Flexible delivery approaches to couple relationship education: predictors of initial engagement and retention of couples

Busby, Dean M., Larson, Jeffry H., Holman, Thomas B. and Halford, W. Kim (2015) Flexible delivery approaches to couple relationship education: predictors of initial engagement and retention of couples. Journal of Child and Family Studies, 24 10: 3018-3029. doi:10.1007/s10826-014-0105-3


Author Busby, Dean M.
Larson, Jeffry H.
Holman, Thomas B.
Halford, W. Kim
Title Flexible delivery approaches to couple relationship education: predictors of initial engagement and retention of couples
Journal name Journal of Child and Family Studies   Check publisher's open access policy
ISSN 1062-1024
1573-2843
Publication date 2015-01-04
Sub-type Article (original research)
DOI 10.1007/s10826-014-0105-3
Volume 24
Issue 10
Start page 3018
End page 3029
Total pages 12
Place of publication New York, NY, United States
Publisher Springer
Language eng
Abstract In this study, using a national recruitment strategy, we tested the different factors that influence retention in four different types of relationship education (RE), a self-directed book, assessment and feedback, and a six session Couple CARE program delivered by email or by phone. Of all the factors considered, required program effort, highly valuing marriage, religiosity, education, and step-family status were able to predict with seventy percent accuracy which couples would complete or not complete their RE experience. Program effort was substantially better at predicting retention than all other variables. Retention was high in the book and assessment conditions but was much lower in the two Couple CARE conditions where more effort and time was required. Initial engagement was higher in the email based Couple CARE condition but overall retention was higher in the phone based condition. Important implications for current and future RE efforts are proposed.
Keyword Couple relationship education
Flexible delivery
Retention
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Psychology Publications
 
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