Relevant bibliographies by topics / Couple and relationship education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Couple and relationship education'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Couple and relationship education"

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Hawkins, Alan J., Tamara Gillil, Glenda Christiaens, and Jason S. Carroll. "Integrating Marriage Education into Perinatal Education." Journal of Perinatal Education 11, no. 4 (October 2002): 1–10. http://dx.doi.org/10.1891/1058-1243.11.4.1.

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Couples making the transition to parenthood experience challenges that can threaten the quality and stability of their relationships and the health of family members. Currently, the educational infrastructure to support the delivery of couple-relationship education during the transition to parenthood is limited. Because new-parent couples interact with the health care system at many points during this transition time, an opportunity exists for strengthening couple relationships within the system to improve the well-being of adults and children. In this article, we propose a productive collaboration between marriage/couple educators and health care systems to integrate couple-relationship education into the standard of perinatal care.
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Halford, W. Kim, and Michele Simons. "Couple Relationship Education in Australia." Family Process 44, no. 2 (June 2005): 147–59. http://dx.doi.org/10.1111/j.1545-5300.2005.00050.x.

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Markman, Howard J., and W. Kim Halford. "International Perspectives on Couple Relationship Education." Family Process 44, no. 2 (June 2005): 139–46. http://dx.doi.org/10.1111/j.1545-5300.2005.00049.x.

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Halford, W. Kim, Howard J. Markman, Galena H. Kling, and Scott M. Stanley. "BEST PRACTICE IN COUPLE RELATIONSHIP EDUCATION." Journal of Marital and Family Therapy 29, no. 3 (July 2003): 385–406. http://dx.doi.org/10.1111/j.1752-0606.2003.tb01214.x.

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van Acker, Liz. "Investing in Couple Relationship Education in the UK: A Gender Perspective." Social Policy and Society 14, no. 1 (October 18, 2013): 1–14. http://dx.doi.org/10.1017/s147474641300047x.

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The UK Conservative–Liberal Democratic Coalition government has declared that marriage is imperative for society. This article examines couple relationship education (CRE), which aims to strengthen marriage and relationships. It argues that these programmes have potential because they offer opportunities for women and men to enhance their relationships through adult education that develops relationship skills and knowledge. For CRE to have a population level impact, however, knowledge of how to promote access to services designed for disadvantaged or vulnerable couples is critical. Gender disadvantage interacts with class, ethnicity, age and disability. Advocating marriage per se is too simplistic a solution to the complex problems of couples with diverse needs or low-income earners. If the government is serious about wanting to strengthen relationships and marriage, CRE would be a better investment if it was coordinated with policies and services such as balancing work and family and alleviating problems for low-income families.
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Dyer, C., and W. K. Halford. "Prevention of Relationship Problems: Retrospect and Prospect." Behaviour Change 15, no. 2 (June 1998): 107–25. http://dx.doi.org/10.1017/s0813483900003223.

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Whilst nearly all couple relationships start out happy, half of all marriages end in divorce. Relationship education is a potentially effective strategy to reduce the prevalence of relationship problems and divorce. The substantial empirical research on the determinants of relationship satisfaction shows that there are key relationship skills, such as communication and conflict management skills, which impact on the course of relationship satisfaction and stability. Relationship education can teach couples these key relationship skills, and this may prevent relationship problems. However, relationship education is not targeted at those couples who need it most. Research needs to be focused on the effects of relationship education for couples at high risk for relationship problems. The reach of education programs to couples can be enhanced by developing flexible delivery education programs. Relationship education programs also need to promote coping with stressful events that often lead to relationship problems, such as the transition into step-families, the onset of chronic illness, and unemployment.
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Halford, W. Kim, and Guy Bodenmann. "Effects of relationship education on maintenance of couple relationship satisfaction." Clinical Psychology Review 33, no. 4 (June 2013): 512–25. http://dx.doi.org/10.1016/j.cpr.2013.02.001.

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Adler-Baeder, Francesca, Alexa Calligas, Emily Skuban, Margaret Keiley, Scott Ketring, and Thomas Smith. "Linking Changes in Couple Functioning and Parenting Among Couple Relationship Education Participants." Family Relations 62, no. 2 (March 4, 2013): 284–97. http://dx.doi.org/10.1111/fare.12006.

