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Abstract:At present, factors such as academic tasks, peer competition, and economic conditions make doctoral students face a high-pressure environment, and the sexual problem of doctoral students has become a hidden but concernable issue. Given the limitations of real-world conditions, PhD students may choose to solve their sexual problems by watching sexually explicit pornography over the Internet.
This study attempts to explore the motivation of doctoral students to use sexually explicit media, and to consider what motivation ultimately leads to the media use of pornography.
Through questionnaire surveys and quantitative analysis, the research and development of daily pastime and emotional catharsis are the main motivations of doctoral students to watch pornographic content. As the population of PhD students in China continues to expand, the pressure on PhD students will continue to be affected by the environment that has not been improved in time, and further discussion is needed to understand their environment and health problems through their media use behavior.
1. Background: The problem is raised
Nowadays, due to factors such as academic pressure, peer competition, and economic conditions, the sexuality of the growing number of doctoral students has become a potential topic of concern.
The prostitution of doctoral students at Fudan University and the controversy between doctoral students and their supervisors at South China University of Technology have often become social issues that have attracted people's attention.
The author believes that this has a certain connection with the embarrassing position of doctoral students in Chinese society.
Overseas, Ph.D. students have scholarships from schools and supervisors, as well as sizable teaching assistantships and research allowances, making their income equal to the average income level of society.
They themselves live off-campus and lead an independent social life. In Europe, doctoral students are called "job systems", which is a real job. This makes it very common for foreign researchers to get married and have children at the doctoral level. However, doctoral students in Chinese mainland often have allowances just above the subsistence allowance, and if they do not want to seek help from their original families, they can only live a collective life like an undergraduate student on campus.
At the same time, due to the large number of doctoral students, the fierce competition for research positions, and the influence of the concept of "starting a family and starting a career" in Chinese society, we can find that the vast majority of Chinese doctoral students still live a single and boring campus life. This situation makes it difficult for them to obtain a legal and reasonable sexual partner between the age of 16 and the time they graduate with a PhD. It is reasonable to infer that they will look for content and ways to satisfy their sexual needs from a variety of sources.
At present, the most popular venues for sexual activity on the Internet (Cooper, 1998; Peter & Valkenburg, 2006a, 2006b). Online users are often observed using the internet to find sexual partners, join sexual discussion groups, or purchase pornographic material (Cooper et al., 2004). Scholars have found that individuals who lack a satisfying sexual partner tend to choose the Internet as a channel and medium to satisfy their sexual needs (McKenna et al. 2001), so we believe that online pornography has a significant place in the sex life of doctoral students.
Further reading of the literature, we found that Internet pornography does have a great impact on the sexual knowledge, sexual satisfaction, and sexual decisions of college students. （Allen, 2006; Duncan, 1990; Hare et al., 2015; Li & Davey, 1996； Kim & Choi, 2016; Li et al., 2017; Tan, 2008; Wiener et al., 2006）。
Although pornography is not legal in China (Liang & Lu, 2012; Lo et al., 2013), but they are still widely disseminated in China (Parish et al., 2007; Wu, 2009) 。 Scholar Mo Min (2017) found that 99.9% of male college students have been exposed to pornography.
Based on these findings and literature, in the context of a sexually conservative social environment and a high-pressure identity, we believe that doctoral students will choose to use the Internet to solve their sexual needs in a more private and less costly way when they lack a sexual partner.
To test our hypothesis, we tried to study the motivation of PhD students to use sexually explicit media. Why is sexually explicit content favored by doctoral students?What are the motivations of doctoral students for viewing sexually explicit content?We focus on the motivation of doctoral students at XX University to watch sexually explicit content.
2. Research objectives
This study mainly explores the motivation of XX University doctoral students to watch sexually explicit pornography, and the questions are broken down as follows:
(1) the motivation of doctoral students to watch pornographic websites, and the primary and secondary relationship between each motivation;
(2) the role of factors such as doctoral study time, gender, major, and interaction on the audience's motivation;
and (3) the social motivation that motivates the audience to use it.
