THE INFLUENCE OF VALUE-SYSTEMS AND SEXUAL SELF-REGULATION TOWARDS ADOLESCENTS SEXUALITY Padjadjaran University Faculty of Psychology, Indonesia, Bandung,

musamuwaga@yahoo.com Mr. Muwaga Musa Abstract

The present study aims at establishing the influence of Value-Systems and Sexual SelfRegulation towards adolescents is sexuality. Adolescents aged 19 21 were recruited, data collection techniques were questionnaires; the scale for value-system had 110 item however, using multi dimension analysis of items, 89 items and reliable at ( = ,858), and 118 for sexual self-regulation, 105 items were reliable with ( = 988), the relationship between valuesystems and sexual self-regulation of adolescents revealed (P< 0,00) indicating that valuesystems influence ones sexual self-regulation, further analysis were conducted and the analysis indicated (P< ,001), 36,12% as an influence from Sexual Self-Regulation and (P< ,000), 63,68% as being influence from Value-Systems, Findings showed that both variables predict adolescents sexual behaviors. Further analysis of Self-Efficacy to goal setting and (P < 0.00) that 46,10%, monitoring ones behavior (P < 0,002) that 30,25% and finally evaluation (P < 0,030) indicating 15,84% all these were significant but with varying percentages. Results revealed that the degree at which adolescents regulate their sexuality is 36.12%. With an assumption that other factors are held constant, the higher sexual selfregulation increase the more appropriate adolescents sexual behaviors becomes and the reverse is true.

KEYWORDS: Adolescents, Value-Systems, Sexual self-Regulation, Sexual Behaviors.

Introduction Most research findings concerning adolescents sexual behaviors have left scientists pondering about the phenomenon while others have continuously studied and internalized its courses. Moreover, their conclusions have not changed so much. Research findings by PKBI, 2008 in all provinces in Indonesia on adolescents aged 15-24 with a sample of 1000 revealed that in Bandung alone 56% of adolescents had already experienced intercourse. In yet another study by National Commission on Child Protection (KPAI) in 33 provinces in January-June 2008 found out that 97% of adolescents had watched pornographic movies, 93.7% of adolescents ever kissed, genital stimulation (touching of genitals) and oral sex, 62.7% had lost their virginity, and 21.2% of teenagers acknowledged to have aborted. For girls, the effects are diverse for example unwanted pregnancies, and for those who decide to carry on with their pregnancies many of them die during delivery.

Research Problem Nearly all research findings are of the conclusion that the number of active adolescents is on the increase and inferences made by most researchers though not all is that value-systems have failed to execute their duties in passing on values about sexuality. However, researchers have taken little attention to investigate how adolescents regulate their sexuality. The interrelation between sexual self-regulation and behavior was the great and enduring issues in this study, although other statements may exaggerate the importance of sexual self-regulation, nonetheless, l believe that to understand adolescents sexual behaviors, it is crucial to examine the influence of value-systems and sexual self-regulation. Its at this point that the assumptions of knowledge have proved important but insufficient to handle the phenomenon of increasing number of active adolescents, however, failure to take into consideration the sexual self-regulation of the target populations reduces researchers ability to address the phenomenon in a manner that is convincing and meaningful to them. The kind of research findings published by most researchers aims at fine-tuning psychological messages to make them more compatible with the sexual understandings of high-risk individuals. The sensitivity concerning adolescents sexuality should be the complexity of the methodologies employed to capture the underlying themes of such studies as this would help researchers in constructing messages that are meaningful, appropriate, and effective. My initiation on sexual self-regulation aims at not to act as an alternative but rather as complementary to other promising research studies that focus at delineating the situational and life-circumstance factors influencing sexual risk-taking. In addition, research that assesses

