"It's Almost Boring When It Should Be Enjoyable and Fun": College Students' Definitions of Bad Sex

Some of the primary reasons for sexual activities among college students include self-focused motives such as pleasure, along with other-focused motives that facilitate relatedness such as intimacy and emotional connection. However, college students' motivations for sex (or lack thereof) may also be impacted by the meaning they make of their own or peers' experience of "bad sex" - sex that is consensual yet "bad" or "negative" in some way. Therefore, the current study qualitatively explored college students' definitions of "bad sex." A total of 300 college-attending emerging adults (ages 18-25) provided open-ended responses regarding their definition of "bad sex" that is not sexual assault or rape. Using a thematic analytic approach, we identified six main themes on how participants defined what constituted "bad sex": (1) Lack of Pleasure, (2) Negative Outcomes (3) Unmet Expectations, (4) Sexual Violence, (5) Lack of Connection, and (6) Bad Partner. Additionally, the themes were examined based on gender identity, sexual activity status, sexual orientation, and relationship status. Implications for college sex education along with areas of future research with diverse populations and qualitative methodology are discussed.

Factors Correlated With Sexual Assault Victimization Among College Students in the United States: A Meta-Analysis

Sexual assault (SA) continues to be a serious problem on college campuses in the United States. This meta-analysis sought to identify correlates for SA victimization on college campuses, as well as examine if there were any differences in correlates for men and women. Database searches utilizing Boolean search terms were used to identify studies to be included in the meta-analysis. Studies were included if they provided quantitative data on correlates for SA victimization among college students. A total of 118 studies yielding 405 unique effect sizes were included in this study. The strongest correlates for SA victimization among college students were physical intimate partner violence (IPV) perpetration, physical IPV victimization, emotional IPV victimization, and prior SA victimization. Other significant correlates were related to mental health (e.g., hopelessness, suicidal ideation, trauma symptoms, anxiety symptoms, depressive symptoms), and factors related to a campus party culture (e.g., binge drinking, alcohol use, drug use, Greek membership). We were able to compare seven correlates between men and women. Results of the meta-analysis also highlight the need for future research to examine additional correlates for SA victimization, as well as examine race/ethnicity and gender as separate categories when trying to further understand correlates for SA victimization.

Risk Markers for Male Perpetration of Sexual Assault on College Campuses: A Meta-Analysis

Sexual assault (SA) on college campuses remains a prominent public health issue. This meta-analysis focuses on identifying all potential risk markers for college male SA perpetration. Using standard search procedures, a total of 25 studies yielding 89 unique effect sizes were included in the study. Significant risk markers were related to hegemonic masculinity (e.g., peer approval of SA, rape myth acceptance, sexist beliefs, hostility towards women), other forms of dating violence perpetration (e.g., physical and psychological dating violence perpetration), and the college party culture (e.g., binge drinking, alcohol and substance use, frequency of hook-ups). Psychological dating violence victimization, athletic team membership, race/ethnicity, relationship status, and religiosity were not significant risk markers for SA perpetration. Findings support potential benefits of SA prevention efforts prioritizing peer education/student leaders modeling SA disapproval, challenging hegemonic masculinity, healthy relationship and sexual education, as well as alcohol and substance use awareness.

The Relationship Between Topic-Specific Quality of Parent-Child Sexual Communication and Measures of Sexual Self-Concept and Sexual Subjectivity

As primary influences in children's sexual socialization, parents have the potential to help children develop psychological sexual well-being as they model and discuss sexuality together. Based on social cognitive theory, this study examined the understudied relationship between perceived quality of parent-child sexual communication (PCSC) about sensitive, value, and risk topics and measures of psychological sexual well-being (sexual self-concept and sexual subjectivity) in a sample of 278 U.S. undergraduate college students. Results of a path analysis showed that higher perceived quality of PCSC about sensitive topics (e.g., sexual pleasure, masturbation) was associated with increased sexual self-efficacy, body esteem, sexual assertiveness, and sexual self-esteem. Higher perceived quality of PCSC about values (e.g., monogamy, abstinence) was associated with increased entitlement to partner pleasure and decreased sexual self-efficacy and entitlement to self-pleasure. Perceived quality of PCSC about risk (e.g., sexually transmitted diseases [STDs], condom use) was not significantly associated with any measure of psychological sexual well-being. Findings from this study have important implications for sexual education programs, including informing parent education and the importance of including discussion of psychological sexual well-being in programs.

