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Relevant bibliographies by topics / Assertiveness (Psychology)

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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)"

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Connelly, Deidre, and Robert J. Rotella. "The Social Psychology of Assertive Communication: Issues in Teaching Assertiveness Skills to Athletes." Sport Psychologist 5, no. 1 (March 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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White, Charles S. "Role-Played Relationships between Assertiveness and Mock Interviewing Success." Psychological Reports 59, no. 2 (October 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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Levin, Renee B., and Alan M. Gross. "Assertiveness Style." Behavior Modification 11, no. 2 (April 1987): 229–40. http://dx.doi.org/10.1177/01454455870112006.

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White, Charles S. "Relationships between Assertiveness, Machiavellianism, and Interviewing Success in a Screening Interview." Psychological Reports 73, no. 3_suppl (December 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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Kraft, William A., Walter J. Litwin, and Scott E. Barber. "Relationship of Intrinsic-Extrinsic Religiousness and Assertiveness." Psychological Reports 59, no. 3 (December 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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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 (January 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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Lee, Han-Jong. "Relations of Children's Proactive and Reactive Assertiveness to Peer Acceptance: Moderating Effects of Social Interest." Psychological Reports 114, no. 3 (June 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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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 (February 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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Margalit, Baruch A., and Paul A. Mauger. "Aggressiveness and Assertiveness." Journal of Cross-Cultural Psychology 16, no. 4 (December 1985): 497–511. http://dx.doi.org/10.1177/0022002185016004006.

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Onyeizugbo, Eucharia U. "Effects of Gender, Age, and Education on Assertiveness in a Nigerian Sample." Psychology of Women Quarterly 27, no. 1 (March 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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Dissertations / Theses on the topic "Assertiveness (Psychology)"

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Green, Patricia Ann. "The power of assertive compassion." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p028-0260.

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Kiser, Jerry Douglas. "The relationship between husband-wife/assertiveness-nonassertiveness and marital satisfaction." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618831.

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This study was designed to examine the relationship between husband-wife/assertiveness-nonassertiveness and the level of marital satisfaction. One hundred seventy married couples, who volunteered to participate, served as the sample for the study. Each individual completed the Rathus Assertiveness Schedule (RAS) and the Dyadic Adjustment Scale (DAS). Based on the RAS scores of the husband and wife, the couple was assigned to one of four groups. The four groupings were: (1) Husband and wife were both assertive. (2) The husband was assertive and the wife was nonassertive. (3) The husband was nonassertive and the wife was assertive. (4) The husband and wife were both nonassertive.;The four hypotheses, based upon grouping, were: (1) There will be a significant positive correlation (both scoring high) between the husband's DAS score and the wife's DAS score. (2) There will be a significant negative correlation between the husband's DAS score (husband scoring high) and the wife's DAS score (wife scoring low). (3) There will be a significant negative correlation between the husband's DAS score (husband scoring low) and the wife's DAS score (wife scoring high). (4) There will be a significant positive correlation (both scoring low) between the husband's DAS score and the wife's DAS score.;The husbands' and wives' scores on the DAS were statistically analyzed using a Pearson Correlation. Significant, positive correlations were found for all four groups. The hypothesis was accepted for group one, but was rejected for groups two, three, and four. (Note: Across all four groups, the majority of DAS scores for both husbands and wives were in the normal to moderately high range.).

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Aikins, Shari. "The influence of boys on girls' physical and verbal assertion." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23322.

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The current study was designed to examine preschool girls' physical and verbal assertion in the presence of varying numbers of boys. Two girls from each of 12 classes were asked to play in three play groups: One that contained six girls (all girls playgroup), one that contained four girls and two boys (majority girls playgroup), and one that contained two girls and four boys (minority girls playgroup). The frequency of episodes of physical and verbal assertion were analyzed across the three playgroups. Unexpectedly, there was no significant difference in the frequency of physical and verbal assertion between the three playgroups. The results did not support the hypothesis; however, there was a strong positive relation between the two most sociable boys' levels of physical assertion and the two target girls' level of physical assertion in all three playgroups. Results are discussed in terms of the need for a more complex model of understanding boys' influence on girls.

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Weist, Mark D. "Assertiveness in boys: evaluating the construct using template matching procedures." Thesis, Virginia Tech, 1988. http://hdl.handle.net/10919/43070.

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The present investigation expanded on the template matching approach (Cone, 1980) to empirically evaluate whether assertiveness is associated with interpersonal success among a group of fourth grade boys. Using popular sociometric status as an index of success in interaction, the performances of 15 popular boys were compared with those of 15 rejected boys in a role-play measure of social behavior. An observation code containing behaviors traditionally associated with assertiveness was compared to a code containing inductively generated behaviors. Popular boys demonstrated significantly higher levels of traditional and inductive behaviors. Total scores on the inductive behavioral, code correlated significantly with self-reported assertiveness, while total scores on the traditional code did not. On an evaluative measure of assertive, aggressive and submissive response alternatives, the two groups showed no significant differences. The utility of the template matching method in empirical target selection and validation was underscored.
Master of Science

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Wakabayashi, Satomi. "Personal assertiveness and perceived social support satisfaction among international graduate students." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/955095.

