Child Psychology Research Papers

<h1>Child Psychology Research Papers</h1><p>Research papers that are distributed in the field of kid brain research are generally viewed as a major achievement in the vocation of any clinician. Youngster brain research is one of the most creative and significant fields that has been finished by therapists since they have been managing kids from at an early stage. The field of kid brain research may not appear to be extremely legitimate from the outset, however it is totally justifiable once you study the degree of intrigue and devotion that has been expected to seek after this career.</p><p></p><p>Child brain science is fundamentally an investigation of brain science in youngsters. It manages all parts of youngsters' psychological well-being, including youth advancement, improvement of feelings, conduct, social aptitudes, character improvement, and their associations with the earth. A considerable lot of the brain science's revelations were m ade through investigations of youngsters who were currently development.</p><p></p><p>In request to get into kid brain science, you ought to be either prepared as a therapist or have an advanced education from a respectable college. The program you pick will to a great extent rely upon what you mean to do in this vocation. It is likewise essential to take note of that the more training you have, the more costly your program will be.</p><p></p><p>After you choose where you need to go with your vocation, you can start getting ready for your kid brain science inquire about papers. So as to do that, you should consider the inquiries that will be posed of you by your educator during your paper. This will assist you with preparing answers to those inquiries before you start to chip away at your paper.</p><p></p><p>Most of the youngster brain research investigate papers you will compose will probably be identified with a particular kid, or a gathering of kids. In this manner, you will need to pick the youngster cautiously when you are composing your paper. You ought to likewise get some answers concerning their age go, just as their social foundation, so you can contrast your discoveries and those of other researchers.</p><p></p><p>As a youngster analyst, you will likewise need to utilize great research rehearses so as to be viewed as a specialist in your field. Great research rehearses incorporate having your thoughts checked by different therapists, just as searching out different specialists who will investigate and offer studies on your work. These surveys will assist you with improving your field and increment your validity as a kid psychologist.</p><p></p><p>Another great approach to pick up believability is to give talks and lead trainings at neighborhood schools and colleges. At these scenes, you will have the option to introduce and talk ab out a portion of your discoveries, accordingly constructing believability in the network. Great research practices will likewise incorporate going to gatherings, regardless of whether they are nearby just, as a methods for picking up exposure and improving your credibility.</p><p></p><p>A great wellspring of references to use for your exploration is your associates in the field. Notwithstanding, you should ensure that the articles are checked on before you submit them to diaries. Doing this will assist you with picking up the trust of different scientists, therefore making your kid brain science look into papers that much better.</p>

Why Absolutely Everybody Is Talking About Argumentative Essay Samples for Gre

<h1> Why Absolutely Everybody Is Talking About Argumentative Essay Samples for Gre </h1> <p>By method of model, in school, you may be mentioned to create a paper from the contradicting perspective. Tests are the apparatuses that produce the entire creative cycle less difficult. A blueprint is a magnificent instrument to recollect what you plan to expound on and to avoid a dread of beginning. It is fundamental that the proposal articulation should be thinned down in order to adhere to the rules of the given composing exercise. </p> <p>To be sure your paper stands apart you can likewise, advantage from picking an uncommon subject. You likewise need to make sure to stay fair and goal. Essentially type case of a contentious exposition and you'll go over exceptional sorts of tests. You may examine the additional insights concerning how to make an eye-getting paper presentation with a hook.</p> <p>Argument articles can be sorted out in various meth ods. Understudies have occupied existences and every now and again disregard a coming cutoff time. All the time they are permitted to pick pugnacious article themes all alone, which can be both testing and fascinating simultaneously. </p> <h2> A Secret Weapon for Argumentative Essay Samples for Gre</h2> <p>You inquire about, build up a contention, discover proof to back up your cases, and so forth. You don't have to discover very specialized with lawful contentious expositions, however remember to get your work done on what the ongoing laws about your preferred theme really state. Your realities should be honest. At precisely the same time, it likewise should be easy to inquire about, that way you'll find proof to help claims you make. </p> <h2> Details of Argumentative Essay Samples for Gre</h2> <p>It is urgent to check surveys about article composing administrations so as to be sure they can convey your undertaking before the cutoff time. At that point investigate a rundown of pugnacious paper exhortation to enable you to start. Glance through the rundown of themes with care and begin making a psychological assortment of the proof you may use on subjects you need. Since you can see there are a lot of layouts and subjects to allude on. </p> <p>Contrary to different sorts of articles, you're endeavoring to persuade your peruser of something. For example, you can expound on something that by and by influences you or someone you know. In the event that you wish to realize what a contentious exposition is, the absolute first thing you have to recollect is that its important goal is to persuade the crowd to acknowledge your perspective. The main motivation behind why someone is composing a factious article is to attempt to convince or influence another man or maybe a gathering of people in your rightness in a specific subject. </p> <p>Everybody should reconsider before deciding to eat cheap fo od. It is essential to eat more beneficial and settle on extraordinary decisions when choosing what things to set in your body. The principal thing you're probably going to need to do is to pick a theme that has more than one clear side. The Topic When it respects a factious