Giuseppe Carlo Ricciardi

Journal of Process Control

Niels Kjølstad Poulsen

Angel Bustamante

JURNAL AKUNTANSI DAN BISNIS : Jurnal Program Studi Akuntansi

Agustina Indriani

Rev Iberoam Micol

Maria Lorenzati

Extensio: Revista Eletrônica de Extensão

HAMILTON FOGAÇA

Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018)

Florica Paragina

The Scientific World Journal

Sivakumar Dhandapani

James Oehmke

Dietmar Schwahn

Jacoba Greving

Food Quality and Preference

Ivan Arturo Hernandez Mendez

Christoph Lhotka

Sudan journal of medical sciences

Akintunde Fehintola

Swami Vedarthananda

Open-File Report

David Soong

Marine Ecology Progress Series

Barrett Wolfe

Critique d'art

Jacinto Lageira

Jesus Vilares

Iranian Journal of Crop Sciences

Sirous Tahmasebi

Raikov Mendoza

Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education

Mukadder Seyhan Yücel

The Journal of family practice

Kelly Kelleher

4 Pornography Content

Published: August 2021
Cite Icon Cite
Permissions Icon Permissions

There are now more than 90 categories of pornography on offer on mainstream Internet sites. This chapter argues that pornography is far from monolithic, which makes studying its impact complicated. Further, the chapter suggests that the sheer volume and variety of pornography are not inherently harmful to public health, although there is some potential that the variety of sexually explicit media available could be marketing strategy to lure or secure consumers. Four specific types of pornography—magna/anime, incest, barely legal, and kink/BDSM—are discussed. The chapter reviews findings from content analyses of porn, including so-called feminist pornography. The need for more research on race and racism in mainstream, Internet pornography is highlighted.

Signed in as

Institutional accounts.

Google Scholar Indexing
GoogleCrawler [DO NOT DELETE]

Personal account

Sign in with email/username & password
Get email alerts
Save searches
Purchase content
Activate your purchase/trial code

Institutional access

Sign in with a library card Sign in with username/password Recommend to your librarian
Institutional account management
Get help with access

Access to content on Oxford Academic is often provided through institutional subscriptions and purchases. If you are a member of an institution with an active account, you may be able to access content in one of the following ways:

IP based access

Typically, access is provided across an institutional network to a range of IP addresses. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.

Sign in through your institution

Choose this option to get remote access when outside your institution. Shibboleth/Open Athens technology is used to provide single sign-on between your institutionâ€™s website and Oxford Academic.

Click Sign in through your institution.
Select your institution from the list provided, which will take you to your institution's website to sign in.
When on the institution site, please use the credentials provided by your institution. Do not use an Oxford Academic personal account.
Following successful sign in, you will be returned to Oxford Academic.

If your institution is not listed or you cannot sign in to your institutionâ€™s website, please contact your librarian or administrator.

Sign in with a library card

Enter your library card number to sign in. If you cannot sign in, please contact your librarian.

Society Members

Society member access to a journal is achieved in one of the following ways:

Sign in through society site

Many societies offer single sign-on between the society website and Oxford Academic. If you see â€˜Sign in through society siteâ€™ in the sign in pane within a journal:

Click Sign in through society site.
When on the society site, please use the credentials provided by that society. Do not use an Oxford Academic personal account.

If you do not have a society account or have forgotten your username or password, please contact your society.

Sign in using a personal account

Some societies use Oxford Academic personal accounts to provide access to their members. See below.

A personal account can be used to get email alerts, save searches, purchase content, and activate subscriptions.

Some societies use Oxford Academic personal accounts to provide access to their members.

Viewing your signed in accounts

Click the account icon in the top right to:

View your signed in personal account and access account management features.
View the institutional accounts that are providing access.

Signed in but can't access content

Oxford Academic is home to a wide variety of products. The institutional subscription may not cover the content that you are trying to access. If you believe you should have access to that content, please contact your librarian.

For librarians and administrators, your personal account also provides access to institutional account management. Here you will find options to view and activate subscriptions, manage institutional settings and access options, access usage statistics, and more.

Our books are available by subscription or purchase to libraries and institutions.

About Oxford Academic
Publish journals with us
University press partners
What we publish
New features
Open access
Rights and permissions
Accessibility
Advertising
Media enquiries
Oxford University Press
Oxford Languages
University of Oxford

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide

Copyright © 2024 Oxford University Press
Cookie settings
Cookie policy
Privacy policy
Legal notice

This Feature Is Available To Subscribers Only

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Publications
Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

Advanced Search
Journal List
Afr J Emerg Med
v.7(3); 2017 Sep

A hands-on guide to doing content analysis

Christen erlingsson.

a Department of Health and Caring Sciences, Linnaeus University, Kalmar 391 82, Sweden

Petra Brysiewicz

b School of Nursing & Public Health, University of KwaZulu-Natal, Durban 4041, South Africa

Associated Data

There is a growing recognition for the important role played by qualitative research and its usefulness in many fields, including the emergency care context in Africa. Novice qualitative researchers are often daunted by the prospect of qualitative data analysis and thus may experience much difficulty in the data analysis process. Our objective with this manuscript is to provide a practical hands-on example of qualitative content analysis to aid novice qualitative researchers in their task.

