experiences link to romantic/sexual experiences and whether these associations could vary

experiences link to romantic/sexual experiences and whether these associations could vary over different school days. women the objective of this exploratory study was to examine how two common academic “warning” behaviors – faltering a test and WZ4002 skipping school – might be associated with variations in daily sexually-related emotions and partner-specific sexual behaviors. Methods Data were collected as part of a larger longitudinal cohort study of sexual associations and sexual behaviors among young women in middle- to late-adolescence. Participants (N=387; 14 to 18 years at enrollment; 90% African American) were adolescent women receiving health care as part of the individual population of main care adolescent clinics in Indianapolis IN. These clinics serve primarily lower- and middle-income areas with high rates of early childbearing and STI. As part of this larger study young women completed daily diaries tracking sexually-related emotions partner-specific sexual behaviors and academic behaviors. This Vax2 study was authorized by the institutional review table of Indiana University or college/Purdue University or college at Indianapolis. Each participant offered educated WZ4002 consent and study participation permission was additionally from each participant’s parent or legal guardian. Steps Academic behaviors included: and test (both no/yes). Sexual behaviors were: and (both: no/yes). Sexually-related emotions included: WZ4002 (3-items; α=0.86; e.g. “I experienced happy”) (3-items α=0.83; e.g. “I experienced unsatisfied”) (solitary 5 Likert-type item) (solitary 5 Likert type item) (5-items; α=.95; e.g. “He let me know he cared about me”) and (5-items α = .93; e.g. “He made me feel bad about myself”). Statistical Process Chi-square checks evaluated associations between daily academic and daily partnered sexual behaviors. GEE ordinal logistic (sexual interest and feeling in love) or linear regression (positive and feeling partner support and negativity) assessed mean variations in sexual emotions when academic behaviors did and did not occur. The second option models controlled for young women’s age and race/ethnicity. All analyses were carried out in SPSS (version 21.0). Results Partnered Sexual Behaviors Skipping school on a given day was associated with vaginal sex (Table 1: 13.5% vs. 5.4%: condom use (13.8% vs. 33.1%: (6.9%) when a young woman failed a test as compared to when she did not (27.1%; bad feeling sexual interest and feeling in like as well as with positive feeling. In addition skipping school was associated with significantly levels of partner support. Partner negativity did not differ with skipping school or faltering a test. Discussion This study contributes to existing literature4-6 8 9 by demonstrating that young women’s daily reports of skipping school and faltering a test were significantly linked to more frequent vaginal sex less frequent condom use as well as to different sexual emotions on that same day time. While we are unable to disentangle the within-day causal order of partnered behaviors and academic experiences our findings raise the probability that the emotional and behavioral experiences in young women’s passionate/sexual associations may impact young women’s reaction to academic events particularly in instances where an event is more salient to her or to her partner. WZ4002 For example that condom use decreases after faltering a test because a young woman feels supported and cherished by her partner. Conversely the same pressure exerted by a boyfriend to miss school may also influence her to eschew condom use when sex happens. Additional data are needed to specifically articulate the dynamics of a given relationship’s influence on young women’s day-to-day academic decisions. Such info will be important to the educated design of both educationally-related and sexual risk-related treatment attempts. Our findings should be interpreted in light of additional limitations. While data are partner-specific the analyses offered here do not include information relative to a given relationship’s history prior to a given day. In addition we do not have data available on the academic habits of a young woman’s partner. Moreover we know little about how academic.