article, the absolute first thing that you should settle on is the theme. </p> <h2> The Fight Against Argumentative Essay Samples for Gre</h2> <p>Introduction exposition sections are focal in any piece of composing for the explanation they give perusers advance data about the substance and the capacity of the material. Basically anything that ought to be comprehended before perusing the rest of the article is foundation information, and should be remembered for the presentation. In situations when you get the opportunity to pick the theme for a factious exposition, you should be savvy and find a title that will interest a peruser. The subject picked for the reason ought to be appealing in the perspective on numerous perusers. </p> <p>In outline, a contention paper must be legitimate from beginning to end. A phenomenal factious paper will be founded on built up or new research rather than just on your thoughts and sentiments. It ought to have a particular articulation that is contending. Regardless of whether it's a pugnacious or interpretive paper which you are composing, it is pivotal to build up an unmistakable theory proclamation and an exceptionally clear stable thinking. </p> <h2> Argumentative Essay Samples for Gre - Is it a Scam? </h2> <p>Remember that the measure of your paper is reliant upon the task offered to you. Regardless of whether you can't settle on points for pugnacious article, don't discover how to start, or basically require a genuine case of a very much organized paper in a specific organization, we're constantly arranged to help! Pugnacious paper position is reliant on your teacher's prerequisites, since the re isn't any regular example for every single article. At this point you're presumably disposed to watch an eminent pugnacious exposition diagram layout. </p> <h2> The Do's and Don'ts of Argumentative Essay Samples for Gre</h2> <p>What's increasingly, a verbal contention frequently centers around who's privilege with respect to a specific issue, however an elegantly composed, examined contention paper centers around what's the most appropriate side of a particular issue. A contentious paper is a sort of article that presents contentions about each side of an issue. At the point when the subject was chosen, it's vital to think of a contention encompassing precisely the same. </p> <p>In educational articles you ought to illuminate the peruser about a particular theme. Moral contentious paper points are a couple of the most straightforward to become overly enthusiastic with. You may likewise observe idea papers. Factious expositions likewise have a k ind of theory. </p> <p>Recent contentious exposition points that are identified with society will do. A contentious exposition is among the numerous scholastic paper types. Each factious article ought to rely upon a point that might be discussed. It is imperative to know a contentious paper and an informative exposition could be comparable, yet they fluctuate extraordinarily as for the whole of pre-composing and research included. </p> <h2> Argumentative Essay Samples for Gre Explained</h2> <p>The spot of the writer should be clear and very much contemplated. You must recall however you are your own administrator that you despite everything should be industrious about your work. You may keep on saving your pugnacious expositions for your up and coming occupation portfolio in the event that they're exceptionally evaluated. Prior to composing a contentious article, there's one significant thing you should know. </p>

Essay Proving Prepared For College

Essay Proving Prepared For CollegeAn essay proving prepared for college is important if you are wondering if your own college major is right for you. Whether it is the English major or the business major, your potential colleges will take a look at your composition before accepting you as a student. If you want to make sure that they accept you and give you the opportunity to get into the school of your choice, then you need to show them that you have a well-written essay that can be trusted.There are several essays that you can write to prove your chosen college major is right for you. By preparing and writing an essay proving prepared for college, you can have a written piece that is well written and compelling enough to convince your college admissions committee that you should be admitted.Preparing and writing an essay proving prepared for college can be stressful and even overwhelming, especially if you are not sure what you should be writing about. To help you avoid these pitfa lls, you should try to gather as much information as possible regarding the college of your choice. Doing this can save you time and will allow you to focus on the important things.You should start with your college's website, your local colleges' website and any other place you know of where information about the school is available. You can also start your research with your personal information, such as your address, phone number and even email address. When you have this information, you can use it to write down the essential facts about the college.You should also take the time to think about the possible questions you would ask when deciding whether or not to enroll in the college of your choice. It is not good to skip this step. If you can, you should write down all of the details of your questions so that you will have them ready when you are doing your research.After you have written down all of the possible questions that you may ask and gathered information about the coll ege, you should now put the pieces together. Make sure that you write a thorough and interesting essay that will prove that you can handle all of the academics that come with your college degree. If you are in high school, you may be able to skip some of the more challenging parts of the essay and concentrate on the easier parts, but if you are in college, it is best to write everything from top to bottom.While you are working on your essay proving prepared for college, remember that what you are writing is more important than how you are writing it. You should be able to easily follow the directions in your essay and follow through with your points as well. It is also important that you do not overlook important details and explanations when you are writing your essay.Remember that when you are in college, the professors will always be watching you. They will check every part of your essay and make sure that you can continue to keep up with your college classes. Even if you feel ne rvous when writing, it is best to follow your instincts and write about the topic in a way that will help you win over the professors and keep your grades up.

