Exploring Processes of Change in Couple Relationship Education: Predictors of Change in Relationship Quality Amy J. Rauer and Francesca Adler-Baeder Auburn University Mallory Lucier-Greer Florida State University Emily Skuban, Scott A. Ketring, and Thomas Smith Auburn University In the past several decades, a number of largely atheoretical individual and meta-analytic studies of couple relationship education (CRE) programs have focused on program effectiveness without consid- erations of how these programs work and for whom. To address this gap in the literature, the current study drew upon assumptions from social– cognitive and behavioral theories that are implicit in CRE design to assess the influence of short-term changes from pre- to posttreatment in behaviors and commitment on changes in relationship quality among a racially and economically diverse group of 2,824 individuals who participated in a CRE program. Findings from structural equation modeling indicated that the best-fitting model for both men and women was one in which changes in behaviors predicted changes in relationship quality via their influence on changes in commitment. Further, a series of moderational analyses provided some evidence to suggest that the strength of the relationships between these variables may depend to a small extent on the social address of the participants (race, income) and to a greater extent on characteristics of the CRE experience (i.e., beginning the class at lower levels of functioning, attending with a partner). Findings help us begin to understand the influences among domains of change that occur as a result of participating in a CRE program, as well as offering some useful information to practitioners on demographic and contextual moderators of program outcomes. Implications for future research on the mechanisms of change for CRE are presented. The preponderance of evidence linking high-quality intimate relationships to individual, couple, and family well-being (e.g., Grych & Fincham, 1990; Kiecolt-Glaser & Newton, 2001) laid the groundwork for significant federal funding support that has been provided over the past decade and a half to implement and assess couple relationship education (CRE) programs focused on the promotion of relationship quality (Hawkins & Ooms, 2012; Rob- erts, 2005). Although diverse in design and specific content, CRE programs generally involve the provision of structured learning experiences to help individuals and couples develop knowledge, attitudes, and skills related to healthy relationship functioning (Halford, Markman, & Stanley, 2008; Halford & Snyder, 2012; Markman & Rhoades, 2012). Numerous individual and meta- analytic studies have found that CRE programs enhance the quality of intimate relationships and can even prevent marital distress and dissolution, at least in the short-term (Carroll & Doherty, 2003; Hawkins & Ooms, 2012; Hawkins, Blanchard, Baldwin, & Faw- cett, 2008). To ensure the long-term success of these programs, Carroll and Doherty (2003) have argued CRE programs “need to be grounded in sound research” (p. 116), a call echoed by others (Bradbury & Lavner, 2012; Trail & Karney, 2012). We argue here that we need to go further—these programs need to first be grounded in theory, which can inform our research and, in turn, our efforts to improve relation- ship quality. Drawing from empirically validated theories will enable us to address a long-standing gap in this literature, namely that although we know that CRE programs can be effective in the short- term, we have a relatively limited understanding of how they work (Wadsworth & Markman, 2012; Sher, 2012). The premise of the current study is that without knowing what predicts change in indi- viduals’ relationships, we cannot confidently assert what features of CRE programs may be requisite for long-term relationship success or may explain a lack of evidence of CRE positive impact (Wood, McConnell, Moore, Clarkwest, & Hsueh, 2010). Thus, the goal of the current study was to draw upon assumptions from behavioral and social learning theory to evaluate processes of change from pre- to posttreatment among a large, racially and economically diverse group of CRE participants. Given that the rates of CRE participation have dramatically increased over the past decade, particularly among more diverse populations (Hawkins & Ooms, 2012; Stanley, Amato, John- Amy J. Rauer and Francesca Adler-Baeder, Department of Human Development and Family Studies, Auburn University; Mallory Lucier- Greer, Department of Family and Child Sciences, Florida State University; Emily Skuban, Scott A. Ketring, and Thomas Smith, Department of Hu- man Development and Family Studies, Auburn University. This study was supported by a grant from the U.S. Department of Health and Human Services, Administration for Children and Families (90FE0001). Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the U.S. Department of Health and Human Services, Administration for Children and Families. Correspondence concerning this article should be addressed to Amy J. Rauer, Department of Human Development and Family Studies, Auburn University, Auburn, AL 36809. E-mail: arauer@auburn.edu This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. Journal of Family Psychology © 2014 American Psychological Association 2014, Vol. 28, No. 1, 65–76 0893-3200/14/$12.00 DOI: 10.1037/a0035502 65