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Halford, W. Kim, Raylene Chen, Keithia L. Wilson, Jeffry Larson, Dean Busby, and Thomas Holman. "Does Therapist Guidance Enhance Assessment-Based Feedback as Couple Relationship Education?" Behaviour Change 29, no. 4 (December 2012): 199–212. http://dx.doi.org/10.1017/bec.2012.20.

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Assessment and feedback of relationship strengths and challenges is a widely used brief approach to couple relationship education (CRE). It can be fully automated through the internet, with couples self-interpreting the feedback. This study assessed whether therapist guidance of couples to interpret the report and develop relationship goals enhanced the benefits of the feedback. Thirty-nine couples seeking CRE were randomly assigned to either self-interpretation of an internet-based relationship assessment report (RELATE), or therapist-guided interpretation of the same report (RELATE+). Participants were assessed on relationship satisfaction and psychological distress pre- and post-CRE, and at 6-month follow-up. RELATE and RELATE+ were not reliably different in outcome. Couples in both conditions sustained high relationship satisfaction and showed an overall decline in psychological distress. However, consumer satisfaction was substantially higher for the RELATE+ condition than the RELATE condition.
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Girgždė, Vilija, Viktoras Keturakis, and Jolanta Sondaitė. "Couples’ Relationship Self-Regulation Narratives After Intervention." Europe’s Journal of Psychology 10, no. 2 (May 28, 2014): 336–51. http://dx.doi.org/10.5964/ejop.v10i2.643.

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Relationship self-regulation is a way for couples to work on their relationships by becoming reflective about them, by setting goals for improvement, and by following up with efforts to be a better partner. Reflection is an important process in relationship self-regulation addressed in this study. The aim of this study is to analyse relationship self-regulation narratives after a relationship education intervention. Ten married partners (age 33-43 years) participated in a four-day reflective experiential relationship education programme intervention. The study investigated couples’ experiences of working on their relationship after the intervention. Two focus groups were conducted and narrative analysis was used. Four common themes emerged: becoming aware of one’s inner reactions and re-appraisals, learning to be sensitive, noticing one's own habitual responses and making choice, and experimenting in the relationship. These themes are discussed by applying a couple relationship self-regulation conceptual framework. We revealed that relationship self-regulation emerged as a process of regulation of intrapersonal emotional reactions to partner. Reflectivity in relationship self-regulation may be defined as focusing on oneself, trying to understand one’s own feelings and needs, experimenting to meet these needs, and exploring resources. The research focuses on the study of meaning making and on the reflection processes of partners in couple relationship self-regulation.
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Dissertations / Theses on the topic "Couple and relationship education"

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Petch, Jemima F., and n/a. "The Couple CARE for Parents Program: Enhancing Couple Relationships Across the Transition to Parenthood." Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070219.104652.

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Most couples eagerly anticipate the birth of their first child. However, the transition to parenthood is also associated with significant lifestyle changes and approximately 50% of couples report a moderate to severe decline in relationship satisfaction and quality. Low relationship satisfaction is associated with increased couple conflict, individual psychological distress, negative parent-child relationships and poor child outcomes. Despite our increasing knowledge of the factors that predict enhanced couple adjustment, few evidence-based programs are available to assist couples' adjustment to parenthood. In this first randomized controlled trial evaluating the effectiveness of a flexible delivery psycho-education program, entitled 'Couple CARE for Parents', 71 pregnant couples were assessed on self-report and observational measures of couple relationship and individual functioning and then randomized into either the Couple CARE for Parents program (n = 35) or a comparison program (n = 36). Couple CARE for Parents was a six unit program, comprising of an antenatal workshop, two home visits and three telephone support calls, and included skill-training in key relationship processes that are predictive of couple relationship quality, with the addition of parenting and baby care information. Among intervention couples the typical decline in female relationship satisfaction was prevented, with only 13% of intervention females reporting a decline in relationship satisfaction from pregnancy to 5 months postpartum, compared to 42% of females in the comparison program. Observed couple communication also improved as a result of the intervention, with Couple CARE for Parents couples showing reliably lower rates of negative speaker and listener skills at post-intervention relative to comparison couples. Couples were highly engaged in Couple CARE for Parents and there was a low drop out rate across the 7 month intervention period. These findings are promising and add to the early intervention studies showing positive effects of couple-focused psycho-education during the transition to parenthood by demonstrating that flexible delivery programs are feasible and attractive to couples. Providing cost-effective couple relationship education to expectant and new parent couples opens another window of opportunity for health professionals and governments to minimize the rates of relationship distress and divorce and their associated negative effects on individual, couple and family functioning.
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Alderete, Jacquelyn M. "Exploring Extension Faculty Members' First-Time Experience With Funded Couple Relationship Education." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3297.