Sexual and reproductive health - Free Essay Example

A MULTIDIMENSIONAL CONSTRUCT OF PERCEPTIONS ON SEXUAL AND REPRODUCTIVE HEALTH AMONG MUSLIM UNDERGRADUATE STUDENTS Abstract This study examines factors influencing undergraduate students who are all Muslims from one of the public universities in Malaysia. Data were obtained from a survey conducted among the undergraduate students (n=255). Principle Components Analysis (PCA) revealed four latent factors: the electronic and printed media, knowledge of circumcision, the Islamic values on sexuality and their prior knowledge of sexual act. Based on the views of the respondents on the roles played by curriculum, religion and media in disseminating knowledge on sex-related matters, recommendations are drawn to assist the relevant parties in coming up with comprehensive sexuality education for Muslim adolescents. Key words: sex/sexuality education, reproductive health, undergraduate student, Muslim, perceptions, Principle Component Analysis (PCA) Introduction Studies which have been carried out in Muslim societies on sexual and reproductive health are limited. Many young Muslims are emitted from the learning process to cater the cultural and religious restrictions (Cok, 2000; DeJong et al., 2007; Halstead, 1997; Nurazzura, 2007; Underwood, 2000). Very little is, therefore, known about the factors that influence the Muslim youths on sexual and reproductive health. Several studies in some Muslim countries reported that Muslim youth are not well prepared and educated in sexual and reproductive health due to some contributing factors. (Burazeri et al., 2003; GÃâ€"kengin et al., 2003; Mohammad Reza et al.,2006; Nik Suryani et al., 2007; Paruk et al., 2006). Cok (2000) described sex education in Turkey, as similar as many other Muslim countries in the world, as â€Å"there are no sexuality classes, no mention of sexuality in health courses or no sexuality textbook material in Turkish school. Other issues take priority and sexuality educa tion is pushed aside as unimportant and irrelevant† (p.5). Moreover, he stated that Turkish Muslim adolescents are highly influenced by media especially form Europe and North America. In addition, the study on 2,227 first-and fourth -years students at Ege Univesity, GÃâ€"kengin et al. (2003) revealed that knowledge about sexual health and sexuality transmitted diseases is insufficient among their samples. In Albania, Burazeri et al. (2003) reported the mean age at first sexual intercourse 720 undergraduate students in Tirana was 17.9 for men and 18.8 years for woman. They also found positive associations of parental education and income level with sexual activity and consistent use of condoms among Albanian undergraduate students. Mohammad Reza et al. (2006) described the sex education in Iran that cultural sensitivities which may be a factor in young peoples poor knowledge about reproductive health. Furthermore, few programs provide sexuality education to adolescents o r enable youth to ask questions and correct misconceptions about reproductive health. Indeed, large numbers of young Iranians lack information about safe sex and about the skills necessary to negotiate and adopt safe sex practices. In their study of 1,385 males aged 15-18 in Tehran about their beliefs and knowledge regarding reproductive health and their engaging in sexual activity, they found that there was a relatively high prevalence of sexual activity and the lack of knowledge regarding STIs and contraceptives pose a significant threat to the sexual and reproductive health of Iranian adolescent males. Hence, they requested programs to provide adolescents with the accurate information and skills to make safe sexual decisions. A study conducted by Nik Suryani et al. (2007) with undergraduate students (n=300) in Malaysia , discovered that, in general, students held a positive view toward sex and sex-related matters; however, their knowledge on sexuality education, sexual and rep roductive health matters calls for attention from the relevant authorities. Findings on their sources of information on sexuality education also revealed that more could be done to help them obtain an accurate picture of sex-related matters particularly with the roles played by parents, school, religion and media in disseminating knowledge on sex-related matters. Paruk et al. (2006) presented finding on the influence of religiosity on attitude toward people with HIV/AIDS using 90 South African Muslim university students. They found that higher religiosity was significantly correlated with a more positive attitude to people with HIV. Ojo Bidemi (2008) conducted a study with 520 adolescent of Nigerian students on contemporary clothing habits and sexual behavior of adolescents in the South Western Nigeria. They found that there is no significant difference in the factors influencing adolescents dressing habits and also the fact that there is relationship between clothing habits and their sexual behavior. In Pakistan, Qidwai (2000) surveyed perception among 188 Pakistani young men, who presented to family physicians, at the outpatient department of the Aga Khan University Hospital, Karachi, about enjoyment of sexual experiences in women. He found a high prevalence of misconceptions about female sexuality among Pakistani young men. Furthermore, Hennink, Rana, Iqbal (2005) studied on knowledge of personal and sexual