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Objectives This study investigates the effects of a new research‐informed couple relationship education (CRE) curriculum, ELEVATE, in a diverse sample of 300 adults. Methods Using a quasi‐experimental design and propensity score adjustments, change trajectories were compared over a 6‐month period with multilevel growth‐curve modeling. Variations in outcomes based on income, family harmony, and relationship length were also explored. Results Results indicate sustained program effects of ELEVATE over 6 months in four of the nine target outcomes (intimate knowledge of partner, social connections, conflict management skills, and couple relationship quality). Participants experiencing more stressful family contexts at baseline experience a greater amount of change in intentionality, developing a couple identity, use of caring behaviors, relationship quality, and depressive symptoms. Participants in more established relationships experienced greater change in conflict management skills and relationship quality. Participants with higher levels of income experienced greater change in developing a couple identity and social connections. Conclusion These findings evidence several positive program effects for the ELEVATE program for a broad group of participants and also reveal some distinctions in change patterns for subgroups. Implications This research provides information relevant to the development of best practices for CRE in diverse communities.

We examined the relationship between family structure and hooking up among emerging adults ( N  = 881) and the extent to which attachment moderated this relationship. Neither family structure nor number of structure transitions were related to the number of hookup partners in the past 12 months. Having an avoidant attachment, being an underclassman, consuming more alcohol, and not being in an exclusive relationship were related to having a greater number of hookup partners, and avoidant attachment was a stronger indicator of hooking up for men than for women. Among those who had hooked up in the past 12 months (63.8 %), family structure did not significantly differentiate those having a penetrative sex hookup (i.e., oral sex and/or intercourse) versus a non-penetrative sex hookup (i.e., kissing and/or sexual touching only). Findings were discussed in terms of their methodological implications for studying hookups, such as the collection of event level data and examining how family structure influences other correlates of hooking up.

This study focused on the associations between parental divorce and interparental conflict with young adults’ current attachment-related anxiety and avoidance, and romantic relationship expectations. The moderating effect of attachment history was also investigated. Using a sample of 1,078 Spanish young adults (544 women, 518 men; average age 21.4 years), our results confirmed that parental divorce is not associated with young adult children’s higher attachment anxiety and avoidance nor poorer romantic relationship expectations. Moreover, interparental conflict is more strongly associated with attachment-related avoidance (p < .001) and romantic relationship expectations (p < .05) than parental divorce, yet depending on attachment history. In fact, in support of our hypothesis, a more secure attachment history with mother has a buffering effect on the association between high-unresolved interparental conflict and attachment avoidance (β = .17, p < .001). Findings add to the existing literature and promote a better understanding of the complex associations between parental divorce and conflict on adult children´s current attachment and relationship expectations.

This study examined how family structure moderates the relationship between social capital and educational outcomes for those in two-parent families. Social capital and family structure were measured when participants were 12–14 years old, and a variety of educational outcomes were examined from high school dropout and completion through postsecondary degree completion. Social capital was measured as parental monitoring, parent-child relationship quality, and parent-school involvement. Specifically, this study compared those in stepfamilies to those in intact two-parent families. It also examined differences between mutual biological children in blended stepfamilies and biological children in intact two-parent families, as well as mutual children in blended stepfamilies and stepchildren in blended stepfamilies. Results indicated that those in simple stepfather and blended stepfamilies had poorer educational outcomes overall compared to those in intact two-parent families. Having a higher quality parent-child relationship was associated with greater likelihood of completing a postsecondary degree, greater total years of school completed, and greater highest degree completed. Findings supporting the moderation hypothesis were few. Living in a blended stepfamily moderated the relationships between parent-child relationship quality and high school completion and parent-school involvement and completing a bachelor's degree or higher. In both instances, the relationship was stronger for those in intact two-parent families than those in blended stepfamilies. Among children living with both biological parents, mutual children in blended stepfamilies were less likely to complete a postsecondary degree and had a lower highest degree completed than those in intact two-parent families. No significant differences were found for the educational outcomes of mutual children and stepchildren living in blended stepfamilies. Implications for future research and policy are discussed.