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Family and Consumer Sciences (FCS) Extension faculty members are increasingly involved in offering couple and relationship education (CRE), but some have limited background in this format of family life education. This study used a phenomological approach to examine the experiences of Extension faculty members who offered CRE in their respective counties for their first time. Data were collected through face-to-face and telephone interviews. Four themes emerged from the interview data. First, considerations for offering this type of education included valuing CRE, having sufficient and specific knowledge about the needs of the county for CRE, and access to other forms of resources (mentors, previous training, or funding). Second, successes were discussed in terms of creating positive partnerships, successful recruitment strategies, and resources (utilization of funds and getting trained in CRE for the event). Third, faculty members described challenges including a lack of partnerships, limited resources, recruitment struggles, and lack of sufficient funds. Fourth, the reflections from the faculty members included plans and changes for future programming as faculty members reflected back on their actual experiences. These findings provide guidance for Extension faculty members with limited experience who are interested in offering CRE.
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Harris, Victor W., Brian Visconti, Nelly Nelson, and Ginny Hinton. "Rethinking Traditional Pre-Test Post-Test Evaluation in Couple & Relationship Education: Final Results From a Three-Year Study." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/37.

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Perez, Alvaro Martinez. "Couple relationships : the effect of education on gender equality." Thesis, University of Essex, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522090.

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Bouma, Ruth Olivia, and n/a. "Prevention of Relationship and Alcohol Problems." Griffith University. School of Applied Psychology, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040322.092510.

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There is a strong association between alcohol and relationship problems, with each problem exacerbating the other. In this program of research two studies were conducted. The first study was to investigate the variables that put couples at risk for developing a combination of relationship and alcohol problems. The second study was an evaluation of the effects of an integrated education program that promoted safe drinking and positive relationship interaction. Previous research shows that deficits in negative affect regulation and poor communication predict the onset of both relationship and alcohol problems. Based on these findings, it was hypothesized that deficits in communication exist in couples in which one or both partners drink at hazardous levels. In Study 1 communication of 85 couples (53 couples with no high-risk drinker and 32 couples with at least one at-risk drinker) in early stage committed relationships was assessed by observation of their interaction. Couples in which the man was drinking at hazardous levels had significantly more negative communication than couples without an at-risk drinker. In Study 2, 37 couples with at least one at-risk drinker were randomly assigned to either Controlling Alcohol and Relationship Enhancement (CARE) or a control condition. Couple communication, alcohol consumption, relationship satisfaction and relationship stability were assessed at pre- and post-intervention. Alcohol consumption, relationship satisfaction and relationship stability were also assessed at 6-month follow-up. Couples receiving CARE improved their communication significantly relative to the control couples. Couples in both conditions showed significant reductions in hazardous drinking, but there was no significant difference in the effects of the interventions on alcohol consumption. The program of research demonstrates that deficits in couple communication are evident in couples with hazardous male drinking, even in the early stage of the relationship when the couples report high relationship satisfaction. The communication deficits are remedied with brief, skill-training relationship education. Furthermore, there was evidence for the effects of CARE on reduction of steps towards relationship dissolution at 6-month follow-up. The brief alcohol component of the intervention showed little benefit beyond the control condition in terms of impact upon the alcohol problems. This research is the first to demonstrate that a combined program of skill-based relationship education and strategies for alcohol reduction is effective in remediating communication skills deficits in the early stage relationships of couples with hazardous alcohol consumption. Future research can extend this work to enable the development of programs which match the content of relationship education to the specific needs of other high-risk couples.
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Cooper, Erin, Francesca Adler-Baeder, and Julianne McGill. "Dyadic Links among Adverse Childhood Experiences (ACEs), Mindfulness, and Relationship Quality in Couple Relationship Education (CRE) Study Participants at Program Entry." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/43.

