Suchergebnisse

Using data from 744 unmarried emerging adults, we tested the associations between their romantic relationship status and well-being while accounting for single participants' romantic relationship interest. Specifically, we compared the depressive symptoms, life satisfaction, and loneliness of those who were (1) romantically involved, (2) single not/slightly interested in a romantic relationship, and (3) single very interested in a romantic relationship. The single very interested group reported greater depressive symptoms than those in the other two groups, who did not differ from each other. Emerging adults in the romantically involved group reported greater life satisfaction than both groups of single participants who did not differ from one another. Those in the romantically involved group reported less loneliness than both groups of single emerging adults, and the single not/slightly interested group reported less loneliness than the single very interested group. Results are discussed within the context of emerging adult romantic development.

AbstractObjectiveWe explored how young adults discussed their experiences with singlehood and their reasons for being single.BackgroundDespite singlehood being normative during young adulthood, less research has focused on the diversity of singlehood compared to that of romantic involvement.MethodIn Study 1, 35 young adults participated in in‐depth qualitative interviews about their romantic histories. We explored singlehood meanings and reasons in the context of their relationship histories. In Study 2 we used data from 155 single young adults to explore the factor structure, internal reliability, and initial validity of the Reasons for Being Single (RBS) scale, which we developed for this study.ResultsIn Study 1 we found that singlehood is not simply the time in‐between relationships, but represents its own, unique aspect of romantic development. In Study 2, our analyses indicated that the RBS was comprised of three subscales: (a) self‐defeating reasons, (b) self‐enhancing reasons, and (c) lack of interest. Self‐defeating reasons were negatively associated with young adult well‐being, whereas self‐enhancing and lack‐of‐interest reasons were positively associated with young adult well‐being.ConclusionSinglehood, like other aspects of young adults' romantic lives, is a diverse and varied experience. Singlehood is also neither an entirely positive nor entirely negative experience. Yet, framing singlehood more positively may aid well‐being.ImplicationsWithin relationship education, being single should be treated as a diverse experience. Helping single young adults gain clarity around why they are single and identify their romantic goals may increase the efficacy of relationship education efforts.

Using data from 313 single emerging adults living in the United States, we explored initiation-efficacy (i.e., perceived abilities related to initiating romantic relationships) and if it was associated with well-being (life satisfaction, happiness with romantic experiences, and loneliness). Most participants indicated that it is not easy to ask someone out or tell someone they are interested in them and talking with someone they have feelings for is awkward. Initiation-efficacy was associated with well-being. Specifically, reporting that it is easy to ask someone out on a date was associated with greater life satisfaction and happiness with romantic experiences, but less loneliness. Further, emerging adults were lonelier when talking to someone they have feelings for was awkward. Finally, neither relationship desire or dismissal moderated associations between initiation-efficacy and well-being. However, relationship dismissal was associated with greater life satisfaction and happiness with romantic experiences and relationship desire was associated with more loneliness.

AbstractSinglehood is often framed as not being in a relationship and treated as the referent category in research on the impacts of romantic involvement. However, growing research illustrates the multifaceted and complex experience of singlehood. Within our own research on the interconnections between romantic and individual development during young adulthood, the diverse nature of singlehood has emerged despite not being an initial focus of our research. Specifically, we have observed the important roles being single plays in young adulthood and variations in singlehood depending on the individual and their context. In this article, we offer observations about the complexity and diversity of singlehood in the lives of young adults by drawing on our own qualitative and quantitative research on young adult romantic development. Framed by the Life Course Perspective, Developmental Task Theory, and Emerging Adulthood Theory, we describe insights we have gained about singlehood and provide suggestions for future research.

Using data from the 2019 National Survey of Children's Health, we evaluated family structure differences in youth health care access and experiences. We found youth living with their married biological/adoptive parents generally had greater health care access than youth living in structurally diverse families. Differences, however, varied based on which aspect of health care access was examined and the specific types of structurally diverse families youth were living in. Youth living in single-father and other relative-headed families showed the most consistent differences in health care access from youth living with their married biological/adoptive parents. In terms of health care experiences, youth living in several structurally diverse families were more likely to have had time alone with health care providers. Furthermore, there were differences in family-centered care, but the effect size and magnitude of the differences were small.

Although singlehood is common during emerging and established adulthood, it is often positioned as less desirable than being partnered. Using data from 168 single emerging (18-29 years-old) and established (30-35 years-old) adults from the United States, we explored how they appraised being single (i.e., viewing singlehood as empowering, allowing for personal goals, and/or being disappointing) and explored how demographic, romantic, and well-being indicators were associated with singlehood appraisals. Emerging and established adults did not differ in how they appraised singlehood. Overall, 42.9% felt it was true/very true that being single was empowering, 75.0% felt it was true/very true that being single facilitated personal goals and interests, and 37.5% felt it was true/very true that were disappointed to be single. Flourishing, intentional singlehood, length of singlehood, relationship interest, education, employment, and race/ethnicity were associated with singlehood appraisals.