3. Literature review
1. 动 (motivation)
Motivation is a psychological concept that refers to the internal drive of a person to act in order to satisfy a certain need or achieve a certain goal (Jiang Xiaoli & Wang Di, 2020).
Different scholars have different definitions of this concept. For example, Zhang Aiqing (1999) defines it as "under the effect of self-regulation, individuals coordinate their own internal needs (such as instincts, needs, and drives) with the external incentives (goals, rewards and punishments) of behavior, so as to form a dynamic factor that stimulates and maintains behavior", and David Myers (2006) defines it as "a need or desire to stimulate behavior and direct it to a certain goal". Mckeenna et.al (2001) defines motivation as the source of intentional and goal-driven behaviors that empower and guide behavior in the face of a particular goal.
In summary, motivation is a state of mind that leads to behavior, which can be both provocative and sustainable. Nor is motivation the same as mere need. Need is the foundation and root of human motivation, an integral element of motivation, and the basis for generating motivation (Wang Juan, 2010). Only when the need has reached a certain level and is adapted and coordinated with the corresponding external stimulus, can it be transformed into motivation under the effect of self-adjustment.
Although we assume that PhD students' viewing of sexually explicit pornography must be related to their sexual needs, the conditions under which sexual needs are transformed into motivations need to be further clarified.
In the field of communication, motivation for media use is a very important topic. The theory of use and satisfaction considers the motivation behind media use as a key factor in explaining one's media consumption (Rubin, 1983, 2002). Media Dependency Theory (MDT) also assumes that a person's media consumption is not accidental;
That is, individuals are motivated to sustain and improve themselves through media use.
Since information is indispensable to the achievement of goals, the media is an indispensable resource as an information channel for the survival or growth of individuals (Ball-Rokeach, 1998). Pornography viewing cannot be explained solely by addressing sexual needs, and the motivations for media use are complex and processed, not merely derived from instinctive sexual needs to the use of Internet pornography.
In order to better explain the use of Internet pornography by PhD students and to understand what this means for their communities and society, it is important to understand their motivations.
2. A review of research on the motivation of Internet pornography use
The use of online pornography is a sexual act. People most often view pornography for sexual purposes (Solano, Eaton, & O' leary, 2018), in relation to other aspects of their sexual attitudes, beliefs, preferences, and behaviors (Attwood, 2005; Kohut, Fisher, & Campbell, 2017; Rissel et al, 2017)。 In the decades since the advent and widespread use of the internet, a large number of empirical studies have been published examining the relationship between IPUs and various aspects of sexuality (Grubbs & Perry, 2019; Harkness, Mullan, & Blaszczynski, 2015; Peter & Valk-enburg, 2016)。
In the field of health communication, a number of studies have examined the motivations for using online pornography.
In a study of college students (N = 760), scholar Boies (2002) identified four motivations for online and offline sexual activity: finding a sexual partner, sexual entertainment, sexual gratification, and face-to-face exploration.
The Kinsey Institute and the Public Broadcasting Service (PBS) surveyed a total of 10,453 respondents using an online survey method to understand the reasons why people use pornography prevalently (PBS, 2002). The top five reasons to use pornography are:
- "Masturbation / Body Release"
- "Sexually arousing oneself and/or others"
- "Out of curiosity"
- "Fantasy doesn't necessarily do things in real life"
- "Distract me"
This result suggests that the use of pornography is primarily related to a person's personal and emotional purposes.
McKenna et al. (2001) argue that the motivations for online sexual activity are personal safety (physical and emotional) and sexual gratification. For example, individuals who lack a satisfying sexual partner may turn to the internet as a means of satisfying their sexual needs.
