Department of Educational & Developmental Science, University of South Carolina, Columbia, South Carolina, USA.
Department of Counseling and School Psychology, University of Central Florida, Orlando, Florida, USA.
J Marital Fam Ther. 2024 Oct;50(4):899-914. doi: 10.1111/jmft.12733. Epub 2024 Jul 27.
Levels of motivation and help-seeking impact the effectiveness of couple relationship education (CRE), as those with greater help-seeking and motivation are more likely to attend more sessions and remain engaged. Less is known about what impacts the association between motivation and help-seeking between partners in a couple engaging in CRE. The current study aims to examine (a) the effect of couples' self-stigma for help-seeking on their own or partner's motivation to complete the relationship education program and (b) whether the effects differ between service modality (i.e., online and in-person). We sampled 276 heterosexual couples who participated in a relationship education program. A multiple-group actor-partner interdependence model analysis revealed that women and men with higher self-stigma for seeking help exhibited lower motivation to complete the program in both settings. Higher self-stigma in men for help-seeking significantly enhanced the motivation of their female partners to complete the online relationship education program.
动机水平和寻求帮助的意愿会影响夫妻关系教育（CRE）的效果，因为那些寻求帮助和动机更强的人更有可能参加更多的课程并保持参与度。关于影响夫妻双方在接受 CRE 时寻求帮助的动机之间的关联的因素，我们知之甚少。本研究旨在检验：（a）夫妻双方寻求帮助的自我污名化对他们自己或伴侣完成关系教育计划的动机的影响；（b）这些影响在服务模式（即线上和线下）之间是否存在差异。我们对 276 对参加关系教育计划的异性恋夫妇进行了抽样调查。多群组主体间相互依存模型分析表明，在两种情况下，自我寻求帮助的污名程度较高的女性和男性表现出较低的完成该计划的动机。男性寻求帮助的自我污名程度较高，显著增强了女性伴侣完成在线关系教育计划的动机。