various intervention models such as peer-influence campaigns, safer-sex eroticization programs, empowerment and negotiation skills training, l would argue, however, that all of these intervention programs might be significantly enhanced if informed by more sophisticated and nuanced understandings of the sexual self-regulation of those participants in such study programs. Many decades of research on adolescents sexuality has taught researchers to appreciate the extreme complexity they face with respect to the biological dimensions of the problem. The lesson of complexity is no less pertinent to psychologists, particularly those who are involved in trying to understand risky sexual behavior of adolescents. Neither simplistic surveys that merely record frequencies of common sexual acts, nor rapid assessment procedures which are invariably superficial, will yield the kind of data necessary for dealing with increasing adolescents sexuality. They provide a dangerous illusion of knowing about sexuality without ever probing of how adolescents regulate such behaviors of necking, petting and intercourse. While the ultimate objective is to have an impact on behavior, l can hardly expect to do so without intimate knowledge of how adolescent think about it. There is need to zero on sexual self-regulation in all its richness, making it the central focus of prevention programs. To address this research deficit, this study investigates how value-systems and sexual self-regulation influences adolescents sexual behaviors. The research questions are; do value-systems influence sexual self-regulation, is there any relationship between value-systems and sexual self-regulation.

Value-Systems Value systems are evaluative standards that help us define what is right and wrong, good or bad in our societies, Urie Bronfenbrenner (1917-2005) Values do not just represent what we want; they state what we ought to do socially desirable ways to achieve those needs. Values dictate our priorities, our preferences and our actions. Values are distinguished as terminal and instrumental, Terminal values are desired state of existence that individuals try to achieve and these may include beauty, wisdom, equality and comfortable life, where as instrumental values are desirable modes of behaviors that help reach terminal values and these include being polite, self-controlled, logical and ambitious. This dissertation will focus on instrumental values because they shape adolescents behaviors. Research suggests that value-systems differentially impact adolescents sexual behavior, Parents and schools are traditional and largely health promoting socialization agents, while peers often provide information that accelerates teens sexual activity, Urie Bronfenbrenner.

Families have an early and ongoing role in the socialization of adolescents, teenagers who have positive connections with their families and schools, have less advanced sexual behaviors. Adolescents who report high levels of connectedness to parents/family (Simpson, J. A., & Gangestad, S. W. 1991); parental monitoring of activities and frequent parentteen communication about sex has later first coitus than peers that luck parental supervision of their activities. Adolescents who have a positive orientation toward school, as evidenced by feeling connected to school, receiving good grades, and expecting to continue through high school and/or college, also report later first coitus than teens with poor school connections and performance (Mischel, W., Shoda, Y, & Peake, P. K. (1988). Parents and schools may delay the onset of sexual intercourse by instilling disapproving attitudes and expectations for delayed sexual activities. How value-systems approach sexuality issues and how they communicate their values about sex to adolescents makes a difference. Value-systems that give teenagers clear massages that indicate that it disapproves of teenagers having intercourse, the children are more likely to postpone their first intercourse and have few partners than teenagers who have not had those types of explicit discussions. Additionally, in systems where teenagers talk openly about sexuality, the teenager is not only more likely to wait to have intercourse but more likely to use contraceptions when he/she becomes sexually active. The more value-systems talk to adolescents about dangers of sexual behaviors, the more consistent the teenagers will postponed or use contraceptive (Debra W.Haffner 2008). However, critics claim that value-systems have failed to influence adolescents sexual behaviors positively as they draw their conclusions based of various studies, which have continuously indicated increasing numbers of adolescents involved in risky sexual behaviors. Its against such inferences that drove the researcher to come up with hypothesis that the increase numbers of adolescents getting involved in sexuality is not due to failures in the value-systems but due-in part to failures of adolescents to regulate their sexuality. However, an analytical study revealed that value-systems are having much more influence in regulating adolescents sexual behaviors and that what has caused increasing numbers of adolescents being actively involved in sexual behaviors is their weakness to regulate their sexual behaviors. Even though it is not a stage theory, Urie Bronfenbrenner (1917-2005) developed the ecological systems theory to explain how everything in adolescents environment affects how they grow and develops. Children's microsystems include any immediate relationships or organizations they interact with, such as their immediate family school peer and religion. However, these systems interaction with the child have an effect on how the child grows; the more encouraging

and nurturing these relationships and places are, the better the adolescent will be able to grow. Furthermore, how a child acts or reacts to these systems in the microsystem affect how they treat her in return.

