Good Love, Bad Love? A Latent Class Analysis of Adolescent Romantic Relationship Cognitions

Abstract

Abstract As relationship education for youth becomes common, interventionists increasingly recognize the need to understand characteristics of their participants. Adolescents’ working models influence their behaviors, but how these thoughts shape their approaches to intimate relationships is unclear. Using latent class analysis, patterns of romantic relationship cognition were identified among adolescents (N = 2,682, mean age = 15.68). Five latent classes were identified: Low Risk, Blindlove, Slider, Blindlove Slider, and Control Tolerant. Correlates of class membership were then examined. Being female, currently in a relationship, and having greater well-being were associated with less risky relationship cognitions. Results support the need for a multidimensional approach to understanding adolescent relationship cognitions. These patterns of relationship cognitions may help interventionists tailor programming for youth.