Investment in couple relationship education as a key in the process of change : received dosage, active application, and motivation for attending

Abstract

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] It is important to understand what works for whom and in which contexts in couple relationship education (CRE). This study examined investment in CRE (i.e., received dosage, active application of what they learn, and their motivation for enrolling), its outcomes, and its predictors. Using pre/post data from a sample of 768 couples who participated in CRE, a latent class analysis (LCA) was estimated to investigate within couple patterns of CRE investment. Further, auxiliary variable methods were used in conjunction with the LCA to examine outcomes and predictors of CRE investment. Four classes were found: one with both partners higher in CRE investment, one with females higher and males lower in investment, one with males higher and females lower in investment, and one with both partners lower in investment. Couples in the class with both partners higher on investment experienced greater improvement in satisfaction and friendship than the other three classes. Baseline commitment and distress interacted to predict membership in CRE investment classes. Implications for CRE research and practice are discussed.