Sexual Self-Regulation Self-regulation refers to all efforts by human beings to alter inner states, processes, and responses in the services of attaining personally relevant goals (Baumeister & Vohs, 2004). Self-regulation thus pertains to the ability to adapt and alter ones behavior in order to achieve certain desired outcomes. Those desired outcomes, however, are usually more rewarding in the long-term than in the short-term. In order to achieve ones long-term goal of regulated sexual behaviors, then, one must find ways to resist short-term temptation. While a substantial amount of research exists under the label of self-regulation, including the self-regulation of eating behavior, students academic performance the array of strategies that adolescents have for sexual self-regulation remains somewhat elusive. Some strategies for the self-regulation of health behavior have been proposed, such as seeking help, social comparison, planning and self-reward (Maes, Karoly, De Gucht, Ruehlman, & Heiser, 2005). However, whether these strategies are also inherently (spontaneously) available to people in other words, whether adolescents themselves are aware of these strategies remains an open question. Moreover, whether the strategies proposed for adults are similar to the strategies that are available to adolescents remains subject of investigation. What does not yet become clear from most studies however, is how self-regulation cognitions is translated into actual self-regulatory strategies for sexual behaviors, this is what the current study aims to investigate. From a theoretical perspective, Sexual self-regulation is a proactive process whereby adolescents need to consistently organize and manage their thoughts, emotions, behaviors, and environment if they are to attain their positive behavior goals of delayed gratification (Zimmerman, 2000). Adolescents becomes sexually self-regulated by setting goals, setting behavior strategies, monitoring ones behavior, and constantly making self-reflection on outcomes (Zimmerman, 2008). Sexual self-regulation operates through three areas of psychological functioning, which include cognitive (behavior strategies), motivational (selfefficacy), and metacognitive (self-monitoring and self-reflection; Bandura, 1993& Koller, 2003).

Self-efficacy is the belief about ones capability to perform the behavior effectively (Bandura, 1986) self-efficacious adolescents believe that effective monitoring of ones behaviors would lead to happy life. High self-efficacy and high expectations of success would lead to persistence, using different strategies, or seeking for information concerning ones biological sexual changes. Sexually self-regulated adolescents monitor their behavior, which provides them with internal feedback. Self-reactions to successful outcomes enhance self-efficacy and expectations of further progress (Zimmerman, 2000). Sexual Self-regulation involves adolescents setting goals, selecting appropriate behavior strategies, maintaining motivation, and monitoring and evaluating behavior progress (Zimmerman, 2000). However, little research exists on how the development of sexual self-regulation processes takes place among adolescents yet its importance undoubted. Adolescents who engage in sexual self-regulatory processes are generally more motivated than those who do not use these processes (Thompson, A. P. (1983).

Method Participants The target populations were adolescents aged 18-21 studying at University X in Bandung. This age was the focus because, at this age individuals are capable of making logical decisions concerning health behaviors including risky sexual practices, increased introspection and selfesteem which most adolescents gain at this age, and the fact that the adolescents have undergone training from value-systems about health behaviors. Additionally, increased independence and autonomous decision making which adolescents assume at this age justifies the age of the sample. At University X there are religious values taught across all courses, besides that, based on the findings of an exploration study conducted by the researcher, findings indicted that adolescents lacked sexual self-regulation of self-efficacy and environmental structuring.

Instrument Items generated that measure value-systems and sexual self-regulation based on the responses of 300 university students on four dimensions of value-systems that is family, school, religion and peers. Then sexual self-regulation protocols based on the six self-regulated behaviour contexts developed by Zimmerman and Martinez-Pons (1988). There were 110 items generated based on the responses of the students. Items classified according to the protocols of value-systems and protocols of sexual self-evaluation (self-efficacy, evaluation and monitoring, goal setting and planning, seeking information, environmental structuring, seeking assistance from valuesystems. The items were reviewed by team of experienced psychologists about self-regulation

and adolescents sexual behaviors, the items were reviewed whether they are within the scope of the definition of the factors of value-systems and sexual self-regulation. The items reconstructed based on the feedback provided in the review. Each item was answered using a five-point scale (Strongly Disagree =5, Disagree =4, Undecided = 3, Agree =2, Strongly Agree =1). The items were further reduced based on an initial principal components analysis. Value-system scale had 110 item however, using multi dimension analysis of items, 89 items with reliability of ( = .858), and 118 for sexual self-regulation, 105 items were reliable with ( = 988).