African relevance

• Qualitative research is useful to deepen the understanding of the human experience.
• Novice qualitative researchers may benefit from this hands-on guide to content analysis.
• Practical tips and data analysis templates are provided to assist in the analysis process.

Introduction

There is a growing recognition for the important role played by qualitative research and its usefulness in many fields, including emergency care research. An increasing number of health researchers are currently opting to use various qualitative research approaches in exploring and describing complex phenomena, providing textual accounts of individuals’ “life worlds”, and giving voice to vulnerable populations our patients so often represent. Many articles and books are available that describe qualitative research methods and provide overviews of content analysis procedures [1] , [2] , [3] , [4] , [5] , [6] , [7] , [8] , [9] , [10] . Some articles include step-by-step directions intended to clarify content analysis methodology. What we have found in our teaching experience is that these directions are indeed very useful. However, qualitative researchers, especially novice researchers, often struggle to understand what is happening on and between steps, i.e., how the steps are taken.

As research supervisors of postgraduate health professionals, we often meet students who present brilliant ideas for qualitative studies that have potential to fill current gaps in the literature. Typically, the suggested studies aim to explore human experience. Research questions exploring human experience are expediently studied through analysing textual data e.g., collected in individual interviews, focus groups, documents, or documented participant observation. When reflecting on the proposed study aim together with the student, we often suggest content analysis methodology as the best fit for the study and the student, especially the novice researcher. The interview data are collected and the content analysis adventure begins. Students soon realise that data based on human experiences are complex, multifaceted and often carry meaning on multiple levels.

For many novice researchers, analysing qualitative data is found to be unexpectedly challenging and time-consuming. As they soon discover, there is no step-wise analysis process that can be applied to the data like a pattern cutter at a textile factory. They may become extremely annoyed and frustrated during the hands-on enterprise of qualitative content analysis.

The novice researcher may lament, “I’ve read all the methodology but don’t really know how to start and exactly what to do with my data!” They grapple with qualitative research terms and concepts, for example; differences between meaning units, codes, categories and themes, and regarding increasing levels of abstraction from raw data to categories or themes. The content analysis adventure may now seem to be a chaotic undertaking. But, life is messy, complex and utterly fascinating. Experiencing chaos during analysis is normal. Good advice for the qualitative researcher is to be open to the complexity in the data and utilise one’s flow of creativity.

Inspired primarily by descriptions of “conventional content analysis” in Hsieh and Shannon [3] , “inductive content analysis” in Elo and Kyngäs [5] and “qualitative content analysis of an interview text” in Graneheim and Lundman [1] , we have written this paper to help the novice qualitative researcher navigate the uncertainty in-between the steps of qualitative content analysis. We will provide advice and practical tips, as well as data analysis templates, to attempt to ease frustration and hopefully, inspire readers to discover how this exciting methodology contributes to developing a deeper understanding of human experience and our professional contexts.

Overview of qualitative content analysis

Synopsis of content analysis.

A common starting point for qualitative content analysis is often transcribed interview texts. The objective in qualitative content analysis is to systematically transform a large amount of text into a highly organised and concise summary of key results. Analysis of the raw data from verbatim transcribed interviews to form categories or themes is a process of further abstraction of data at each step of the analysis; from the manifest and literal content to latent meanings ( Fig. 1 and Table 1 ).

An external file that holds a picture, illustration, etc.
Object name is gr1.jpg

Example of analysis leading to higher levels of abstraction; from manifest to latent content.

Glossary of terms as used in this hands-on guide to doing content analysis. *

The initial step is to read and re-read the interviews to get a sense of the whole, i.e., to gain a general understanding of what your participants are talking about. At this point you may already start to get ideas of what the main points or ideas are that your participants are expressing. Then one needs to start dividing up the text into smaller parts, namely, into meaning units. One then condenses these meaning units further. While doing this, you need to ensure that the core meaning is still retained. The next step is to label condensed meaning units by formulating codes and then grouping these codes into categories. Depending on the study’s aim and quality of the collected data, one may choose categories as the highest level of abstraction for reporting results or you can go further and create themes [1] , [2] , [3] , [5] , [8] .

Content analysis as a reflective process

You must mould the clay of the data , tapping into your intuition while maintaining a reflective understanding of how your own previous knowledge is influencing your analysis, i.e., your pre-understanding. In qualitative methodology, it is imperative to vigilantly maintain an awareness of one’s pre-understanding so that this does not influence analysis and/or results. This is the difficult balancing task of keeping a firm grip on one’s assumptions, opinions, and personal beliefs, and not letting them unconsciously steer your analysis process while simultaneously, and knowingly, utilising one’s pre-understanding to facilitate a deeper understanding of the data.

Content analysis, as in all qualitative analysis, is a reflective process. There is no “step 1, 2, 3, done!” linear progression in the analysis. This means that identifying and condensing meaning units, coding, and categorising are not one-time events. It is a continuous process of coding and categorising then returning to the raw data to reflect on your initial analysis. Are you still satisfied with the length of meaning units? Do the condensed meaning units and codes still “fit” with each other? Do the codes still fit into this particular category? Typically, a fair amount of adjusting is needed after the first analysis endeavour. For example: a meaning unit might need to be split into two meaning units in order to capture an additional core meaning; a code modified to more closely match the core meaning of the condensed meaning unit; or a category name tweaked to most accurately describe the included codes. In other words, analysis is a flexible reflective process of working and re-working your data that reveals connections and relationships. Once condensed meaning units are coded it is easier to get a bigger picture and see patterns in your codes and organise codes in categories.