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Adverse and traumatic childhood experiences (e.g., ACEs) are inversely linked to negative outcomes in adulthood, including lower couple relationship functioning. Clinical research and practice have incorporated implications of ACEs, however much less consideration of ACEs has been given in community-based couple relationship education (CRE). This study explores dyadic effects of ACEs and mindfulness, a potential resilience factor and modifiable skill, on couple relationship quality in a diverse sample of CRE study participants before program start. Results indicate actor and partner effects for ACEs and mindfulness on relationship quality. Implications for research and practice are discussed.
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Huffaker, Stacey A. "Successes and Challenges of Family and Consumer Science Extension Agents in the Implementation of Couple and Relationship Education." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/855.

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Although healthy relationship initiatives are becoming more common, relatively little is known about the processes and outcomes of these initiatives. This study uses a phenomenological qualitative approach to examine the experiences of Family and Consumer Science (FCS) extension agents in the implementation of couple and relationship education in the Utah Healthy Relationship Initiative. Data were collected through quarterly report forms submitted by extension agents describing successes and barriers to their work. Successes in the project related to collaborative partnerships, attendance/participation, and positive outcomes for participants. Collaborative partnerships were instrumental in reaching more participants and finding cultural resources. The challenges that agents reported included constraints for participants and agents' difficulties with resources. The findings underscore the benefits of creating flexible, low-intensity, and low-cost activities that attract participants and reduce some of the barriers to participation, as well as teaming up with community organizations to implement couple and relationship education programs.
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Harris, Victor W., Brian Visconti, Prami Sengupta, and Ginny Hinton. "Justification for Use of the Pre-Test then Retrospective Pre-then-Post-Test Evaluation in Couple and Relationship Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/7.

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A retrospective pre-then-post survey instrument design was intentionally used as a good fit for the SMART programming in order to evaluate learning outcomes both before and after the program for several reasons (see Marshall, Higginbotham, Harris, & Lee, 2007; Moore & Tananis, 2009) summarized below. The experimental pretest-posttest design using a control or comparison group is considered to be one of the most respected methods that can be used to measure change in individuals (Campbell & Stanley, 1966; Kaplan, 2004). This design is highly regarded because of its control over internal validity concerns and ability to compare results from the same people or groups of people at multiple time points. While there are advantages to using the pretest-posttest method, there are some limitations with this research method as well. One limitation comes with finding an adequate comparison group, which can be difficult or impossible for the researchers to locate. Another limitation concerns the possible lack of resources and time available for community-based programs to complete comprehensive pretest-posttest comparisons (Brooks & Gersh, 1998). Also, in order for the pretest-posttest comparisons to be meaningful, participants must attend the complete program from start to finish (Pratt, McGuigan, & Katzey, 2000). Due to the nature of community education programs, attrition and sporadic attendance are common issues (Pratt, McGuigan, & Katzev, 2000). While the pretest-posttest information must be complete for comparisons to be made, it may be challenging for researchers to see the actual changes in attitudes, behaviors, or skills if the participants overstate their original attitudes, behaviors, or skills when completing the pretest (Howard & Daily, 1979; Moore & Tananis, 2009). This overestimation may occur when the participants do not have a clear understanding of the attitudes, behaviors, or skills that the program is targeting (Pratt, McGuigan, & Katzev, 2000). A lack of knowledge on certain topics (e.g., attitudes, behaviors, skills) often supports the initial need for a program intervention, but this same issue may show participants during the program that they actually knew much less than they thought when they completed the pretest. Thus, one must be aware of the potentially misleading information from pretest-posttest comparisons due to the participants’ change in perspective (Howard & Daily, 1979). “Response shift bias,” first referred to by Howard and Daily (1979), explains the “program-produced change in the participants’ understanding of the construct being measured” (Pratt, McGuigan, & Katzev, 2000, p. 342). Response shift bias was assessed in this study by administering a pre-test at the beginning of programming and a pre-then-post test at the end of programming. Results indicate that response shift bias was present in a majority of the variables studied and that the design of administering a pre-test and then a retrospective pre-then-post test is a good fit for exposing response shit bias. Specific results will be discussed.
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Carlson, Ryan G. "Examining Relationships Among Income, Individual and Relationship Distress, and Outcomes in Marriage and Relationship Education for Low-to-Moderate Income Married Couples." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5151.

