Risks, Vulnerabilities, and Desires for Future Romantic Relationships and Relationship Education During Early Adulthood

Abstract

Objective The purpose of this study was to explore how vulnerabilities, stressors, and adaptive processes influenced early adults' (N = 1,073) future relational desires and topic preferences in relationship education (RE). Background There is great diversity in pathways to relationship formation. Early adults are exposed to risk factors from their past and present relationship experiences that can influence their current and future relational functioning. Thus, there is an increasing need to provide individually relevant relationship education services to ultimately help early adults navigate these diverse relationship processes and transitions. To ensure relevant and successful programing, relationship educators need to consider early adults' future relational preferences and variations in early adults' interest in specific areas of RE content. Methods Combining data from a nationally representative sample (N = 436) and a snowball sample (N = 637), we collected information on various risk factors for relationship distress early adults had observed or experienced, demographic information, and current relationship status to identify not only future relational desires but also interest in RE topics. Results Results indicated that early adults are concurrently experiencing many risks that influence their future relational desires and interests in specific RE topics. Conclusion We demonstrate how each risk factor independently influences an early adult's future relational desires and interest in RE topics, while also highlighting the cumulative effect of risk factors on these outcomes. Implications Implications highlight tailoring functions within RE to increase interest and engagement and more precisely address specific participant stressors and vulnerabilities.

Ready to change? Predicting adolescents' help‐seeking for relationship concerns

“…Therefore, the null effects may represent selection effects, wherein young men who were more open to seeking help elected to be participants. It is also plausible that not enough men signed up for the program (a common issue in relationship education; Kanter et al, 2020), which inhibited our ability to adequately compare effects between men and women.…”

“…Complementing the broad focus on attitudes and social norms in Cauce et al' (2002) framework and the theory of planned behavior (Ajzen, 2011), masculine norms and ideologies have been found to often hinder help‐seeking behaviors for men and adolescent boys (Grinstein‐Weiss et al, 2005; Spiker et al, 2019). Conversely, women and adolescent girls report a greater interest in obtaining relationship information (Grinstein‐Weiss et al, 2005; Kanter et al, 2020).…”