Content analysis exercise

The synopsis above is representative of analysis descriptions in many content analysis articles. Although correct, such method descriptions still do not provide much support for the novice researcher during the actual analysis process. Aspiring to provide guidance and direction to support the novice, a practical example of doing the actual work of content analysis is provided in the following sections. This practical example is based on a transcribed interview excerpt that was part of a study that aimed to explore patients’ experiences of being admitted into the emergency centre ( Fig. 2 ).

An external file that holds a picture, illustration, etc.
Object name is gr2.jpg

Excerpt from interview text exploring “Patient’s experience of being admitted into the emergency centre”

This content analysis exercise provides instructions, tips, and advice to support the content analysis novice in a) familiarising oneself with the data and the hermeneutic spiral, b) dividing up the text into meaning units and subsequently condensing these meaning units, c) formulating codes, and d) developing categories and themes.

Familiarising oneself with the data and the hermeneutic spiral

An important initial phase in the data analysis process is to read and re-read the transcribed interview while keeping your aim in focus. Write down your initial impressions. Embrace your intuition. What is the text talking about? What stands out? How did you react while reading the text? What message did the text leave you with? In this analysis phase, you are gaining a sense of the text as a whole.

You may ask why this is important. During analysis, you will be breaking down the whole text into smaller parts. Returning to your notes with your initial impressions will help you see if your “parts” analysis is matching up with your first impressions of the “whole” text. Are your initial impressions visible in your analysis of the parts? Perhaps you need to go back and check for different perspectives. This is what is referred to as the hermeneutic spiral or hermeneutic circle. It is the process of comparing the parts to the whole to determine whether impressions of the whole verify the analysis of the parts in all phases of analysis. Each part should reflect the whole and the whole should be reflected in each part. This concept will become clearer as you start working with your data.

Dividing up the text into meaning units and condensing meaning units

You have now read the interview a number of times. Keeping your research aim and question clearly in focus, divide up the text into meaning units. Located meaning units are then condensed further while keeping the central meaning intact ( Table 2 ). The condensation should be a shortened version of the same text that still conveys the essential message of the meaning unit. Sometimes the meaning unit is already so compact that no further condensation is required. Some content analysis sources warn researchers against short meaning units, claiming that this can lead to fragmentation [1] . However, our personal experience as research supervisors has shown us that a greater problem for the novice is basing analysis on meaning units that are too large and include many meanings which are then lost in the condensation process.

Suggestion for how the exemplar interview text can be divided into meaning units and condensed meaning units ( condensations are in parentheses ).

Formulating codes

The next step is to develop codes that are descriptive labels for the condensed meaning units ( Table 3 ). Codes concisely describe the condensed meaning unit and are tools to help researchers reflect on the data in new ways. Codes make it easier to identify connections between meaning units. At this stage of analysis you are still keeping very close to your data with very limited interpretation of content. You may adjust, re-do, re-think, and re-code until you get to the point where you are satisfied that your choices are reasonable. Just as in the initial phase of getting to know your data as a whole, it is also good to write notes during coding on your impressions and reactions to the text.

Suggestions for coding of condensed meaning units.

Developing categories and themes

The next step is to sort codes into categories that answer the questions who , what , when or where? One does this by comparing codes and appraising them to determine which codes seem to belong together, thereby forming a category. In other words, a category consists of codes that appear to deal with the same issue, i.e., manifest content visible in the data with limited interpretation on the part of the researcher. Category names are most often short and factual sounding.

In data that is rich with latent meaning, analysis can be carried on to create themes. In our practical example, we have continued the process of abstracting data to a higher level, from category to theme level, and developed three themes as well as an overarching theme ( Table 4 ). Themes express underlying meaning, i.e., latent content, and are formed by grouping two or more categories together. Themes are answering questions such as why , how , in what way or by what means? Therefore, theme names include verbs, adverbs and adjectives and are very descriptive or even poetic.

Suggestion for organisation of coded meaning units into categories and themes.

Some reflections and helpful tips

Understand your pre-understandings.

While conducting qualitative research, it is paramount that the researcher maintains a vigilance of non-bias during analysis. In other words, did you remain aware of your pre-understandings, i.e., your own personal assumptions, professional background, and previous experiences and knowledge? For example, did you zero in on particular aspects of the interview on account of your profession (as an emergency doctor, emergency nurse, pre-hospital professional, etc.)? Did you assume the patient’s gender? Did your assumptions affect your analysis? How about aspects of culpability; did you assume that this patient was at fault or that this patient was a victim in the crash? Did this affect how you analysed the text?

Staying aware of one’s pre-understandings is exactly as difficult as it sounds. But, it is possible and it is requisite. Focus on putting yourself and your pre-understandings in a holding pattern while you approach your data with an openness and expectation of finding new perspectives. That is the key: expect the new and be prepared to be surprised. If something in your data feels unusual, is different from what you know, atypical, or even odd – don’t by-pass it as “wrong”. Your reactions and intuitive responses are letting you know that here is something to pay extra attention to, besides the more comfortable condensing and coding of more easily recognisable meaning units.