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The present exploratory study focused on international graduate students who might experience some difficulties with major life transitions and studying in a different culture. The purpose of this study was to examine the relationship between personal assertiveness and social support satisfaction among international graduate students. The researcher hypothesized that assertive international graduate students would report higher levels of seeking out and marshalling social support. Thus, they would more likely be satisfied with their perceived social support. The present study also examined several demographic variables such as ethnicity, sex, TOEFL scores, GPA, and length of stay in the U.S., as possible factors affecting their assertiveness and perceived social support satisfaction. The major findings indicated that assertiveness did not always augment social support satisfaction in the current sample. However, the results of the study demonstrated the effects of ethnicity and several other variables in predicting the levels of assertiveness and perceived social support satisfaction among international graduate students. The study also suggested several implications for future research regarding the relationship between interpersonal variables and perceived social support satisfaction.
Department of Psychological Science

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Andrews, Dorothy Lynn. "Effects of severity versus probability of a negative consequence on women's assertiveness." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/7522.

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Two studies were designed to test the hypothesis that the severity of an anticipated negative consequence deters women's assertiveness more than the probability of an anticipated consequence. The first study, involving a 2 x 2 factorial design, manipulated two levels of anticipated severity (low versus high) and two levels of anticipated probability (low versus high). The type of response studied involved the refusal of an unreasonable request. Female undergraduate psychology students (N = 198) were randomly assigned to view one of four videotapes reflecting these conditions. After viewing the videotapes, participants were asked to rate their intentions to act assertively (BI) and to rate other variables which could potentially be coeffects or mediators of BI (e.g., anxiety, competence). In study 2, 151 female psychology students completed a survey in which they were required to imagine their own anticipated negative consequences, severities, and probabilities for five vignettes involving the refusal of an unreasonable request. Participants in study 2 completed questions about similar variables to study 1. Personality variables, including social desirability, assertiveness (for studies 1 and 2), and anxiety (for study 2) were measured to see if they moderated the results. Path models showed that in all cases, severity and probability affected BI, either directly or indirectly through distress/low self-efficacy or unfairness/need for support. The hypothesis was mostly confirmed in that in almost all cases, severity contributed more variance to BI than did probability. All personality factors moderated the results some of the time. Support was found for both the rational choice and cognitive distortion models of assertiveness. The results were discussed in reference to Beck et al.'s (1985) theory of social anxiety and implications for assertiveness training.

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Forkas, Wendy Maxine. "Assertiveness training with individuals who are moderately and mildly retarded." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2658.

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This study examined the effectiveness of group assertiveness training with individuals who are mildly and moderately mentally retarded. There were 20 participants with 10 each in the control and the experimental group. Each group received the pretest and posttest measures. The experimental group also received four sessions on assertiveness training adapted from the Elwyn Institute's Personal Adjustment Manual, Volume II, Assertiveness Training. The training was developed for moderately and mildly mentally retarded individuals using these strategies: educational lectures, modeling, role-playing, and feedback. The control group received only the pretest and posttest measures. Assertiveness was measured by using three measures: two questionnaires, one consisting of 25 situational questions eliciting individuals to respond as they would in real life and the Chapman Assertiveness Instrument; and one behavioral observation check off chart. A univariate repeated measures anaLysis of variance was completed for each measure. There were significant results with all three measures indicating that the training was effective in increasing assertiveness.

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Mafi, Salote Christine Laumanukilupe. "Assertive communication by first- and second-generation Tongan employees in Australia /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17040.pdf.

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Love, Ann Marie. "Measuring attitudes toward assertive responding." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941583.