Research Variables There are three variables studied and they include; Value-System Sexual Self-Regulation, and Sexual Behaviors.

Design This is a descriptive research; descriptive study is a fact-finding study with adequate and accurate interpretation of the findings. It describes with emphasis what actually exists such as current conditions of adolescents sexual behaviors, practices, situation or any phenomenon. Since this study investigated the influence of sexual self-regulation and value-systems towards adolescents sexual behaviors at University X in Bandung, the descriptive method of research is the most appropriate method to be used, and data was collected through self-reported questionnaires. Although correlation does not mean causality, it serves two functions in

psychology, (Sugiyono, 2006) that is; the first is that any consistent relationship can be used to predict future events, the second function of correlational research is to provide data that are either consistent or inconsistent with some scientific theory.

Procedure Participants contacted in their classes through their administration after seeking permission, they informed that the objective of the study is to gather information about future adolescents. Particularly who they are (demographies) and what they believe about sexual behaviors. To avoid social desirability responses, participants were not informed about the specific focus of the study (there by developing and validating the instruments measuring adolescents sexual behaviors in relation to self-regulation and values systems. Statements read loud to the class that informed them of their right to refuse to participate with out any negative consequences. As well as the possibility to request to participate in follow up research (test-retest reliability for sexual behavior questionnaire and sexual self-regulation

questionnaire respectively, (muwaga, 2010,) SXBQ and SXSRQ), request for names and students identification numbers prohibited as any part of data collection. However, respondents were asked to create identifications for them that cannot be traced to them by others. Pseudo identification are necessary for respondents to remain anonymous, Yet allows the researcher to conduct test-retest for reliability of measurements. Individual surveys were not be seen by anybody other than the participant when completed. Respondents were requested to return the completed questionnaires in the return envelope. The last respondent to return the questionnaire was requested to seal the return envelope, only when the last survey was placed in the return envelope that the administrator was allowed to touch the envelope. The demographic data sheet appeared first, administrators were instructed to avoid interpreting items to respondents. When respondents asked interpretation of any item of the surveys, administrators were instructed to respond, Please use your best interpretation to answer all the items However, clarifications were made about the demographic information as was requested. Results Regression results between Value-Systems, Sexual Self-Regulation and Sexual Behaviors

Research Variables Value-Systems Value-Systems 1 Sexual Self-Regulation .697 (*) 48.58% Sexual Self-Regulation .697(*) 48.58% Sexual Behaviors .798 (*) 63.68% * Significant at 0.05.
Based on statistical analysis of the study the results are as follows: The analysis of value-systems and sexual behaviors which is 63.68% indicates that with other factors held constant, the higher value-systems increase, the more appropriate adolescents sexual behaviors becomes and the reverse is true with assumption that other factors are held constant where value-systems decline by 63.68 degrees, even adolescents sexual behaviors will decline by such degrees. Results revealed that the degree at which adolescents regulate their sexuality is 36.12%.This indicates that with an assumption that other factors are held constant, the higher sexual self-

Sexual Behaviors .798(*) 63.68% .601(*) 36.12%

.601(*) 36.12%

regulation increase the more appropriate adolescents sexual behaviors becomes and the reverse is true with assumptions that other factors are held constant where sexual selfregulation is low, the more inappropriate adolescents sexual behaviors. Other analysiss indicated that 48.58%. is the degree of relationship between value-systems and sexual self-regulation, with an assumptions that other factors are held constant, the increase in value-systems will influence adolescents sexual self-regulation positively with a degree of 48.58, and the reverse is true where value-systems decline by such degrees with assumptions that other factors are held constant value-systems will have a negative influence towards adolescents sexual self-regulation. Taken as a whole, value-systems are still significant in influencing adolescents sexual behaviors as indicated by (0,798) which is 63, 68%, sexual self-regulation as (0,601) which is 36, 12% an indication that adolescents regulative capacities are weak as compared to the value-systems. The influence of value-systems towards sexual self-regulation is (0,697) which is 48,58% an indication that adolescents have just failed to regulate their behaviors appropriate with the standards as indicated by the findings, although they are all significant, they vary in their influence towards adolescents sexual behaviors.