Burns (2001) reports six motivations behind men's use of internet pornography:
- Make sex fun
- Relieves sexual tension
- Turn on sexual partners
- Enjoy sexual stimulation
- Enjoy socializing
- Learn Xi sexuality
His research confirms that there are multiple motives behind internet pornography use. Burns discovered not only personal and emotional motivations, but also new ones, such as seeking social and sexual information related to men's use of Internet pornography.
At present, the research on the use of online pornography is mainly from Europe and the United States, and there is little distinction between the identities of the people studied.
Compared with Europe and the United States, Chinese society generally has a more conservative attitude towards sexuality, and sexual concepts and practices are relatively repressed, and the applicability of studies with European and American groups as samples in the Chinese environment is questionable. At the same time, it is also necessary to discuss whether doctoral students have motivations outside of the norm due to their special status.
In a literature review of this field by scholar Grubbs et al. (2019), he summarized the following most important motivations:
- 对性的唤醒和增强(Arousal and enhancement)
- 好奇心与信息寻找（Curiosity and information-seeking）
- 亲昵和耦合动机（Intimacy and coupling motives）
- 应对负面情绪（coping）
- 无 (boredom)。
We integrated this to presuppose the motivation of PhD students to watch pornography in four aspects: Relationship, Mood management, Xi use, and Fantasy.
4. Research design
Research Methods:
In this study, a questionnaire survey was used to snowball sample of doctoral students from XX University.
A considerable number of scholars have conducted research on the motivation to watch sexually explicit content, and the related issues are relatively mature.
In this study, 18 questions were summarized according to the relevant literature, and a questionnaire survey scheme was designed (see appendix for details).
Firstly, a valid questionnaire was screened for doctoral students at XX University, and secondly, their motivation to watch sexually explicit sexual content was investigated. The main part was used to measure the user's motivation using the Richter scale, and the method of exploratory factor analysis (EFA) was used to measure the user's motivation, and then the results were further explored by rapid cluster analysis and significance analysis.
Data Collection
A total of 196 questionnaires were collected in this survey, of which 112 were valid. A total of 102 questionnaires were surveyed to have watched sexually explicit content, of which 75 were male students, accounting for 73.5%, 25 were female students, accounting for 24.5%, and 2 others, accounting for 2.0%.
5. Research process and results
5.1 Questionnaire data analysis
A total of 196 responses were collected, including 112 valid questionnaires, and 91.07% of all respondents had viewed sexually explicit content.
Among the users who have viewed pornographic content, 32.1% are first-year doctoral students, 19.64% are second-year students, and 14.29% are third-year students. 16.96 per cent were fourth-year students and 16.96 per cent had completed five years or more.
In terms of browsing frequency, 20.59% of the respondents browsed once a day or more, 30.39% of the respondents browsed 3-5 times a week, 23.53% of the respondents browsed 1-2 times, and 16.67% of the respondents had browsed before, and 8.82% of them did not read it now
As can be seen from the table below, respondents were most interested in "pornographic videos" and "pornographic photos and GIFs" when browsing sexually explicit content online.
In contrast, the most unnoticed types of information in the questionnaire were pornography communities and live pornography, which indicated that some highly interactive online interactions were not the focus of interest of doctoral students, which to a certain extent reflected that doctoral students did not regard social interaction or interaction as their primary motivation in watching pornographic content.
At the same time, pornographic videos and photos often directly present stimulating content, which is highly efficient and requires a shorter viewing time, while the information of communities and live pornography is often more complex and requires a longer time to use.
Regardless of the specific motivation, doctoral students are more inclined to efficient information acquisition and shorter use time when viewing pornography, and reduce their use behavior.
5.2 Exploratory factor analysis of motivation for viewing sexually explicit content
5.2.1 Scale reliability test
Cronbach Alpha 系数=0.906>0.8，说明量表信度很好。
5.2.2 Scale validity test
KMO=0.844>0.7, and the scale validity was very good. The significance < 0.001 indicated that the scale was in line with the factor analysis.
5.2.3 Factor Analysis
Extraction method: principal component analysis.
