Positive relationship adaptation of couples transitioning to parenthood: An interpretative phenomenological analysis
Bibliographic record
Abstract
Abstract Objective This study aimed to explore the lived experience of well‐satisfied couples (as established by the short form of the Dyadic Adjustment Scale) through the transition to parenthood (TTP) to understand what they perceived has facilitated their relationship adaptation. Background Most couples experience a decline in relationship satisfaction through the TTP. However, there is important variability in the couples' experience, and few researchers have examined positive adaptation. Method Semistructured individual interviews were conducted with both partners of seven first‐time parental couples ( N = 14) and then were transcribed and analyzed using interpretative phenomenological analysis. Result The results showed two interrelated superordinate themes, each including four subordinate themes. Interviewed couples remained satisfied due to the strong foundations of their relationship, namely security, commitment, compassionate love, and intimacy, and due to their effective management of changes together by teaming up, balancing the different spheres of their lives, enjoying and valuing family life together, and communicating. Conclusion Our findings support the relevance of studying positive couple processes for prevention efforts to ease the transition to parenthood. Implications Professionals working with expectant and new parents could target relational processes related to strong foundations as well as the partners' joint management of change to strengthen couple relationships and promote the positive adaptation to parenthood of partners.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".