Close relationship belief and self-change as predictors of romantic relationship quality in university students

Authors

  • Meliha Tuzgöl Dost Hacettepe University
  • Serpil Aras Ministry of Education

DOI:

https://doi.org/10.14527/pegegog.2021.004

Keywords:

Relationship beliefs, Self-change, Relationship quality, Romantic relationship, University students

Abstract

The aim of this study was to determine the predictive power of university students’ relationship beliefs and self-change on the relationship quality of their romantic relationships. The sample was composed of 361 university students, 212 women (58%) and 149 men (41%), enrolled at different state universities in three metropolises and currently involved in a romantic relationship. The Relationship Beliefs Questionnaire, The Turkish Version of the Relational Self-Change Scale, Relationship Quality Scale, and Personal Information Form were used in the study. Data were analyzed by multiple linear regression analysis. SPSS 23.0 packet programs were utilized in data analysis. According to the findings, of the factors of close relationship beliefs, “We must be completely open and honest with each other,” “We must do everything together,” “We must meet all needs of each other,” and “Romantic idealism” significantly predicted the social support subscale of relationship quality; “We must meet all needs of each other” significantly predicted the conflict subscale, and “We must do everything together,” “We must be able to change each other,” and “Romantic idealism” significantly predicted the depth subscale. Of the factors of self-change, self-expansion and self-contraction significantly predicted the social support subscale of romantic relationship quality while self-expansion, self-contraction and self-adulteration significantly predicted the conflict and the depth subscales. 

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Published

2021-02-01

How to Cite

Tuzgöl Dost, M., & Aras, S. (2021). Close relationship belief and self-change as predictors of romantic relationship quality in university students. Pegem Journal of Education and Instruction, 11(1), 135–162. https://doi.org/10.14527/pegegog.2021.004