Discussion Value-Systems Findings of the study indicates that value-systems are still strong in influencing adolescents sexuality that is (0,798, significant at 0,005) 63,38% Value-Systems are strong influential in influencing adolescents sexual behaviors. Defined as adequate functioning from various systems, Adolescent's value-systems included family, school, peers and religion. These findings are in line with some earlier studies for example (Sarwono & Sarlito Warawani, 2002) said that the development of appropriate sexual behaviors of adolescents is the long-term goal of socialization of which all value-systems contribute uniquely to the socialization process. According to (Kandel, 1986) socialization of values about sexuality is the process of integrating the individual into the social environment, along with the active development of functional social roles and behaviors. The Microsystems, which is the most proximal contexts in which adolescents develops or participates directly such as the family, peer and school, all of these socializers, had substantial independent influences on sexual behavior-related attitudes of adolescents (Bronfenbrenner, 1986). Within families, lifestyle patterns are passed on and modeled by parents, Similarly, positive association has been continuously noted between the schools passing on massages of

adolescents sexuality (Santrock, J. W., & Sitterle, K. A. (2008) a lower levels of sexuality among adolescents is associated with a value-systems roles where sexual information is passed on and clarified by thereby precluding direct modeling of appropriate behaviors to adolescents. Results revealed that value-systems are still having an early and ongoing role in the socialization process, adolescents have positive connections to their families, schools, peers and religious teachings have less advanced sexual behavior. Adolescents who report high levels of connectedness to parents/family (Muwaga, 2010), parental monitoring of activities and frequent parentteen communication about sex have later first coitus compared to peers whose relationships with significant others is characterized by poor communication about sexuality. Adolescents who possess strong connections to value-systems are likely to internalize values that postponed sexual intercourse, especially if adolescents are aware that these socialization agents disapprove of teen sexual activity (Muwaga, 2010). Adolescents who have no religious affiliation are most likely to initiate sex as teenagers and those who belong to religious groups that promote abstinence are least likely to have sex (Miller & Olson, 1988). Greater religiosity, as indexed by frequency of religious attendance and perceived importance of religion, are associated with postponing intercourse (Whitbeck, 1999). According to Bandura (1986), values or standards of behavior are fashioned from information from a variety of sources such as intuition, others' evaluative social reactions, and models. Based on experience, adolescents learn what behaviors are morally relevant and how much value they convey to the individual. Value-systems provide information about sexual behaviors, expectations for different courses of action; model moral behaviors; reinforce and punish adolescents for various actions; and influence the development of self-evaluative reactions. Moreover, personal behavior, and environmental events all interact and influence one another, and the individual's attention and regulatory processes plays big role in the self-regulatory processes rather than abstract reasoning (Bandura, 2002).

Sexual self-regulation Results from sexual self-regulation revealed that (0,601, signficant at 0,05) which is 36,12% is the influence of sexual self-regulation that adolescents posses. Looking at these findings critically, one may not fail to realize that adolescents regulative capacities are low as compared to influences by value-systems which revealed 63,38% towards sexuality. These results are in line with many recent research findings. According to Zimmerman, 1994, 1998, self-regulation involves the selective use of specific strategies that are personally adapted to behavior. The component skills include, setting specific goals, strategies for attaining the goals, monitoring

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one's behavior, restructuring one's physical and social context to make it compatible with one's goals, Self-evaluating one's strategies, adaptation. Self-regulation involves more than detailed knowledge of skills; it involves the self-awareness, self-motivation, and behavioral skills to implement that knowledge appropriately, according to social psychologist (Bandura 1987) providing people with knowledge is good idea but insufficient unless people are motivated just from within themselves to initiate change in behaviors.