Use your intuition

Intuition is a great asset in qualitative analysis and not to be dismissed as “unscientific”. Intuition results from tacit knowledge. Just as tacit knowledge is a hallmark of great clinicians [11] , [12] ; it is also an invaluable tool in analysis work [13] . Literally, take note of your gut reactions and intuitive guidance and remember to write these down! These notes often form a framework of possible avenues for further analysis and are especially helpful as you lift the analysis to higher levels of abstraction; from meaning units to condensed meaning units, to codes, to categories and then to the highest level of abstraction in content analysis, themes.

Aspects of coding and categorising hard to place data

All too often, the novice gets overwhelmed by interview material that deals with the general subject matter of the interview, but doesn’t seem to answer the research question. Don’t be too quick to consider such text as off topic or dross [6] . There is often data that, although not seeming to match the study aim precisely, is still important for illuminating the problem area. This can be seen in our practical example about exploring patients’ experiences of being admitted into the emergency centre. Initially the participant is describing the accident itself. While not directly answering the research question, the description is important for understanding the context of the experience of being admitted into the emergency centre. It is very common that participants will “begin at the beginning” and prologue their narratives in order to create a context that sets the scene. This type of contextual data is vital for gaining a deepened understanding of participants’ experiences.

In our practical example, the participant begins by describing the crash and the rescue, i.e., experiences leading up to and prior to admission to the emergency centre. That is why we have chosen in our analysis to code the condensed meaning unit “Ambulance staff looked worried about all the blood” as “In the ambulance” and place it in the category “Reliving the rescue”. We did not choose to include this meaning unit in the categories specifically about admission to the emergency centre itself. Do you agree with our coding choice? Would you have chosen differently?

Another common problem for the novice is deciding how to code condensed meaning units when the unit can be labelled in several different ways. At this point researchers usually groan and wish they had thought to ask one of those classic follow-up questions like “Can you tell me a little bit more about that?” We have examples of two such coding conundrums in the exemplar, as can be seen in Table 3 (codes we conferred on) and Table 4 (codes we reached consensus on). Do you agree with our choices or would you have chosen different codes? Our best advice is to go back to your impressions of the whole and lean into your intuition when choosing codes that are most reasonable and best fit your data.

A typical problem area during categorisation, especially for the novice researcher, is overlap between content in more than one initial category, i.e., codes included in one category also seem to be a fit for another category. Overlap between initial categories is very likely an indication that the jump from code to category was too big, a problem not uncommon when the data is voluminous and/or very complex. In such cases, it can be helpful to first sort codes into narrower categories, so-called subcategories. Subcategories can then be reviewed for possibilities of further aggregation into categories. In the case of a problematic coding, it is advantageous to return to the meaning unit and check if the meaning unit itself fits the category or if you need to reconsider your preliminary coding.

It is not uncommon to be faced by thorny problems such as these during coding and categorisation. Here we would like to reiterate how valuable it is to have fellow researchers with whom you can discuss and reflect together with, in order to reach consensus on the best way forward in your data analysis. It is really advantageous to compare your analysis with meaning units, condensations, coding and categorisations done by another researcher on the same text. Have you identified the same meaning units? Do you agree on coding? See similar patterns in the data? Concur on categories? Sometimes referred to as “researcher triangulation,” this is actually a key element in qualitative analysis and an important component when striving to ensure trustworthiness in your study [14] . Qualitative research is about seeking out variations and not controlling variables, as in quantitative research. Collaborating with others during analysis lets you tap into multiple perspectives and often makes it easier to see variations in the data, thereby enhancing the quality of your results as well as contributing to the rigor of your study. It is important to note that it is not necessary to force consensus in the findings but one can embrace these variations in interpretation and use that to capture the richness in the data.

Yet there are times when neither openness, pre-understanding, intuition, nor researcher triangulation does the job; for example, when analysing an interview and one is simply confused on how to code certain meaning units. At such times, there are a variety of options. A good starting place is to re-read all the interviews through the lens of this specific issue and actively search for other similar types of meaning units you might have missed. Another way to handle this is to conduct further interviews with specific queries that hopefully shed light on the issue. A third option is to have a follow-up interview with the same person and ask them to explain.

Additional tips

It is important to remember that in a typical project there are several interviews to analyse. Codes found in a single interview serve as a starting point as you then work through the remaining interviews coding all material. Form your categories and themes when all project interviews have been coded.

When submitting an article with your study results, it is a good idea to create a table or figure providing a few key examples of how you progressed from the raw data of meaning units, to condensed meaning units, coding, categorisation, and, if included, themes. Providing such a table or figure supports the rigor of your study [1] and is an element greatly appreciated by reviewers and research consumers.

During the analysis process, it can be advantageous to write down your research aim and questions on a sheet of paper that you keep nearby as you work. Frequently referring to your aim can help you keep focused and on track during analysis. Many find it helpful to colour code their transcriptions and write notes in the margins.

Having access to qualitative analysis software can be greatly helpful in organising and retrieving analysed data. Just remember, a computer does not analyse the data. As Jennings [15] has stated, “… it is ‘peopleware,’ not software, that analyses.” A major drawback is that qualitative analysis software can be prohibitively expensive. One way forward is to use table templates such as we have used in this article. (Three analysis templates, Templates A, B, and C, are provided as supplementary online material ). Additionally, the “find” function in word processing programmes such as Microsoft Word (Redmond, WA USA) facilitates locating key words, e.g., in transcribed interviews, meaning units, and codes.