development amongst young people in Pakistan. They found that young women typically gain information from a limited number of sources while young men accessed a wide variety of information sources outside the home. From studies done in various Muslim countries, however, there is not enough information on factors influencing the basic sexual and reproductive health among Muslim undergraduate student as well as in other developing countries (Singh, Bankole Woog, 2005). Intervention studies are largely absent. There is a need therefore to det ermine factors associated with Muslims sexual perception to develop a clear understanding in student variables, the results of which may contribute to help students on their knowledge and behavior regarding to sexual and reproductive health and it will help determine best bets for programs for sex education for Muslim youths. The purpose of this study was to survey Muslim undergraduate students perceptions in sexual and reproductive health, and in doing so, to clarify the meaning of the construct itself. Thus, the study addressed the following research questions: What are the factors influencing Muslim undergraduate students perceptions towards sexual and reproductive health? This study is based on the crossed different populations and geographic regions influencing factor adolescent on sexual and reproductive health studied by Manlove et al. (2001). They pointed out that there are multiple domains in an adolescents life associated with reproductive health outcomes. By grounde d on the ecological approach, individual factor, family factor, peers, partners, school context, neighborhood, community, and social policy characteristics are all associated with sexual behaviors, adolescent pregnancy, and STI. However, this study only looked at certain dimensions which comprised (1) individual factor (religiosity, knowledge of reproductive health and attitudes and belief about sex); (2) school context (curriculum); and, (3) media. The authors, therefore, hypothesized that there are four influencing factors of undergraduate Muslim students perception on sexual and reproductive health: (1) school and tertiary curriculum support, (2) Islamic values on sexuality, (3) electronic and printed media, and (4) students prior knowledge on sexual and reproduction health. Significance of Study Results of this study are pictured to provide empirical data on factors influencing perception on sexual and reproductive health among Muslim undergraduate students that have not been fully studied. Thus, the results of this study are expected to help in the understanding of students perception towards sexual and reproductive health and sex education which is promoted by several factors. The findings are beneficial to understand and determine the success or failure of factors influence and the implementation of sex education in Islamic higher learning institute as perceived by students. Such information can help to improve the strategy in order to accomplish the sex education particularly for Muslim youths. Method Research design In this study, the survey method was employed. A questionnaire was selected from Nik Suryani et al. (2007) measured these relationships. It consisted of two parts. The questionnaires were distributed randomly to a sample of undergraduate in the International Islamic University Malaysia (IIUM). Population and sample The population is the undergraduate students in IIUM, Gombak campus, Kuala Lumpur, Malaysia. All were Malaysians. A random sampling was used to select participants. The principle component analysis (PCA) was conducted where the number of sample depends on the items of the questionnaire. Since the number of the item is 40, the minimum sample size is 40 x 5 = 200 participants. In this study, the participants were 255 which were more than the minimum requirement (Hair et al., 2006). Data Collection To distribute the questionnaires, researchers sought help from three students which researchers have known. The questionnaire has an attached covering letter that assures the confidentially of data collected and describes the major components of questionnaires to be completed. Students were given one week to complete the questionnaires and had to return them to the assigned persons within the time allocated. The usable returned response rate was 72.9 % (n=255) out of 350 students. The data collected was operated on January 2008. Validity and Reliability To establish the face and construct validity of the instrument, the opinions of two experts in education were sought on the design and items used for the various dimension. The instrument was pilot tested on 30 students that was not on the list of the selected students. Based on the pilot test, 50 items from Nik Suryani et al. (2007) was tested and a few items were omitted in order to refine the instrument further. Finally, 40 items were confirmed with a reliability of Alpha Cronbach = .72. Instrumentation The survey instrument was adopted from a core questionnaire developed by Nik Suryani et al. (2007). The questionnaire comprised 40 questions divided into two sections: social and demographic variables and students views and knowledge on a wide range of topics on sex and attitudes towards sex. It sought to find out students perceptions on: (1) school and tertiary curriculum (5 items; no.1-5); (2) Islamic values on sexuality (6 