ABSTRACT Research on relationship education (RE) programs generally shows their effectiveness, but it is important to understand what the mechanisms of change are, how they occur within programs, and what participants experience. The purpose of this study was to explore couples' perceptions of the key components of their experience as participants of a Prep-based RE program. Research questions included: How do couples describe their experience of taking an 8-hour relationship education class? What elements had the biggest impact on their relationship? How has their relationship changed as a result of participation? Interview data from 39 married and cohabitating couples who participated in RE were analyzed using grounded theory methods. Six categories emerged from the analytic process, resulting in a model that provided explanatory detail of a typical RE program experience and its impact on the participants. These categories were: intentionality and awareness, context, relationship, workshop, impact (of RE), and couple interview. Couples described these categories as developing in a relatively chronological order, with Intentionality and Awareness being a central category that cut across the process and helped explain the impact of the program on the couple relationship. Implications for research, program development, and program facilitators providing RE are discussed.

中文翻译：

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关系教育对夫妻关系的影响：意向性和意识的扎根理论

摘要 关系教育 (RE) 项目的研究通常显示其有效性，但重要的是要了解变化的机制是什么、它们如何在项目中发生以及参与者的体验。本研究的目的是探索夫妇对他们作为基于预科的 RE 计划参与者的经历的关键组成部分的看法。研究问题包括：夫妻如何描述他们参加 8 小时关系教育课程的经历？哪些因素对他们的关系影响最大？他们的关系因参与而发生了怎样的变化？使用扎根理论方法分析了来自参与 RE 的 39 对已婚和同居夫妇的访谈数据。分析过程中出现了六个类别，产生了一个模型，该模型提供了典型的可再生能源项目体验及其对参与者的影响的解释性细节。这些类别是：意向性和意识、背景、关系、研讨会、影响（RE）和夫妻访谈。夫妻将这些类别描述为按相对时间顺序发展，其中意向性和意识是贯穿整个过程并帮助解释计划对夫妻关系的影响的中心类别。讨论了对研究、项目开发和项目促进者提供可再生能源的影响。夫妻将这些类别描述为按相对时间顺序发展，其中意向性和意识是贯穿整个过程并帮助解释该计划对夫妻关系的影响的中心类别。讨论了对研究、项目开发和项目促进者提供可再生能源的影响。夫妻将这些类别描述为按相对时间顺序发展，其中意向性和意识是贯穿整个过程并帮助解释计划对夫妻关系的影响的中心类别。讨论了对研究、项目开发和项目促进者提供可再生能源的影响。