PPT Slide
Adolescence is a prime time for active learning about how romantic relationships develop and work (Paul & White, 1992). Building on experiences and skills gained from other close relationships, adolescents add to their relationship repertoire by experimenting with romantic relationships. Beliefs and expectations about the course and timing of the development of romantic relationships influence and are influenced by romantic relationship experiences. By late adolescence and early adulthood, beliefs and expectations become less amenable to change, thus making a more permanent mark on one’s adult life. We know very little, however, about how relevant scholarly relationship development theories are to developing adolescents. Moreover, we know very little about adolescents’ own theories about how romantic relationships develop.
The goal of the present paper is to better understand late adolescents’ theories about how romantic relationships develop. Specifically, the aims were to identify in late adolescents’ romantic relationship development theories: (1) common themes, (2) common patterns or stage progressions, and (3) infrequent or absent themes and patterns when compared to scholarly relationship development theories.