Lessons learnt/key points

From our experience with content analysis we have learnt a number of important lessons that may be useful for the novice researcher. They are:

• A method description is a guideline supporting analysis and trustworthiness. Don’t get caught up too rigidly following steps. Reflexivity and flexibility are just as important. Remember that a method description is a tool helping you in the process of making sense of your data by reducing a large amount of text to distil key results.
• It is important to maintain a vigilant awareness of one’s own pre-understandings in order to avoid bias during analysis and in results.
• Use and trust your own intuition during the analysis process.
• If possible, discuss and reflect together with other researchers who have analysed the same data. Be open and receptive to new perspectives.
• Understand that it is going to take time. Even if you are quite experienced, each set of data is different and all require time to analyse. Don’t expect to have all the data analysis done over a weekend. It may take weeks. You need time to think, reflect and then review your analysis.
• Keep reminding yourself how excited you have felt about this area of research and how interesting it is. Embrace it with enthusiasm!
• Let it be chaotic – have faith that some sense will start to surface. Don’t be afraid and think you will never get to the end – you will… eventually!

Peer review under responsibility of African Federation for Emergency Medicine.

Appendix A Supplementary data associated with this article can be found, in the online version, at http://dx.doi.org/10.1016/j.afjem.2017.08.001 .

Appendix A. Supplementary data

Testing the content progression thesis: A longitudinal assessment of pornography use and preference for coercive and violent content among male adolescents

Affiliations.

1 Department of Sociology, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia. Electronic address: [email protected].
2 Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia.
3 Department of Sociology, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia.
PMID: 31130200
DOI: 10.1016/j.ssresearch.2019.03.003

Content progression thesis (CPT), a direct application of conditioning theories to conceptualizing exposure to pornography, proposes that pornography use leads to viewing increasingly more extreme material due to the effect of satiation. To test this assumption, association between the frequency of pornography use and the preference for violent and coercive content were examined over a 24-month period using an online panel sample of male adolescents. Participants were 248 high school students who took part in at least three of five waves of the PROBIOPS study. The average baseline age was 16.1. Dual-domain latent growth curve modeling was used to test the CPT. The preference for violent/coercive pornography was found to decrease over time. Moreover, its dynamics was unrelated to latent growth in pornography use. In this first longitudinal assessment, the CPT was not found to be a useful model for understanding the patterns and potential consequences of adolescent pornography use.

Keywords: Adolescents; Content progression; Pornography; Violent/coercive pornography content.

Publication types

Research Support, Non-U.S. Gov't

Preparing a monograph (traditional) thesis

In addition to the wider requirements set out for all theses, there are further elements to consider when preparing a monograph-style thesis.

You must adhere to the thesis word count set by your school, department or centre. For more information, please see your departmental PGR handbook .

[email protected] +44 (0)1904 325962 Student Hub, Information Centre Basement, Market Square

Sequence of material

The following drop-down box contains the recommended sequence of material within a monograph thesis. Requirements may vary slightly between departments, centres or schools, but starred (*) items must appear in every thesis.

Title and subtitle*

Abstract* , list of contents*:.

List of Contents
List of Tables (if any)
List of Figures (if any)
List of Illustrations (if any)
List of Accompanying Material (if any)
Preface (if any)
Acknowledgements (if any)
Declaration
all relevant sub-divisions of the thesis, including the titles of chapters, sections and subsections;
Appendices (if any)
Abbreviations and/or Glossary (if any)
Reference List and/or Bibliography
Index (if any) If a thesis consists of more than one volume, the contents of the whole thesis should be shown in the first volume and the contents of subsequent volumes in a separate contents list in the following volumes.

List of tables, list of figures, list of illustrations, etc

List of accompanying material , acknowledgements, author's declaration*, glossary and/or abbreviations, reference list and/or bibliography*, page headers.

Page headers may be used but, for ease of reading, it is recommended that the font used is smaller than the main body of the text and that no underline is used. Headers should not include personal information, such as your name or student number.

Headings should be used to indicate the hierarchical structure of the text. There should normally be not more than four levels, including the chapter headings as the first level. It is recommended that each level is distinguished from the others by position or typography, or both, and that the space that precedes and follows a heading is not less than the space between paragraphs. Headings should not normally be centred (except, possibly, for chapter and part headings).

When using numbers in your thesis, the following format is recommended.

Arabic numerals should normally be used for numbering all sequences within a thesis.
For ease of reading, it is recommended that page numbers are visibly clear of the text.
The pages of the thesis should be numbered in a single sequence. The title page of the thesis should be page 1, but the numbering should be hidden. The abstract should be page 2 and so on sequentially throughout the thesis, including pages that carry tables, illustrations, appendices, etc.
For theses comprising more than one volume, the numbering should be continuous across all volumes (again, the title page of the second volume should be counted but hidden).
The use of blank pages should be avoided, if possible.
Chapters should be numbered from the start to the finish of the thesis, continuing across volumes if necessary. Appendices should be numbered in a separate sequence from that used for chapters.
Illustrations should be numbered consecutively in a single sequence, generally without distinguishing between different kinds of illustration.
Tables or figures within the text should be numbered consecutively in a single sequence, each separate from illustrations.