Rotation method: Caesar's normalized maximum variance method. The rotation has converged after 5 iterations.
After the rotation of the ingredient matrix, 4 component factors were naturally extracted. Among them, the maximum factor load of questionnaire items 1, 2, 3, 4 and 5 under component factor 1 is greater than 0.5, which can be used as component factor 1. Items 6, 7, 8, and 9 on the scale can be used as component factor 2; Questionnaire items 11, 12, and 13 can be used as component factor 3, and scale questions 15, 16, 17, and 18 can be used as component factor 3. Question 10 and Question 14 were both < 0.5 in maximum factor loads, which were deleted.
In our view, consistent with the choice of pornography by PhD students, PhD students tend to receive information efficiently in a short period of time, compress the time they use when viewing pornographic content, and do not use social interaction as their primary motivation. The motivation of "previewing while procrastinating" emphasizes the situation in which the PhD student is faced with an event that needs to be addressed urgently, in which case the PhD student may further shorten the associated usage time and reduce the number of viewers. Similarly, the motivation to "alleviate loneliness" is associated with the search for socialization and interaction, and does not correspond to the preference of doctoral students for pornography viewing.
After deleting questions 10 and 14, the total explanatory power of the four factors in the whole scale was 65.604%, which was greater than 50%, indicating that the screened factors were well represented. Therefore, 4 factors can be extracted as the main variable for the 18 items in the whole scale.
Factor 1 includes questions: 1. When I want to have sex with me; Do it as one thing you do with your boyfriend/girlfriend;3. When I want to have fun before sex (sexual arousal);4. Learn Xi new postures, positions, techniques, etc. The author named it "Sexual Supplement".
Factor 2 includes questions: 6. Fantasy that you are having sex with the protagonist of the film and have a sexual object; Fantasizing about you having sex with specific characters (e.g. pornstars like Sora Aoi);8. I feel like I need to do something in my daily life;9. Fantasy that you are a part of the scene, with sexual charm and sexual ability. The author named it "satisfying sexual desires".
Factor 3 includes questions: 11. When I want to alleviate the negative emotions brought about by negative events outside of academics (e.g. family, friends, social events);12. When I want to alleviate the negative emotions caused by sexual frustration (e.g., sexual frustration, appearance anxiety, body anxiety);13. When I want to reduce the negative emotions caused by negative events related to academics (such as thesis problems, experiments that go wrong, problems with the tutor). The author named it "emotional catharsis".
Factor 4 includes questions: 15. When I want to relieve boredom and pass the time;16. Watching as a source of physiological stimulation during masturbation;17. Addictive to content and viewing behaviour;18. As a hobby browsing, satisfying voyeurism, etc., the author named it "daily pastime".
5.3 Motivation description statistics for viewing sexually explicit content
After obtaining the four new factors, the scores of the original questions included in each common factor were summed to find the average score of the common factors, and then the descriptive statistics and analysis were carried out.
As can be seen from the table, the need for academic catharsis is the largest source of motivation for the use of sexually explicit content, which is consistent with our previous assumptions.
Fierce peer competition, strict academic output indicators, and a large amount of energy and investment required for academic research itself require doctoral students to concentrate on academic research, which has also become an important source of negative emotions for doctoral students.
In the process of scientific research, doctoral students have the problems of large investment, long and insignificant income time, which has a long-term negative impact on the whole doctoral stage.
By watching pornographic content, doctoral students are able to temporarily break away from external pressures, immerse themselves in sensory and physiological stimulation, pursue simple and direct pleasure, and vent and relieve negative emotions. In addition, everyday negative emotions and negative emotions from sexual frustration can be the motivation to watch pornography.
Using the instinctive pleasure from sex to regulate negative emotions is an efficient and low-cost convenient way for doctoral students to regulate negative emotions by watching pornography, and negative emotions are closely related to the behavior of watching pornography.
