Exploring Programmatic Moderators of the Effectiveness of Marriage and Relationship Education Programs: A Meta-Analytic Study
Exploring Programmatic Moderators of the Effectiveness of Marriage and Relationship Education Programs: A Meta-Analytic Study
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DOI：
10.1016/j.beth.2010.12.006
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发表时间：
2012-03-01
期刊：
影响因子：
3.7
通讯作者：
Albright, Michael
中科院分区：
文献类型：
--
作者：
Hawkins, Alan J.;Stanley, Scott M.;Albright, Michael
本研究使用荟萃分析方法来探索婚姻和关系教育（MRE）计划有效性的程序调节因素或共同因素。我们针对与更强的干预效果相关的潜在规划因素编码了 148 份评估报告，尽管由于报告中缺乏详细信息，我们可以编码的因素范围受到限制。总体而言，我们发现计划剂量具有积极作用：与低剂量计划（1-8 接触小时）相比，中等剂量计划（9-20 接触小时）具有更强的效果。对沟通技巧的计划性强调与对夫妻沟通结果的更强影响相关，但这种差异对于关系质量/满意度结果并未达到统计显着性。没有证据表明制度化的地雷危害教育计划（正式手册、持续存在、正式讲师培训、多重评估）与更强的效果相关。同样，几乎没有证据表明项目设置存在差异（大学/实验室与宗教）。我们讨论对这些发现的可能解释以及对项目设计和评估的影响。
This study uses meta-analytic methods to explore programmatic moderators or common factors of the effectiveness of marriage and relationship education (MRE) programs. We coded 148 evaluation reports for potential programmatic factors that were associated with stronger intervention effects, although the range of factors we could code was limited by the lack of details in the reports. Overall, we found a positive effect for program dosage: moderate-dosage programs (9-20 contact hours) were associated with stronger effects compared to low-dosage programs (1-8 contact hours). A programmatic emphasis on communication skills was associated with stronger effects on couple communication outcomes, but this difference did not reach statistical significance for the relationship quality/satisfaction outcome. There was no evidence that institutionalized MRE programs (formal manuals, ongoing presence, formal instructor training, multiple evaluations) were associated with stronger effects. Similarly, there was little evidence of differences in program setting (university/laboratory vs. religious). We discuss possible explanations for these findings and implications for program design and evaluation.