Suchergebnisse

The effectiveness of relationship education has been supported for youth in correcting faulty relationship beliefs and forming conflict management skills; however, there is very limited research addressing whether relationship education matters for building or modifying relationship standards for romantic partners or relationships. Furthermore, whether and how social climate could add to or moderate curriculum effects has not been considered. Using a sample of 1,808 students nested in 106 high school family and consumer science classes in a southern state, this study examined the impact of a general youth‐focused relationship education curriculum and classroom social climate on one ideal standard for relationship partners, warmth/trustworthiness, and one for romantic relationships, intimacy/loyalty. Findings revealed significant and positive curriculum main effects on both standards, while controlling for classroom context. The model for warmth/trustworthiness also showed classroom effects adding to curriculum effects. The role of classroom factors needs further consideration as curriculum effects are examined.