Undergraduate Course: Science of Singlehood (PSYL10190)
Course Outline
| School | School of Philosophy, Psychology and Language Sciences |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course examines the psychology of singlehood, exploring how being unpartnered shapes wellbeing, self and identity, and social life. With an emphasis on empirical evidence, we will critically evaluate psychological research on relationship status, examining how theories and methods have conceptualized singlehood and with what consequences. We will analyze research on stereotypes, wellbeing, social relationships, individual differences, and inequalities,
developing skills in critical evaluation and research design. |
| Course description |
Many people spend a significant proportion of their adult lives single, yet psychological science has primarily focused on relationship processes within romantic partnerships. This course examines single life as a psychological phenomenon in its own right, exploring questions about wellbeing, self and identity, stigma, social connection, and individual differences among unpartnered adults.
We will read original scientific articles spanning foundational theoretical work to contemporary empirical research, examining the intrapersonal, interpersonal, and societal factors that shape single people¿s experiences. At the intrapersonal level, we will explore individual differences in personality, self and identity, social goals, relationship desire, and wellbeing outcomes. At the interpersonal level, we will examine social relationships, social support, and experiences of stigma in everyday interactions. At the societal level, we will analyze stereotypes, discrimination, structural biases, and how relationship and family norms are
embedded in institutions, policy, employment, housing, and healthcare systems. The course draws on multiple areas of psychology including social, differential, developmental, and cultural perspectives, with an emphasis on social approaches. Topics may include: defining and measuring singlehood; methodological approaches to studying singlehood; wellbeing and life satisfaction debates; stereotypes and singlism; gendered and cultural relationship norms; diverse pathways to singlehood; personality and individual differences; self and identity, sexuality and relationship desire, social relationships and support networks; loneliness vs solitude; implications for policy and intervention.
Each week explores different aspects of singlehood through lectures, lecture-based discussions, and other in-lecture activities. Assessments will emphasize critical evaluation of empirical evidence, identifying assumptions in psychological theory and measurement, synthesising literature and integrating knowledge, developing theoretically grounded research questions, and writing skills.
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Information for Visiting Students
| Pre-requisites | Visiting students should be studying Psychology as their degree major, and have completed at least 3 Psychology courses at grade B or above. We will only
consider University/College level courses. Applicants should note that, as with other popular courses, meeting the minimum does NOT guarantee admission.
**Please note that upper level Psychology courses are high-demand, meaning that they have a very high number of students wishing to enrol in a very
limited number of spaces.** These enrolments are managed strictly by the Visiting Student Office, in line with the quotas allocated by the department, and all
enquiries to enrol in these courses must be made through the CAHSS Visiting Student Office. It is not appropriate for students to contact the department
directly to request additional spaces. |
Course Delivery Information
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| Academic year 2026/27, Available to all students (SV1)
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Quota: 0 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 22,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
174 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Essay (1000 words) - 30%«br /»
Essay (2000 words) - 70% |
| Feedback |
Students will receive regular formative feedback through lecture-based discussion, structured in-lecture peer feedback activities, and in-lecture interactive polling to encourage engagement and check comprehension. The mid-course assessment will have students critically analyze and interrogate the validity of a stereotype about single people using empirical research. The final assessment will have students prepare a research proposal to address an existing gap in the singlehood literature. For the mid-course assessment, written formative feedback will be provided in line with University guidelines, with particular attention to critical engagement with theory, use of evidence, and clarity of argument. Feedback on the first assessment will explicitly feed forward to the final assessment by improving writing skills, critical analysis, and understanding of course material. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Examine singlehood from an empirically-based, scholarly perspective, critically evaluating assumptions, stereotypes, and normative biases in research and society
- Understand key theoretical frameworks, methodologies, and empirical findings that characterize the psychological study of singlehood
- Synthesize research across diverse single populations and contexts to develop nuanced, evidence-based understandings of how singlehood varies across intersectional identities (e.g., gender, age, sexual orientation, race/ethnicity, etc.)
- Present and defend evidence-based written arguments critically evaluating existing claims and research evidence about singlehood
- Develop theoretically grounded research questions or designs that address gaps in the existing singlehood literature
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Reading List
Readings for this course will mostly consist of empirical papers and chapters. Indicative readings:
DePaulo, B.M. & Morris, W.L. (2005). Singles in society and in science. Psychological Inquiry, 16(2-3), 57-83.
Day, M.V. (2016). Why people defend relationship ideology. Journal of Social and Personal Relationships, 33(3), 348-360.
https://doi.org/10.1177/0265407515613164
Dupuis, H. E., & Girme, Y. U. (2024). ¿Cat Ladies¿ and ¿Mama¿s Boys¿: A Mixed-Methods Analysis of the Gendered Discrimination and Stereotypes of Single Women and Single Men. Personality and Social Psychology Bulletin, 50(2), 314-328. https://doi.org/10.1177/01461672231203123
Girme., Y.U., Park, Y., & MacDonald, G. (2023). Coping or Thriving? Reviewing intrapersonal, interpersonal, and societal factors associated with well-being in
singlehood from a within-group perspective. Perspectives in Psychological Science, 18(5), 1097-1120. https://doi.org/10.1177/17456916221136119
Hoan, E., & MacDonald, G. (2025). Personality and Well-Being Across and Within Relationship Status. Personality and Social Psychology Bulletin, 51(9), 1648-
1663. https://doi.org/10.1177/01461672231225571 |
Additional Information
| Graduate Attributes and Skills |
This course embeds critical thinking, curiosity, and problem solving within its learning outcomes by encouraging students to question norms, practices, and
assumptions within psychological theory and methods, seek and evaluate appropriate evidence, and identify wider themes and patterns in research.
Moreover, students will strengthen their data and digital literacy and communication skills through critical engagement with empirical literature and the clear
articulation of complex ideas in discussion and writing, including in (1) evaluating and critiquing current biases in the literature (mid-term assessment) and (2)
the development of theoretically grounded research questions and designs (final assessment). Through interactive lectures (e.g., including in-lecture polling,
structured discussion, and opportunities for peer feedback), students will develop collaboration, reflection, and communication skills, practising active
listening, respectful engagement with diverse perspectives, and the clear articulation of evidence-based arguments. Finally, by examining how psychological
knowledge links to social norms, policy, and institutional practice, the course also fosters inclusivity, adaptivity, and intellectual autonomy within a globally
and civically engaged framework.
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| Keywords | Not entered |
Contacts
| Course organiser | Dr Alex Fisher
Tel:
Email: afisher3@ed.ac.uk |
Course secretary | Mr Liam Hedley
Tel: (0131 6)50 9870
Email: liam.hedley@ed.ac.uk |
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