From the table, learning Xi new postures, positions, and techniques is the greatest motivation for sexual supplementation. In the context of Europe and the United States, people have the motivation to supplement sexual behavior when watching pornography, but the related motivation is ineffective in the doctoral student group.
We believe this is due to two main reasons.
First of all, Chinese society is relatively conservative and traditional about sexuality, and watching pornography is a very private and shameful thing for individuals, and people talk less about and share and communicate related content, including establishing a direct connection between watching pornography and sexuality.
Second, there is also a contradiction between elitist identity and vulgar pornography for the doctoral student community.
Of course, for PhD students who have sexual partners, one party can learn about sex by watching pornography and Xi sexual interaction.
Among the motivations related to satisfying sexual desires, the fantasy motivation of sexual desire was weaker. Starting from the motivation to satisfy sexual fantasies, watching sexually explicit content requires more time selection, so that specific characters or plots match preset fantasies, increasing the complexity of watching and finding.
We believe that doctoral students still watch pornographic content for the main purpose of direct physiological stimulation and pleasure, and avoid investing more emotions and thoughts, so they will less establish specific fantasies and use pornographic content to satisfy their deep emotional needs.
Only when the most basic things need to be done in daily life, that is, the most basic motivation to respond to biological sexual needs, doctoral students will choose to watch sexually explicit content more actively.
Finally, using sexually explicit content online for masturbation is the highest of all motivations.
This motivation is consistent with our assumptions, and also provides an explanation for PhD students' preferences for viewing pornography and other motivations.
The most immediate need to watch pornography is to satisfy the physiological sexual need, which is manifested in specific behaviors and motivations as masturbation. Most of the other types of motivation are in line with this, which are influenced by physiological stimuli and have the characteristics of irrationality, body-oriented, rejection of the process, and pursuit of results.
The other three types of motivation are also closely related to the sexual needs of the body as part of the daily pastime.
In general, emotional catharsis and daily pastimes are the biggest motivations for doctoral students.
Here, the research on the motivation for viewing pornography based on the European and American contexts is partially ineffective.
For PhD students, watching sexually explicit content is highly stimulating, highly pleasurable, and a simple and feasible way to satisfy basic sexual needs. Negative emotions and the sexual instinct of the body motivate them to watch pornography. Satisfying higher-level sexual desires and fantasies and coordinating sexual behavior are not the main motivations for doctoral students.
5.4 Cluster analysis of motivation dimension
Exploratory factor analysis showed that the motivation of doctoral students in XX University to watch explicit pornographic content was multidimensional.
The third objective of this study was to explore whether there were distinct groups of people who showed significant differences in the intensity of motivation for viewing sexually explicit content on different dimensions of motivation or combinations of dimensions.
In this study, rapid clustering analysis was performed sequentially from 2 to 10 categories, and then the most meaningful analysis results were selected, i.e., clustering results based on 4 categories. The following table provides the class-centered values for each category in each motivation dimension and the sample size of students in each category, which is essentially the mean value of each motivation among different groups of students.
Here, it can be seen that for doctoral students with emotional catharsis as the main motivation, the motivation for emotional catharsis is significantly different from other motivations, which to a certain extent indicates that in addition to the instinctive sexual needs, the influence of negative emotions will cause some doctoral students to watch pornographic content to vent and alleviate negative emotions.
5.5 Analysis of differences in motivation in different groups
5.5.1 Overall motivation saliency analysis
- The factor "duration of study": F=0.491, P=0.742>0.05, there was no significant difference, and there was no significant difference in the overall motivation of doctoral students to watch sexually explicit pornography among different grades.
- Factor "professional": F=2.079, P=0.056>0.05, there was no statistical significance, and there was no significant difference in the overall motivation of different majors to watch explicit pornography.
- There was no significant difference in the overall motivation of male and female students to watch sexually explicit content between F=0.522 and P=0.606>0.05.
- There was no statistically significant difference in the overall motivation of PhD students with sexual partners and doctoral students without sexual partners to watch sexually explicit pornography with F=0.022, P=0.883>0.05.
