Gratification Theory Of Planned Behavior

This study sought to answer three research questions. Although the questions have been presented in previous chapters, they are worth presenting again.

In a generation, where being forever young is the motto and a mindset of being invincible convinces various young adults to live a high-risk lifestyle, unsafe sex is one of the many risky and at times dangerous behaviors that young people take a part in. There are many factors that may lead to this misconstrued judgement. Either these young adults are being ill informed, simply just do not care or are not receiving proper education on the topic of sex and its many pros and cons. Each time they indulge in these risky behaviors they are dancing with the devils of (a)STD 's the most important and deadly which is HIV, (b)increasing the chances of becoming impregnated at a young age, and (c)missing out on opportunities and goals they set out for themselves previous to these unfortunate, life changing encounters. It is imperative to educate these individuals on the importance of safe sex. The education of safe sex is an imperative and crucial step in preventing the previous consequences.

Per the assignment instructions, this paper will present the prospective study’s guiding theoretical perspective along with its corresponding propositions and concepts followed by a brief discussion of potential extant instruments capable of capturing these dimensions. Next, a review of examples of operationalization methods used to construct variables from those items in prior research will precede the unveiling of research questions and hypotheses intended for the exploration of the theory. Lastly, survey items adapted from substantiated scales will be presented at the conclusion of this paper. To assist in the navigation of the paper and

Sexual risk-taking behavior among college students is based on their upbringing and socializing environment. This is the argument in the article Casual Contraception in Casual Sex: Life-Cycle Change in Undergraduates’ Sexual Behavior in Hookups, written by Jonathan Marc Bearak from the New York University. Do college students use condoms? If so, when, and what factors influence this decision? In his research Bearak concluded that for females, the way that females are viewed on campus influences their decision to use contraception. Another factor that influences the females’ decisions to use contraception is whether or not the person they are hooking up with attends their school.

This research paper will examine the risky sexual behaviors of college students by using an integrated model of the of the planned behavior theory by Icek Ajzen and the Social Cognitive Theory by

Several educational programs provide students with information about to prevent an unwanted pregnancy. As the author of The effectiveness of school-based sex education programs in the promotion of abstinent behavior: a meta-analysis added “Even though abstinence is a valued outcome of school-based sex education programs, the effectiveness of such interventions in promoting abstinent behavior is still far from settled”. In addition, as much as school would like to prevent teen pregnancy is up to the younger girls to decide. One of the programs about sex education is teaching students to abstain from having sex. The safest way to avoid any sexual transmitted diseases or unwanted pregnancy is by teaching students to refrain from sexual activities. In most cases parents would want that the sexual education programs offered in school teach students to avoid having sexual relations until older or married. As stated in the article Abstinence-Only Education: Are abstinence-only sex education courses effective? that “by stressing discipline, self-control, and self-respect” the “abstinence-only programs build character in students”.

The authors of this study talked about how they looks at Ajzen’s Theory of Planned Behavior, which says that

Some people may believe that it should solely be the parents responsibility to educate their own child. There may be some parents that view sexual activities differently do to their background and would prefer to teach their own children. Although that may be so, there are some children that do not have responsible parents to educate them. In Wilson’s (2010) article, all parents in the study believed that the content of sex education should be based on mental maturation. This meant that staying abstinence should first be taught, but as the student grow and their body changes, it is important to educate them accordingly. According to Grossman (2014), family sexuality communication can reduce teen sex, but parents often lack the knowledge and confidence to educate their child. Comprehensive sex education is the solution for parents that do not have the self-confidence to educate their child. Comprehensive sex education without parental activity produced more positive results than parental activity alone (Grossman, 2014). Typically, parents do not want to promote talking to their kids about sex in fear of promoting sexual activity. The parents may lack resources to educate their child. According to Wilson (2010), 39% of parents felt uncomfortable talking to their kids abut sex, 37% felt that someone else could do it better, and 32% believed that it would encourage

Per the assignment instructions, this paper will present the prospective study’s guiding theoretical perspective along with its corresponding propositions and concepts followed by a brief discussion of potential extant instruments capable of capturing these dimensions. Next, a review of examples of operationalization methods used to construct variables from those items in prior research will precede the unveiling of research questions and hypotheses intended for the exploration of the theory. Lastly, survey items adapted from substantiated scales will be presented at the conclusion of this paper.

Much like McEachan et al., Turchik & Gidycze found that the TPB model did not successfully predict safe sex or sexual risk behaviours, in fact none of the seven TPB sufficiency models were a fit to the data. However Akaike Information Criterion (AIC), indicated that the extended models implemented by Turchik and Gidyz were a better fit to the data than the existing sufficiency models and the study did find support for the use of the added variables in predicting sexual risk behaviors. However the only two distal variables that increased the efficacy of the TPB were past behavior and moral norms. (Can we find stats

Thomas, Shields and Gabbay highlight in their results that the decision to use a condom requires a separate set of considerations from those expended in previous research (2013). Furthermore researchers should not assume that one set of variables, which had relative success in predicting one type of safe sex behavior e.g. condom use, would have similar success at predicting another e.g. the pill (Turchik & Cidycz). This lack of stratification disallows for an examination of the differences such considerations may present. As such, studies that have used the TPB, do not reveal much of the social cognitive processes that underlie safe sex practices. There is a clear indication that separating safe sex behaviors into partner type, age group, sex, relationship status etc. is important, as the rates of engagement and predicative variables will vary across sample groups and behavioral types (Turchik &

'The theory of planned behaviour (TPB) is determined by an individual's behavourial intention and perceived behavourial control (PBC). Intention is held to be the motivational

SLIDE 8: At the relationship level we will address social support of parents. This is important because there is often a lack of comfort for adolescent females in talking to their parents regarding contraception and the decision to use it. Many teenage girls fear talking to their parents about sex, A 2015 survey by the national campaign to prevent teen and unplanned pregnancy found that 68% of teens don’t use birth control or protection because they are scared their parents would find out. We will use the theory of reasoned action to affect change here. While the theory of reasoned action is an individual theory it has a social aspect to it in the form of perceived subjective norms. It is especially relevant when discussing an adolescent

In the article Using Social Cognitive Theory to Predict Safer Sex, Kanekar et al., (2015) uses Social Cognitive Theory to evaluate predictors of self-reported safer sex behaviors among college students. This theory was chosen to evaluate safer safe in college students as it “posits a triadic interaction (reciprocal determination) between person, behavior and environment to explain complex health behaviors such as self-reported sexual behavior” (as cited in Kanekar et al., 2015, p. 91). Triadic reciprocal causation explains how behavior, environmental factors, and personal factors interact to achieve a change in behavior (Sharma & Romas, 2012, p. 174-175). This theory identifies the behavior and the factors that contribute, allowing health professionals to target areas that are contributing to negative choices. The Social Cognitive Theory is comprised of

Engaging in sexual behavior of any kind involves some level of risk. Whether that risk is physical, emotional, or social, those who partake in sexual activity with another human being must incorporate risk into their decision-making processes. However, these decision-making processes and the definition of risk itself are heavily influenced by social schema. There is strong empirical evidence for gender differences in risk taking behaviors, but it is necessary to look deeper in order to apply current data to the topic of taking risk with sexual behavior. By considering how risky sexual behaviors are defined, the influence of social schemata, and potential mitigating factors to risky sexual behaviors, it becomes evident that social