@article{ref1,
title="Effects of duration on perceptions of teacher sexual misconduct",
journal="Journal of child sexual abuse",
year="2016",
author="Fromuth, Mary Ellen and Kelly, David B. and Brallier, Courtney and Williams, Matthew and Benson, Kate",
volume="25",
number="2",
pages="159-174",
abstract="This study explored how respondent gender, gender dyad (male teacher-female student versus female teacher-male student) and duration/frequency (weekly sexual contact over 4 months versus a single incident) affected perceptions of teacher-adolescent student sexual involvement. Respondents were 224 undergraduates (104 men, 120 women) recruited from a psychology research pool. Most (87%) were 18-21 years old, and 59% were Caucasian. Each respondent read one of four scenarios (varied by gender dyad and duration/frequency) depicting a teacher-adolescent student sexual interaction and then completed a series of questions about his or her perceptions. <br><br>RESULTS indicated that men perceived these experiences less negatively than did women, and the female teacher-male student dyad was viewed less negatively than the male teacher-female student dyad. Relatively few significant interactions emerged, and the only main effect for duration/frequency was for commitment. <br><br>RESULTS are discussed in terms of the need for more research and education.<p /> <p>Language: en</p>",
language="en",
issn="1053-8712",
doi="10.1080/10538712.2016.1122692",
url="http://dx.doi.org/10.1080/10538712.2016.1122692"
}