Relationship quality is the most frequently assessed construct in the intimate relationships literature. Dozens of assessment instruments exist, but the vast majority conceptualize relationship quality in terms of satisfaction (or a similar construct), which focuses on the hedonic (pleasure or happiness) dimension of the relationship. Some scholars question whether the richness and depth of adult intimate relationships can be captured by satisfaction ratings and suggest focusing on a complementary eudaimonic (human flourishing) dimension of the relationship. This study evaluates the development of the Relationship Flourishing Scale, a 12-item measure of eudaimonic relationship quality that assesses meaning, personal growth, relational giving, and goal sharing. The study supports the construct validity of the Relationship Flourishing Scale, including its content, concurrent, convergent, discriminant, and incremental validity. Its incremental validity and independence suggest that it provides information about deeper and richer aspects of relationship quality than do current hedonic relationship quality measures. (PsycINFO Database Record

This article explores a eudaimonic approach (a focus on human flourishing) for its value in enriching marital quality theory. Spouses' marital satisfaction is reinterpreted as the match between their actual marriage and their marital goals. Goal pursuit is proposed as a primary area of assessment and research in marital quality. Two dimensions of goal pursuit are highlighted. First is a continuum ranging from individually attainable goals to shared goals, which are always collective achievements. Second is a range of goals in which the means and ends are separable (instrumental) to goals in which the means and ends are inseparable (constitutive). These dimensions systematically encompass many currently disconnected areas of marital research, which indicates significant heuristic value in a eudaimonic theory of marital quality.

Romantic relationship breakups induce significant distress, which has prompted interest in the possibility of post-traumatic growth (PTG) following relationship dissolution. However, most studies have relied on retrospective self-reports of growth, raising questions about the actuality of growth following breakup. This prospective study assessed relationship quality prior to breakup, measured growth over time, included a comparison group that did not experience breakup, and tested rival hypotheses to assess PTG in comparison with positive reappraisal (PR). College students ( N = 599) in romantic relationships were recruited as participants and assessed at two time points approximately 10 weeks apart. The primary sample includes participants who experienced a relationship breakup ( N = 100). Results indicated that, following a breakup, participants reported a high degree of breakup distress and perceived growth. The pattern of results suggests that reports of perceived PTG may reflect PR processes, as evidenced by the correlation between optimism at Time 1 and perceived, but not actual, PTG at Time 2. Consistent with previous prospective research, but differing from much of the retrospective research, a measure of “actual growth” was unrelated to distress, perceived growth, or whether the individual experienced a breakup. The results corroborate research suggesting that retrospective reports of PTG may not reflect actual personal growth measured before and after a traumatic event. Results are discussed in terms of the circumstances in which PR or growth in relationship choices and behaviors may be most appropriate.

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Children's screen time (i.e., time spent using computers, televisions, mobile devices) has rapidly increased with the development of mobile technology, and this increase has become a matter of serious concern for teachers, parents, family life educators, psychologists, and other health professionals. High usage rates (more than 2 hours per day) have been associated with low-quality sleep, language acquisition difficulties, and attentional problems in young children. Results of experimental trials to limit screen time have been mixed. Interventions may be improved with guidance from a systematic theoretical framework focused directly on children's well-being. This article proposes a multifaceted goal-theoretic approach to reducing screen time through involvement in alternative activities. It is proposed that a focus on approach goals involving shared activities that are constitutive of children's well-being can naturally displace excessive screen time, enhance child development, reduce parental stress, and improve familial well-being. Parents, family life educators, psychologists, pediatricians, teachers, and policy makers are increasingly concerned about children's recreational screen time, a term that refers to time spent with digital devices (e.g., televisions,