Sextual activity: Predictors of sexting behaviors and intentions to sext among selected undergraduate students

Highlights

• Ajzen’s TRA constructs were found as predictors of sexting behaviors and intentions.

• Attitudes, subjective norms, and intentions were predictors of sexting behaviors.

• Attitudes and subjective norms predicted sexting intentions among non-sexters.

• Majority have previously sexted, and nearly half have sexted in the past 30 days.

• Educators, health educators, and parents can use results to reduce risks of sexting.

Abstract

Purpose: To determine predictors of sexting behaviors among college students. Participants: Participants were 697 undergraduates at a midsized, Midwestern public university. Methods: A 111-item instrument measured participants’ sextual activity (i.e., range of different sexting behaviors) regarding constructs from the Theory of Reasoned Action (attitudes, subjective norms, behavioral intentions, behaviors), global self-esteem levels, and selected demographics. Results: Predictors of sexting behaviors among selected undergraduate students include attitudes toward sexting, subjective norms, and behavioral intentions. Predictors of intentions to sext include attitudes toward sexting, and subjective norms. Conclusions: Social norms and personality traits can help predict whether or not young adults will sext and the scope of their sexting behaviors. Many college students sext for many different reasons and those who have sexted before are likely to sext again. Further, many of those who have not sexted intend to do so given the right circumstance. Recommendations for future research are discussed.

Introduction

Cell phone usage and text messaging among college students is at an all-time high. Recent studies have found that cell phones and text messaging is dominating college campuses where 97–99.7% of college students own a cell phone and 94% text message daily (Hargittai, 2007, Ransford, 2009, Salaway et al., 2007). Research shows that text messages have been used to initiate, advance, maintain, and influence interpersonal relationships, as well as end them (Drouin and Landgraff, 2012, Gershon, 2010, Kelly et al., 2012). Even though most college students agree that face-to-face communication is more helpful than a text message, this group of young adults’ behaviors still favors text messaging (Massimini & Peterson, 2009). To young adults, texting has many benefits. Text messaging allows young adults to build, maintain, and sustain relationships, organize events and social gatherings, and share new and exciting experiences with their friends and peers (Horstmanshof and Power, 2005, Kelly et al., 2012). College students especially like the enhanced sense of control that sending text messages enables (Kelly et al., 2012, Massimini and Peterson, 2009). They also identify other benefits, such as privacy (as opposed to a phone conversation where others can hear), sense of protection, entertainment, efficiency, cost, convenience, and the ability to store special sentimental messages (Horstmanshof and Power, 2005, Kelly et al., 2012, Mahatanankoon and O’Sullivan, 2008, Massimini and Peterson, 2009).