Relationship between Religiosity and "Hooking Up" Behavior

Autor/inn/en	Penhollow, Tina; Young, Michael; Bailey, William
Titel	Relationship between Religiosity and "Hooking Up" Behavior
Quelle	In: American Journal of Health Education, 38 (2007) 6, S.338-345 (8 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
Schlagwörter	College Students; Campuses; Health Education; Pregnancy; Sexuality; Religion; Health Behavior; Measures (Individuals); Gender Differences; Role; Risk; Sexually Transmitted Diseases; Sex Education; Program Development + Suchen Sie Ihr Suchwort? Collegestudent; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Schwangerschaft; Sexualität; Health behaviour; Gesundheitsverhalten; Messdaten; Geschlechterkonflikt; Rollen; Risiko; Sexual transmitted disease; Geschlechtskrankheit; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Programmplanung
Abstract	Background: "Hooking up" behaviors, or sexual activities without commitment or emotional attachment, are occurring among college students. Purpose: This study examined the relationship between hooking up and two measures of religiosity. Methods: Data was obtained from students at a mid-southern university (n=459). Results: Most respondents indicated that they have hooked up. Males (64%) were more likely to report the behavior than females (47%). Religious attendance and religious belief played a significant role in distinguishing between those who have and have not participated in hooking up behaviors. Discussion: Results indicate religiosity may determine involvement in casual high-risk sexual encounters that expose college students to sexually transmitted infections and unintended pregnancy. Translation to Health Education Practice: Results should be of value to college-level sexuality educators and considered by those involved in sexual health programming on college campuses. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10