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The current study utilized data from a federally-funded healthy marriage grant to examine pre, post, and three-to-six month follow-up changes in relationship satisfaction (as measured by the Dyadic Adjustment Scale total scores) and individual distress (as measured by the Outcomes Questionnaire 45.2). Additionally, the study evaluated income and dosage as predictors of relationship satisfaction and individual distress change at post-assessment and three-to-six month follow-up. Participants included 220 married individuals with children who completed PREP 7.0 (Prevention Relationship Enhancement Program). A repeated measures, split plot, MANOVA indicated statistically significant improvements in relationship satisfaction and individual distress for participants at post-assessment and three-to-six month follow-up. No significant differences existed in relationship satisfaction and individual distress changes between men and women. Hierarchical multiple regression indicated combined monthly income and dosage (as measured by number of lessons attended) did not predict changes in relationship satisfaction and individual distress at post-assessment and three-to-six month follow-up. However, partner scores accounted for the largest percent of variance in relationship satisfaction change. Discussion of results, implications for research and practice, and study limitations are provided.
ID: 031001385; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed May 22, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 146-159).
Ph.D.
Doctorate
Education and Human Performance
Education; Counselor Education
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Gilliland, Tamara. "Marriage Moments: A New Approach to Strengthening Couples' Relationship Through the Transition to Parenthood." BYU ScholarsArchive, 2003. https://scholarsarchive.byu.edu/etd/1131.

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Strengthening marriages is important to the well-being of individuals, families and communities. The transition to parenthood brings with it particular risks and opportunities for marriage relationships, yet no interventions have been successful in accessing a large number of couples during this critical time prepare and strengthen them for the challenges of becoming parents. The healthcare system has an established education infrastructure (childbirth education) that interacts with a significant number of couples during the transition to parenthood and has become increasingly open to incorporating relationship strengthening efforts into existing programs. The Marriage Moments program was designed to access couples through this system. This new approach to marriage education employs a program design unique in three ways: the context of childbirth education, a low-intensity content based on a model of marital virtues, and a simple, self-administered format of materials that gives the program great flexibility and transportability that can be implemented in a variety of existing systems. Initial formative program evaluation data show that the program is well received by participating couples. Marriage Moments is currently being pilot tested to evaluate its effectiveness in strengthening marriage through the transition, but it is expected the program will be disseminated widely and reach numerous couples as they transition to parenthood.
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Books on the topic "Couple and relationship education"

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Lindsay, Jeanne Warren. Teenage couples.: How to build a relationship that lasts. Buena Park, Calif: Morning Glory Press, 1995.

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Patrick, Fanning, and Paleg Kim, eds. Couple skills: Making your relationship work. Oakland, CA: New Harbinger Publications, 1994.

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Crawley, Jim. Couple therapy: The self in the relationship. New York: Palgrave Macmillan, 2008.

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Milliken, John. Relationship marketing in education. Coleraine: University of Ulster, 1998.

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Council, Higher Education Funding. Higher education in further education colleges: Funding the relationship. Bristol: HEFCE, 1995.

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ENGLAND, HIGHER EDUCATION FUNDING COUNCIL FOR. Higher education in further education colleges: Funding the relationship. Bristol: HEFCE, 1995.

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Butler, Deborah, Jacqueline McDowell, and Michele Pittard. Liberal arts education and teacher education: A lasting relationship. [Place of publication not identified]: AILACTE, 2009.

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Early childhood and compulsory education: Reconceptualising the relationship. Milton Park, Abingdon, Oxon: Routledge, 2013.

