Examining the Early Evidence for Self-directed Marriage and Relationship Education: A Meta-analytic Study

Keywords

marriage and relationship education, meta-analysis program evaluation, self-directed

Abstract

This meta‐analysis examines the efficacy of self‐directed marriage and relationship education (MRE) programs on relationship quality and communication skills. Programs combining traditional face‐to‐face learning with self‐directed elements are also examined, and traditional programs' effectiveness is included as a comparison point. Sixteen studies focused on self‐directed interventions; 13 studies focused on programs combining self‐directed and traditional components. For self‐directed programs, the effect size for relationship quality was small and not significant (d = .032, ns); a small, significant effect size was found for communication skills (d = .160, p < .05). For blended programs, effect sizes were significant for relationship quality (d = .429, p < .01) and communication skills (d = .715, p < .05), and blended programs produced larger effect sizes than traditional programs.

Original Publication Citation

McAlllister, S., Duncan, S. F., & Hawkins, A. J. (2012). Examining the early evidence for self-directed marriage and relationship education: A meta-analytic study. Family Relations, 61, 742-755. [Reprinted in: M. Walcheski & J. Reinke. (2015). Family life education: The practice of family science (3rd ed.) (pp. 85-96). Minneapolis, MN: National Council on Family Relations.]

Document Type

Peer-Reviewed Article

Publication Date

2012-11-12

Permanent URL

http://hdl.lib.byu.edu/1877/7048

Publisher

Family Relations

Language

English

College

Family, Home, and Social Sciences

Department

Family Life

University Standing at Time of Publication

Full Professor

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