- Factors "length of study * gender", "length of study * major" and "gender * major": the interaction of the four factors and the interaction of any of the three factors has a negligible impact on the overall motivation to watch sexually explicit content.
5.5.2 Motivational dimensions
5.5.2.1 Dimensionality motivation saliency analysis
The first analysis is the sub-motivation of emotional catharsis.
- The factor "duration of study": F=0.289, P=0.881>0.05, there was no significant difference, and there was no significant difference in the emotional catharsis motivation of doctoral students in different grades to watch explicit pornographic content.
- Factor "professional": F=1.107, P=0.461>0.05, there was no significant difference, and there was no significant difference in the degree of emotional catharsis motivation between different majors to watch explicit pornography.
- There was no statistically significant difference in the emotional catharsis of male and female students watching explicit pornography F=0.001, P=0.999>0.05.
- There was no statistically significant factor "whether there is a sexual partner" F=0.382, P=0.540>0.05, and there was no significant difference in the emotional catharsis motivation between doctoral students with sexual partners and doctoral students without sexual partners to watch sexually explicit pornographic content.
- Factors "length of study * gender", "length of study * major" and "gender * major": the interaction of the four factors and the interaction of any two factors have a negligible impact on the emotional catharsis motivation of watching sexually explicit pornography.
The second is the motivation for daily pastime.
(1) The factor "duration of study": F=0.545, P=0.704>0.05, there was no statistical significance, and there was no significant difference in the daily pastime motivation of students in different grades to watch explicit pornographic content.
(2) Factor "gender": F=4.122, P=0.027<0.05, statistically significant, there was a significant difference in the daily pastime motivation between boys and girls to watch sexually explicit pornographic content.
Taking gender as a dummy variable and men as the reference level, the daily pastime motivation of male and female doctoral students was significantly different, with an average lower of 0.385.
(3) Factor "professional": F=1.573, P=0.159>0.05, no statistical significance, and there was no significant difference in the daily pastime of doctoral students of different majors watching explicit pornographic content.
(4) There was no significant difference in the daily pastime motivation of doctoral students with sexual partners and doctoral students without sexual partners in watching explicit pornography with and without sexual partners F=0.035, P=0.852>0.05.
(5) The interaction of four factors, such as "length of study * gender", "length of study * major" and "gender * major", and the interaction of any two factors, had a negligible impact on the daily pastime motivation of watching sexually explicit pornography.
Again, the motivation for satisfying sexual desires is analyzed.
(1) The factor "duration of study": F=1.229, P=0.322>0.05, there was no significant difference, and there was no significant difference in the satisfaction of sexual desire among students in different grades to watch explicit pornographic content.
(2) Factor "gender": F=0.519, P=0.601>0.05, there was no significant difference, and there was no significant difference in the motivation to satisfy sexual desire between boys and girls who watched sexually explicit pornography.
(3) There was no significant difference in the "professional category" F=1.429, P=0.213>0.05, and there was no significant difference in the motivation to satisfy sexual desire between boys and girls who watched explicit pornography.
(4) The factor "whether there is a sexual partner" F=0.003, P=0.601>0.05, there was no significant difference in the motivation of doctoral students with sexual partners and doctoral students without sexual partners to watch sexually explicit pornographic content.
(5) The interaction of the four factors of "length of study * gender", "length of study * major" and "gender * major" and the interaction of any two factors on the motivation to satisfy sexual desire by watching sexually explicit pornography is negligible.
The last part is the sexual act to supplement the motivation.
(1) The factor "duration of study": F=0.289, P=0.881>0.05, there was no statistical significance, and there was no significant difference in the motivation of doctoral students to watch sexually explicit pornography.
(2) Factor "professional": F=1.107, P=0.461>0.05, there was no statistical significance, and there was no significant difference in the motivation of sexual supplementation among different majors to watch explicit pornography.