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The focus of the present study was the measurement of attitudes toward people acting in an assertive manner, compared to those who are acting in an aggressive or passive manner. Earlier studies suggest there are several mitigating factors on social judgments of assertiveness. These include: sex of the assertor (model), sex of the subject, the assertion situation, and the degree of empathy or consideration in the assertive response. The present study sought to investigate the roles of subject sex, model sex, and situation on social judgments of assertiveness. Further, an empathic assertive condition was included to allow a comparison between ratings of empathic assertive and assertive responses. The empathic assertive response paired assertiveness with extra consideration and understanding toward the other person.Each of 150 university undergraduate subjects (75 men and 75 women) reviewed one written vignette from each of four situations (i.e., work, class lecture, telephone solicitation, dating). Model sex and behavioral response style were randomly assigned. A 26 item personality inventory (Interpersonal Attraction Inventory) was completed by each subject for each vignette.Significant main effects were revealed for both behavioral response style and situation. Subject ratings of behavioral response style were as follows, from least to most favorable: aggressive, passive, assertive, and empathic-assertive. Subject ratings of situation were as follows, from least to most favorable: date, telephone solicitor, work, lecture. The only significant interaction was between behavioral response style and situation. There were no significant main effects or interactions for subject sex or model sex.The present results contradict earlier studies in which passive women were rated significantly more positively than assertive women. Given the time elapsed between the present data collection (1993) and the majority of earlier studies (1987 and earlier) it is possible that sex role change is responsible. In addition, results indicate that what was referred to as empathic assertion in the present study may be a socially distinct class of behavior from assertive behavior. Clearly more research is required in order to confirm a societal sex role change, differences between assertiveness and empathic assertiveness, and generalizability of the present results.
Department of Counseling Psychology and Guidance Services

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Sanders, Rodney L. "Assertive communication skills with nurses in a rural setting." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1400966261&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Books on the topic "Assertiveness (Psychology)"

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Sharon, Burton, ed. Assertiveness skills. Burr Ridge, Ill: Business One Irwin/Mirror Press, 1994.

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Michelli, Dena. Successful assertiveness. Hauppauge, N.Y: Barron's, 1997.

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Developing positive assertiveness. 3rd ed. Menlo Park, Calif: Crisp Learning, 2002.

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Lloyd, Sam R. Developing positive assertiveness. Menlo Park, Calif: Crisp Publications, 1995.

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Whitehead, Chrissie. So, what is assertiveness?: Assertiveness training resource pack. Cambridge: Daniels, 1992.

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Stubbs, David R. Assertiveness at work. 2nd ed. London: Pan, 1997.

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Whitehead, Chrissie. Developing assertiveness skills. Cambridge: Daniels Publishing, 1992.

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Beels, Christine. Assertiveness: A positive process. Leeds: Lifeskills, 1988.

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Beels, Christine. Assertiveness: A positive process. Chalford: Management Books 2000, 2000.

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Sanders, Randolph K. Speak up! Christian assertiveness. Philadelphia: Westminster Press, 1985.

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Book chapters on the topic "Assertiveness (Psychology)"

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Nicolson, Paula, Rowan Bayne, and Jenny Owen. "Assertiveness and coping with stress." In Applied Psychology for Social Workers, 77–89. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-1-137-28535-5_5.

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Rika, Fuaturosida, and Alfi Rozana Ken. "Portrait of Assertiveness on University X Students and Outside." In Proceedings of the First Conference of Psychology and Flourishing Humanity (PFH 2022), 27–32. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-032-9_4.

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Carr, Alan. "Assertiveness and anger." In Positive Psychology and You, 322–49. Routledge, 2019. http://dx.doi.org/10.4324/9780429274855-16.

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Rotenberg, Mordechai. "Assertiveness Training for “I or Thou” Behavior." In Hasidic Psychology, 89–96. Routledge, 2018. http://dx.doi.org/10.4324/9781351310482-10.

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Bielavin, S. P. "FORMATION OF ASSERTIVENESS AS A MEANS OF EQUALIZATION OF COMMUNICATIVE INTERACTION IN POLYETHNIC SPACE OF UKRAINE." In THEORETICAL AND APPLIED ASPECTS OF THE DEVELOPMENT OF MODERN PSYCHOLOGY AND PEDAGOGY, 2–21. Liha-Pres, 2019. http://dx.doi.org/10.36059/978-966-397-112-4/2-21.

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Yarhi-Milo, Keren. "Conclusion." In Who Fights for Reputation, 265–78. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691181288.003.0009.

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This concluding chapter summarizes the book's findings and suggests avenues for future research. At its core, the book makes the case for why leaders should matter to international relations, and also how they matter. Leaders' characteristics significantly shape their behavior on the international stage, but current scholarship lacks clear direction as to what characteristics are important and how those traits affect crisis decision making and international behavior more broadly. The book advances this research agenda by exploring the relationship between self-monitoring, military assertiveness, and contests of “face.” Although prominent in the field of psychology, self-monitoring has unfortunately remained largely unexplored to students of world politics. Self-monitoring should be of significant importance to international relations scholars who study signaling and perception in international politics, but there is also much to be gained by applying the concept of self-monitoring beyond studies of security.

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Conference papers on the topic "Assertiveness (Psychology)"

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Sheinov, Viktor P., and Anton S. Dziavitsyn. "Abridged assertiveness questionnaire." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2021. http://dx.doi.org/10.33910/herzenpsyconf-2021-4-70.

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Simarmata, Elidayani Rodearni, and Anizar Rahayu. "Correlation between Assertiveness and Empathy with Adolescent's Social Adjustment in Social Home of South Jakarta." In Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/uipsur-17.2018.23.

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