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Boyden, Jo. The relationship between education and child work. Florence: International Child Development Centre, 1994.

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Relationship learning: A primer in Christian education. Nashville, Tenn: Broadman Press, 1990.

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Book chapters on the topic "Couple and relationship education"

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Pepping, Christopher A., and W. Kim Halford. "Couple Relationship Education." In Foundations for Couples’ Therapy, 320–29. New York, NY : Routledge, 2017. Includes bibliographical references and index.: Routledge, 2017. http://dx.doi.org/10.4324/9781315678610-32.

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Markman, Howard J., W. Kim Halford, and Alan J. Hawkins. "Couple and relationship education." In APA handbook of contemporary family psychology: Family therapy and training (Vol. 3)., 307–24. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000101-019.

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Feeney, Judith A., and Jennifer Fitzgerald. "Relationship Education." In The Wiley-Blackwell Handbook of Couples and Family Relationships, 289–304. Oxford, UK: Wiley-Blackwell, 2012. http://dx.doi.org/10.1002/9781444354119.ch20.

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Parsons, Aleja M., Lane L. Ritchie, and Howard J. Markman. "Problem-Solving Strategies Based on PREP (Prevention and Relationship Education Program)." In Techniques for the Couple Therapist, 56–61. New York, NY : Routledge, 2016. Includes bibliographical references and index.: Routledge, 2016. http://dx.doi.org/10.4324/9781315747330-11.

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Fergus, Karen, and Karen Skerrett. "Resilient Couple Coping Revisited: Building Relationship Muscle." In Couple Resilience, 199–210. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9909-6_11.

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Cuddy, Marion. "Couple Therapy." In The Therapeutic Relationship in Cognitive Behavioural Therapy, 243–55. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526461568.n18.

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Islas, Paul Moch, Anne K. Calef, and Cristina Aparicio. "2013 Mexico’s Education Reform: A Multi-dimensional Analysis." In Implementing Deeper Learning and 21st Education Reforms, 79–107. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_4.

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Abstract The 2013 education reform to Mexico’s education system had two main goals, one explicit, to improve the quality of education and one implicit, to reassert federal authority over the education sector. Beginning with institutional and political mechanisms that introduced evaluations to the teaching profession, the reform sought a shift in Mexican educational culture. This chapter will begin by analyzing Mexico in international and domestic contexts to understand the urgency of the reform. It will then use Reimers (2020b and 2020c) five perspectives on education change to analyze the reform and evaluate the sequence in which it was implemented. The chapter concludes by outlining the results of the reform to date and summarizing the relationship between the five perspectives. Ultimately, we argue that the initial deprioritization of technical aspects, including pedagogical and curricular ones, stymied the cultural shift towards an educational model grounded in twenty-first century competencies that the reform sought. When coupled with a limited political cycle and uneven implementation at a state level, the reform’s sequence left little time for full implementation of its more pedagogical aspects, such as the new education model, and ultimately faced dramatic reprisal from the new presidential administration.
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Gabb, Jacqui, and Janet Fink. "Relationship Work." In Couple Relationships in the 21st Century, 17–37. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137434432_2.

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Gabb, Jacqui, and Janet Fink. "Relationship Work." In Couple Relationships in the 21st Century, 23–48. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59698-3_2.

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Alea, Nicole, Jefferson A. Singer, and Beata Labunko. "“We-ness” in Relationship-Defining Memories and Marital Satisfaction." In Couple Resilience, 163–77. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9909-6_9.

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Conference papers on the topic "Couple and relationship education"

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Qin, Ye, Shudong Zhang, Naiming Yao, and Liming Luo. "CRNS: A RIA system for course relationship network visualization." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228144.

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Yu, Xiang, Na Li, and Hui Wang. "ON THE DIALECTICAL RELATIONSHIP BETWEEN TEACHING AND LEARNING OF CRIMINAL COURSE." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.202165.

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Mason, Andrew J. "Potential Relationship of Chosen Major to Problem Solving Attitudes and Course Performance." In 2015 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2015.pr.049.

