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A model towards commitment: the role of irrational relationship beliefs, knowledge of warning signs, relationship confidence and satisfaction

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2019
Çürükvelioğlu Köksal, Ed
The present study investigated the relationships between irrational relationship beliefs, knowledge of warning signs, relationship confidence, satisfaction, and commitment among university students. For this aim, a model examining the direct and indirect effects among study variables was tested through the use of Structural Equation Modeling (SEM). The participants were students from different faculties of a medium-sized university in Turkey (n = 479) who are between 18-26 ages and involved in a romantic relationship. In order to collect data, Relationship Beliefs Questionnaire, Relationship Deciding Scale, Investment Model Scale, and personal information form were used. A pilot study was implemented (n = 411) to adapt Relationship Deciding Scale (RDS) into Turkish, and the results indicated that RDS has adequate psychometric characteristics to use in Turkish sample. Results of the SEM analysis revealed that irrational relationship beliefs, knowledge of warning signs, relationship confidence, and satisfaction variables explained 28% of the variance in commitment of participants. Among the variables, satisfaction was the strongest predictor of commitment. On the other hand, irrational relationship beliefs were found positively associated with the study variables contrary to the expectations. Regarding the result of indirect effects, the knowledge of warning signs and relationship confidence partially mediated the relationship between irrational relationship beliefs and satisfaction. Likewise, satisfaction partially mediated the relationship between the RDS variables (the knowledge of warning signs and relationship confidence) and commitment. Additionally, the mediator role of the relationship confidence between the knowledge of warning signs and satisfaction was found significant and full. Finally, the findings of the study were discussed in light of the relevant literature.