Background: The widespread availability of internet-based pornography has led to growing concerns about its impact on mental health, particularly among young adults. Despite increasing recognition of problematic pornography use, standardized diagnostic criteria for pornography addiction are lacking. Objective: This study aimed to address this gap by applying adapted DSM-5 (Diagnostic and Statistical Manual of Mental Disorders [Fifth Edition]) criteria to evaluate “pornography-watching disorder” (PWD) in a large sample of young adults in Hungary. The primary objective was to assess the prevalence of PWD among young adults and identify key risk factors associated with its development using DSM-5 criteria adapted for pornography use. It also aimed to advance the understanding of PWD as a potential behavioral addiction. Methods: A cross-sectional web-based survey was conducted between September and December 2018, targeting young adults aged 18-35 years in Hungary. Participants were recruited through social media and the University of Szeged Albert Szent-Györgyi Medical School’s web page. Of the 9397 respondents, 7187 (76.5%) had previously consumed pornography and were included in the analysis. PWD was measured using 10 statements adapted from the DSM-5 substance use disorder criteria. Multivariable binary logistic regression was used to identify significant predictors of PWD. Results: The prevalence of PWD in the sample was 4.4% (n=315). Frequent pornography consumption was a significant risk factor, with weekly users (odds ratio [OR] 0.45, 95% CI 0.33-0.62, P<.001), monthly users (OR 0.18, 95% CI 0.11-0.28, P<.001), and less than monthly users (OR 0.05, 95% CI 0.03-0.10, P<.001) showing significantly lower odds compared with daily users as a reference category. Male sex was associated with a higher risk (OR 0.53, 95% CI 0.39-0.72, P<.001), as were early exposure to pornography (OR 0.94, 95% CI 0.90-0.98, P=.006), paraphilia (OR 3.95, 95% CI 2.37-6.56, P<.001), dissatisfaction with sexual life (OR 0.94, 95% CI 0.90-0.98, P=.006), difficulty forming personal relationships (OR 0.93, 95% CI 0.88-0.98, P=.005), and strong adherence to religious norms (OR 1.12, 95% CI 1.06-1.19, P<.001). Protective factors included adequate sexual education (OR 0.67, 95% CI 0.53-0.87, P=.02) and residing in the capital (OR 0.52, 95% CI 0.30-0.91, P=.02). The use of an anonymous web-based questionnaire likely reduced the influence of stigma, resulting in more accurate self-reporting of sensitive behaviors. Conclusions: This study is among the first to apply DSM-5 criteria to evaluate PWD, providing important insights into its prevalence and associated risk factors in young adults. The findings highlight the need for standardized diagnostic tools for PWD and suggest targeted interventions, particularly for high-risk groups. These results contribute to the ongoing discussion about whether pornography addiction should be recognized as a distinct behavioral disorder.

Education systems are working to reduce dropout risk, thereby reducing early leaving from education and training rates (ELET) for a more sustainable society. There is a wealth of research on the causes of dropout risk, but little that looks at it in a complex way. Previous research has typically examined the association of a single factor with school dropout. This paper aims to examine the collective relationship between individual, family, and school-level factors and dropout risk based on international literature. Our analyses are based on two online surveys that were conducted among teachers and students in the 2018/2019 and the 2019/2020 academic years respectively (using the data of 2649 students and 2673 teachers from 149 schools in total). Multiple linear regression analyses were performed, and the (ordinary least squares—OLS) regression models were built hierarchically (blockwise entry) with the ENTER method. The research question was which factors are more likely to predict dropout risk. The findings reveal that individual and family factors are far more strongly associated with students’ dropout risk than school-related factors. The two strongest individual factors are learning engagement and performance-oriented learning School factors hardly have a role in preventing dropping out of school. Four of the school factors appear to have a definite effect: standards set for students and teachers, belief in the school’s role to compensate for disadvantages, and positive school climate. All this draws the attention of practising teachers, school leaders and educational policymakers that the school’s protective factors should be stepped up, and the preventive intervention should focus primarily on these factors.

Our study intends to provide a complex, multi-level analysis of school dropout based on an empirical research study (self-administered questionnaire) conducted in the academic year of 2018/2019. Convenience sampling included teachers (1.136) and 7th-grade students (1.953) from 88 primary schools (school sites). The framework of analysis is derived from the systematic analysis of international literature, which break down the causes of dropout into individual, family and school level factors. Previous Hungarian research results confirm this typology, however, national research still lacks a complex investigation of this phenomenon and the application of multiple (sociological, pedagogical, psychological) perspectives. Our study aims to provide these. Our results confirm international research findings , though we can highlight the massive dominance of family background as a fundamental Hungarian peculiarity. Tanulmányunk az iskolai lemorzsolódás összetett, több szintű elemzését kísérli meg egy 2018/2019-es tanévben végzett empirikus (önkitöltős kérdőíves) kutatás alapján. A hozzáférési alapú mintát 88 általános iskola (feladatellátási hely) pedagógusai (1136 fő) és hetedik osztályos tanulói (1953 fő) alkotják. Az elemzési keretet a nemzetközi irodalom szisztematikus vizsgálatai adták, mely a lemorzsolódás okait egyéni, családi és iskolai szintű tényezőkre bontják. A korábbi hazai kutatási eredmények is megerősítik ezt a tipizálást, ugyanakkor a hazai elemzésekből még hiányzik a jelenség komplex vizsgálata, illetve többféle (szociológiai, pedagógiai, pszichológiai) nézőpont alkalmazása. Írásunk erre tesz kísérletet. Az eredmények megerősítik a nemzetközi kutatási tapasztalatokat, kiemelhetjük azonban a családi háttér erőteljes dominanciáját, mint alapvető magyar sajátosságot.

E tematikus szám bevezető írása bemutatja annak a komplex kutatásnak a hátterét, amely az iskolai lemorzsolódás hazai elemzését célozza meg. Kutatásunk nemzetközi empirikus kutatási eredményekre alapozva tesztel egy olyan komplex modellt, amelyet a téma nemzetközi szisztematikus irodalomelemzései alapján építettünk fel és amelyre egy ehhez illeszkedő, alapvetően kvantitatív vizsgálati keretet építettünk. Az iskolai lemorzsolódás vizsgálatában az elmúlt évtizedben előtérbe kerültek a szisztematikus elemzések, melyek egyéni, családi és iskolai tényezőkre bontják az iskolaelhagyás hátterében álló okokat. Kutatásunkban ezt a felosztást alkalmaztuk és mindezt több nézőpontból is vizsgáltuk. Tanulmányunkban a kutatás elméleti keretének felvázolása mellett az erre a keretre épített 2018/2019-es tanévben készült kutatás – hozzáférés alapú tanulói (n=1 953) és pedagógus (n=1 136) mintán, online lekérdezési technikával – módszertani hátterét mutatjuk be.