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Perceived Relationship Improvement From Premarital and Relationship Education

Authors

  • Debbie Kruenegel-Farr,

    1. University of North Texas
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  • Amber McEnturff,

    1. University of North Texas
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  • Jennifer Acker,

    1. The Parenting Center
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  • Arminta Jacobson,

    Corresponding author
    1. University of North Texas
    • Authors' Note: Debbie Kruenegel-Farr, MS Ed, is a Doctoral Student in the Department of Educational Psychology, University of North Texas, Denton, TX. Amber McEnturff, MS, is a Doctoral Student in the Department of Educational Psychology, University of North Texas, Denton, TX. Jennifer Acker, MS, CCLS, is a Director at Empowering Families Project, The Parenting Center, Fort Worth, TX. Arminta Jacobson, PhD, CFCS, CFLE, is a Professor at Department of Educational Psychology, University of North Texas, Denton, TX. Cory Kildare, MS, CFLE, is a Doctoral Student in the Department of Educational Psychology, University of North Texas, Denton, TX. Alan J. Hawkins, PhD, is a Professor at School of Family Life, Brigham Young University, Provo, Utah. Please address correspondence to Arminta Jacobson, 1155 Union Circle #311335, Denton, TX 76203; e-mail: arminta.jacobson@unt.edu.

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  • Cory Kildare,

    1. University of North Texas
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  • Alan J. Hawkins

    1. School of Family Life, Brigham Young University
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Abstract

The purpose of this research was to analyze participants' perceptions of the impact of premarital and relationship education workshops offered across the state of Texas. Regional marriage coalition leaders conducted online and telephone interview surveys of 1,109 participants between 6 and 24 months after participating in the workshops. Research questions included whether participants perceived the workshops as helping to improve their relationship skills and quality, whether these evaluations differed by demographics, and how participant relationship status changed after the workshop. A large majority of participants reported their relationship skills had improved as a result of the workshop. Workshop impact scores generally did not differ by gender, age, cohabitation status, and socioeconomic status. However, Hispanic participants reported somewhat higher workshop impact scores.

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