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Chroustová, Kateřina, and Martin Bílek. "THE DEVELOPMENT OF FACTORS AFFECTING THE USAGE OF EDUCATIONAL SOFTWARE IN CHEMISTRY EDUCATION IN THE CZECH REPUBLIC." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.36.

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Why don´t we encounter too regularly with the inclusion of educational software in chemistry education in the Czech Republic? What factors affect the usage of educational software? What kind of relationship can be identified between these factors? For the search of answers to those formulated questions was necessary to, first of all, carry out a deep analysis of the conditions that could lead to more effective usage of educational software in chemistry education. In this article, we analyse the factors that affect the usage of educational software in chemistry education with the application of the unified theory of acceptance and use of technology (UTAUT) and the related theories, including a comparison of our results with the results of realized research studies with a similar theme. Key words: educational software, chemistry education, the unified theory of use and acceptance of technology (UTAUT).
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"ESTABLISHING RELATIONSHIP BETWEEN PERCEIVED QUALITY OF LMS SYSTEM AND E-COURSE DELIVERY." In 3rd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003304503110315.

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Egea, Kathy. "Relationship Building in Virtual Teams: An Academic Case Study." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3046.

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Information Technology (IT) provides the infrastructure for communication and collaboration tools for virtual teams, but Henttonen and Blomqvist (2005) suggest that it is the relational communication and factors of trust, commitment and communication that attention. This case study presents a team building strategy for such interaction. Off-campus students in an undergraduate course apply technological design concepts for social mechanisms in communication and collaboration to virtual teamwork. Students utilise the themes of conversation, awareness and coordination and document their reflection on their use over the team lifecycle. All functioning teams indicated that these social mechanisms helped to build team trust and commitment. Seventy-two percent of students indicated positive team experience, despite constraints of workload, time pressure, technology tools, distance and uncooperative team members. This study argues that use of guided and iterative reflections on social mechanisms support virtual team functioning and strengthen relationships.
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Carpenter, Riley, and Sihaam Shamsoodien. "The relationship between self-efficacy and accounting students' academic performance at a South African university." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12922.

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Racial transformation is crucial for South African higher education institutions, the accounting profession and the country as a whole. Consequently, determinants of students’ academic success must be at the forefront of accounting education research. Understanding these determinants will assist universities to better assist students with their learning. This study focused on self-efficacy in academic performance—a previously limited research area in South African accounting education. The aim was to determine the relationship between self-efficacy and academic performance amongst students registered in a second-year undergraduate course for an accounting degree at a South African university. It was found that self-efficacy was moderately positively correlated with academic performance. The findings indicate that it is worthwhile performing further empirical research on self-efficacy, especially while controlling for other significant factors affecting students’ academic performance.
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Nissen, Hans-Erik, Peter Bednar, and Christine Welch. "A Double Helix Relationship of Use and Redesign in IS." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2981.

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In the past, Information Systems Research (ISR) mainly has focused on developing, designing, and implementing computerized parts of informing systems. Even studies from a "user" perspective relate to information and communication technology (ICT), often on an abstract level. Since the advent of the ICT industry there has been a tendency to describe professionals in their practice, or people in their daily lives as ‘users’ of ICT. It is not obvious why this label should be applied. The ICT industry offers products and services to professionals and to people in their daily lives. These products and services require critical assessment to see what helps whom in particular situations. There is also a need to appraise them with respect to unintended consequences. Such critical assessment furnishes challenges to the ICT industry. More ISR seems to be needed with the intention of learning both from earlier ICT projects and from research carried out in other fields. This could comprise studying uses of earlier ICT artifacts and studies of how to redesign them to make people better informed and more knowledgeable. Becoming better informed and more knowledgeable calls for a lot of learning and unlearning. These processes always have to start from the situations in which the learners live. Designers of new ICT artifacts have not always been fully aware of this fundamental prerequisite for learning. We believe one way of supporting this kind of ISR is to reflect on the question: ‘In which ways could studies of the use-side particularly benefit from a relationship to philosophical frameworks such as hermeneutics and phenomenology?’
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Hayama, Tessai. "INVESTIGATING RELATIONSHIP BETWEEN STUDENTS' MOTIVATION AND LEARNING ACHIEVEMENT IN A PROJECT-BASED LEARNING COURSE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1116.

