PS511-6-SP-CO:
What's Love Got To Do With It? Understanding Romantic Relationships.
2023/24
Psychology
Colchester Campus
Spring
Undergraduate: Level 6
ReassessmentOnly
Monday 15 January 2024
Friday 22 March 2024
15
13 November 2023
Requisites for this module
(none)
(none)
(none)
(none)
(none)
Romantic relationships are a fundamental part of the human experience. This module will take a scientific approach to understanding relationships.
This module will examine how relationships form, what binds them together, and what might lead to their dissolution. We will discuss how much of "me" we bring into our relationships compared to how much relationships change our sense of self. Finally, we will discuss what makes relationships such an important area of study: how they impact and influence our lives.
The aims of this module are:
- To provide an in-depth overview of relationship science.
- To explain and interpret systematic research which means discussing findings that may not necessarily reflect views that people have about relationships based on past experience.
- To enhance critical thinking about this important part of human psychology.
- To give students the opportunity to express their own insights into this topic.
By the end of this module, students will be expected to be able to:
- Understand the difference between lay theories (e.g., pop-psychology) and empirically based tests of relationship theories.
- Describe the different ways in which romantic relationships shape and are shaped by self-concepts and situational factors.
- Discuss topics and theories related to relationship research and their implications for psychology, the self, and society.
- Be actively engaged in learning.
This module includes three types of coursework due throughout the term: Learning Goals Assessment, Online Discussion Forum; and, Relationship Advice Column.
The learning goal assessments include three short assessments due at the beginning, middle, and end of term. Students are asked to identify their goals at the beginning of term, reflect on their progress, and reflect on their goal attainment at the end of term.
The online discussion forum includes a total of 5 question prompts that change fortnightly. Students are randomly assigned to a team at the beginning of term with whom they discuss the question prompt and associated readings and lecture content.
The relationship advice column is a single paper that asks students to respond to a question prompt set by the instructor. The tone of the paper should be accessible to a general audience but students must draw on a combination of the materials presented in class, assigned readings, and their own external research. This assessment provides students with the opportunity to demonstrate their understanding of the module content, as well as develop their scientific communication skills.
This module will be delivered via:
- One 2-hour lecture per week.
The lectures will consist of an introduction to each topic of the module. Lectures will be interspersed with brief videos highlighting specific topics or issues discussed in class. Lectures may also include break-out sessions where students will have the opportunity to discuss the assigned readings in small groups, and as a class.
-
-
Baumeister, R.F. and Leary, M.R. (1995) ‘The need to belong: Desire for interpersonal attachments as a fundamental human motivation.’,
Psychological Bulletin, 117(3), pp. 497–529. Available at:
https://search-ebscohost-com.uniessexlib.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=1995-29052-001&site=ehost-live&authtype=sso&custid=s9814295.
-
Berscheid, E. and Reis, H.T. (1998) ‘Attraction and close relationships’, in The handbook of social psychology. 4th ed. Boston: McGraw-Hill, pp. 193–281.
-
Joel, S., Eastwick, P.W. and Finkel, E.J. (2017) ‘Is Romantic Desire Predictable? Machine Learning Applied to Initial Romantic Attraction’,
Psychological Science, 28(10), pp. 1478–1489. Available at:
https://doi.org/10.1177/0956797617714580.
-
Eli J. Finkel
et al. (2012) ‘Online Dating: A Critical Analysis from the Perspective of Psychology Science’,
Psychological Science in the Public Interest, 13(1), pp. 3–66. Available at:
https://doi.org/10.1177/1529100612436522.
-
Rusbult, C. and Van Lange, P. (2008) ‘Why we need interdependence theory.’ Available at:
https://doi.org/10.1111/j.1751-9004.2008.00147.x.
-
Clark, M.S. and Mils, J. (1993) ‘The Difference between Communal and Exchange Relationships: What it is and is Not’,
Personality and Social Psychology Bulletin, 19(6), pp. 684–691. Available at:
https://doi.org/10.1177/0146167293196003.
-
Righetti, F.
et al. (2015) ‘The Prosocial Versus Proself Power Holder’,
Personality and Social Psychology Bulletin, 41(6), pp. 779–790. Available at:
https://doi.org/10.1177/0146167215579054.
