Factors Associated with Sexual Violence Prevention Behavior among Female Students in Indonesia

1. INTRODUCTION

Adolescence is a crucial stage of life that is typically influenced by biological processes (both cognitive and physical) within a social, political, economic, and cultural framework [1]. Adolescence is a transition period from childhood to adulthood characterized by complex physical, emotional, and social development. In Indonesia, adolescents aged 13-17 years are vulnerable to various forms of violence, including sexual violence. The Ministry of Women's Empowerment and Child Protection (KemenPPPA) reported that until November 2023, there were 8,489 cases of sexual violence against women, which is feared to continue to increase [2].

Surabaya City has the highest number of reported cases of sexual violence against women in East Java Province between 2019-2023. The number of cases of sexual violence against women that have occurred and been reported in Surabaya City from 2019-2023 was 465 cases. SIMFONI PPA data also explained the number of victims in Surabaya City by age in 2019-2023 where victims aged <6 years totalled 35 victims, victims aged 6-12 years totalled 166 victims, victims aged 13-17 years totalled 220 victims, victims aged 18-24 years totalled 41 victims, victims aged 25-44 years totalled 21 victims, and victims aged 45-59 totalled 3 victims. The following information from the SIMFONI PPA data also clarified the number of casualties in Surabaya City by educational level in 2019–2023. A total of 23 victims had never attended school, 24 victims had completed PG or KG level education, 25 victims had completed tertiary education, 90 victims had completed high school education, 139 victims had completed primary school education, and 154 victims had completed junior high school education [2].

Diverse social, cultural, and economic backgrounds can influence mindsets and behaviors in preventing sexual violence. Lack of comprehensive sexual supervision and education in schools is also a factor that can influence behaviour.

Based on data from the Annual Record (CATAHU) of violence against women, it was reported that in 2022, a total of 339,782 cases of Gender-Based Violence (GBV) had occurred against women, and 336,804 occurred in the personal sphere [3]. Based on data from complaints to Komnas Perempuan, the forms of violence reported in the Annual Record (CATAHU) in 2022 were 463 cases of women experiencing economic violence, 713 cases of women experiencing physical violence, 1,086 cases of women experiencing sexual violence, and 1,494 cases of women experiencing psychological violence [3]. Sexual violence is the second-highest case after psychological violence experienced by women. According to the Annual Record (CATAHU), Gender-Based Violence (GBV) against women in educational institutions was dominated by sexual violence, which amounted to 87.91% [3]. Based on this data, it is also stated that high school is the level of education with the highest number of victims of sexual violence, with 929 cases reported.

Sexual violence causes various negative impacts experienced by victims. Victims may have long-term impairment of sexual and reproductive function, as well as bruising and injuries brought on by the perpetrator's coercion. Additionally, survivors of sexual assault will have long-term melancholy, phobias, nightmares, and extreme distrust of other people [4]. Sexual violence has a highly detrimental impact on victims; therefore, individuals need to engage in behaviors that help prevent it.

Qualitative research conducted by Solehati et al. [5] showed the necessity for education to prevent sexual violence against children in schools in a thorough and organized way by integrating rules with cultural and religious values in order to give children safety and skills. Parental awareness is crucial, and assuming full parental responsibilities is one way to prevent sexual offenses against children [6]. Bandura, in the book of Social Learning Theory, shows that mass media also play an influential role in shaping social behavior and attitudes [7]. This study analyzes social factors such as the role of peers and institutions, which is designed by the Theory of Planned Behavior, which has not been widely used in the context of preventing sexual violence among adolescents in Indonesia, especially in urban areas such as Surabaya. Hence, the study aimed to analyze the factors associated with sexual violence prevention behavior in high school students.

2. METHODS

3. RESULT

Based on Table 1, a total of 259 respondents in this study, most of whom were 16 years old (124; 47.9%). Most respondents lived near the school (186, 71.8%) and used private vehicles to commute to school (231, 89.2%). Additionally, 234 respondents (90.3%) lived with their parents, and 116 respondents (44.8%) had two siblings. A total of 106 respondents (40.9%) reported not having a boyfriend or girlfriend. In terms of knowledge about sexual violence, 148 respondents (57.1%) demonstrated good understanding, while 146 respondents (56.4%) held negative attitudes. Regarding parental roles, 134 respondents (51.7%) indicated that their parents played a good or supportive role. Conversely, 138 respondents (53.3%) reported that their peers played a less supportive or negative role. Educational institutions were perceived as playing a good or supportive role by 141 respondents (54.4%). Furthermore, 138 respondents (53.3%) had low intensity in seeking information through media, while 144 respondents (55.6%) exhibited positive behavior in preventing sexual violence.

