Brigham Young University, Provo, UT 84602–6723, USA.
Behav Ther. 2012 Mar;43(1):77-87. doi: 10.1016/j.beth.2010.12.006. Epub 2011 Jun 1.
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.
本研究采用元分析方法探讨婚姻与关系教育（MRE）计划有效性的计划式调节因素或共同因素。我们对 148 份评估报告进行了编码，以寻找与干预效果更强相关的潜在计划式因素，尽管报告中缺乏细节，限制了我们可以编码的因素范围。总体而言，我们发现计划剂量与效果之间存在正相关：与低剂量计划（1-8 个接触小时）相比，中剂量计划（9-20 个接触小时）与更强的效果相关。对沟通技巧的计划式强调与夫妻沟通结果的更强效果相关，但在关系质量/满意度结果方面，这种差异没有达到统计学意义。没有证据表明制度化的 MRE 计划（正式手册、持续存在、正式教师培训、多次评估）与更强的效果相关。同样，计划设置（大学/实验室与宗教）方面的差异也很小。我们讨论了这些发现的可能解释以及对计划设计和评估的影响。
