"I Hope to Remain the Same": Continuity and Change in College Students' Sexual Possible Selves across the First Semester

Autor/inn/en	Anders, Kristin M.; Olmstead, Spencer B.
Titel	"I Hope to Remain the Same": Continuity and Change in College Students' Sexual Possible Selves across the First Semester
Quelle	In: American Journal of Sexuality Education, 14 (2019) 1, S.1-31 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-6128
DOI	10.1080/15546128.2018.1520669
Schlagwörter	College Students; Sexuality; Expectation; Fear; Student Behavior; Risk; Intimacy; Well Being; Health Behavior; Decision Making; Self Management; Student Characteristics; Student Attitudes + Suchen Sie Ihr Suchwort? Collegestudent; Sexualität; Expectancy; Erwartung; Furcht; Student behaviour; Schülerverhalten; Risiko; Intimität; Well-being; Wellness; Wohlbefinden; Health behaviour; Gesundheitsverhalten; Decision-making; Entscheidungsfindung; Selbstmanagement
Abstract	This study replicates and extends research on college students' sexual possible selves by longitudinally examining their sexual expectations, fears, and behavioral strategies at the beginning and end of the first semester in college. Open-ended responses were collected at two time points (T1, N = 78; T2, N = 40) and were analyzed using directed content analysis. First semester students' salient expectations and fears focused on "abstinence," "interpersonal relationships," "quantity," "conditional sex," "decreasing/avoidant behaviors," and fears related to "sexual health/well-being," "sexual assault/coercion," "self-focus," and "increased sexual risk" at both T1 and T2. However, two new themes emerged at T2: maintain (expected) and partner-focus (feared). At both time points, behavioral strategies included "abstinence," "making opportunities," "restricting boundaries," "sexual health/well-being," "thoughtful/informed decisions," and "self-assertion/protection." Quantitative frequency comparisons were also conducted to examine changes in the prevalence of the reported categories and indicated shifts in salient expectations, fears, and strategies across the first semester. Implications for sexual education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01