Statistical results on sexual self-regulation indicated that adolescents self-efficacy towards goal setting (P < 0.00) 46,10%, adolescents studied although their values towards sexuality are strong as enforced by religious teachings, however 46,10% failed to meet their goal of delayed gratification of sexual behaviors, although the most performed sexual behavior was necking this trend indicates that there is a possibility to engage in sexual intercourse because the theory of sexual behavior states that sexual behaviors flows into necking, petting and finally intercourse, Hurlock and Elizabeth B (1999). Adolescents who set specific goals are more likely to self observe their sexual behaviors in theses areas, more likely to achieve in the target area, and display higher levels of self-efficacy than adolescents who do not set goals (Bandura, 1981). Monitoring ones behavior (P < 0,002) that is 30,25% participants lacked specific behavior strategies to plan their sexuality so they end up being tempted into sexual behaviors because of low self-efficacy or due in part to absence of behavior goals. They have vague self-evaluative standards evaluation (P < 0,030) 15,84% as they compare their behaviors to those of their friends. They attributed their behavior difficulties to an inherent lack of sexual self-regulation ability and they are very defensive about their bad behaviors. Further more, participants lacked efficacy to structure their social environment to search for appropriate information concerning sexual behaviors this is because they are afraid of "looking sexually active," or seek out information from their value-systems, which include parents, teachers and religious leaders. They find sexual self-regulation to be anxiety provoking, as they display little self-confidence in achieving behavior success, and they see little intrinsic value in acquiring sexual self-regulation skills (Vohs, K. D., & Heatherton, T. F. (2000).

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Implications This study has some limitations, further research is necessary to resolve the issue of sexual selfregulation and value-systems in influencing adolescents sexual behaviors. First, the data were self-reported; second, respondents were from an institution that emphasizes religious values about sexuality so this might have influenced the results. The results may not generalize to other adolescents whose study setting does not emphasis religious values or where little attention dedicated to adolescent sexuality. Third, the application of sexual self-regulations is unknown. Finally, it is possible that other predictor variables such as media, culture social economic status influence on adolescents sexual behaviors. Researchers should continue to investigate adolescent sexual self-regulation across human development. Consideration of these findings would facilitate studying sexual self-regulation processes that adolescents engage in such as goal setting, behavior strategies, monitoring ones behaviors and environmental structuring. Finally, researchers should investigate how adolescents regulate their sexual behaviors. Such studies can help researchers to develop a range of sexual self-regulatory behavior skills and change adolescent risky sexual behaviors. Using empirically validated sexual self-regulatory scales, value-systems can develop profiles that can serve as a basis for the development of sexual self-regulatory behaviors among adolescents.

Conclusion a. Value-systems and sexual self-regulation influence adolescents sexual behaviors positively though in varying degrees, where the increase or decrease in one of the two-predictor variables will result into the decrease or increase of the other. Therefore, the increase or decline of adolescents sexual behavior maybe predicted through the increase or decline of value-systems and sexual self-regulation of adolescents. b. To the best of my knowledge, the current study is the first directly to investigate the influence of value-systems and sexual self-regulation towards adolescents sexual behaviors. Results indicated that adolescents have strong value-systems that influence their sexual self-regulatory capacities; however, these capacities apparently not always put to use. Moreover, results showed that goals, self-efficacy and self-monitoring, which seems to be centrally important sexual self-regulation strategy are not well applied by adolescents, and that adolescents seem to rely to a large extent on their ability to simply behave properly when necessary, rather than engaging in preparatory sexual self-regulation as required by their value-systems in which they function.

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c. These results provide initial insight into adolescents capacities on sexual self-regulation of their behavior and strongly point to the importance of placing greater emphasis on sexual self-regulatory skills development in adolescents, for example in value-systems. The application of sexual self-regulatory skills clearly far transcends sexual behavior alone, meaning that a focus on acquiring such skills fits well within the value-systems settings. The focus of the study was to find out the influence of value-systems and sexual selfregulation towards adolescents sexual behaviors, the results revealed high correlations between value-systems and sexual self-regulation. There is also evidence that adolescents use of sexual self-regulatory processes is distinctive form as correlated with general measures of value-systems. Although many sexual self-regulatory capacities, such as goal setting and self-monitoring, are generally covert, value-systems are aware of many overt manifestations of these processes, such as adolescents self-awareness of the quality of their knowledge about sex.

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