Main Article Content
This study focuses on how the contribution of academic stress to cyberpornography use in students. In addition, this study also wants to know the inter-dimensional contribution of academic stress to cyberpornography use and the differences in the intensity of
pornography use between men and women who experience academic stress. In knowing this, this research uses quantitative correlational methods. The sampling technique used purposive sampling with 54 respondents aged 18-25 years (SD=1.66), student status, and experienced academic stress in the last six months. The results showed a significant effect of academic stress on cyberpornography use with a significance value of 0.024. On the other hand, several dimensions of academic stress have a significant effect on cyberpornography use, where the "Worry About Grades" dimension shows a p-value of 0.015 and the "Despondency" dimension of 0.018 both of which show a p-value <0.05. However, other dimensions such as "Pressure from Study" show a p-value of 0.361, "Workload" of 0.340, and "Self-expectation" of 0.484, which shows that the three dimensions of the academic stress variable have no significant effect on cyberpornography use. Furthermore, the gender difference test shows a significance value of 0.25 which means that there is no difference in the intensity of cyberpornography use between men and women who experience academic stress.