Based on Table 2, attitudes (p=0.036), the role of parents (p<0.001), the role of peers (p=0.01), the role of educational institutions (p<0.001), and the intensity of access to information media (p<0.001) were related to sexual violence prevention behavior. In contrast, the variable of knowledge about sexual violence did not show a significant relationship.

4. DISCUSSION

This study aimed to analyze the factors associated with sexual violence prevention behavior among female students at State Senior High School 19 Surabaya. The results showed that knowledge did not have a significant relationship with sexual violence prevention behavior (p-value = 0.759). However, there is a significant relationship between prevention behavior and attitudes, the roles of parents, peers, and educational institutions, and access to information media.

This study found that the level of knowledge about sexual violence did not always correlate with preventive actions. This finding aligned with research by Fuaidah [9], which demonstrated that although students have a good understanding of sexual violence, not all of them implemented preventive measures in their daily lives.

The results showed that attitudes towards sexual violence had a significant relationship with preventive behavior. These findings aligned with research conducted by Pradanie et al. [10], which stated that attitude was the factor most significantly related to sexual violence prevention behavior. Adolescents with negative attitudes tended to engage in risky sexual behavior, whereas a positive attitude increased the likelihood of taking preventive actions. This suggested that the more positive the attitude of female students towards preventing sexual violence, the greater their inclination to act to prevent it. This study supported Social Cognitive Theory [7], which posits that a person's attitudes and beliefs can shape actual behavior. Similarly, research by Edwards et al. [11] found that adolescents with positive attitudes towards sexual violence prevention were more likely to avoid risky situations.

The role of parents had a highly significant relationship with sexual violence prevention behavior (p-value <0.001). Parents who actively provide sexual education to their children enhance awareness and equip them with skills to address potential sexual violence [6]. Open communication between parents and children about sexuality and sexual violence was crucial in fostering a protective environment.

Parents played an important role in preventing sexual violence. This was in accordance with the Program for Combating Violence against Women and Children, which emphasized that parents served as key implementers of promotive and preventive measures [5]. Preventive actions taken by parents can be achieved through sexuality education, monitoring activities, and fostering effective communication. The implementation of sexuality education was most effective when parents were actively involved, providing understanding about healthy sexual behavior through lectures and discussions. This was in line with research by Riani et al. [12], which stated that both parents have a pivotal role to play in preventing child sexual violence through efficacious communication and early sexual education.

Parents' encouragement for children to be aware of the surrounding environment can be fostered through effective communication, with parents acting as communicators. This aligned with other research, which said that effective communication between parents and children regarding sexual abuse is imperative for prevention [13]. In addition, parental supervision had been shown to reduce the likelihood of physical attacks. Previous research showed that a close parent-child relationship increased adolescents' ability to choose prosocial friends [14]. However, the processed results of the questionnaire revealed a contrasting finding: only 100 respondents (39%) stated that their parents played an open role and attempted to answer questions related to sexuality. Parents had the potential to create a supportive environment by engaging in open and honest communication about their children's sexuality. This environment can influence the development of individual behavior [7].

This study also demonstrates that peer support has a significant relationship with sexual violence prevention behavior. Research findings indicate that sexual violence is prevalent in adolescent romantic relationships, with heterosexual males being the most frequently reported perpetrators [15]. Consequently, maintaining a social connection with the opposite sex and refraining from romantic involvement emerges as a potential strategy for mitigating the risk of sexual violence. The role of peers in providing emotional and social support to adolescents is also noteworthy. Peer support can be facilitated through a peer education model that has demonstrated efficacy in enhancing knowledge and self-efficacy to prevent physical sexual violence [16]. This finding aligns with the extant literature, which has demonstrated that peer education is among the most efficacious strategies for enhancing adolescents' sexual knowledge, attitudes, and behavior [17].

