2012 Volume 17 Issue 2

Scott S. Hall 

ABSTRACT: The Implicit Theories of the Marital Institution (ITMI) framework distinguishes beliefs about how fixed or malleable marriage is, and might assist in investigating how such beliefs are formed and influence premarital and marital behavior. An initial study identified two distinct ITMI among a large, unmarried sample (n = 1,490). The ITMI were differentially predicted by a variety of background factors and other marital beliefs, and also served to moderate association between parents’ marital variables and young adults’ perspectives on getting married. ITMI also moderated the association between positive beliefs about marriage and perspectives on getting married.

Jennifer L. Doty, Jodi Dworkin, and Jessica H. Connell 

ABSTRACT: In an information-based society, digital inequalities among parents have negative implications for families, yet not much is understood about how socioeconomic status is related to parents’ online activities. Based on ecological systems theory and social capital concepts, this research investigated the differences in 1,518 parents’ online activities by income, age, education, and comfort. Income was a significant predictor of frequency of information seeking activities, but not of frequency of parents’ online social activities. However, comfort with technology emerged as a more salient predictor of both types of online behavior than indicators of socio-economic status or age. This research highlights the need to study differences in parent’s digital use in context. Implications for family life educators, researchers, and policy makers are discussed.

J. Mitch Vaterlaus, Kay Bradford, Linda Skogrand and Brian J. Higginbotham 

ABSTRACT: Unprecedented public interest and government funding has been directed to promoting healthy relationships over the last two decades. Current research on relationship education (RE) for low-income and diverse populations primarily includes suggestions and ideas for successful implementation. Research-derived best practices are less common. As part of a state healthy relationship initiative, 14 Cooperative Extension agents provided RE for low-income and diverse audiences within their counties. A phenomenological approach was used to describe agents’ shared experiences in providing RE. The major themes included planning with diverse audiences in mind, implementing programming with diverse audiences, and agents’ knowledge and commitment to their communities. Results are discussed in terms of practical implications for providing RE for low-income and diverse populations.

Travis P. Searle and Paul L. Schvaneveldt

ABSTRACT: Adolescents often struggle with articulating their religious beliefs. This study proposed that identity style may explain why some adolescents have difficulty articulating their religious beliefs. A hierarchical regression analysis was conducted to predict adolescents’ ability to articulate their religious beliefs. It was found that an informational-oriented identity style, commitment to an identity style, and religiosity were positively related to adolescents’ ability to articulate their religious beliefs. Diffuse-oriented and normative-oriented identity styles were not related to adolescents’ ability to articulate their religious beliefs.

Robert S. Weisskirch and Deanne R. Pérez-Granados

ABSTRACT: Students often enter courses with prior knowledge that includes misconceptions about human development and behavior. Generally, curriculum is constructed to present research-based information that may serve to ameliorate these misconceptions. However, these misconceptions persist, which may require more direct intervention. In this study, we investigated a pedagogical approach in which students directly read and write about common misconceptions to see if this approach addresses their misconceptions and changes their understanding. In total, 75 undergraduate (Females = 64, Males = 11) students participated in the study with 34 students in the experimental group and 41 students in the control group. Using a repeated-measures ANOVA, there were few significant changes in the students’ ratings of the truthfulness of the misconceptions. Revisions to the pedagogical approach examined in this study are suggested to strengthen its effectiveness.

Jacki Fitzpatrick

ABSTRACT: The purpose of this paper is to describe the change process for an undergraduate family studies course (HDFS 3320: Contemporary Family). As the course was required for students in majors (e.g., food & nutrition, fashion & interior design) outside of the family studies field, it was necessary to increase the cross-disciplinary relevance of the course. The change process involved (a) collaboration with other faculty members, (b) responding to student feedback and (c) refining the course model so that it could be used by more than one instructor. The course was changed so that a minimum of 40% of topics directly addressed students’ major fields. The lessons learned from this course transformation might be valuable for instructors/administrators who face the demands of an evolving student population.

Boyd Teemant, Daniel Moen, and Victor Harris

ABSTRACT: Problem-Based Learning (PBL) is a good fit for pedagogy in the family sciences due to the developmental and psychological theories that overlap with key features of PBL. Vygotsky’s Zone of Proximal Development (ZPD) and “authentic problem solving” are examples of theories that explain how PBL works. These learner-centered pedagogies increase engagement and motivation by helping students learn to solve real-world problems. Furthermore, PBL has been shown to enhance professional practice and preparation for students as they enter the workforce. Examples of how instructors can apply PBL in family science college classrooms are offered. Furthermore, a graphic organizer is presented to compare and contrast similarities and differences between PBL and ZPD theories. A sample worksheet that can be used in the classroom is also included. The goal of this paper is to give instructors a sufficient understanding of PBL and plausible examples of how it might be used in the classroom.

Bridget A. Walsh, Heidi Cromer, Jenica Park and Eva L. Essa

ABSTRACT: Four collaborative learning activities were implemented in a lifespan development course. We explored 35 undergraduates’ experiences with collaborative activities designed to promote breadth and depth of students’ understanding of developmental theories. The findings of this study attest to students’ satisfaction with collaborative learning experiences. Five themes emerged from the study: Application of Theory, Learning/Teaching One Another, Personal Growth, Engagement, and Theory Acquisition. The undergraduates’ positive accounts suggest that they applied theory to practice, strengthened their own understanding of theory, experienced personal growth, and were engaged in the class as a result of the collaborative learning activities focused on developmental theories.