The Conceptualization and Measurement of Sexual Self-Concept and Sexual Self-Schema: A Systematic Literature Review

Sexual self-concept and sexual self-schema are multidimensional constructs critical to developing a more holistic theoretical understanding of the sexual self. With an increased amount of research exploring these constructs over the past few decades, a systematic review was warranted to highlight next steps for future research in this area. Therefore, utilizing a staged systematic review, we aimed to explore how these parallel concepts are measured and among which populations they are used. The evaluation of 236 unique manuscripts published 1990-2020 revealed the use of 38 established or constructed measures of sexual self-concept, and 16 established or constructed measures of sexual self-schema. Three distinct measures were used in more than one-fifth of the studies reviewed, although the use of full-form measures vs. subscales differed across studies. Although there was diversity in the samples used in the studies reviewed, these studies were conducted most commonly with samples consisting of individuals who were primarily, if not solely, cisgender, women, heterosexual, White, non-college attending, U.S. residents, and/or had no unique characteristics identified (e.g., cancer patient/survivor, pregnant). The largest proportion of studies reviewed examined sexual self-concept during emerging adulthood, followed by early adulthood and middle adulthood. Suggested directions for future research in this area include (a) reexamining and testing how current measures are capturing these constructs and among whom; (b) expanding samples to include and/or target specifically gender, sexual, and racial/ethnic minoritized groups as well as individuals with unique characteristics that would affect sexual well-being; and (c) utilizing samples in childhood, adolescence, and late adulthood.

"Keep Talking to Me": College-Attending Women's Desires for Support from Mothers, Fathers, and Friends/Peers in Healthy Sexual Decision-Making

Emerging adulthood (ages 18-29) is a transitional life stage characterized by changes in identity and sexual development, including navigating new sexual experiences and cultures. During this transitional period, emerging adult women often continue to seek the support of their parent(s), while also increasing their reliance on friends/peers. However, little is known about what specifically college-attending emerging adult women desire from these support systems when it comes to making healthy sexual decisions. Using thematic analysis, we examined what emerging adult women (N = 192) identified as support they desire to receive from mothers, fathers, and friends/peers in making healthy sexual decisions while in college. Overall, the majority of participants reported desires to receive some form of sexual support from the majority of sources. There were four themes of desired support across sources: (1) Advice and Communication, (2) Nothing, (3) Emotional and Tangible Support, and (4) Attitude Shifts. Differences in types of desired support were also found across different sources with participants reporting desires for emotional support from their mothers, no desired support from their fathers, and direct interventions from their friends. Implications for informing sexuality educators and programs are discussed.

The role of campus environment on bystander intentions and behaviors

OBJECTIVE

This study examined students' perceptions of campus environmental factors related to bystander intentions and behaviors, and if intentions mediated the relationship between students' perceptions and behaviors.

PARTICIPANTS

Participants were 274 students at a southern university who observed a situation they believed was, or could lead to, a sexual assault.

METHODS

Participants completed an online campus climate survey in April 2015.

RESULTS

Nearly 70% reported intervening, 21.5% did nothing, 9.5% waited to see if they needed to intervene. Students' knowledge of campus policies and procedures and their bystander intentions were associated with bystander behaviors. Students' knowledge of campus policies and procedures and being female were related to bystander intentions. The indirect path between being female, bystander intentions, and taking action, as well as the indirect path between knowing campus policies and procedures, bystander intentions, and taking action were significant.

CONCLUSIONS

Findings provide important implications for prevention programing.

