FCS2279 “Hooking Up” and Hanging Out: Casual Sexual Behavior Among Adolescents and Young Adults Today1 Christy Daniel and Kate Fogarty2 Current Trends in Adolescent and Young Adults’ Sexuality Adolescents’ and young adults’ sexual attitudes and behaviors have gotten a lot of attention from researchers, the media, and policy makers in the past decade. Trends show a decline in traditional forms of dating, suggesting that casual sexual interaction, often referred to as “hooking up,” has become an alternative to traditional exclusive sexual relationships. Hook-ups are sexual encounters ranging from kissing to sexual intercourse. They are often short-lived, nonexclusive, and emotionally shallow, with a purpose of one-time sexual activity (Glenn & Marquardt, 2001). The terms “friends with benefits” and “casual sex” are also used as synonyms for hooking up (Glenn & Marquardt, 2001). Adolescent Sexual Experiences Although research has found that most teenagers (roughly 75%) have their first sexual experience 1. 2. within the context of a dating relationship (Manning, Giordano, & Longmore, 2005), more than 60% of sexually active teenagers will eventually have sex with someone they are not dating (Manning, Giordano, & Longmore, 2006). One study found that approximately 87% of college students reported hooking up at some point in their lives (Kahn, Fricker, Hoffman, Lambert, Tripp, & Childress, 2000). Additionally, more than one-half of the men and one-third of the women in the study reported having intercourse during their hook-up (Lambert, Kahn, & Apple, 2003). This document is FCS2279, one of a series of the Department of Family, Youth and Community Sciences, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. First published October 2007. Please visit the EDIS Web Site at http://edis.ifas.ufl.edu. Christy Daniel, graduate student, and Kate Fogarty, assistant professor, Department of Family, Youth and Community Sciences, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida, Gainesville, 32611. The Institute of Food and Agricultural Sciences (IFAS) is an Equal Opportunity Institution authorized to provide research, educational information, and other services only to individuals and institutions that function with non-discrimination with respect to race, creed, color, religion, age, disability, sex, sexual orientation, marital status, national origin, political opinions, or affiliations. U.S. Department of Agriculture, Cooperative Extension Service, University of Florida, IFAS, Florida A&M University Cooperative Extension Program, and Boards of County Commissioners Cooperating. ‘Hooking-up’ and Hanging Out: Casual Sexual Behavior of Adolescents and Young Adults Today Social Predictors Alcohol use or intoxication is generally a precursor to hooking up (Desiderato & Crawford, 1995). The overwhelming majority of hook-up experiences include alcohol use by both partners (Longmore, Manning, Giordano, & Rudolph, 2004). Additionally, about half of those who reported hook-ups that included sexual intercourse did not use or were less likely to use a condom (Paul, McManus, & Hayes, 2000). Psychological Predictors A person’s level of self-esteem has been found to be related to whether he or she is likely to “hook up.” Most studies have found that men and women with lower self-esteem and/or selfworth hook up more often and have more partners (Longmore et al., 2004; Paul et al., 2000). Personality can also predict young adults’ participation in casual sexual behavior. Unrestrictive or permissive individuals are more likely to seek out sensation and to take more risks. This kind of behavior is strongly associated with many sexual activities, including hooking up (Paul et al., 2000). (STIs) and unplanned pregnancy (Manning et al., 2006). Implications for Adolescents, Young Adults, Parents, and Youth Workers Adolescents, young adults and college students need: ‘Programs that can help them to develop positive relationship skills. ‘Activities that encourage relationships with the opposite sex while being centered on building life skills and competencies (e.g., leadership programs and theme clubs). Parents can deal with the problem of hook-ups in a number of ways. ‘Various problems can result from hook-ups. ”The dashed hopes and lowered expectations that may result from hook-up relationships can have negative effects on young adults’ psychological well-being (Manning et al., 2006). Hooking up may keep adolescents and young adults from practicing relationship skills and competencies that can carry forward to more long-term relationships (e.g., marriage) (Manning et al., 2006). Hook-ups are often associated with various forms of sexual risk-taking. The results can include sexually transmitted infections Information concerning the physical and psychological consequences of these risky sexual behaviors. ‘The Consequences of Hooking Up ‘Page 2 Talk with preteens at an early age about sexual behaviors. Many adolescents begin having sex in mid-adolescence. This talk should not simply convey the facts about sexual intercourse, but communicate parental values on the subject. (See EDIS publication FCS2251/FY852, “Communicating with Teens About Sex: Facts, Findings and Suggestions”). ‘Set rules that guide developmentally appropriate behavior (such as having a curfew for weeknights and weekends when hanging out with friends, and appropriately monitoring the teen’s activities). ‘Actively monitor the child’s social environment (for example, restrict Internet use to common household areas). Such preventative measures will limit the chances that hook-up situations will occur. ‘Hooking-up’ and Hanging Out: Casual Sexual Behavior of Adolescents and Young Adults Today Conclusion Alcohol use and low self-esteem can contribute to young adults’ hook-up behaviors. Such behaviors have been found to have lasting repercussions on a young person’s physical and psychological well-being. Education and community and family support can help protect young people who are at risk of getting involved in early sexual behavior. References Desiderato, L. L., & Crawford, H. J. (1995). Risky sexual behavior in college students: Relationships between number of sexual partners, disclosure of previous risky behavior, and alcohol use. Journal of Youth & Adolescence, 24(1), 55-68. Glenn, N., & Marquardt, E. (2001). Hooking up, hanging out, and hoping for Mr. Right: College women on dating and mating today. A report conducted by the Institute for American Values for the Independent Women’s Forum. Kahn, A. S., Fricker, K., Hoffman, J., Lambert, T., Tripp, M., & Childress, K. (2000). Hooking up: Dangerous new dating methods? In A.S. Kahn (Chair), Sex, unwanted sex, and sexual assault on college campuses. Symposium conducted at the annual Meeting of the American Psychological Association, Washington, D.C. Lambert, T. A., Kahn, A. S., & Apple, K. J. (2003). Pluralistic ignorance and hooking up. The Journal of Sex Research, 40(2), 129-133. Longmore, M. A., Manning, W. D., Giordano, P. C., & Rudolph, J. L. (2004). Self-esteem, depressive symptoms, and adolescents’ sexual onset. Social Psychological Quarterly, 67(3), 279-295. Manning, W. D., Giordano, P. C., & Longmore, M. A. (2006). Hooking up: The relationship contexts of “non-relationship” sex. Journal of Adolescent Research, 21(5), 459-483. Page 3 Manning, W. D., Longmore, M. A., & Giordano, P. C. (2005). Adolescents’ involvement in non-romantic sexual activity. Social Science Research, 34, 384-407. Paul, E. L., McManus, B., & Hayes, A. (2000). “Hookups”: Characteristics and correlates of college students’ spontaneous and anonymous sexual experiences. The Journal of Sex Research, 37(1), 76-88.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.