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Using Intent-to-Attend to Predict Attendance in Community-Based Relationship Education.

Ryan G Carlson1, Naomi J Wheeler2, Sejal M Barden3

  • 1Department of Educational Studies, University of South Carolina, Columbia, SC, USA.

Family Process
|April 27, 2021
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Couple

Keywords:
AttendanceCouplesIntent-to-AttendRelationship Educationcapacitación en relacionesmantenimientoparejas伴侣保留关系教育

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Area of Science:

  • Relationship science
  • Clinical psychology
  • Family studies

Background:

  • Relationship education programs aim for inclusivity but face challenges retaining couples in longitudinal studies.
  • Participant retention is crucial for study validity and accurate effect estimation in relationship research.

Purpose of the Study:

  • To evaluate the predictive ability of couples' baseline relationship satisfaction and intent-to-attend on their continued participation in a relationship education study.
  • To assess dyadic influences on attendance using actor-partner interdependence models.

Main Methods:

  • Utilized probit cross-lagged regression within a structural equation modeling framework.
  • Assessed 1,056 couples' baseline relationship satisfaction and intent-to-attend.
  • Examined the impact of relationship satisfaction and group assignment (treatment/control) on attendance.

Main Results:

  • Intent-to-attend scores significantly predicted attendance at one-month follow-up.
  • Early attendance was the strongest predictor of later attendance.
  • Baseline intent-to-attend predicted future intent-to-attend across all follow-up points; no partner effects or effects of satisfaction/group assignment were found.

Conclusions:

  • Intent-to-attend is a valuable metric for predicting couple retention in relationship studies.
  • Early attendance is a key indicator of sustained engagement.
  • Findings offer practical strategies for improving participant retention in relationship education and therapy.