Lying about Sexual Experience in Middle School: A Mediator of the Effect of Perceived Peer Norms on Sexual Risk

Introduction: Perceptions of peer norms regarding sexual behavior are related to teens’ initiation of sexual activity (Kirby & Lepore, 2007). Consistent with underlying theories, programs to reduce sexual risk behaviors among middle school youth often emphasize correcting perceptions of peer norms as one instructional strategy. More information on the mechanisms through which the perception of peer norms influence sexual behavior could suggest ways to strengthen the effects of these programs. This study explored the relationships between middle school students’ peer norms, their reports of lying about their own sexual experiences, and sexual risk. Specifically, it examined the extent to which lying about how far one has gone sexually mediates the effects of peer norms on sexual initiation.

Methods: The data for this study were drawn from a longitudinal group-randomized trial of a relationship-based HIV/STI/pregnancy prevention program. Students completed a self-report survey using hand-held devices in fall of 7^th grade, spring of 7^th grade and spring of 8^th grade. Multilevel logistic regression models were used to assess the individual path effects of perceptions of peer norms regarding sexual behavior on lying, and the effects of lying on sexual experience. Mediation analysis was conducted using the product of standardized coefficients and Sobel test.

Results: Lying about sexual experience in the fall of 7^th grade was a statistically significant (p=.01) mediator of the effect of peer norms on initiation of sex by the end of 7^th grade, accounting for 13.2% of the total effect. Lying about sexual experience in spring of 7^th grade was no longer a statistically significant mediator of the effect of peer norms on initiation of sex in spring of 8^th grade (p=.23, 4.5% mediated effect).

Conclusions: These results suggest that messages on the effects of lying about one’s sexual experience might provide an additional leverage point for interventions focused on correcting perceived norms about peer sexual experience in order to reduce sexual risk-taking in middle school students. They also suggest that 7^th grade may be an important developmental time point for such interventions, when adolescents appear to be more susceptible to these external (perceived peer norms) and internal (resolving dissonance about one’s actual and reported sexual activity) pressures.