Illustrations

An illustration should normally appear near the first reference made to it in the text. The desirability of grouping illustrations at the back of a volume or in a separate volume should be considered if they:

need to be compared with one another
are referred to frequently in the text
need to be separate because of their nature, eg their size or method of production.

Illustrations should be of a technical quality that reproduces well.

Every illustration, including appendices, should be included in the list of illustrations with page numbers or other identification. It is recommended that any label within an illustration is positioned so that the part it applies to cannot be confused with any other, or linked to the part by a thin line; the lettering should be large and clear enough to be legible if reproduced. A short legend should appear beneath each illustration.

Eating Like an Empress – Hungary's Gerbeaud Slices
Music for Change, Resilience, and Hope in this Season of Spring

Search form

How to make a good thesis presentation.

A strong thesis defense is crucial for any doctorate or graduate student. Although researching and writing about your thesis topic can be a Herculean effort, the work doesn't end there. The thesis presentation is a crucial part of the dissertation defense in many academic programs.

Your impressive presentation will show the depth of research in your thesis clearly and compellingly. Your presentation gives your committee an excellent visual to validate the thesis. Impress your jury with impactful PowerPoint presentations.

What is a thesis presentation?

A thesis is an accumulation of all your research on paper. A thesis presentation can be a digital summary of your research, focusing on the core knowledge in your thesis. It's short and concise. Each slide should have a purpose, as this presentation provides a detailed insight into your thesis research and conclusions.

https://thesisgeek.com/ allows you to display the narrative progression of your thesis. The process begins by asking questions, researching the topic, creating the study, and evaluating it. By using this, you will be able to create the wow-worthy presentation.

You must pass your thesis presentation to be awarded your degree.

The Structure of Your Thesis Presentation

You can use this structure to help you align your slides to help you maintain consistency in your narrative by guiding the flow of design.

* Problem Statement * Literature Review * The Purpose of the Study * Research Questions * Instruments * Data collection * Research findings * Implications * Recommendations * You can also read about it here * Acknowledgements * Questions

Are you unsure of how to create a memorable and perfect thesis presentation? SlideModel provides unique thesis presentation templates that will impress your committee.

8 Tips for a stunning thesis presentation

1. Decluttered Slides

When the thesis presentation is structured smoothly, it will have the greatest impact. Overloaded slides will confuse both you and the panel. Each slide should be focused on a single topic, and contain minimal information.

Create a title slide that will grab the audience's attention. Keep your thesis presentation simple and concise to echo your topic.

2. Compelling Templates

Remember that the committee reviewing your thesis presentation is likely to have seen countless slideshows throughout their life. How can you impress them with something different?

Using eye-catching, customized templates adds a new dimension to the information you have collected. The fact that the templates are 100% editable allows you to save time and create a beautiful presentation in minutes. Templates also have a carefully chosen and attractive color scheme that will make your job easier.

3. Design Consistency

Each slide of your thesis presentation should be visually synchronized. Consistency in design creates a pleasing aesthetic. This consistency also makes your presentation look logical and smooth. Your committee might be distracted by sudden changes in style and lose the thread of your argument.

Choose a color scheme that corresponds to your topic, and then incorporate it into a thesis template. Stick to the color scheme and avoid changing themes drastically. Remember the primary and secondary colors of your slides. Dark-colored text should be placed on a lighter background, and light-colored text on a darker one. Keep in mind accessibility issues when choosing colors and backgrounds.

4. Engaging Visuals

Humans tend to remember more when presented with visually appealing information. Include multimedia that is relevant to your topic in your thesis defense presentation. This allows your audience to quickly glance at information.

Use HD images, audio clips, and videos to enhance your thesis presentation. Focusing on visual hierarchy is a tip you should keep in mind. You should place your content on your slides in the order you would like your audience to view it. This can be achieved by either highlighting text or increasing the slide content proportionally.

5. Data Visualizations

Data visualizations are the best way to present your research and analysis. Textual numbers and conclusions are not recommended. These slides are from a past era. Visualizations are always a great way to spice up your slide topics, whether it's about blended models or data on hybrid learning.

You can create top-notch data visualisations using a variety of templates, including charts, graphs, and trend lines. The combination of comprehensive analysis and data visualizations has a double effect of uniqueness and information digestability.

6. Attractive Infographics

Infographics can be used to draw your audience in and help you defend your thesis. Instantly, they make your information look more lively and attractive. You can create vibrant infographics using a variety of presentation templates (see above).

Use infographics to show the uniqueness of your thesis topic. You can also use it to show comparisons or improvements made in previous research on your thesis topic. These infographics are able to visualize nearly every topic, from research analysis and implications.

7. Typography

You will not get very far if you fill your slides with text. It is better to write one-liners and points instead of long paragraphs. We can assure you that your committee will not be interested in large paragraphs. Your visuals and verbal content will be the focus of their attention.

Save the rest of the information for your speech. Choose functional fonts for your slides to make the text legible. Fancy fonts can give your slides a amateur appearance and confuse your audience.

8. Include Storytelling

When presented as a story, any information or thesis becomes more engaging than a simple speech. Create a story that will help you move your presentation forward. Your audience will be captivated and want more.

