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Association between help-seeking and motivation for completing a couple relationship education program across service
Violet Hodge1, Ruiqin Gao1, Ryan G Carlson1
1Department of Educational & Developmental Science, University of South Carolina, Columbia, South Carolina, USA.
Journal of Marital and Family Therapy
|July 29, 2024
Summary
Couple relationship education (CRE) effectiveness hinges on motivation and help-seeking. High self-stigma for seeking help reduces motivation for both partners, particularly impacting women in online settings.
Area of Science:
- Psychology
- Sociology
- Family Studies
Background:
- Motivation and help-seeking are crucial for couple relationship education (CRE) effectiveness.
- Understanding the interplay between partners' motivation and help-seeking within CRE is limited.
Purpose of the Study:
- To investigate the impact of self-stigma for help-seeking on motivation to complete CRE.
- To examine if these effects differ between online and in-person service modalities.
Main Methods:
- A sample of 276 heterosexual couples participating in CRE was analyzed.
- A multiple-group actor-partner interdependence model was employed.
Main Results:
- Higher self-stigma for help-seeking was associated with lower motivation to complete CRE for both men and women, across both modalities.
- In the online setting, higher self-stigma in men significantly increased their female partners' motivation to complete the program.
Conclusions:
- Self-stigma negatively affects motivation in couple relationship education, regardless of modality.
- Partner effects, particularly men's self-stigma influencing female partners' motivation online, warrant further investigation for targeted interventions.
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