Abstract
Romantic relationships are a central component of life and are linked to well‐being, making adaptive functioning critical. Yet, there are few theory‐driven, systematic efforts to prepare young people to function skillfully. This study reports the results of a randomized controlled trial of a two‐session relationship education program based on Davila and colleagues’ construct of romantic competence. Participants were 154 (68 relationship education, 86 waitlist) emerging adult college students. They completed questionnaires initially, posttest, and at follow up. Compared to the waitlist, relationship education participants reported increases in workshop‐relevant knowledge, perspective taking, and adaptive decision making, all targets of the program. Qualitative data from relationship education participants at follow up indicated behavioral changes reflective of workshop material. This provides preliminary support of the program’s efficacy.