(3) There was no statistically significant factor "gender" F=0.001, P=0.999>0.05, and there was no significant difference in the motivation of male and female students to supplement sexual behavior by watching explicit pornographic content.
(4) There was no significant difference in the motivation of doctoral students with sexual partners and doctoral students without sexual partners to supplement sexual behavior by viewing sexually explicit pornography F=0.382, P=0.540>0.05.
(5) Factors "length of study * gender", "length of study * major" and "gender * major": the interaction of the four factors and the interaction of any two of the three have a negligible impact on the motivation to supplement sexual behavior by watching explicit pornography.
Discussion and conclusions
Through data analysis, we found and summarized the motivations of four types of doctoral students to watch sexually explicit pornography, in order of frequency: daily pastime motivation> emotional catharsis motivation> motivation for satisfying sexual desires> motivation for supplementing sexual behavior.
In addition to the daily pastime motivation directly related to sexual needs, emotional catharsis is also an important motivation for doctoral students to watch pornography, demonstrating the impact of negative emotions. Among the motivations for emotional catharsis, the need for negative emotional catharsis related to academics is the largest source of motivation for the use of sexually explicit content.
In the academic process, doctoral students face multiple pressures from the school, supervisors, and classmates, and the limitations of the actual conditions make the Internet a convenient catharsis channel, which can relieve the pressure quickly and effectively.
However, catharsis through watching pornography and masturbating is not a positive way to channel emotions, and after a short period of physical stimulation and sexual pleasure, individuals tend to develop feelings of guilt, remorse, shame, etc., and fall into a more negative state.
At the same time, high frequency of pornography and masturbation can also have a negative impact on the body.
Although emotional catharsis is one of the main motivations for PhD students to watch sexually explicit sexually explicit content, watching pornography does not actually solve the various stresses that PhD students face in the long term.
In relevant studies abroad, we can usually find that the biggest motivation is to satisfy sexual desire and sexual supplementation, and this part is not obvious in our research.
We believe that, on the one hand, this is related to the social differences between China and Europe and the United States, China's relatively conservative sexual concepts and laws prohibiting pornography have made pornography and sexual behavior relatively separate, and on the other hand, this is to a certain extent a manifestation of the lack of sexual desire of doctoral students, sex is only the most basic physiological needs for some doctoral students, and the high-pressure academic and Xi environment and limited economic and living conditions make it difficult for them to pursue more active sexual satisfaction.
At the same time, in the saliency analysis, we can find that the main variable that affects the motivation of users to watch sexually explicit content is gender.
The questionnaire data showed that there was a significant correlation between daily pastime motivation and gender, and male PhD students were more motivated to browse sexually explicit pornography as a pastime than female students, which is consistent with the physiological situation that male sexual needs are generally higher than female sexual needs.
Overall, our research shows multiple motivations for xx university PhD students to watch sexually explicit pornography.
Through quantitative research, we found that daily pastimes and emotional catharsis were the main motivations for PhD students to watch pornography.
The study shows that the motivations for viewing pornography vary among groups in different social contexts.
With the continuous expansion of China's doctoral student population, the pressure and psychological problems, including sexual problems, will continue to be faced by doctoral students in the absence of improvement in economic living conditions and the lack of timely adjustment of assessment standards.
Understanding the situation of doctoral students through media use and paying attention to their physical and mental health issues are issues that need to be further discussed.
7. Deficiencies
In the study, due to the sensitivity of the discussion topics and the intimate issues involving the respondents, we did not obtain the expected sample size when distributing and collecting the questionnaires, resulting in a certain error in the significance analysis and failing to fully show the relationship between the elements.
In addition, although it has been initially explored that doctoral students are mainly motivated by emotional catharsis and daily pastimes in watching sexually explicit sexual content, such research focusing on individual psychological motivation should be supplemented by qualitative research to further compare and interpret the quantitative results.
Mixed research on this basis will provide a more effective understanding of the behaviour and situation of doctoral students.
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