items; no.6-11); (3) electronic and printed media (4 items; no.12-15): (4) sexual novel (4 items; no.16-19): (5) their prior knowledge of sexual and reproductive health 5.1 protected sex (6items; no.20-25): 5.2 sexual act (9 items; no.26-34): 5.3 circumcisions (9 items; no.35-40). The response to each item is in the form of a five-point Likert scale of â€Å"strongly disagree, â€Å"disagree†, â€Å"undecided†, â€Å"agree†, and â€Å"strongly agree†. The demographic characteristic of the first section of the questionnaire contains questions with regard to the respondents background information (gender, age, country of origin, former school and location, faculty, year of study, CGPA, and marital status). Data analysis For the demographic data, frequency and percentage were employed. To answer the research question on factors influencing students perceptions of sexual and reproductive health, principle component analysis was utilized. An explanatory factor analysis was conducted to construct-validate the factor influencing students perception. To find out the number of factors the following rules were used: (1) the Kaisers rule of 1.0 as the minimum eigenvalues, (2) the scree test and (3) the interpretability of the solutions. The degree of intercorrelation among items justified the application of the factor analysis as well as the Batletts test of sphericity recorded a Chi square value. Results Table 1 shows out of 255 students, 152 (59.6%) were females and 101 (39.6%) were males. A majority of the students (91.4%) were between 20 and 25 years of age, the remaining being distributed between the age group of younger than 20 (7.4%) and older than 25 (1.2%). Approximately, 239 (93.7%) of the respondents were Malaysians while 16 (6.3%) were international students. Most of students (37.2%) graduated from urban day school, followed by religious school (27.1%), boarding school (16.5%), rural day school (9.0%), private school (5.9%), and others (1.9%). The respondents were represented from different faculty with nearly half (42.4%) being law students (AIKOL). The other half was distributed between Human Sciences (24.3%), KENMS (11.8%), ENGINEERING (7.1%), KAED (5.5%), INSTED (3.9%), KICT (2.7%), and IRK (2.4%) respectively. Majority of students were second year student (32.5%), the remaining being almost distributed between the final year (29.8%), the first year (21.2%), and t he third year (16.5%). In general, almost more than half of the students (49.4%) had CGPA more than 3.0, while the rest (28.7%) had less than 3.0. Almost 95.7% students were single which 131 (53.7%) were not attached to someone and 110 (45.1%) were having attached to someone, only 11 (4.3%) students were married. Table 1 Respondents Demographic Background Variables N Percent 1. Gender: Male 101 39.6 Female 152 59.6 Missing Value 2 0.8 2.Age 20 19 7.4 20-25 233 91.4 25 3 1.2 3.Country of Origin Malaysian (local student) 239 93.7 Non-Malaysian (international student) 16 6.3 4. Former School and Location Urban Day School 95 37.2 Rural Day School 23 9.0 Boarding School 42 16.5 Religious School 69 27.1 Private School 15 5.9 Others 6 2.4 Missing values 5 1.9 5. Faculty Information and Communication Technology (KICT) 7 2.7 Engineering 18 7.1 Laws (AIKOL) 108 42.4 Human Sciences (HS) 62 24.3 Islamic Revealed Knowledge (IRK) 6 2.3 Institute of Education (INSTEAD) 10 3.9 Economics and Management Sciences (KENMS) 30 11.8 Architecture and Environmental Design ( KAED) 14 5.5 6. Year of study 1st year 54 21.2 2nd year 83 32.5 3rd year 42 16.5 4th year 76 29.8 5. CGPA 2.00 1 0.4 2.00-2.49 11 4.4 2.50-2.99 61 23.9 3.00-3.49 102 40 3.50 24 9.4 Missing Value 56 21.9 6. Marital status Single 244 95.7 Single and have attached to someone 110 45.1 Single and have not attached to someone 131 53.7 Missing Value 3 1.2 Married 11 4.3 n = 255 Perceptions toward Sexual and Reproductive Health Table 2 summarizes the results of the descriptive analysis of the students perceptions on sexual and reproductive health. The data showed that the mean scores ranged between 1.83 (items PRO23) and 4.57 (items REL10); the standard deviations ranged from .66 (items SEX34) to 1.18 (items PRO23). The mean scores were located within the expected range (none of the items are included a mean score of zero, at 95 % level of confidence, with a reliability of Alpha Cronbach = .72). Th e data showed that the dispersion of the scores for each item sufficiently discriminated the students perceptions. In addition, the degree of bivariate correlation among most of the 40 items matric variables ranged from low to high. However six of them (items EDU1, EDU2, PRO24, SEX28, SEX31, and CIR39) were found to link weakly and negatively with the rest of the items. Table 2 Mean (Standard Deviation) and Item-Total Correlations of Students Perceptions on Sexual and Reproductive Health Items Code M SD r 1. The content of information on sexual related matters taught at school is sufficient. EDU1 2.95 1.157 .081 2. Courses like Family Management and Parenting at undergraduate level should openly discuss sexual and reproductive health matters. EDU2 4.11 .876 .023 3. Sexual education should be taught as subject of its own at secondary schools. EDU3 3.28 1.176 .227 4. Sexual education should be taught as a separate subject at the tertiary level. EDU4 3.60 1.043 .195 5. Sexual education should be taught in pre-marital courses. EDU5 4.38 .686 .176 6. Quran provides me with information on sexuality in a decent manner. REL6 4.38 .789 .239 7. My religious knowledge provides basis for me to develop the conscience not to engage in premarital sex REL7 4.52 .728 .192 8. Religion helps me suppress my sexual desire. REL8 4.26 .847 .237 9. Fasting is one of the best ways to keep my sexual desire under control. REL9 4.31 .910 .327 10. Watching pornography is forbidden in Islam. REL10 4.57 .767 .303 11. The only way to eliminate illicit sex is by implementing the Syariah Law. REL11 4.19 .922 .389 12. Electronic media portrays negative perception of sexuality. MED12 3.70 1.079 .339 13. Printed media portrays negative perception of sexuality. MED13 3.65 1.075 .372 14. Electronic media leads young people to embark on pre-marital sexual relationship. MED14 4.10 .927 .357 15. Printed media leads young people to embark on pre-marital sexual relationship. MED15 3.94 .987 .412 16. Reading sexy novels leads people to having pre-marital sex. NOV16 3.42 1.036 .354 17. Novels are most descriptive about sexual intercourses than other sources. NOV17 2.98 1.072 .350 18. Novels with sexual descriptions increas e my desire to masturbate. NOV18 2.69 1.107 .324 19. Novels with sexual descriptions increase my sexual fantasies. NOV19 2.95 1.093 .268 20. There is fertility problem if pregnancy does not occur in the first year of marriage. PRO20 2.52 .972 .218 21. Unprotected sexual intercourse will guarantee pregnancy. PRO21 3.32 1.175 .339 22. Protected intercourse guarantee pregnancy wont occur. PRO22 2.70 1.085 .235 23. Kissing and touching can lead to pregnancy. PRO23 1.83 1.177 .153 24. The use of contraceptives or protected sex ensures safety from sexually related diseases. PRO24 3.41 .996 .069 25. Islam forbids the use of contraceptives. PRO25 2.87 1.010 .169 26. Preservation of virginity is most important for both men and women before getting married. SEX26 4.53 .781 .125 27. Sex is painful for first timers. SEX27 3.44 .933 .100 28. Sex is painful for women. SEX28 3.22 .886 .069 29. Sex is pleasurable to both men and women. SEX29 4.04 .853 .162 30. Only matured people enjoy sexual relationship. SEX30 2.88 1.088 .100 31. Sexual relationship is for young people only. SEX31 1.91 .909 -.057 32. Good Communication between spouses ensures satisfying sexual relationship. SEX32 4.32 .839 .100 33. Knowledge about sex is a pre requisite for enjoying sex. SEX33 4.05 .876 .246 34. Understanding between each others needs help improve sexual satisfaction. SEX34 4.39 .660 .168 35. Circumcision is mainly for health reasons. CIR35 3.93 1.090 .192 36. Circumcision is for cultural reasons. CIR36 2.43 1.033 .189 37. Circumcision for women reduces sexual satisfaction. CIR37 2.89 .935 .116 38. Circumcision for women represses their sexual desires. CIR38 2.96 .856 .235 39. Circ umcision for men reduces sexual satisfaction. CIR39 2.59 .977 .076 40. Circumcision for men represses their sexual desires. CIR40 2.92 .969 .105 The Underlying Dimensions of Students Perceptions To identify the factors that influence undergraduate Muslim students response toward sexual and reproductive health, the data collected from the sample of 255 respondents were subjected to principal component analysis. Nevertheless, the present analysis used only the responses on the 34 of the 40 items (Table 3). Based on the results of item analysis as described in the preceding section, 6 of the items (items EDU1, EDU2, PRO24, SEX28, SEX31, and CIR39) were excluded because they were behaving poorly in the item-total correlation. Table 3 summarizes the correlations among the 34 items supported the use of principal component analysis. Specifically, the Bartlett Sphericity Test yielded statistically significant intercorrelation c2 (561) = 2525.854, p = .001 with an overall MSA of .65, which exceeded the value of .60. Thus, the data matrix has sufficient correlation to justify the use of the exploratory factor analysis. The principal component analysis yielded a seven -factor d imension structure, accounting for 60.69% of the variance. This indicates that four underlying dimensions explain more than 60% of the variance among the 34 variables. The eigenvalues, ranging from 1.616 to 3.0622 (which is greater than 1 as required), satisfied the standards of important factors as prescribed by Hair, Jr. et al. (2006). Table 3 Correlation Matrix and Descriptive Statistic EDU3 EDU4 EDU5 REL6 REL7 REL8 REL9 REL10 REL11 MED12 MED13 MED14 MED15 NOV16 NOV17 NOV18 NOV19 PRO20 PRO21 PRO22 PRO23 PRO25 SEX26 SEX27 SEX29 SEX30 SEX32 SEX33 SEX34 CIR35 CIR36 CIR37 CIR38 CIR40 EDU3 .548 EDU4 -.284 .557 EDU5 -.134 -.128 .747 REL6 .051 -.046 -.085 .769 REL7 -.021 .017 -.107 -.385 .735 REL8 .061 -.006 .027 -.125 -.233 .724 REL9 -.052 .028 -.011 -.130 -.104 -.210 .771 REL10 .015 -.084 -.110 -.084 -.023 -.234 -.002 .742 REL11 .007 .040 -.099 .027 -.140 .031 -.194 -.153 .782 MED12 .062 .071 .045 -.034 .068 .107 -.062 -.183 -.005 .669 MED13 -.162 -.074 .029 -.025 -.014 -.082 .046 .100 -.202 -.784 .666 MED14 .046 .052 -.088 .045 -.021 .080 .110 -.118 .071 .005 -.172 .664 MED15 -.032 -.025 .017 .003 .001 -.124 -.044 .120 -.113 -.074 .052 -.763 .688 NOV16 .162 -.022 .047 -.145 .047 .001 -.010 -.069 -.191 .020 .072 -.138 -.034 .757 NOV17 -.020 -.056 .094 .046 .028 .017 -.174 .000 .125 .028 -.029 .045 -.141 -.328 .713 NOV18 -.034 .113 -.078 -.017 -.081 .124 -.030 -.024 .209 -.019 -.076 .141 -.089 -.188 -.191 .591 NOV19 .085 -.105 -.101 .183 -.018 -.168 .126 .040 -.053 -.004 -.012 -.011 .013 -.001 -.047 -.663 .588 PRO20 -.106 .172 .097 -.095 .194 -.099 .024 -.007 -.015 -.018 -.118 -.040 .033 -.075 .118 .036 -.051 .630 PRO21 .032 -.077 -.059 .056 -.056 .056 -.098 .072 - .002 .006 -.031 .051 -.044 -.124 .065 -.090 .049 -.093 .610 PRO22 -.055 -.041 .006 -.023 -.001 .022 -.140 .004 -.097 -.053 .109 .067 -.031 .108 -.111 -.081 .059 -.147 -.290 .485 PRO23 -.120 .028 .054 -.017 .112 -.070 .003 .149 -.198 -.060 .040 -.141 .111 .042 -.050 -.087 .012 .010 -.045 -.196 .619 PRO25 .088 -.126 .092 -.052 .056 .126 -.134 -.206 .005 .114 -.030 -.028 -.017 -.015 .002 .025 -.096 -.120 -.169 .099 -.126 .490 SEX26 .004 -.041 .071 -.092 -.141 .034 -.010 -.063 -.056 -.031 .023 -.049 .067 .080 -.175 .047 .036 -.006 -.204 .086 .101 .057 .671 SEX27 .079 .083 -.093 .080 -.078 -.056 .098 .135 -.107 .051 -.024 -.100 .015 .098 .074 -.135 .085 .026 .196 -.244 .092 -.128 -.197 .319 SEX29 -.085 -.058 -.089 -.088 .013 -.091 .011 -.055 .033 -.086 .153 .029 -.007 .048 -.105 .135 -.199 -.211 -.196 .120 .069 .111 .114 -.195 .572 SEX30 -.023 .064 -.009 -.090 .118 .029 -.161 -.055 .048 -.006 .000 -.110 .075 -.117 -.027 .114 -.097 -.009 .011 -.001 .036 .092 .101 -.143 .147 .536 SEX32 -.243 .095 .094 -.039 .066 -.068 -.006 .074 -.018 -.148 .127 -.028 .018 .047 -.001 -.043 -.004 .231 -.038 .114 .041 -.106 -.040 -.103 -.054 .089 .640 SEX33 -.023 .060 .014 .163 -.195 .084 -.110 -.149 .058 .090 -.043 .062 -.055 -.124 -.088 .088 -.092 -.192 .057 .133 -.119 .097 -.036 -.040 .056 -.046 -.193 .570 SEX34 .127 -.132 -.039 -.139 .173 -.044 .020 .067 -.049 .105 -.085 -.076 .025 .064 .193 -.167 .075 .158 .006 -.155 .072 .032 -.058 .123 -.256 -.054 -.333 -.463 .555 CIR35 -.103 .093 .052 -.006 .018 .025 -.115 -.101 -.075 -.026 .058 -.053 .056 .011 -.026 -.020 -.012 .065 -.052 .054 .038 -.065 -.104 -.074 .019 .018 .053 .128 -.237 .600 CIR36 .003 -.139 .060 -.085 .159 -.147 .181 .069 -.084 .015 .045 -.014 .021 .025 -.197 -.173 .174 -.052 -.137 .084 .010 -.068 .108 -.114 .020 -.026 .032 -.170 .133 -.113 .613 CIR37 -.145 .013 .021 .044 -.011 .168 -.081 .037 .072 -.034 .015 -.086 .068 -.157 .067 .104 -.121 .003 .126 -.073 .089 .03 9 -.024 -.022 .002 -.006 .121 .070 -.142 -.075 -.207 .642 CIR38 -.077 -.072 .014 .008 -.056 .045 .011 -.093 .021 .052 -.015 -.043 .022 .044 -.038 -.023 .025 -.052 .026 -.071 -.032 .052 -.050 .023 -.039 -.032 -.136 -.118 .098 .000 -.060 -.193 .663 CIR40 -.017 .022 .046 .057 -.007 -.042 .117 .061 -.060 -.135 .131 .111 -.105 .040 -.024 .056 .002 -.114 -.108 .058 .024 -.060 .123 -.076 .096 .014 .046 .013 -.083 -.029 -.066 -.102 -.502 .646 Table 4 summarizes the result of the analysis, in which the Varimax with Kaiser normalization rotation was used to produce the final solution. The result of the exploratory factor analysis revealed that there were four latent variables measured by the data. The solution, extracted positive statistically significant l oadings, and free from factorial complexity and variable-specific factor which four factors loading = 60.69%. Table 4 Varimax with Kaiser Normalization Rotated of Principal Component Analysis Factor Matrix Variables Factor1 Factor2 Factor3 Factor4 Communality MED12 .820 .689 MED13 .827 .704 MED14 .847 .722 MED15 .803 .652 CIR37 .699 .508 CIR38 .790 .660 CIR39 .768 .667 CIR40 .772 .622 REL6 .782 .628 REL7 .784 .631 REL8 .723 .546 REL9 .698 .497 SEX29 .525** .320** SEX32 .765 .586 SEX33 .749 .582 SEX34 .832 .697 ** Items SEX25 is problematic due to (1) its loading value is less than 0.6 considering as unstable item and (2) its communality is less than .4 indicating a less good fit. Table 5 shows that the first rotated factor, the electronic and printed media, has significant loadings, ranging between .803 and .847 on the same four items (MED14, MED15, MED16, and MED17) and Alpha Cronbach reliability = .84. Students scores on this factor reflect the influence of media on getting information about sexual and reproductive health. The second rotated factor includes four items (CIR37, CIR38, CIR39 and CIR40) ranging between .699 and .790, and Alpha Cronbach reliability = .76. Students scores on this factor reflect their prior knowledge of circumcisions. The third rotated factor comprises four items (REL6, REL7, REL8, and REL9), ranging between .698 and .784 and Alpha Cronbach reliability = .74. This factor can be described as the Islamic values on sexuality which essentially is religious affiliation relating to adolescents sexual values. The forth rotated factor comprises four items (SEX29, SEX32, SEX33, and SEX34), ranging between .525 and .832 and Alpha Cronbach reliability = .71. Students scores on this factor reflect their prior knowledge of sexual act. Table 5 Solution and Statistic from Principle Component Analysis according to Scale of Assessment of Students Perceptions and Reliability of Items for Each Scale Measures No. of factors (items) Communality Factor loading Prop of Var. explained Alpha Coeff Electronic and Printed Media 1(4) .652-.722 .803-.847 17.17 .84 Prior Knowledge of Circumcisions 1(4) .508-.667 .699-.790 31.85 .76 Islamic Values of Sexuality 1(4) .497-.631 .699-.790 46.46 .74 Prior Knowledge of Sexual Act 1(4) .320-.697 .525-.765 60.69 .71 Discussion Confined within the limitations of the study, the present results confirm and add new information to current understanding