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Equity Theory Essay

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Equity Theory Are there specific inputs that are critical in terms of enjoying successful intimate relationships? And are there times during our lives when we accept an unequal level of inputs and outputs? This paper will review and critique those issues and other issues that are related to the main questions.

There are a number of important inputs that each individual within an intimate relationships should be contributing. The kinds of inputs, the timing of those inputs, and the degree of importance those inputs have vis-a-vis the relationship, depend, of course, on the nature and depth of the relationship. The importance of the input -- assuming that both parties are honestly in search of a long-term relationship that is perceived as just on both ends -- is sometimes based on how critical it is to balance the relationship.

If for example, one party is thinking a thought like, "I am getting a much better deal than my partner," in order for that person to avoid feeling guilty, he or she needs to provide a greater share of meaningful inputs (Hatfield, et al., 2008, p. 415). On the...

In other words, it's all well and good to discuss the need for reasonably equal inputs from both partners, but perceptions of what is fair, just, and equal in a relationship differ between genders and personalities.
Taking that discussion a step farther, on page 422 Hatfield explains that once a couple has made a commitment to be in an intimate relationship, "…they will become less concerned about immediate rewards and short-term equity than before" and indeed they may find it near impossible to "calculate fairness and equity than before." And so, when that one party believed he or she wasn't…

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Hatfield, Elaine, Rapson, Richard L., and Aumer-Ryan, Katherine. (2008). Social Justice in Love Relationships: Recent Developments. Social Justice Research, 21(4), 413-431.

Van Yperen, Nico, and Buunk, Bram P. (1990). A Longitudinal study of equity and satisfaction in intimate relationships. European Journal of Social Psychology, 20(4), 287-309.
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