Suchergebnisse

This research compared measures of marital quality between married respondents who were classified as adults currently receiving government assistance (GA) or adults not currently receiving government assistance (NGA). Additional demographic/contextual variables such as gender, age, age at first marriage, religiosity, income, education, cohabitation, mental health, and substance abuse along with four interactional variables - escalating negativity, criticism, negative interpretation, and withdrawal - were measured as potential correlates with marital quality. Results indicated statistically significant differences between GA and NGA individuals on all of the marital quality measures and on 8 of the 11 demographic/contextual variables. Additionally, the four interactional variables showed strong predictive associations for each measure of marital quality for both GA and NGA individuals. Findings from this study are synthesized to help legislators, policy makers, therapists, and other helping professionals target specific needs and intervention strategies for each of these two distinct populations.

The effects of severity of an accident, perceived freedom of the perpetrator, and empathic value of the victim were examined in a 2 × 2 × 2 factorial design. 192 subjects read detailed accident scenarios and then made judgments as to the responsibility of each of a number
of plausibly responsible agents. In line with the hypotheses, subjects attributed more responsibility to the perpetrator under high severity than low severity conditions, and more responsibility under high than low perceived freedom. The hypothesis that more responsibility would be attributed
to the perpetrator when the victim was human than when the victim was a dog was not supported. Additionally, there was no clear evidence for victim derogation. The implications of these findings for defensive attribution and just world hypotheses as well as for methodological issues are discussed.

Eighty-four simulated jurors judged a defendant on trial for armed robbery after reading trial transcripts and other background information in a 2 × 2 factorial design which varied the defendant's race and socioeconomic status (S.E.S). Higher S.E.S. (middle class) defendants
were judged less guilty and assigned fewer years in prison than low S.E.S. defendants regardless of race. A race × S.E.S. interaction on attributed blameworthiness of the defendant, which was inversely related to the jurors' judgements of the defendant's similarity to them,
was also found. Theoretical and methodological implications of these findings for jury simulation studies are discussed.

Extension educators are continually seeking ways to make instruction more effective and engaging. This study evaluated the Attention, Interact, Apply, and Invite – Fact, Think, Feel, Do (AIAI-FTFD) Start-to-Finish Teaching Model for human service educators in an ongoing Extension educational program to determine the effectiveness of this model in implementing the concept of "teaching as an intervention" in Extension educational programming. Specifically, the study assessed the cognitive, emotional, and intent to change behavioral learning outcomes generated by using the AIAI-FTFD teaching model while completing the 9 Important Communication Skills for Every Relationship (9 Skills) program. A self-reported quantitative evaluation design was utilized to assess key objectives in the sample (n = 152). Noticeable and clearly-evident effect sizes were found in perceived knowledge gain and perceived confidence gain in the ability to implement the skills covered in the training. Subsequent discussion focuses on how the AIAI-FTFD Start-to-Finish Teaching Model can facilitate change and learning in educational settings.

This study represents a Time 1 intervention and a three-month follow-up at Time 2 to assess the impact of a relationship education program adapted from Gottman's nine skills of communication. The researchers mapped the cognitive, emotional, and behavioral learning outcomes generated by using the AIAI-FTFD start-to-finish teaching model while completing the 9 Important Communication Skills for Every Relationship (9 Skills) program. A self-reported retrospective pre-then-post survey instrument was utilized to assess these learning outcomes in the sample at Time 1 (N = 58) and again three months later at Time 2 (N = 55). The results were calculated using effect size to quantify standardized mean changes. Implications for how the AIAI-FTFD teaching model can facilitate change and learning in relationship educational settings are discussed.

Relationship satisfaction has consistently been associated with numerous important intrapersonal, interpersonal, and familial outcomes. In accordance with affection exchange theory, positive interaction between romantic partners should contribute to greater relationship satisfaction. However, what is less understood is the specific theoretical mechanism through which this process might occur. This study's findings reveal that affectionate communication (given and received) positively predicted relationship satisfaction indirectly via the serial mediation of partner commitment and couple quality. This model was tested using a sample of participants of the ELEVATE relationship education program ( N = 2235). Theoretical and practical implications are discussed, including a call for further exploration of other theoretical pathways that may impact relationship education program evaluation.

The importance of program evaluation for decision making, accountability, and sustainability is examined in this article. Pros and cons of traditional pretest-posttest and posttest-then-retrospective-pretest methodologies are discussed. A case study of Utah's 4-H mentoring program using a posttest-then-retrospective-pretest design is presented. Furthermore, it is argued that the posttest-then-retrospective-pretest design is a valid, efficient, and cost-effective way to assess program outcomes and impacts.