on sex education. And it is clear that students perceptions are a multidimensional construct and it confirmed that the context within which student live affects their perceptions toward sexual and reproductive health. This study examined the factor influencing on teaching thinking. Four factors were detected as the influencing factors in sexual and reproductive health which were identified as (1) the electronic and printed media, (2) prior knowledge of circumcisions, (3) Islamic values on sexuality, and (4) prior knowledge of sexual act. The first latent factor, electronic and printed media, confirmed that Media highly influenced Muslim adolescents (Cok, 2000). However, results are hand in hand with much research discovering that youths get information about sexual and reproductive health mainly from media. This study concurs with Boies (2002) found that uni versity students in Canada used the internet to obtain sexual information and said they benefited from it. It is because cyber space is the most convenient and accessible for youth to access worldwide and internet has a great potential medium for information. Here, it substantiated that electronic and printed media can be effective for delivering instruction on sexual and reproductive health (Evans, Edmundson-Drane Harris, 2000). The rest of three latent factors corroborated with earlier works on sex education especially the work of Manlove et al. (2001) on the individual factors particularly on the knowledge of reproductive health and attitudes and belief about sex and their religiosity. The second and forth factors related to students prior knowledge on circumcision and sex act. Although students may have differed on prior sexual and reproductive knowledge, the principal component analysis indicated that perceptions in sexual and reproductive health demanded a common sense prior knowledge. Whereby, an accurate knowledge on both circumcision and sex act are related to sexual and reproductive health should be promoted such as to that they would influence students perceptions on sexual and reproductive health. Students who have an accurate knowledge on sexual and reproductive health, they may have a positive behavior on sexual health. But regarding to some previous study, Muslim students are lacking of the accurate knowledge on sexual and reproductive health (GÃâ€"kengin et al., 2003; Mohammad Reza et al., 2006; Nik Suryani et al., 2007; Qidwai, 2000). Moreover, it will be worried to young Muslims were critical of the quality of information they received, which often led to confusion and stress in understanding sexual development (Hennink, Rana, Iqbal, 2005). This may call attention particularly with the roles played by parents, school, religion and media in disseminating knowledge on sex-related matters especially the prior knowledge of basic sexual a nd reproductive health. In this study, religious affiliation (the third factor) affected adolescents perceptions on sexual and reproductive health (Francis et al. 2004). Research found the relationship between religiosity and positive attitude and behavior among Muslim youths (Paruk et al., 2006). It means that is clear that sex education is not contradict with Islamic principles (Ismaiel, 2007; Underwood, 2000), but in many part of Muslim societies some of cultural taboos are major obstacles to informed discussions about sexual and reproductive health issues, particularly with regard to young people (DeJong et al., 2007; Mohammad Reza et al., 2006). Additionally, factors influencing students perception on sexual and reproductive health indicated the religion plays crucial roles in shaping Muslim students perception on sex-related issues. Therefore, it can be said that students who have accurate interpretation of Islamic principles, they enclose the positive perception on sexual and reproductive health. To empower Muslim youths for protecting their sexual and reproductive health, it is be recommended that (1) provide comprehensive sexuality education in learning institution, particularly knowledge on of basic anatomy, physiology and sexual act, (2) expand education and communication on sexual and reproductive health, using the mass media especially electronic media such as the internet, and (3) religious leaders have to provide ethical guidance to young Muslim as together they confront the changes that scientific and technological innovations bring to develop a full understanding of the interpretations. Recommendations for Research Limitation of this study was scoped only by certain factors. More multidisciplinary and multidimensional research is needed that examines young Muslims sexual and reproductive health perceptions as they relate to social, cultural, and economic conditions. Identifying factors associated with reproductive health behaviors will help determine best bets for comprehensive sex education to reduce negative behavior and misperception among Muslim students. Conclusion This study examined factors that influenced undergraduate Muslim students perception on sexual and reproductive health. Four factors were detected as the influencing factors which were identified as (1) the electronic and printed media, (2) knowledge of circumcisions, (3) the Islamic values on sexuality, and (4) the prior knowledge of sexual act. References Boies, S.C. (2002). 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