Are the Developmental Features of Emerging Adulthood Associated with Willingness to Engage in Consensually Nonmonogamous Relationships?

The purpose of this study was to examine whether the developmental features of emerging adulthood were associated with willingness to engage in consensually nonmonogamous (CNM) relationships. All participants (N = 792) were English speaking emerging adults (ages 18-25) residing in the USA. About half were attending college, whereas the other half had no college experience. After controlling for a number of variables (i.e., college status, sex/gender, sexual orientation, sexual identity exploration, sexual identity commitment, and casual sex attitudes), greater perceptions of emerging adulthood as a time of identity exploration and feeling in between were negatively associated with willingness to engage in CNM relationships. Also, greater perceptions of emerging adulthood as a time of experimentation/possibilities was positively associated with willingness to engage in CNM. Although our final model explained 33.5% of the variance in willingness to engage in CNM relationships, perceptions of the developmental features of emerging adulthood accounted for just 4.2% of the variance explained. Future research on CNM relationships and relationship education for emerging adults are discussed.

Adapting a Coparenting-Focused Prevention Program for Latinx Adolescent Parents in a School Context

The current study utilized a three-step cultural adaptation process to adapt a universal-coparenting program for Latinx adolescent parents in a school-based setting. First, focus groups were conducted with adolescent parents (n = 13; 100% Latinx; 69% female), their parents (n = 17; 94% Latinx; 82% female), and school staff (n = 7; 71% White; 100% female) to identify unique needs faced by this population. Second, the program was adapted to include new lesson modules (e.g., coparenting with grandparents, coparenting after breakups) and structural reformatting to fit a school schedule. Third, selected lessons from the adapted program were piloted in four schools with 32 Latinx adolescent parents (97% Latinx; 78% female). Lesson evaluation surveys and focus group data assessed the feasibility and acceptability of the service delivery method and content to show the program was well received. However, implementation challenges emerged when attempting to provide services to adolescent fathers and Spanish-speaking adolescents. This manuscript provides an example of how to use this cultural adaptation process to tailor prevention programs, highlights a new prevention program that can serve as a resource for adolescent parents, and provides several recommendations for working with Latinx adolescent parents.

Meanings Ascribed to Sex and Commitment Among College-Attending and Non-College Emerging Adults: A Replication and Extension

The purpose of this study was to examine how meanings ascribed to sex and commitment vary based on educational background, gender, and other correlates using a large sample of college-attending and non-college emerging adults (ages 18-25; N = 669). Findings from our content analysis replicated previous research by identifying meanings focused on commitment (47.8%), flexibility (22.7%), and recreation (17.8%). We also found two additional meanings focused on finding a sexual connection (termed Connectors; 9.1%) and using sex to test relationship compatibility (termed Testers; 2.5%), which were not found in previous studies on sex and commitment. A greater proportion of women than men were in the Committers group, whereas a greater proportion of men than women were in the Recreationers group. A greater proportion of heterosexual than sexual minority participants were in the Committers group, whereas a greater proportion of sexual minority than heterosexual participants were in the Flexibles and Testers groups. A greater proportion of those in committed relationships than those in casual or no relationships were in the Committers group, whereas a greater proportion of those in casual relationships than those in committed or no relationships were in the Recreationers group. Those in the Recreationers group reported the greatest average number of hookup partners in the last 12 months (compared to all others), and those in the Recreationers and Testers groups reported the greatest average number of lifetime sexual partners (compared to all others). Implications for future research and sexual health education for emerging adults are discussed.