ObjectiveThis research investigates the processes leading to felt constraint in romantic relationships.BackgroundRomantic commitment can be driven by a genuine desire to remain romantically involved with a partner, or it can be motivated by real or perceived constraints (e.g., shared property, psychological control or coercion, perceived obligations to one's partner) that make leaving relationships challenging. When relationship commitment and stability are driven by constraints rather than personal desire, individuals may feel "stuck" in their romantic unions, leading to negative outcomes for both individuals and couples.MethodUsing data from in‐depth interviews with 35 individuals about their relationship histories, we employed grounded theory techniques to define and explain the process of entering and exiting relationships with high levels of felt constraint (i.e., stuck relationships). The final sample included 14 individuals discussing 21 stuck relationships.ResultsParticipants often entered stuck relationships in their teens and early 20s. Based on positive early experiences, couples quickly accrued barriers to breakup (e.g., cohabitation, marriage, children, family entanglement) that sustained the partnership despite declines in relationship satisfaction. The decision to leave stuck relationships was often motivated by maturing out of the relationship or becoming more aware of alternatives.ConclusionsOur study adds additional support for the notion that constraints are not universally problematic but must be understood within the context of the developing relationship in order to determine their likely consequences.ImplicationsOur findings support relationship education focused on building an individual's capacity to (a) assess the future viability of their partnerships and (b) overcome barriers to breakup if and when that becomes relevant.

ObjectiveOur objective was to use multiple romantic relationship dimensions to identify a typology of emerging adult romantic relationships.BackgroundEmerging adult romantic relationships vary in terms of their relational dynamics, emotional and physical intimacy, and commitment. Understanding the diversity in emerging adult romantic relationships is crucial for developing effective relationship education for emerging adults as they make decisions about their romantic partnerships.MethodUsing data from 396 romantically involved but unmarried emerging adults, we used cluster analysis to identify a typology of romantic relationships based on relational dynamics (i.e., warmth and support and negative interactions), relationship duration, consolidation (i.e., number of nights and percentage of free time spent together), and commitment (i.e., likelihood of marrying partner).ResultsThe results indicated five types of relationships: (a) happily consolidated (30.8%), (b) happily independent (18.9%), (c) exploratory (17.9%), (d) stuck (23.0%), and (e) high intensity (9.3%). Demographic characteristics, depressive symptoms, life satisfaction, current cohabitation, and cycling within the current relationship varied between the relationship types.ConclusionsThere appear to be meaningful and important variations among the types of romantic relationships that emerging adults pursue. The associations between relationship type and well‐being depends on the interplay between relational dynamics, consolidation, and commitment.ImplicationsIndividuals in different types of relationships may require targeted interventions to help them move out of problematic relationships or to help them build skills for developing and maintaining relationship quality. Suggestions for each type of relationship are provided.

ObjectiveTo explore emerging adults' beliefs about their ability to end romantic relationships and to identify demographic, personality, and romantic experience factors associated with breakup beliefs.BackgroundAlthough, ending relationships is a key component of emerging adult romantic development, research suggests that breakups tend to be protracted and painful. Little is known about what individual skills might be relevant in making breakups smoother for both members of a couple.MethodUsing a cross‐sectional design and drawing from an existing survey panel, 948 emerging adults completed an online survey about their romantic experiences and health outcomes.ResultsMost participants perceived that they can carry out breakup‐related tasks; they reported knowing when to break up, being able to do so appropriately, being able to accept it when someone breaks up with them, and not delaying breaking up. However, a sizable proportion of participants (23.5% to 47.1% depending on the item) reported that they lacked the skills necessary to end romantic relationships. Beliefs about the ability to end relationships were most consistently associated with emerging adults' general self‐efficacy.ConclusionAlthough most emerging adults in the sample appeared confident in their abilities to break up, a sizeable minority indicated that they lacked key skills to end relationships.ImplicationsRelationship education programs for emerging adults generally do not focus on relationship dissolution. Yet our findings suggest that some emerging adults may need opportunities to build skills that will help them exit relationships that are unhealthy, unsatisfying, or out of sync with their individual goals.

ObjectiveTo understand whether 15‐year‐old adolescents' reports of positive and negative interactions in their romantic relationships are associated with their depressive symptoms and externalizing behavior.BackgroundTo ensure that relationship education programs comprehensively address adolescent romantic development, there is a need for research focused on relationship dynamics during adolescence. In particular, there is a paucity of research on the associations between romantic relationship quality and adolescent adjustment.MethodData were from adolescents in romantic relationships during the fourth wave of the NICHD Study of Early Child Care and Youth Development (N = 205). Adolescents reported the positive and negative interactions in their romantic relationships, depressive symptoms, and externalizing behavior.ResultsNegative interactions were positively associated with depressive symptoms and externalizing behavior. Positive interactions were not associated with adolescent adjustment but did moderate the associations between negative interactions and depressive symptoms. Specifically, and unexpectedly, positive interactions exacerbated the association between high (+1 SD) negative interactions and depressive symptoms.ConclusionAdolescents in romantic relationships may be at risk for depressive symptoms and externalizing behavior when they experience negative interactions with romantic partners. They do not, however, appear to benefit from positive interactions.ImplicationsA primary goal of adolescent‐specific relationship education should be to minimize negative interactions between romantic partners.

The authors performed a cluster analysis on data from 270 divorced or separated parents to classify their perceived coparental relationship with their ex‐spouse and test if parents' perceptions of their children's postdivorce adjustment differed based on their perceptions of their postdivorce coparental relationship. The cluster analysis resulted in three types of coparenting relationships: cooperative and involved, moderately engaged, and infrequent but conflictual. Despite the expectation that children fare better if their divorced parents' develop a cooperative coparenting relationship, the authors found that parents' reports of their children's internalizing and externalizing behaviors and their social skills did not significantly differ by type of postdivorce coparental relationships. Results, therefore, suggest that the direct influence of postdivorce coparenting on children's adjustment may not as robust as predicted in the literature.