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Peres Souza, Gueibi, Marialice Moraes, and Luiz Carlos Carvalho Jr. "DEPENDENCE RELATIONSHIP BETWEEN STUDENT CHARACTERISTICS AND DROP-OUT IN A DISTANCE EDUCATION COURSE IN ECONOMICS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1528.

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Reports on the topic "Couple and relationship education"

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Trew, Sebastian, Daryl Higgins, Douglas Russell, Kerryann Walsh, and Maria Battaglia. Parent engagement and involvement in education for children and young people’s online, relationship, and sexual safety : A rapid evidence assessment and implications for child sexual abuse prevention education. Australian Catholic University, August 2021. http://dx.doi.org/10.24268/acu.8w9w4.

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[Excerpt] We recently conducted a rapid evidence review on educational programs that focus on child sexual abuse (CSA) prevention (Trew et al., 2021). In that review, we learned that child-focused CSA prevention education could be enhanced by looking at how to improve the parent engagement or involvement. We know from a previous review (Hunt & Walsh, 2011), that parents’ views about CSA prevention education are important. But further evidence is needed to develop concrete strategies for strengthening parent engagement in appropriate and effective ways. As identified in the above-mentioned review (Trew et al., 2021), prominent researchers in the CSA prevention field have noted that if prevention efforts are to be successful, it is imperative to include parents (Hunter, 2011; Mendelson & Letourneau, 2015; J. Rudolph & M.J. Zimmer-Gembeck, 2018; Wurtele & Kenny, 2012). This research focuses on two complementary aspects of parent engagement in CSA prevention: (i) parent participation in parent-focused CSA prevention (ii) parent participation in school-based or child-focused CSA prevention.
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Reichman, Nancy, Hope Corman, and Kelly Noonan. Effects of Mental Health on Couple Relationship Status. Cambridge, MA: National Bureau of Economic Research, June 2013. http://dx.doi.org/10.3386/w19164.

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Lleras-Muney, Adriana. The Relationship Between Education and Adult Mortality in the United States. Cambridge, MA: National Bureau of Economic Research, June 2002. http://dx.doi.org/10.3386/w8986.

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Bartik, Timothy J., and Brad Hershbein. Degrees of Poverty: The Relationship between Family Income Background and the Returns to Education. W.E. Upjohn Institute, March 2018. http://dx.doi.org/10.17848/wp18-284.

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Rossman, Daniel, Meagan Wilson, Rayane Alamuddin, Julia Karon, Jenna Joo, and Catharine Bond Hill. Measuring a Liberal Education and its Relationship with Labor Market Outcomes: An Exploratory Analysis. Ithaka S+R, September 2020. http://dx.doi.org/10.18665/sr.313872.

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Barcellos, Silvia, Leandro Carvalho, and Patrick Turley. The Effect of Education on the Relationship between Genetics, Early-Life Disadvantages, and Later-Life SES. Cambridge, MA: National Bureau of Economic Research, May 2021. http://dx.doi.org/10.3386/w28750.

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Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.283.

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Peterson, Timothy. The Relationship Between a Private Voluntary Organization and the Government of a Developing Country in the Delivery of Public Education: A Case Study in Rural Guatemala. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1374.

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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.
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Yıldız, Dilek, Hilal Arslan, and Alanur Çavlin. Understanding women’s well-being in Turkey. Verlag der Österreichischen Akademie der Wissenschaften, August 2021. http://dx.doi.org/10.1553/populationyearbook2021.res2.3.

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The results of empirical studies focusing on gender differences in subjective wellbeing based on either national or comparative international data are inconclusive. In Turkey, where levels of gender inequality are high, women tend to report higher levels of life satisfaction than men. This study investigates the relationship between factors related to women’s empowerment and life satisfaction for both ever-married and never-married women using the 2018 Turkey Demographic and Health Survey (TDHS), which collected data on life satisfaction for the first time in a TDHS series. The results show that in addition to their material resources and living environment, factors related to women’s agency – i.e., education and participation in decisionmaking – are associated with women’s levels of life satisfaction.
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