Vol.:(0123456789) 1 3 Journal of Adult Development https://doi.org/10.1007/s10804-018-9318-9 Emerging Adults’ Risk-Taking Behaviors: Personal and Social Predictors Katherine A. Roeser 1  · Cheryl L. Somers 1  · Lauren R. Mangus 1 © Springer Science+Business Media, LLC, part of Springer Nature 2018 Abstract The purpose of the present study was to investigate associations between emerging adults’ perceptions of their peers’ involvement in risky behavior, ability to resist peer infuence, self-efcacy beliefs to resist risk-taking behaviors and personal traits—sensation seeking and emotion regulation—, and frequency of involvement in risky sex, drugs, and alcohol. The 437 participants were diverse undergraduates from a large urban university. The results showed strong associations. Self-efcacy to resist risks and peer involvement in risks, each played a signifcant role in relations. Keywords Emerging adulthood · Perceived peer behavior · Risk-taking behaviors · Self-efcacy · Sensation seeking Emerging adulthood is the transitional period from adoles- cence to young adulthood and is defned as the stage of life that begins at the conclusion of high school and ends with the acceptance of adult roles (i.e., career, marriage, parent- hood; Arnett 2000). Arnett’s theory of “emerging adult- hood,” a phenomenon that has developed in industrialized countries in the last 50 years, lasts from approximately 18 to 25 years of age. Arnett holds that it is a discrete developmen- tal period distinct from adolescence and adulthood in several salient ways: demographically (e.g., changes of residence and work, freedom from constricting social roles), percep- tions of adulthood, and a lengthy period of identity explora- tion before making lasting decisions about a romantic part- ner, career, and worldview (Arnett 2007). Accompanying the increased opportunities for growth are greater demands on emerging adults’ ability to adjust to substantial changes in their lives (e.g., degree of freedom, parental monitoring and involvement, academic demands, social setting, peer group, and exposure to increased opportunities to engage in risky behaviors such as the use of alcohol, use of other drugs, and sexual activity). Risk-taking behaviors continue to be problematic well into emerging adulthood (Arnett 1998), particularly among college students (Hingson 2010; Howell and Orcutt 2014; Huang et al. 2010; Kaynak et al. 2013; Linden-Carmichael et al. 2016; Miller et al. 2005; Turchik et al. 2010) when “prevalence is highest for most types of drug use” (Arnett 2005, p. 235). According to the National Survey on Drug Use and Health (Substance Abuse and Mental Health Ser- vices Administration [SAMHSA] 2011), full-time college students, 18–22 years of age, were more likely to use alcohol in the past month, binge drink, and drink heavily than their part-time college and not currently enrolled peers. Twenty- two percent of full-time college students, 18–22 years of age, were using illicit drugs. This percentage was similar to the rate of others in their cohort (SAMHSA 2011). Becoming intoxicated or “high” has been associated with the likelihood of engaging in risky sexual behavior (e.g., sexual contact with casual or multiple partners and failure to use protec- tion against sexually transmitted diseases [STDs]; American College of Health Association [ACHA] 2006; Cooper 2002). Developmental characteristics of emerging adulthood are important to study in order to understand how they relate to the health and well-being of emerging adults (Arnett 2005). Studies of risk-taking behavior among college students have reported serious negative efects, such as decreased level of academic achievement (Grant et al. 2001), occupational attainment (Wood et al. 2000), impaired driving, sexual coercion, violence, legal problems (Perkins 2002b), unin- tentional injuries and death (Hingson et al. 2009), and an increased risk of developing alcohol or drug dependence or * Cheryl L. Somers c.somers@wayne.edu * Lauren R. Mangus lauren.mangus@wayne.edu Katherine A. Roeser kathyroeser@wayne.edu 1 Wayne State University, 341 College of Education, 5425 Gullen Mall, Detroit, MI 48202, USA