Risk Markers for Physical Teen Dating Violence Perpetration: A Meta-Analysis

Teen dating violence (TDV) is a common problem among adolescents and has been linked to various negative outcomes. This study used Dutton's nested ecological theory to examine risk markers for physical TDV perpetration and examine whether there are significant differences in the strength of risk markers between male and female adolescents. This meta-analysis included 37 studies yielding 126 unique effect sizes for risk markers for physical TDV perpetration in samples from the United States. In the microsystem level, a total of 14 risk markers were examined and in the ontogenetic level, 12 risk markers were examined. Our results revealed that, in the microsystem, physical TDV victimization was the strongest risk marker for physical TDV perpetration. On the ontogenetic level, externalizing behaviors, approval of violence, risky sexual behaviors, alcohol use, depression, and delinquency were the strongest risk markers for TDV perpetration. Conflict resolution skills and responsibility were protective markers against TDV perpetration. When comparing the strength of risk markers between males and females, we found that undifferentiated TDV perpetration and depression were significantly stronger risk markers for female perpetration than male perpetration. We also found that exhibiting controlling behaviors was a significantly stronger risk marker for male TDV perpetration than female TDV perpetration. These findings highlight the importance of the microsystem, specifically the dating relationship itself, when identifying adolescents at risk for TDV perpetration.

Gene co-expression networks in peripheral blood capture dimensional measures of emotional and behavioral problems from the Child Behavior Checklist (CBCL)

The U.S. National Institute of Mental Health (NIMH) introduced the research domain criteria (RDoC) initiative to promote the integration of information across multiple units of analysis (i.e., brain circuits, physiology, behavior, self-reports) to better understand the basic dimensions of behavior and cognitive functioning underlying normal and abnormal mental conditions. Along those lines, this study examined the association between peripheral blood gene expression levels and emotional and behavioral problems in school-age children. Children were chosen from two age- and sex-matched groups: those with or without parental reports of any prior or current psychiatric diagnosis. RNA-sequencing was performed on whole blood from 96 probands aged 6-12 years who were medication-free at the time of assessment. Module eigengenes were derived using weighted gene co-expression network analysis (WGCNA). Associations were tested between module eigengene expression levels and eight syndrome scales from parent ratings on the Child Behavior Checklist (CBCL). Nine out of the 36 modules were significantly associated with at least one syndrome scale measured by the CBCL (i.e., aggression, social problems, attention problems, and/or thought problems) after accounting for covariates and correcting for multiple testing. Our study demonstrates that variation in peripheral blood gene expression relates to emotional and behavioral profiles in children. If replicated and validated, our results may help in identifying problem or at-risk behavior in pediatric populations, and in elucidating the biological pathways that modulate complex human behavior.

Initial Responsiveness to Reward Attainment and Psychopathology in Children and Adults: An RDoC Study

The Research Domain Criteria (RDoC) initiative of the National Institute of Mental Health (NIMH) established a dimensional framework for understanding psychiatric constructs. Initial Responsiveness to Reward Attainment (IRRA) was identified as a dimensional construct relevant to several psychiatric disorders. The current study aimed to (1) examine IRRA as a predictor of psychopathology and impairment in children and their parents, and (2) examine the potential effects of sex and ancestry on the relationship between IRRA and psychopathology. Participants included 1127 children ages 6 to 12, and 1018 of their parents. Parents and children completed self-report measures of IRRA. Psychopathology and impairment were measured using self-report for adults, and parent-report and semi-structured interview for children. In adults, IRRA was significantly, but modestly, related to adaptive functioning. In children, IRRA was significantly, but modestly, related to overall, school, spare time, home, and peer functioning. Findings suggest IRRA may be a helpful construct for understanding adaptive functioning in adults and children, however it may be less helpful for understanding specific dimensions of psychopathology. Additionally, ancestry should be taken into consideration when examining how IRRA relates to psychopathology and functioning.

"Sex is Easier to Get and Love is Harder to Find": Costs and Rewards of Hooking Up Among First-Year College Students

Guided by social exchange theory, we utilized thematic analysis to qualitatively identify themes related to the rewards and costs of hooking up from six focus groups of first-year students (N = 38). We then identified themes within their perceptions of alternatives to hooking up (i.e., alternatives) and expectations of what one desires in a hook up (i.e., comparisons). Overall, we found multiple reward-related themes of having fun, fulfilling sexual desires, gaining a sense of status or accomplishment, and the potential to develop a relationship. Cost themes included regrets/mistake, ambiguity, increased sexual risk, and loss of respect. Comparison and alternative levels focused on relationship standard, attractiveness standard, social script standard, romantic relationships, and friends with benefits. Gender differences and participants' perceptions of the college environment were also explored throughout each theme. Implications for college sexual education programs and future research are discussed.

