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Relevant bibliographies by topics / Assertiveness (Psychology)

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Journal articles

Academic literature on the topic 'Assertiveness (Psychology)'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Assertiveness (Psychology)"

1

Connelly, Deidre, and Robert J. Rotella. "The Social Psychology of Assertive Communication: Issues in Teaching Assertiveness Skills to Athletes." Sport Psychologist 5, no. 1 (1991): 73–87. http://dx.doi.org/10.1123/tsp.5.1.73.

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This paper describes issues and strategies related to teaching social assertiveness skills to athletes. Social assertiveness is examined as a key ingredient for effective communication and athlete satisfaction. Communication difficulties and issues frequently encountered in working with athletes, relevant to assertiveness skills, are discussed along with examination of team member issues that athletes must confront in order to function effectively in assertiveness situations. Specific strategies for teaching assertiveness skills to groups and individuals are presented and include applications to various sport settings.

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2

White, Charles S. "Role-Played Relationships between Assertiveness and Mock Interviewing Success." Psychological Reports 59, no. 2 (1986): 563–69. http://dx.doi.org/10.2466/pr0.1986.59.2.563.

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122 undergraduate business and psychology students conducted mock screening interviews in a laboratory setting. Interviewees' assertiveness was associated with this interviewing success. The interviewers' assertiveness was unrelated to interview success.

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3

Levin, Renee B., and Alan M. Gross. "Assertiveness Style." Behavior Modification 11, no. 2 (1987): 229–40. http://dx.doi.org/10.1177/01454455870112006.

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4

White, Charles S. "Relationships between Assertiveness, Machiavellianism, and Interviewing Success in a Screening Interview." Psychological Reports 73, no. 3_suppl (1993): 1209–10. http://dx.doi.org/10.2466/pr0.1993.73.3f.1209.

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Interviewing success was hypothesized to be a function of the interviewee's assertiveness and Machiavellianism. 122 undergraduate business and psychology students conducted mock screening interviews in a laboratory setting. Assertiveness was associated with interviewing success. Neither the interviewers' nor the interviewees' Machiavellianism scores were related to outcomes. The results were independent of subjects' gender and race.

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5

Kraft, William A., Walter J. Litwin, and Scott E. Barber. "Relationship of Intrinsic-Extrinsic Religiousness and Assertiveness." Psychological Reports 59, no. 3 (1986): 1115–18. http://dx.doi.org/10.2466/pr0.1986.59.3.1115.

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This study provided preliminary data on the relationship between religiousness and assertiveness. Two scales for each variable were completed by 107 undergraduates. The results did not support a fourfold (subtypes) conceptualization of religiousness with assertiveness as the dependent measure. There was no significant correlation between intrinsic religiousness and assertiveness but a significant though small inverse correlation between extrinsic religiousness and assertiveness.

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6

Kukulu, Kamile, Kadriye Buldukoğlu, Özen Kulakaç, and Can Deniz Köksal. "THE EFFECTS OF LOCUS OF CONTROL, COMMUNICATION SKILLS AND SOCIAL SUPPORT ON ASSERTIVENESS IN FEMALE NURSING STUDENTS." Social Behavior and Personality: an international journal 34, no. 1 (2006): 27–40. http://dx.doi.org/10.2224/sbp.2006.34.1.27.

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In this study the interrelation of locus of control, social support and communication skills and their relation with assertiveness were investigated by means of a path model. Nursing students (N =105) participated in the study by completing questionnaires. Path analysis showed that the interrelation of locus of control, communication skills and perceived peer support and their relation with assertiveness are explained to a certain degree by the proposed model. The only variable that directly influenced assertiveness was communication skills. Perceived family support had no direct or indirect effect on assertiveness. The findings point to several considerations for nursing curricula including that faculties should plan and provide opportunities for learning activities that increase students' assertiveness.

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7

Lee, Han-Jong. "Relations of Children's Proactive and Reactive Assertiveness to Peer Acceptance: Moderating Effects of Social Interest." Psychological Reports 114, no. 3 (2014): 913–26. http://dx.doi.org/10.2466/21.07.pr0.114k29w6.

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Previous studies on the social outcome of assertiveness reported mixed findings, failing to support the assumption that assertiveness promotes peer acceptance. In an attempt to provide explanations for the inconsistencies in prior findings, this study proposed making a distinction between proactive and reactive assertiveness and examined the moderating effects of social interest. A total of 441 fifth and sixth graders (232 boys, 209 girls; M age=10.6 yr., SD=0.6) participated in the study. Results indicated that proactive assertiveness was positively related to peer acceptance regardless of social interest. By contrast, reactive assertiveness was positively related to peer acceptance but only when social interest is high. When social interest is low, it was negatively associated with peer acceptance.

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8

McNamara, J. Regis, Ronald Delamater, Shirley Sennhauser, and Matthew J. Milano. "Social Effect of the Naturalistic Display of Assertiveness in a Social Conflict Situation." Psychological Reports 62, no. 1 (1988): 99–103. http://dx.doi.org/10.2466/pr0.1988.62.1.99.

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Individuals high or low in assertiveness were paired with one another and then brought together in dyads in either a social conflict or social acquaintantship. There was no relationship between self-reported assertiveness and acting assertively. In the conflict situation, where highly assertive persons were paired, they viewed their partners as more competent and desirable than paired groups low in assertiveness or groups of mixed high and low assertiveness. This effect for highly assertive persons became even more pronounced in the acquaintance situation. The roles of anxiety, sacrifice, and reasonableness were examined, and suggestions for further research were made.

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9

Margalit, Baruch A., and Paul A. Mauger. "Aggressiveness and Assertiveness." Journal of Cross-Cultural Psychology 16, no. 4 (1985): 497–511. http://dx.doi.org/10.1177/0022002185016004006.

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10

Onyeizugbo, Eucharia U. "Effects of Gender, Age, and Education on Assertiveness in a Nigerian Sample." Psychology of Women Quarterly 27, no. 1 (2003): 12–16. http://dx.doi.org/10.1111/1471-6402.t01-2-00002.

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Two hundred fourteen (214) married persons, 101 men and 113 women aged 20–60, with at least high school education, participated in the study which investigated the effects of gender, age, and educational attainment on assertiveness among married persons in Nigeria. The Assertive Behavior Assessment scale (ABAS; Onyeizugbo, 1998 ) was used to measure assertiveness. It was hypothesized that persons with higher educational attainment will report more assertiveness than persons with lower educational attainment. Results supported the hypothesis. In addition, interactions between gender and age, and gender and educational attainment were found. Younger men reported more assertiveness than younger women whereas older women reported more assertiveness than older men. Also, women participants of lower educational attainment reported more assertiveness than their men counterparts whereas men of higher educational attainment reported more assertiveness than their women counterparts. Results of this study suggest that women in Nigeria may become more assertive with age.

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