Storytelling, when skillfully integrated into a thesis defense, offers several benefits. Firstly, it humanizes the research. Behind every dataset and analysis lies a researcher who embarked on a quest to unravel mysteries and contribute to knowledge. By sharing the personal journey and struggles encountered during the research, a narrative is created that resonates with the audience on a human level. This connection fosters empathy, making the defense not just a presentation of facts, but a shared experience.

Moreover, storytelling facilitates comprehension. Complex theories and intricate methodologies can be difficult for non-experts to grasp. Through storytelling, these concepts can be simplified and contextualized, making them accessible to a wider audience. Analogies, anecdotes, and relatable examples become tools to bridge the gap between specialized knowledge and general understanding.

The story you tell in your thesis presentation slide must be engaging and captivating from the beginning. Bestselling author Robin Sharma believes that starting strong can be beneficial. Finishing strong is more impressive.

To achieve this, you should design your title slide and final slides in a striking way. Practice before the final and practice the narration. Create a stunning slideshow to defend your thesis. Use the tips above...you'll be glad you did!

Popular Tags

Wandering Educators

Music for Shifting Times

Through the Eyes of an Educator: A Compendium

Exploring Michigan's Coasts: A Compendium

Generation Study Abroad Commitment Partner

I'm a White House Travel Blogger

Wandering Educators Youth Travel Blogging Mentorship Program

Travel with Awe and Wonder: A Compendium

Accommodations
Books & Film
Global Citizenship
Intercultural Education
Marketplace
Opportunities
Performing Arts
Southeast Asia
Special Interest
Transportation
Travel Planning
Travel Tips

Through the Eyes of an Educa...

Eternal sunshine of a spotle..., read this: keith taylor....

Request new password

IMAGES

Flow chart of thesis progression
2: Steps of methodology of the thesis
Academic Thesis Statements
A Comprehensive Guide To Content Writing
Thesis Chapter 1 Introduction
Master Thesis Writing Help : Why use our custom master’s dissertation

VIDEO

Steps to Quality Content: Mastering the Art of Content Writing
Arithmetic Sequences and Arithmetic Series
YouTube Progress Logs Ep 1
Invention (Understanding Thesis and Support) BBS 1st Year English || Patterns for College Writing
Doctoral Dissertation Timeline
No Going Back: The Post-Pandemic Economy

