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Effects of individual-oriented relat...

Polanchek, Sara A.

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Effects of individual-oriented relationship education on university students' knowledge, beliefs, and attitudes.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of individual-oriented relationship education on university students' knowledge, beliefs, and attitudes./
Author:	Polanchek, Sara A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	100 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: B.
Contained By:	Dissertation Abstracts International75-11B(E).
Subject:	Counseling Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3628956
ISBN:	9781321055900

Effects of individual-oriented relationship education on university students' knowledge, beliefs, and attitudes.
Polanchek, Sara A.

Effects of individual-oriented relationship education on university students' knowledge, beliefs, and attitudes. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 100 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: B.

Thesis (Ed.D.)--University of Montana, 2014.

This quasi-experimental, exploratory study adds important empirical research to the relatively new field of individual-oriented relationship education. It describes the extent to which specific relationship beliefs and attitudes are held, and evaluates the impact of an undergraduate, semester-long Intimate and Family Relationships course on these beliefs. Utilizing data collected over two semesters at the University of Montana, this study compared 356 student responses at the beginning and end of the semester on three separate scales designed to quantify select measures of specific constraint beliefs and attitudes: Attitudes About Romance and Mate Selection (AARMS), the Parental Authority Questionnaire (PAQ), and the Illinois Rape Myth Acceptance Scale-Short Form (IRMA-SF). Additionally, this study examined the mediating effects of several student background factors: parental divorce, gender, and parenting style on student responses to the educational experience. The researcher found significant results in the following areas: (a) gender differences with regards to the Love is Enough Cohabitation constraint beliefs, and rape myth acceptance; (b) differences on the Love is Enough constraint belief and rape myth acceptance between Adult Children of Divorce and non-Adult Children of Divorce; (c) differences between students who are in a relationship and those who are not, with regards to the One and Only constraint belief, and rape myth acceptance. The results are discussed in the context of exploring and understanding possible variables that may or may not impact relationship health, and may or may not be amendable to individually oriented relationship education. Limitations of the study, implications of the findings, and recommendations for future research are discussed.

ISBN: 9781321055900Subjects--Topical Terms:

2122842
Counseling Psychology.

Effects of individual-oriented relationship education on university students' knowledge, beliefs, and attitudes.
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300 $a 100 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: B.
500 $a Adviser: Rita Sommers-Flanagan.
502 $a Thesis (Ed.D.)--University of Montana, 2014.
520 $a This quasi-experimental, exploratory study adds important empirical research to the relatively new field of individual-oriented relationship education. It describes the extent to which specific relationship beliefs and attitudes are held, and evaluates the impact of an undergraduate, semester-long Intimate and Family Relationships course on these beliefs. Utilizing data collected over two semesters at the University of Montana, this study compared 356 student responses at the beginning and end of the semester on three separate scales designed to quantify select measures of specific constraint beliefs and attitudes: Attitudes About Romance and Mate Selection (AARMS), the Parental Authority Questionnaire (PAQ), and the Illinois Rape Myth Acceptance Scale-Short Form (IRMA-SF). Additionally, this study examined the mediating effects of several student background factors: parental divorce, gender, and parenting style on student responses to the educational experience. The researcher found significant results in the following areas: (a) gender differences with regards to the Love is Enough Cohabitation constraint beliefs, and rape myth acceptance; (b) differences on the Love is Enough constraint belief and rape myth acceptance between Adult Children of Divorce and non-Adult Children of Divorce; (c) differences between students who are in a relationship and those who are not, with regards to the One and Only constraint belief, and rape myth acceptance. The results are discussed in the context of exploring and understanding possible variables that may or may not impact relationship health, and may or may not be amendable to individually oriented relationship education. Limitations of the study, implications of the findings, and recommendations for future research are discussed.
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