Peer support can be facilitated through a peer education model that has proven successful in enhancing knowledge and self-efficacy to prevent physical sexual violence [16]. This assertion is further substantiated by a study conducted by Elisa et al. [17], which demonstrates that the dissemination of knowledge through peer education significantly impacts adolescents' attitudes regarding the prevention of sexual violence.

Schools play a pivotal role in shaping awareness and prevention of sexual violence (p-value <0.001). This study finds that female students who receive education from schools about sexual violence are more likely to implement preventive behavior. In adolescents, social support from peers serves as a crucial source of support, helping to prevent the risk of adolescent sexual violence [18]. In addition, educational institutions play an important role in prevention because almost one fourth of students' time is spent in the school environment, so that the role of school principals, teachers, staff, and students can reduce the number of sexual violence cases [19].

Research conducted by Islamiyati et al. [20] found that the roles of teachers and the schools are needed to help prevent and overcome sexual violence. Educational institutions can prevent sexual violence by implementing learning programs that incorporate sexual education. The integration of sexual education within educational institutions has been demonstrated to positively influence the social environment, develop self-confidence, and increase positive behavior models in accordance with the assumptions of Social Cognitive Theory that environmental factors provide limits to behavior [21].

The implementation of the Population Alert School (SSK) can be an example of the role of educational institutions in implementing population education, family planning, and family development through curriculum integration and external activities outside the classroom. Research conducted by Kartikasari and Hidayah [22] showed that the Population Alert School (SSK) is an effort to reduce juvenile delinquency, such as free sex, substance abuse, and other social challenges. In addition, research by Wafa et al. [23] also indicated that the implementation of sexual violence prevention can be through the school's commitment to implement regulations through school environment pickets carried out by counselling teachers and transparency of sexual violence prevention efforts through communication between student guardians and teachers to provide information on preventing sexual violence.

In learning various behaviors, the source of symbolic modeling is provided by television media, films, visual media, and others, which are sources of social learning [7]. Research conducted by Subtiwati et al. [24] demonstrated that the use of social media is a risk factor for sexual violence prevention. The utilization of media, gender-perspective campaigns can direct people to form values, ideas, and meanings towards preventing sexual violence [25]. Consequently, the regulation and education of media utilization emerge as a pivotal element in the prevention of sexual violence.

Research conducted by Permatasari et al. [26] pointed out that digital literacy is a potential approach in reducing and overcoming sexual violence in social media. Apart from digital literacy, research conducted by Kurnia et al. [27] demonstrated that short films are a medium that can be accessed by respondents to retrieve information in the form of behavior and self-awareness in efforts to prevent sexual violence. Through short film media that combine visual and audiovisual elements and are accessible to students, it is possible to foster autonomous awareness and understanding that influence anti-sexual violence behavior [28].

Adolescents are capable not only of consuming one-way information media but also of producing two-way interactive forms of communication. Adolescents are required to always be active, innovative, and selective in the use of social media. One way that teenagers can communicate in two directions is by using internet-based media, participating in virtual talk shows, and discussing directly to get information about sexual violence. A social media campaign informed by a gender perspective can serve as a conduit for disseminating information regarding sexual violence, thereby fostering the development of communal values, concepts, and interpretations aimed at preventing such incidents [25].

The data collection process in this study yielded information that occasionally did not reflect the actual situation of the respondents. This discrepancy can be attributed to the influence of variables such as differences in understanding, thoughts, and opinions, which were honestly expressed by the respondents and influenced the completion of the research questionnaire. This study also does not describe the actual data related to the incidence and victims of sexual violence that occurred at SMA Negeri 19. The primary focus of this study is the examination of factors contributing to the development of sexual violence prevention behavior.

CONCLUSION

This study discovered that while attitudes, parental involvement, peer support, educational institutions, and media information access were significantly correlated with sexual violence prevention behavior among female students, knowledge alone was not. These findings imply that key elements of successful prevention strategies include promoting access to trustworthy media content, building peer and school support networks, promoting positive attitudes, and promoting open parent-child communication. In order to create an environment that supports adolescents in developing protective behaviors and making informed decisions to prevent sexual violence, families, schools, and communities must work together.

LIMITATIONS

This study has several limitations. Its cross-sectional design prevents conclusions about causality. Data were self-reported, which may be subject to social desirability bias. The study was also limited to one school, so the findings may not be generalizable to other settings. Future research should involve broader samples and consider qualitative methods to explore underlying factors in greater depth.

REFERENCES