COMMENTS

Testing the content progression thesis: A longitudinal assessment of
Content progression thesis (CPT), a direct application of conditioning theories to conceptualizing exposure to pornography, proposes that pornography use leads to viewing increasingly more extreme material due to the effect of satiation. To test this assumption, association between the frequency of pornography use and the preference for violent ...
Testing the content progression thesis: A ...
DOI: 10.1016/J.SSRESEARCH.2019.03.003 Corpus ID: 150592670; Testing the content progression thesis: A longitudinal assessment of pornography use and preference for coercive and violent content among male adolescents.
Testing the content progression thesis: A longitudinal assessment of
1 ACCEPTED MANUSCRIPT Testing the Content Progression Thesis: A Longitudinal Assessment of Pornography Use and Preference for Coercive and Violent Content among Male Adolescents Abstract PT Content progression thesis (CPT), a direct application of conditioning theories to conceptualizing RI exposure to pornography, proposes that pornography use ...
Testing the content progression thesis: A longitudinal assessment of
Content progression thesis (CPT), a direct application of conditioning theories to conceptualizing exposure to pornography, proposes that pornography use leads to viewing increasingly more extreme ...
Figure 1 from Testing the content progression thesis: A longitudinal
Figure 1 - The average frequency of male adolescents' pornography use and the preference for coercive and violent pornography contents across the period of 24 months (N = 248) - "Testing the content progression thesis: A longitudinal assessment of pornography use and preference for coercive and violent content among male adolescents."
Are We Losing the Most Relevant Cases First? Selective ...
Content progression thesis (CPT), a direct application of conditioning theories to conceptualizing exposure to pornography, proposes that pornography use leads to viewing increasingly more extreme ...
Pornography Content
The one longitudinal study that has tested the hypothesis that pornography viewers tend to become more interested in extreme content over time, also known as the "content progression thesis," found that interest in more violent pornography actually decreased over time in a sample of 248 Croatian teenage boys. 16 There has been one cross ...
Testing the content progression thesis: A longitudinal assessment of
Content progression thesis (CPT), a direct application of conditioning theories to conceptualizing exposure to pornography, proposes that pornography use leads to viewing increasingly more extreme material due to the effect of satiation. To test this assumption, association between the frequency of pornography use and the preference for violent and coercive content were examined over a 24 ...
Testing the content progression thesis: A longitudinal ...
Content progression thesis (CPT), a direct application of conditioning theories to conceptualizing exposure to pornography, proposes that pornography use leads to viewing increasingly more extreme material due to the effect of satiation. To test this assumption, association between the frequency of pornography use and the preference for violent ...
A hands-on guide to doing content analysis
Content analysis, as in all qualitative analysis, is a reflective process. There is no "step 1, 2, 3, done!" linear progression in the analysis. This means that identifying and condensing meaning units, coding, and categorising are not one-time events. It is a continuous process of coding and categorising then returning to the raw data to ...
(Pdf) Theme and Thematic Progression of Undergraduate Thesis
theme and thematic progression of undergraduate thesis: investigating meaning making in academic writing September 2017 Indonesian Journal of Applied Linguistics 7(2):175
Testing the content progression thesis: A longitudinal ...
Content progression thesis (CPT), a direct application of conditioning theories to conceptualizing exposure to pornography, proposes that pornography use leads to viewing increasingly more extreme material due to the effect of satiation. To test this assumption, association between the frequency of …
Online sexual deviance, pornography and child sexual exploitation material
Testing the content progression thesis: A longitudinal assessment of pornography use and preference for coercive and violent content among male adolescents. Soc Sci Res, 81, 32-41. Long, M. L., Alison, L. A., & McManus, M. A. (2013). Child pornography and likelihood of contact abuse: A comparison between contact child sexual offenders and ...
Progression
Skip to Content Progression. Thesis People Companies Blog Contact Open Menu Close Menu. Progression. Thesis People ... Read Our Investment Thesis Progression. [email protected] ...
Early Adolescent Boys' Exposure to Internet Pornography
Testing the content progression thesis: A longitudinal assessment of pornography use and preference for coercive and violent content among male adolescents. ... It is shown that active seeking of sexual content in media sources is explained by an intention to seek such content using the Integrative Model of Behavioral Prediction, a reasoned ...
PDF Teachers' Professional Development: A Content Analysis about the ...
The purpose of this study is to carry out a content analysis about the studies on teachers' professional development and to determine the tendencies in these studies. Within this scope, 60 studies that were registered to Turkish National Thesis Centre and ProQuest database between the years 2005-2015 were examined.
Companies
Skip to Content Progression. Thesis People Companies Blog Contact Open Menu Close Menu. Progression. Thesis People ... Companies Blog Contact Open Menu Close Menu. Thesis People Companies Blog Contact Dapper Labs. Omeda Studios. WaveXR. Jadu. Sandbox VR. Drone Racing League. Faze Clan. Lunchclub. Zoomo. Stream Captain. Codi. Eano ...
(PDF) THEME AND THEMATIC PROGRESSION OF UNDERGRADUATE THESES
Abstract. This research aimed to analyze the theme and the thematic progression in. undergraduate students' theses. To achieve these aims, a qualitative research. embracing case study was chosen ...
Preparing a monograph thesis
The pages of the thesis should be numbered in a single sequence. The title page of the thesis should be page 1, but the numbering should be hidden. The abstract should be page 2 and so on sequentially throughout the thesis, including pages that carry tables, illustrations, appendices, etc. For theses comprising more than one volume, the ...
How to Make a Good Thesis Presentation
Create a title slide that will grab the audience's attention. Keep your thesis presentation simple and concise to echo your topic. 2. Compelling Templates. Remember that the committee reviewing your thesis presentation is likely to have seen countless slideshows throughout their life.
Figure 2 from Testing the content progression thesis: A longitudinal
Figure 2 - Associations between the dynamics of male adolescents' pornography use and the preference for coercive and violent pornography contents over a 24-month period (dual-domain latent growth curve analysis) - "Testing the content progression thesis: A longitudinal assessment of pornography use and preference for coercive and violent content among male adolescents."
Testing the content progression thesis: A longitudinal assessment of
Content progression thesis (CPT), a direct application of conditioning theories to conceptualizing exposure to pornography, proposes that pornography use leads to viewing increasingly more extreme material due to the effect of satiation. To test this assumption, association between the
Investment Thesis
COVID-19 has shown how quickly existing consumer patterns can change when hardship intervenes. The next generation consumer will define the way we live, work, learn, play and eat.

Testing the content progression thesis: A longitudinal assessment of pornography use and preference for coercive and violent content among male adolescents

Related Papers

RELATED PAPERS

RELATED TOPICS

4 Pornography Content

Signed in as

Personal account

Institutional access

IP based access

Sign in through your institution

Sign in with a library card

Society Members

Sign in through society site

Sign in using a personal account

Viewing your signed in accounts

Signed in but can't access content

This Feature Is Available To Subscribers Only

A hands-on guide to doing content analysis

Petra Brysiewicz

Associated Data

African relevance

Introduction

Overview of qualitative content analysis

Content analysis as a reflective process

Content analysis exercise

Familiarising oneself with the data and the hermeneutic spiral

Dividing up the text into meaning units and condensing meaning units

Formulating codes

Developing categories and themes

Some reflections and helpful tips

Use your intuition

Aspects of coding and categorising hard to place data

Additional tips

Lessons learnt/key points

Appendix A. Supplementary data

Testing the content progression thesis: A longitudinal assessment of pornography use and preference for coercive and violent content among male adolescents

Publication types

Preparing a monograph (traditional) thesis

Sequence of material

Title and subtitle*

List of tables, list of figures, list of illustrations, etc

Illustrations

Search form

What is a thesis presentation?

The Structure of Your Thesis Presentation

8 Tips for a stunning thesis presentation

Popular Tags

Music for Shifting Times

Through the Eyes of an Educator: A Compendium

Exploring Michigan's Coasts: A Compendium

Generation Study Abroad Commitment Partner

I'm a White House Travel Blogger

Wandering Educators Youth Travel Blogging Mentorship Program

Travel with Awe and Wonder: A Compendium

Recent posts

Through the Eyes of an Educa...

IMAGES

VIDEO

COMMENTS