FR 2-6

11/04  

 

Abstract

Research on Marital Quality

 

Prepared by:    Joe D. Wilmoth

                        PREP Program Coordinator

                        Graduate Assistant in Family Sciences

                        333 HES, OSU

                        Stillwater, OK 74078-6111

                        (405) 744-6231

 

Adler-Baeder, F., Higginbotham, B., & Lamke, L.  (2004).  Putting Empirical Knowledge to Work:  Linking Research and Programming on Marital Quality.  Family Relations, 53, 537-546.

 

Text Box: IMPLICATIONS FOR COOPERATIVE EXTENSION. In relationship education classes such as PREP (The Prevention and Relationship Enhancement Program), extension educators address factors that influence marital quality. The articleÕs goal is to evaluate existing marriage education programs on the basis of researched-based content. However, a primary benefit for the extension educator is the analysis of recent literature that identifies interactional process elements. This information can supplement PREP or other curricula.
 


Factors related to marital quality can be placed into three broad groups:  enduring personal and couple traits or characteristics, contextual conditions or issues, and interactional process elements.  The authors focused on interactional processes because these factors, in light of being changeable or modifiable, are appropriate targets for educational and intervention work.

After narrowing research studies to those of which educators could be most confident, the authors identified three broad categories of couple interactional processes that affect marital quality:  positivity (positive emotions and behaviors), negativity (negative emotions and behaviors), and cognitions.  Following are some of the factors they identified.

 

Positivity

These factors are linked to higher marital quality:

 

á                spending time together

á                developing a relational identity (Òwe-nessÓ)

á                expressivity or self-disclosure

á                positive emotions and affect, affectionate behaviors (fondness, touch), and supportive behaviors

 

 Negativity

            These factors are associated with lower marital quality:

á                Patterns of negative affect (e.g., anger, disgust, sadness, fear) in the context of both conflict and daily interactions

á                Overt behavioral expressions of negativity, such as coercive behavior, angry outbursts, aggression, demanding, and criticizing

á                Disengaging behaviors, such as withdrawal, nonresponsiveness, contemptuousness, and dismissiveness

á                Co-occurrence of these demanding and withdrawing behaviors are especially predictive of lower marital satisfaction.

 

Cognitions

á                Unrealistic beliefs about relationships (e.g., disagreement is destructive, partners cannot change, mind-reading is expected, genders are different, sexual relations should be perfect) are associated with lower marital quality.

á                Discrepancy between a partnerÕs expectations and perceptions of actual

Research on Marital Quality (continued)

 

á                relational behavior are related to marital satisfaction.

á                The more a spouse is aware of the details of the couple relationship (e.g., their history) and his or her partnerÕs world (i.e., stressors, hopes, likes, and dislikes), the higher their marital quality.

á                Couples who have a higher level of understanding of their partner (i.e., the ability to empathize) and who feel understood have higher marital quality.

á                Consensus on values, beliefs, goals, and views of the relationship is associated with higher marital quality.

á                Perceived fairness and equity in the relationship is positively associated with marital quality.

á                Marital satisfaction is higher among individuals who focus on the positives versus the negatives in their partner and their relationship, assess their partner more highly than the partner assesses himself or herself, and focus retrospectively on the positives in their relationships.

 

Strategies

            The authors identified specific ways various curricula address these factors and provide examples of activities and teaching methods. 

In response to the importance of positive affect and behaviors, programs should promote (a) positive emotions, (b) affectionate behaviors, (c) supportive behaviors, (d) spending time together as a couple, (e) development of a relational identity, and (f) expressivity or self-disclosure.

Content also should promote the regulation of negative emotions in couple interaction, suggest methods of nonoffensive engagement during conflict, and identify strategies to counter withdrawing, nonresponsive, or dismissive behaviors.  The destructive combination of the demand-withdraw pattern should be emphasized.

Educational programs should address cognitions of partners by facilitating (a) realistic beliefs and expectations; (b) partner knowledge and understanding or empathy; (c) partner consensus on values and beliefs; (d) perceived equity and fairness; and (3) positive attributions and assessments of the partner, the relationship, and partner behaviors.