How Do College Experience and Gender Differentiate the Enactment of Hookup Scripts Among Emerging Adults?

Empirical attention to "hooking up" has expanded over time, yet limited attention has been devoted to understanding the hookup experiences of emerging adults (ages 18-25) who have not attended college and how they may differ from those who have attended college. Guided by life course and scripting theories, we used a storytelling methodology to content analyze the hookup stories of a large sample of college-attending and non-college emerging adults (N = 407). We also compared stories based on gender, as several studies report gender differences but have yet to consider how hookup scripts may differ between men and women. Overall, we found that college-attending and non-college emerging adults reported using similar hookup scripts in their most recent hookup experience, as did emerging adult men and women. However, we found that greater proportions of non-college emerging adults reported sexual touch, meeting in an "other location," and positive reactions to their most recent hookup. Greater proportions of college-attending emerging adults reported their hookup occurred in a house/apartment. In terms of gender, greater proportions of women reported "having sex" and deep kissing, hooking up with an acquaintance, partner characteristics as a reason to hookup, and negative reactions to their most recent hookup. Greater proportions of men reported hooking up with a stranger, meeting at a bar/club, hooking up at a party, and hooking up at an "other location." Implications for future research and sexual health education and intervention are discussed.

"Stepping Out of My Sexual Comfort Zone": Comparing the Sexual Possible Selves and Strategies of College-Attending and Non-College Emerging Adults

Limited attention has been devoted to examining internalized sexual expectations and fears (i.e., sexual possible selves [SPS]) during emerging adulthood, and in particular how these differ based on college attendance. The purpose of this study was to replicate and extend research on SPS and strategies using a large, diverse sample of college-attending (n = 400) and non-college (n = 400) emerging adults (ages 18-25 years). Open-ended responses on internalized sexual expectations and fears were collected through an online survey (Amazon's MTurk). Qualitative content analysis of each groups' responses revealed 11 emergent expected SPS themes, with the majority focused on abstinence, interpersonal relationships, quantity, quality, explore/experiment, and sexual health/well-being. Emergent themes of feared SPS overlapped with expected SPS on six categories (e.g., sexual health/well-being); however, we also found fears related to sexual assault/coercion, self-focus, partner focus, and increased sexual risk. Pearson chi-square analyses of themes based on college attendance showed differences in expectations for interpersonal relationships, along with subgroup differences based on gender (male versus female) and gender by college attendance status (e.g., college-attending women versus non-college women). Implications for sexual education and future SPS research are discussed.

A Qualitative Examination of the Sexual Possible Selves and Strategies of First-Semester College Students: How Sexual Possible Selves are Developed During the Transition to College

According to the possible selves theory, individuals have possible selves that they hope to attain, or feared selves they hope to avoid, in the proximal future. In addition, individuals may have strategies they use to help them attain these possible selves or avoid their feared selves. Recent work has applied this theory to the realm of sexuality (i.e., sexual possible selves; SPS) in the developmental period of emerging adulthood, as this period is considered a time of increased sexual identity development. The purpose of this study was to extend this research by conducting semi-structured qualitative interviews with a sample of first-semester college-attending emerging adults (N = 35) at a 4-year university. We examined the developmental influences on expected and feared SPS to better understand why various internalized expectations develop. Interviews were conducted during the first four weeks of the Fall 2016 semester and were analyzed using applied thematic analysis. Prominent themes that emerged within the expected SPS included: sex and commitment, taking a passive approach, delaying sex and relationships, plans for hooking up, and abstinence. Feared SPS themes that emerged included: non-committed sexual avoidance, sexual assault/coercion, reputation, and sexual health. Prominent influences on participants' SPS included: family, alcohol and parties, peers/friends, past experiences, changes in expectations, college culture, and religion. Implications for sexuality research, education, and intervention are discussed.