-
Muise, A. and Impett, E.A. (2015) ‘Good, giving, and game: The relationship benefits of communal sexual motivation.’,
Social Psychological and Personality Science, 6(2), pp. 164–172. Available at:
https://journals-sagepub-com.uniessexlib.idm.oclc.org/doi/10.1177/1948550614553641.
-
Muise, A.
et al. (2013) ‘Keeping the Spark Alive’,
Social Psychological and Personality Science, 4(3), pp. 267–273. Available at:
https://doi.org/10.1177/1948550612457185.
-
Day, L.C.
et al. (2015) ‘To Do It or Not to Do It? How Communally Motivated People Navigate Sexual Interdependence Dilemmas’,
Personality and Social Psychology Bulletin, 41(6), pp. 791–804. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=eoah&AN=35783269&site=ehost-live.
-
Kim, J., Muise, A. and Impett, E.A. (2018) ‘The relationship implications of rejecting a partner for sex kindly versus having sex reluctantly’,
Journal of Social and Personal Relationships, 35(4), pp. 485–508. Available at:
https://doi.org/10.1177/0265407517743084.
-
Rempel, J.K., Holmes, J.G. and Zanna, M.P. (1985) ‘Trust in close relationships’,
Journal of Personality and Social Psychology, 49(1), pp. 95–112. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1985-30794-001&site=ehost-live.
-
Simpson, J.A. (1990) ‘Influence of attachment styles on romantic relationships.’,
Journal of Personality and Social Psychology, 59(5), pp. 971–980. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1991-12476-001&site=ehost-live.
-
Murray, S.L.
et al. (2008) ‘Balancing connectedness and self-protection goals in close relationships: A levels-of-processing perspective on risk regulation.’,
Journal of Personality and Social Psychology, 94(3), pp. 429–459. Available at:
https://search-ebscohost-com.uniessexlib.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2008-01768-005&site=ehost-live&authtype=sso&custid=s9814295.
-
Downey, G.
et al. (1998) ‘The self-fulfilling prophecy in close relationships: Rejection sensitivity and rejection by romantic partners.’,
Journal of Personality and Social Psychology, 75(2), pp. 545–560. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1998-10511-019&site=ehost-live.
-
Rusbult, C.E., Martz, J.M. and Agnew, C.R. (1998) ‘The Investment Model Scale: Measuring commitment level, satisfaction level, quality of alternatives, and investment size’,
Personal Relationships, 5(4), pp. 357–387. Available at:
https://doi.org/10.1111/j.1475-6811.1998.tb00177.x.
-
Lamarche, V.M. and Murray, S.L. (2014) ‘Selectively Myopic? Self-Esteem and Attentional Bias in Response to Potential Relationship Threats’,
Social Psychological and Personality Science, 5(7), pp. 786–795. Available at:
https://doi.org/10.1177/1948550614532377.
-
Maner, J.K., Gailliot, M.T. and Miller, S.L. (2009) ‘The implicit cognition of relationship maintenance: Inattention to attractive alternatives’,
Journal of Experimental Social Psychology, 45(1), pp. 174–179. Available at:
https://dx.doi.org/10.1016/j.jesp.2008.08.002.
-
Girme, Y.U., Overall, N.C. and Faingataa, S. (2014) ‘"Date nights” take two: The maintenance function of shared relationship activities’,
Personal Relationships, 21(1), pp. 125–149. Available at:
https://dx.doi.org/10.1111/pere.12020.
-
Slotter, E.B., Gardner, W.L. and Finkel, E.J. (2010) ‘Who Am I Without You? The Influence of Romantic Breakup on the Self-Concept’,
Personality and Social Psychology Bulletin, 36(2), pp. 147–160. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-02362-001&site=eds-live.
-
Lewandowski, G.W.
et al. (2006) ‘Losing a self-expanding relationship: Implications for the self-concept’,
Personal Relationships, 13(3), pp. 317–331. Available at:
https://doi.org/10.1111/j.1475-6811.2006.00120.x.
-
Le, B.
et al. (2010) ‘Predicting nonmarital romantic relationship dissolution: A meta-analytic synthesis’,
Personal Relationships, 17(3), pp. 377–390. Available at:
https://doi.org/10.1111/j.1475-6811.2010.01285.x.
-
Rhoades, G.K.
et al. (2011) ‘Breaking up is hard to do: The impact of unmarried relationship dissolution on mental health and life satisfaction’,
Journal of Family Psychology, 25(3), pp. 366–374. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2011-08238-001&site=ehost-live.
