Review of Related Literature and Studies

Premarital sex has been a prevalent issue in the Philippines, especially among

adolescents. The subject has been extensively researched, with much focus on the factors that

motivate students' engagement in premarital sexual intercourse. This literature review aims to

identify the causes that provoke students' engagement towards premarital sexual intercourse,

examine the current state of knowledge, and determine possible interventions.

The family unit plays an essential role in shaping students' sexual attitudes and

behaviors. Studies show that parents' attitudes toward sex and communication with their

children about sex have a significant influence on students' sexual behaviors (Bersamin et al.,

2008). Parents who adopt permissive attitudes towards premarital sex or do not communicate

effectively with their children about sex increase the likelihood of students engaging in

premarital sexual intercourse (Bersamin et al., 2008). In contrast, parents who maintain

conservative attitudes towards sex and engage in open communication about sex with their

children reduce the likelihood of premarital sexual intercourse among students.

Peer pressure has been identified as a critical factor in students' engagement toward

premarital sexual intercourse. Peer groups play a significant role in shaping students' attitudes

toward sex and influence their decisions to engage in sexual activity (Whitaker et al., 1999).

Students who belong to peer groups that engage in premarital sexual activity are more likely

to engage in the sexual activity themselves. Additionally, students who perceive their peers to

be engaging in premarital sex are more likely to do so themselves (Whitaker et al., 1999).

The media, including television, movies, and social media, have become a significant

influence on students' sexual attitudes and behaviors. Exposure to sexually explicit content

through media has been linked to increased sexual activity among adolescents (Brown &
L'Engle, 2009). Students who frequently consume sexual content through media are more

likely to engage in the premarital sexual activity themselves.

Several studies have found a strong association between romantic relationships and

students' engagement in premarital sex. A study conducted by Ajayi et al. (2021) in Nigeria

found that students who were involved in romantic relationships were more likely to engage

in sexual activity compared to those who were not in relationships. The study also found that

students who perceived their partners as supportive were more likely to engage in sexual

activity. Another study conducted by Fatusi and Blum (2008) in Nigeria found that students

who reported being in a romantic relationship were more likely to have engaged in sexual

activity compared to those who were not in a relationship. The study also found that students

who had romantic partners of similar age, education level, and socioeconomic status were

more likely to engage in sexual activity.

Emotional pleasure is one of the significant pleasures that adolescents experience

after engaging in premarital sexual intercourse. According to a study conducted by Markham

et al. (2014), adolescents who engage in the premarital sexual activity report higher levels of

emotional intimacy with their partners. This emotional connection enhances the pleasure

experienced by adolescents after engaging in sexual intercourse. Adolescents in committed

relationships that involve premarital sexual activity report higher levels of satisfaction and

trust in their relationships (Giordano et al., 2006).

Physical pleasure is another pleasure experienced by adolescents after engaging in

premarital sexual intercourse. Studies show that sexual activity among adolescents is

accompanied by physical pleasure, including heightened arousal, orgasms, and the release of

endorphins (Lefkowitz & Gillen, 2006). This physical pleasure contributes to adolescents'

enjoyment of the sexual activity and motivates them to continue engaging in sexual activity.
 Social pleasure is also a significant pleasure experienced by adolescents after

engaging in premarital sexual intercourse. Studies show that sexual activity among

adolescents is associated with increased social status and popularity (Bersamin, 2007).

Adolescents who engage in premarital sexual activity are perceived as being more mature and

popular by their peers, which enhances their self-esteem and self-confidence.

The pleasures experienced by adolescents after engaging in premarital sexual

intercourse have several implications. One implication is that the promotion of abstinence-

only education may not be effective in reducing premarital sexual activity among

adolescents. Instead, comprehensive sex education programs that acknowledge the positive

aspects of sexual activity and provide accurate information on contraception and sexual

health may be more effective in promoting responsible sexual behavior among adolescents

(Markham et al., 2014).

Another implication is that parents and educators should acknowledge the pleasures

experienced by adolescents after engaging in premarital sexual intercourse and should not

solely focus on the negative consequences of sexual activity. Open communication between

parents and adolescents about sexual activity should be encouraged, and parents should guide

responsible sexual behavior (Lefkowitz & Gillen, 2006).

One of the significant challenges in studying the pleasures experienced by adolescents

after engaging in premarital sexual intercourse is the stigma associated with adolescent sexual

activity. Society often views adolescent sexual behavior as immoral and inappropriate, and

there is a lack of research on the positive aspects of adolescent sexual activity (Giordano et

al., 2006). Additionally, ethical considerations such as informed consent and confidentiality

may limit research on adolescent sexual behavior.

premarital sexual activity. Studies show that premarital sexual activity is associated with

emotional distress, such as depression and anxiety (Morrison-Beedy et al., 2006). Students

who engage in premarital sex are more likely to experience feelings of guilt, shame, and

regret, especially if the sexual activity is unplanned or occurs with someone they do not have

an emotional connection with (Brooks-Gunn & Paikoff, 1997).

Physical effects also a significant impact on students' engagement in premarital sexual

activity. Students who engage in premarital sexual activity are at increased risk of sexually

transmitted infections (STIs), unwanted pregnancies, and reproductive health problems

(Markham et al., 2014). The risk of STIs is particularly high among adolescents who engage

in sexual activity with multiple partners or do not use contraception regularly.

Academic effects are another impact of students' engagement in premarital sexual

activity. Studies show that students who engage in premarital sexual activity are more likely

to experience academic problems such as lower grades, absenteeism, and dropping out of

school (Morrison-Beedy et al., 2006). This may be due to the emotional distress and physical

health problems associated with premarital sexual activity, which can negatively affect

students' academic performance.

Studies have shown that students who engage in premarital sex use various coping

mechanisms to deal with the emotional and social consequences of their actions. One coping

mechanism that students use is rationalization, where they justify their behavior by

minimizing the negative consequences and emphasizing the positive aspects of their sexual

activity (McKay & Devellis, 1999). This coping mechanism allows students to maintain their

self-esteem and avoid feelings of guilt and shame.

and peers (Morrison-Beedy et al., 2006). Students who engage in premarital sex often feel

stigmatized and may face negative reactions from their peers, but seeking social support from

trusted individuals can help alleviate the emotional distress associated with premarital sexual

activity. Other coping mechanisms that students use include distraction, such as engaging in

other activities to avoid thinking about their sexual activity, and avoidance, such as avoiding

situations that may trigger negative emotions (Brooks-Gunn & Paikoff, 1997). While these

coping mechanisms may provide temporary relief, they may not address the underlying

emotional and social consequences of premarital sexual activity.

Research has identified several ways that students can avoid engaging in premarital

sex. One effective strategy is abstinence, which involves refraining from sexual activity until

marriage. Abstinence-based sex education programs that teach students the benefits of

abstinence have been shown to reduce the likelihood of premarital sexual activity (Huebner et

al., 2003). Another way that students can avoid premarital sexual activity is by developing a

strong sense of self-worth and self-esteem. Studies have shown that students with higher

levels of self-worth are less likely to engage in premarital sexual activity (Bachanas et al.,

2002). Encouraging students to develop a positive self-image and to value themselves for

who they are rather than their sexual activity can be an effective way to reduce the likelihood

of premarital sex.

Building healthy relationships with peers and parents can also help students avoid

premarital sexual activity. Students who have close relationships with their parents are less

likely to engage in premarital sexual activity (Aspy et al., 2007). Developing strong social

connections and healthy communication skills with peers can also help students avoid

situations that may lead to premarital sexual activity.