Positive and negative perceived consequences of first intercourse among middle and high school students in Puebla, Mexico

Patterns of Sexual Well-Being in Mexican Adolescents and Associations with Psychological Adjustment: A Latent Profile Analysis Approach

We examined Mexican adolescent sexual well-being tasks, defined as the positive cognitive and emotional evaluations of one's sexuality. We assessed three dimensions: acceptance of sexual desire, sexual decision-making involving mutual consent, and, when sexually active, the practice of safe sex. We utilized a person-centered approach to examine how patterns marked by different aspects of sexual well-being predict psychological adjustment. Participants were 1123 Mexican high or middle school (72%) students (54% girls; Mage = 15.1, SD = 1.52). We found a 6-profile model: 1) Average Sexual Health (40%); 2) High Protective Low Acceptance (20%); 3) Multidimensional Healthy (19%); 4) Multidimensional Risky (11%); 5) High Acceptance Low Contraception and Consent (6%); and 6) High Consent Low Contraception (4%). These profiles included some adolescents who experienced both low and high sexual scores on different sexual well-being indicators. For example, adolescents who belonged to the High Protective, Low Acceptance profile understood the importance of safe sex and mutual consent; but still felt sexual guilt. Profile membership was associated with gender, religion, age, and sexual experience. Adolescents in classes marked by high levels of well-being reported high levels of psychological adjustment. Findings may help educators develop more targeted sexual risk and violence prevention programs.

Beyond the Morning After: Measuring Positive and Negative Psychosocial Consequences of Sexual Encounters in Early Adulthood

This study evaluated the validity of a revised measure of positive and negative psychosocial consequences of partnered sexual behaviors (Vasilenko et al., 2012) in a sample of 254 college students (85% women; 88% European American) aged 18-22 years (M = 19.48, SD = 1.22). Confirmatory factor analysis of a broad array of psychosocial consequences (e.g., feelings of satisfaction, emotional intimacy) indicated two subscales corresponding to positive and negative consequences. These factors demonstrated acceptable short-term stability, as well as construct validity in relation to several measures of sexual health and contextual factors (e.g., type of partner) that are logically related to psychosocial consequences of sex. The results suggest that this modified measure is sufficiently reliable and valid as an assessment of common consequences of sexual encounters. The findings also provide novel information on the individual, situational, and relational correlates of positive and negative consequences.

Does Sex Improve With Experience?: A Latent Transition Analysis of College Students' Penile-Vaginal Sex-related Consequences

Sex researchers have primarily focused on first penile-vaginal sex and negative consequences. However, because sexual behaviors and attitudes change with age, sex-related consequences may also change. In this study, 275 college students reported on penile-vaginal sex-related consequences the prior day in 733 daily diaries across two or more semesters. Participants were primarily female (63%) and heterosexual (98%). The sample was racially and ethnically diverse, with 30% identifying as Hispanic and, of the non-Hispanic participants, 35% White, 24% Black/African American, 20% Asian-American/Alaskan Native, 2% American Indian, and 2% Hawaiian/Pacific Islander. During their first semester, participants were, on average, 18.4 years old (SD = 0.4). Latent class analysis identified three classes: High Positive (56%), Intimacy and Satisfaction Only (34%), and Moderate Positive With Health Concerns (10%). Over time, students were likely to transition out of the Moderate Positive With Health Concerns and High Positive classes, and into the Intimacy and Satisfaction Only class. The findings suggest that discussing protection from health concerns and positive aspects of sexuality may lead to better student engagement in safe sex programming.

Positive, Negative, or Mixed Feelings? A Person-Centered Approach to Consequences of First Penile-Vaginal Intercourse in College Students

Many adolescents and young adults have mixed feelings about their experience of first vaginal intercourse, experiencing both positive consequences like physical satisfaction and love, as well as negative consequences like guilt and anxiety. However, no study has examined the patterns of consequences individuals experience after first vaginal intercourse, which can provide a more nuanced sense of young adults' feelings. We used latent class analysis to examine consequences of first vaginal intercourse in a longitudinal study of college students in the Northeastern United States (N = 191; 45.6% female, 30.9% White/European American, 23.6% Asian American/Pacific Islander, 22.5% Hispanic/Latino, 14.7% Black/African American, 8.4% multiracial). For male college students, classes included Multidimensional Positive (49.4%), Intimacy and Satisfaction (4.39%), and Guilt and Regret (16.22%). For female college students, classes included Intimacy, Satisfaction, and Pain (40.84%), Primarily Negative (31.11%), and Mixed Feelings (20.86%). For male students, age at first vaginal intercourse, first intercourse with a non-relationship partner, religiosity, and non-use of contraceptives were associated with class membership; for female students, first intercourse with a non-relationship partner was associated with being* in classes marked by multiple negative consequences. Findings differ by gender and are partially in line with the sexual double standard, but provide a more nuanced picture, with the majority of both male and female college students likely to report positive consequences, specifically intimacy and physical satisfaction.

Physical and Emotional Satisfaction at First Same-Sex Anal Sex in Young Gay and Bisexual Men

Research has focused on adolescents' feelings about their first sexual experiences, but little research has examined this topic in sexual minority adolescents. In this study, we examined how experiencing emotional and physical satisfaction at first same-sex anal sex differed by age of first sex for young gay and bisexual men. We applied the time-varying effect model to data from an Internet survey of men who initiated first sex between ages 14-26 (n = 6401) to examine emotional and physical satisfaction at first same-sex anal sex across continuous age of onset and by partner factors. The majority of men reported satisfaction across all ages; however, satisfaction was generally less likely for men who had first anal sex with a non-relationship partner, an older partner, or a partner they had sex with only once and this was particularly true at earlier ages. Findings suggest that many young gay and bisexual men report satisfaction with their first anal sex and that relationship context can be important in predicting satisfaction, particularly at younger ages.

Behavioural and environmental influences on adolescent decision making in personal relationships: a qualitative multi-stakeholder exploration in Panama

Adolescents in Panama face multiple challenges to their sexual health, rights and well-being such as high rates of teenage pregnancy (∼30% of all pregnancies), increased HIV infections and sexual violence. In the absence of sufficient evidence-based data and an ongoing debate in Panamanian society about how to approach adolescents' health problems, the aim of this qualitative study was to explore the perceptions and attitudes of different societal actors, namely governmental employees, NGO employees, academics, members from religious groups, teachers and parents. We conducted in-depth interviews (N = 34) which focused on the behavioural and environmental factors considered to influence adolescents' decision making with regard to love, friendships and family relations. Furthermore, we explored how these stakeholders viewed the role of the education system, and the potential of including social-emotional learning (SEL) in the curriculum to provide skills and capacities, which could encourage adolescents to make better decisions and improve their well-being, in general but also in the context of sexual behaviours. Analysis revealed five central themes, i.e. perceptions towards gender roles and equality, adolescents' love (sexual) relationships, capacity needs regarding prevention of risk behaviours and the role of education, comprehensive sexuality education in schools and the potentiality of SEL in the education system. The findings of the study can enhance understanding on the views of stakeholders regarding the factors influencing adolescents' decision making, as well as regarding the possibilities of introducing SEL in the Panamanian educational curriculum.