The current study represents a novel test of parenting outcomes among participants in couple and relationship education (CRE). Utilizing a systems theory framework and empirical linkages between couple functioning and parenting, this study examined the extent to which several parenting dimensions (coparenting conflict, parental involvement, and positive discipline practices) change after CRE participation and, importantly, whether and how these changes are related to changes in dimensions of couple functioning. In a sample of 623 adult parents, diverse in gender, race, and marital status, positive changes were found in the parenting dimensions over time. In addition, levels of change in the couple domain were associated with levels of changes in the parenting domain over the same period of time, with a pattern of stronger links between conceptually similar dimensions of couple functioning and parenting. (Author abstract)
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