Meanings for Sex and Commitment Among First Semester College Men and Women: A Mixed-Methods Analysis

The purpose of this study was to replicate and extend research on the meanings for sex and commitment using a sample of first semester college students (N = 268). We examined responses to a series of open-ended questions about participants' meanings for sex and how they described these meanings as connected with relationship commitment. Our qualitative analyses replicated those of Olmstead, Billen, Conrad, Pasley, and Fincham (2013). Our largest group was the Committers (sex is indicative of love and trust and occurs after commitment is developed in a relationship), followed by Flexibles (sex can hold deep personal meaning, but can also be purely for pleasure and isn't always connected with commitment), and then Recreationers (sex is a basic need or purely for pleasure and is not associated with commitment). Groups were then examined based on demographic characteristics and pre-college hookup experience. Groups were found to differ by gender, relationship status and type, religiosity, and pre-college hookup experience. For example, a greater proportion of women than men were in the Committers group, whereas a greater proportion of men than women were in the Flexibles and Recreationers groups. Those in the Committers group had fewer pre-college hookup partners than Flexibles and Recreationers; however, Flexibles and Recreationers did not differ in number of pre-college hookup partners. We then followed up (at the end of the semester) with a subsample (n = 73) of participants to examine whether meanings for sex and commitment remained stable or changed over a brief period of time. The majority (82.2 %) of participants' meanings remained stable. For those whose meanings shifted, meanings became more consistent with those of the Committers group than the other two groups. Implications for research and sexual and relationship education are discussed.

The Sexual Possible Selves and Strategies of First-Semester College Students: What Do They Hope for and Fear and How Do They Plan to Get There?

The purpose of this study was to expand research on emerging adult sexuality by examining first-semester college students' (N = 282) possible selves and strategies related to sex, and by considering whether these varied by demographic characteristics. Students were first asked to describe what they expected and feared regarding sex and sexuality in the coming year and were then asked to articulate strategies for achieving goals and avoiding fears. Content analysis of participants' responses to open-ended questions revealed that expected possible selves commonly discussed included abstinence, interpersonal relationships, physical/sexual health, and exploration. Fears commonly discussed included reputation, risk-taking behaviors, and rape/assault. Categorical comparisons indicated abstinence and interpersonal relationships were the most prominent foci of expected sexual possible selves (SPS) and strategies, and physical/sexual health was the most prominent focus of feared SPS and strategies. Chi-square analyses indicated significant variations in SPS, feared selves, and strategies based on sex, intercourse experience, and relationship type. Binomial logistic regression analyses indicated religiosity differences in the SPS and strategies of abstinence, explore/experiment, physical/sexual health, interpersonal relationship, and risk-taking behaviors. Implications for research and sexual health education for college-based populations are discussed.

First Semester College Students’ Definitions of and Expectations for Engaging in Hookups

Our study was guided by a developmental lens (emerging adulthood) and the theory of symbolic interaction as we attended to the meanings and definitions that contextualize expectations for engaging in hookups while attending college. Using a directed approach to qualitative content analysis, we examined first semester college men’s and women’s ( N = 253) responses to a series of open-ended questions focused on definitions of and expectations for hooking up. Six definitional variations of hooking up emerged from these responses: (a) “sex” left undefined, (b) making out, (c) a range of sexual activities, (d) “sex” defined as intercourse, (e) the “all but sex” continuum, and (f) hanging out or going on a date. Chi-square analyses indicated no proportional differences in these definitions based on participant gender. Characteristics of hookup partners were also identified in participant responses. Whereas a greater proportion of men identified physical appearance as a necessary attribute of a potential hookup partner, a greater proportion of women discussed (a) familiarity with a hookup partner and (b) hookups as occurring between noncommitted individuals. Also, a greater proportion of men than women indicated expectations to hookup while attending college. Implications for research, relationship and sexual health education, and policy are discussed.