Relationship Education Dropout: Exploring Dropout Characteristics

Conference: The Barcelona Conference on Education (BCE2022)
Title: Relationship Education Dropout: Exploring Dropout Characteristics
Stream: Counselling, Guidance & Adjustment in Education
Presentation Type: Oral Presentation
A. Esra İşmen Gazioğlu, Istanbul University-Cerrahpasa, Turkey
İlkay Demir, Istanbul University-Cerrahpasa, Turkey
Çare Sertelin Mercan, Istanbul University-Cerrahpasa, Turkey
Didem Varol, Istanbul University-Cerrahpasa, Turkey
Yücel Sofuoğlu, Istanbul University-Cerrahpasa, Turkey
Mesut Öztürk, Istanbul University-Cerrahpasa, Turkey


This study explored the characteristics associated with dropout in an internet-based romantic relationship education program. Informed by the cognitive-behavioral perspective, the program aimed to improve the healthy relationship knowledge and skills of Turkish university students. As a part of the program evaluation, this study focuses on the characteristics of dropouts to inform future studies on internet-based interventions.
A sample of 222 emerging adults (93 intervention completers and 129 intervention dropouts) were assessed to collect information on sociodemographic (age, gender, relationship status) and relational variables (attitudes towards dating violence, dysfunctional relationship beliefs, romantic self-efficacy, and conflict resolution skills). Completers and dropouts were compared on all studied variables. The overall dropout rate of the program was 58 % (n = 129). Mean age of the experimental group was 21.00 (SD = 1.90) years and majority of them were females (n=171, n=50 males, n=1 non-binary). Additionally only 71 emerging adults reported that they have involved in romantic relationship in experimental group.
A two tailed t-test analysis was conducted to determine whether demographical and relational factors were associated with dropout. The results revealed that the intervention completers and dropouts did not differ significantly in terms of age, gender, and relationship status. However, dropouts reported higher mean scores on romantic relationship self-efficacy compared to completers. The participants showed no significant differences in terms of their scores on attitudes towards dating violence, dysfunctional relationship beliefs, and conflict resolution skills.

This study was funded by the Scientific and Technological Research Council of Turkey. Project number: 120K934

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