Is Abstinence Education Theory Based? The Underlying Logic of Abstinence Education Programs in Texas

Adolescent Sexual Abstinence: A Test of an Integrative Theoretical Framework

The purpose of this study was to test an integrative theoretical framework in explaining adolescents’ sexual abstinence and intentions to remain abstinent and refine the framework to reflect which elements contribute more powerfully to the explanation of abstinence and intentions. We administered an anonymous, theory-based questionnaire to two nonrandom samples of seventh- and eighth-graders ( n = 451 and 447, respectively). Measurement modeling provided sufficient evidence for establishing construct validity. A refined structural equation model demonstrated good fit. Pro-abstinence standards predicted stronger beliefs toward staying abstinent, stronger perceptions that others endorse pro-abstinence norms, and a greater self-efficacy to remain sexually abstinent until marriage. In turn, beliefs, norms, and self-efficacy were predictive of intentions, which predicted sexual abstinence at a later time point. Similar findings emerged in a replication using a second set of sample data. Results suggest that this integrative theoretical framework is useful in explaining adolescents’ intention and their subsequent sexual abstinence.

Influence of materials on teacher adoption of abstinence-only- until-marriage programs

BACKGROUND

Given the growing scientific evidence against abstinence-only-until-marriage education, health educators are supporting an evidence-based approach to teaching sexuality education. However, there is still an abundance of federal support and funding streams allocated to sustain abstinence-only programs. This study assessed indicators that influence the adoption of abstinence-only-until-marriage education as well as school teachers' likelihood of adopting such programs.

METHODS

Predictors included relative advantage, compatibility, complexity, and observability and were assessed with a self-administered, validated questionnaire. Additional questions were asked related to demographics, professional history, and abstinence-only-until-marriage education policies and funding. The relationships were tested with multiple regression analysis.

RESULTS

A trend became apparent in which most teachers would allow a state- or federally funded program to be offered and presented in their schools, but most did not know if their school received funding to support abstinence-only-until-marriage education. Attendance at religious services, complexity of abstinence-only-until-marriage programs, and abstinence-only-until-marriage curriculum emerged as important predictors of the likelihood to adopt abstinence education.

CONCLUSIONS

Trends in political agendas, policy development, and state and federal funding have supported abstinence-only-until-marriage education programs. In order to ensure an understanding about the inclusion of sexuality education in the classroom, insight into the teacher's role in the integration of sexuality education in the classroom is important.

Masculinity scripts and abstinence-related beliefs of rural Nigerian male youth

This study interrogates the direct perspectives of rural Nigerian male youth regarding the preventive practice of "abstinence until marriage." The study shows that norms of masculinity suffuse Nigerian male youth narratives surrounding the benefits and hazards of abstinence. Key gender norms that frame male youth views of the consequences of abstention included those that cast men as strong-willed and resolute, represent sexual activity as a central marker of malehood, depict male sexuality as naturally dominant and aggressive, emphasize male sexual potency, associate maleness with power and leadership, and portray sexual activity as normal, proper, and permissible for males. Inattention to the norms and scripts that organize sexual behavior, especially among male youth, portends danger for abstinence-until-marriage programs.

Self-esteem and adolescent sexual behaviors, attitudes, and intentions: a systematic review

PURPOSE

This review systematically examined the relationship between self-esteem and adolescents' sexual behaviors, attitudes, and intentions, as empirically investigated by researchers over the last 20 years.

METHODS

Based on the Matrix Method for systematic reviews, five electronic databases and reference lists of published studies were searched. Thirty-eight (n = 38) publications met specific inclusion and exclusion criteria and comprised the final sample. Each study was assigned a methodological quality score (MQS; maximum = 20 points). Each study's empirical test of the relationship between self-esteem and sexual behaviors/attitudes/intentions was counted as a single finding and was classified as exhibiting an inverse linear relationship, no statistically significant linear relationship, or a positive linear relationship.

RESULTS

A total of 189 findings (average = 4.97/publication, range 1-28) were analyzed. Most findings (n = 138, 73%) consisted of tests of self-esteem and sexual behaviors. Regarding the nature of the relationship between self-esteem and the various behavior/attitude/intention variables, 62% of behavior findings and 72% of the attitudinal findings exhibited no statistically significant association. All of the intention-related findings exhibited some type of relationship (either positive or inverse). Studies' average MQS was 11.71 (SD = 1.60). Higher quality studies yielded findings of positive or absence of relationship (Cramer's V = .329, p = .001).

CONCLUSIONS

If most findings exhibit no association between self-esteem and adolescent sexual behaviors/attitudes/intentions, questions are inevitably raised whether the emphasis placed on self-esteem by public health professionals is innocuous. Recommendations for methodological improvement of this body of research are also presented.