-
Moors, A.C., Matsick, J.L. and Schechinger, H.A. (2017) ‘Unique and Shared Relationship Benefits of Consensually Non-Monogamous and Monogamous Relationships’,
European Psychologist, 22(1), pp. 55–71. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2017-38120-005&site=ehost-live.
-
Holmberg, D. and Blair, K.L. (2009) ‘Sexual Desire, Communication, Satisfaction, and Preferences of Men and Women in Same-Sex Versus Mixed-Sex Relationships’,
Journal of Sex Research, 46(1), pp. 57–66. Available at:
https://www.jstor.org/stable/20620399.
-
Troy, A.B., Lewis-Smith, J. and Laurenceau, J.-P. (2006) ‘Interracial and intraracial romantic relationships: The search for differences in satisfaction, conflict, and attachment style’,
Journal of Social and Personal Relationships, 23(1), pp. 65–80. Available at:
https://doi.org/10.1177/0265407506060178.
-
Wofford, N., Defever, A.M. and Chopik, W.J. (2019) ‘The Vicarious Effects of Discrimination: How Partner Experiences of Discrimination Affect Individual Health’,
Social Psychological and Personality Science, 10(1), pp. 121–130. Available at:
https://doi.org/10.1177/1948550617746218.
-
Rusbult, C.E., Finkel, E.J. and Kumashiro, M. (2009) ‘The Michelangelo Phenomenon’,
Current Directions in Psychological Science, 18(6), pp. 305–309. Available at:
https://journals.sagepub.com/doi/10.1111/j.1467-8721.2009.01657.x.
-
Fitzsimons, G.M. and Finkel, E.J. (2010) ‘Interpersonal influences on self-regulation.’ Available at:
https://doi.org/10.1177/0963721410364499.
-
Gomillion, S., Murray, S.L. and Lamarche, V.M. (2015) ‘Losing the Wind Beneath Your Wings’,
Social Psychological and Personality Science, 6(5), pp. 513–520. Available at:
https://doi.org/10.1177/1948550614568160.
-
Robles, T.F. and Kiecolt-Glaser, J.K. (2003) ‘The Physiology of Marriage: Pathways to Health’,
Physiology & Behavior, 79(3), pp. 409–416. Available at:
https://www.sciencedirect.com/science/article/pii/S0031938403001604.
-
Braithwaite, S.R., Delevi, R. and Ficham, F.D. (2010) ‘Romantic relationships and the physical and mental health of college students’,
Personal Relationships, 17(1), pp. 1–12. Available at:
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1475-6811.2010.01248.x.
-
Day, M.V. (2016) ‘Why people defend relationship ideology’,
Journal of Social and Personal Relationships, 33(3), pp. 348–360. Available at:
https://doi.org/10.1177/0265407515613164.
-
Park, Y., Impett, E.A. and MacDonald, G. (2020) ‘Singles’ Sexual Satisfaction is Associated With More Satisfaction With Singlehood and Less Interest in Marriage’,
Personality and Social Psychology Bulletin [Preprint]. Available at:
https://doi.org/10.1177/0146167220942361.
-
DePaulo, B. (2014) ‘A Singles Studies Perspective on Mount Marriage’,
Psychological Inquiry, 25(1), pp. 64–68. Available at:
https://doi.org/10.1080/1047840X.2014.878173.
-
Girme, Y.U.
et al. (2016) ‘Happily Single’,
Social Psychological and Personality Science, 7(2), pp. 122–130. Available at:
https://doi.org/10.1177/1948550615599828.
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's
reading list.
Assessment items, weightings and deadlines
Coursework / exam |
Description |
Deadline |
Coursework weighting |
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Veronica Lamarche, email: v.lamarche@essex.ac.uk.
Dr Veronica Lamarche
v.lamarche@essex.ac.uk
Yes
No
No
Dr Paula Miles
University of St Andrews
Director of Teaching, Senior Lecturer
Available via Moodle
Of 20 hours, 20 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s), module, or event type.
Psychology
Disclaimer: The University makes every effort to ensure that this information on its Module Directory is accurate and up-to-date. Exceptionally it can
be necessary to make changes, for example to programmes, modules, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements,
industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to modules may for example consist
of variations to the content and method of delivery or assessment of modules and other services, to discontinue modules and other services and to merge or combine modules.
The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications and module directory.
The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.