The Influence of Relationship Beliefs and Problem-Solving Responses on Satisfaction in Romantic Relationships

The purpose of this study was to investigate the association among dysfunctional relationship beliefs, problem-solving responses, and satisfaction in close relationships. A survey was completed by 322 college students, each of whom was currently involved in a close heterosexual relationship. As hypothesized, dysfunctional relationship beliefs exhibited positive correlations with the destructive problem-solving responses of exit and neglect and negative correlations with the constructive problem-solving response of voice. Canonical correlation analysis suggested that individuals possessing the beliefs that disagreement is destructive and partners cannot change were likely to respond to relational problems with exit and neglect and to eschew responding with voice. Both dysfunctional beliefs and problem-solving responses were associated with relational satisfaction. However, dysfunctional beliefs failed to predict satisfaction when controlling for problem-solving responses. Support was therefore obtained for the prediction that problem-solving responses mediate the association between dysfunctional beliefs and relational satisfaction.     

WITNESS AGREEMENT AND THE TRUTH‐CONDUCIVENESS OF COHERENTIST JUSTIFICATION

Some recent work in formal epistemology shows that “witness agreement” by itself implies neither an increase in the probability of truth nor a high probability of truth—the witnesses need to have some “individual credibility.” It can seem that, from this formal epistemological result, it follows that coherentist justification (i.e., doxastic coherence) is not truth‐conducive. I argue that this does not follow. Central to my argument is the thesis that, though coherentists deny that there can be noninferential justification, coherentists do not deny that there can be individual credibility.     

Biblical Fidelity of Christian School Textbooks

A reasonable expectation of textbooks used in Christian schools is that they should regularly incorporate biblical content. It is also reasonable to expect the biblical content to be integrated—not segregated—to influence matters such as worldview, biblical relevance, character, and integrative skills. This expectation was tested via a representative sampling of 15 texts across a span of elementary, middle, and high school grades and representative content areas from eight Christian schools in the eastern Virginia region. Important findings include: close to half the texts used in the schools were from non-Christian publishers; textbooks from Christian publishers were predominantly from only two companies; the adequacy of textbook worldview scores is not in alignment with research showing major student deficiency in Christian worldviews; and approximately half of the scores for Christian textbooks were below the minimally acceptable level.