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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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Eichstadt, Carl. "The development of an instrument to measure assertiveness of black employees in work organisations." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/14727.
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Bibliography: leaves 123-136.Recognition of the need to develop black employees' interpersonal skills in order that they cope with the demands of the western business environment formed the backdrop to this study. The use of currently available self-report measures of assertiveness to assess behaviour change was questioned in terms of their psychometric properties and relevance to the black employee working in South African organisations. The aim of this study, therefore, was to develop a self-report instrument to measure assertiveness of black employees in work organisations. Another objective was the assessment of criterion-related validity. Information gathered from 12 in-depth interviews was used in the writing of new items and assisted in the modification of items from available self-report assertiveness measures. A preliminary questionnaire, consisting of 55 items was subsequently developed. After a number of changes, the questionnaire, consisting of a four-point Likert scale, was distributed to 80 potential respondents for the pilot study. A response rate of 37.5% enabled the analysis of 30 pilot study questionnaires. After further changes, 450 questionnaires were distributed through training and personnel managers from 10 major South African organisations sampling both the commercial and manufacturing business sectors. A response rate of 57% (240 questionnaires) allowed for the analysis of 234 usable questionnaires. The statistical analysis of responses was done by using both item and factor analytic techniques. After two phases of analysis a 20 item instrument with a three factor structure emerged. The first factor was labelled "anxiety behaviour in interpersonal situations", the second, "collaborative and complimentary behaviour", and the third factor "confronting behaviour". A sub-sample (n = 48) of peer-and self-ratings were correlated for each of the three factors to establish criterion-related validity. Results of this study supported the multidimensional and situation specific nature of the assertiveness construct. The value of developing measuring instruments suited to local conditions was also emphasised. However, the inadequate construct validity and reliability of the instrument indicates the need for further research before - application of the measure in decision making regarding the assertive behaviour of black employees.
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Geiser, Jamie L. "An exploration of the relationship of nonverbal aggression with verbal aggression, nonverbal immediacy assertiveness, and responsiveness." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=947.
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Thesis (M.A.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains viii, 49 p. Includes abstract. Includes bibliographical references (p. 40-49).
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O'Loughlin, Mary Ann 1957. "The Relationship of Assertiveness and Bulimia to Psychological Separation." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278260/.
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The purpose of this study was to examine how parental separation is related to eating disturbances and assertiveness in females who struggle with bulimic symptoms. Two-hundred ninety-two undergraduate females from the University of North Texas comprised the subject group. Using pen and paper measures of assertiveness, bulimia, and parental separation, support was found for the prediction that there would be a relationship between assertiveness and parental separation. Likewise, partial support was found for the prediction that there would be a relationship between bulimia and parental separation. Parental separation was found to affect levels of bulimia and assertiveness. Finally, it was found that subjects endorsed greater emotional independence from fathers than from mothers.
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Jin, Ling. "Cross-Cultural Adult Attachment, Assertiveness, Self-Conscious Emotions, and Psychological Symptoms." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707286/.
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Although the overall quantity of international research has increased, existent studies tend to adopt an instrument developed in one culture to use in the other, leading to measurement bias. In addition, previous cross-cultural research mainly focuses on comparisons between collectivist and individualistic backgrounds (e.g., American vs. Chinese) without considering the similarities and differences within the collectivist societies (e.g., China vs. Mexico). This dissertation project has two purposes, with Study 1 aiming to examine measurement equivalence of two widely used instruments while Study 2 investigating if an attachment-based two-serial mediation model remained constant among three cross-cultural samples collected from the US, Mexico, and China. A total of 1211 participants, including 360 American university students, 441 Mexican students, and 410 Chinese students participated in the study. Differential item functioning (DIF) in lordif package in R and structural equation modeling (SEM) in Mplus 8.1 were adopted for Study 1 and 2, respectively. The results of Study 1 indicated the proposed instruments were culturally invariant in English, Spanish, and Chinese with some modifications. Study 2 showed that assertiveness/self-conscious emotions mediated the association between adult attachment and depression/aggression only in the US group. However, the two-serial mediation model in which the link between adult attachment and depression/aggression via assertiveness to self-conscious emotions was supported in Mexican and Chinese groups, not in the US group. Findings from these two cross-cultural adult attachment studies provide additional insights for future attachment research and useful implications for psychologists working with diverse individuals from the US, Mexico, and China.
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Feng, Qi. "Assertiveness and argumentativeness : an investigation of self-reported tendencies by mainland Chinese." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/273.
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Robinson, Gregory F. "The effect of racial identity attitudes, self-acceptance, and assertiveness on perceptions of vocational role model influence /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801323434.
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Moreno, Rivas Rafael. "Assertiveness training for pastors of the Methodist Church of Puerto Rico." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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Lumley, Vicki Ann. "An assessment of assertion skills among adults with mild mental retardation." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2121.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains xiii, 175 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 76-84).
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Chamberlain, Jude Martin. "Disentangling Aggressiveness and Assertiveness Within the MMPI-2 PSY-5 Aggressiveness Scale." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1257555806.
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Whittington, Brandon L. "An examination of forgiveness attitudes, assertiveness and self-esteem in relationships between forgiveness, relational abuse, and well-being." Thesis, University of Missouri - Saint Louis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705203.
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This study examined attitudes towards forgiveness, assertiveness, and self-esteem as moderators between the tendency to forgive and life satisfaction, physical health, and relational abuse. One hundred and seventy two women recruited online completed measures that assessed self-ratings of the above variables. The tendency to forgive was positively associated with life satisfaction although not associated with physical health or relational abuse. Conversely attitudes towards forgiveness were positively associated with physical health, although not associated with life satisfaction or physical abuse. Assertiveness was positively associated with life satisfaction, although not associated with physical health or relational abuse. Self-esteem was positively associated with life satisfaction and physical health and negatively associated with relational abuse. Interaction analyses indicated that attitudes towards forgiveness moderated the relationship between tendency to forgive and life satisfaction. Specifically, the tendency to forgive was positively associated with life satisfaction only among those with low forgiveness attitudes. Assertiveness and self-esteem failed to moderate relationships between the tendency to forgive and any of the dependent variables: life satisfaction, physical health, and relational abuse. Results suggest that the tendency to forgive may be particularly beneficial for those with low forgiveness attitudes, although the present study is the first to obtain such findings. Implications for counselors and suggestions for future research are discussed.
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Sanderson, LuAnn. "Improving civility in the mental health nursing workplace through assertiveness training with role-play." Thesis, Western University of Health Sciences, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587674.
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Incivility is a low-level form of violence that has been found to threaten safety and has gained increasing attention from healthcare leaders. Incivility at work causes distractions and threatens the culture of safety. Locations providing mental health services are among such high-risk areas. The purpose of this study was to evaluate the effectiveness of a nurse leader’s educational approach to improve civility in the mental health (MH) nursing workplace using assertiveness training with role-play.
The civility score in this study was measured by staffs’ perceptions of eight items: respect; conflict resolution; cooperation; anti-discrimination; value differences; diversity acceptance; personal interest; and reliability of team members. In this study, the principal investigator (PI), a MH nurse leader, prepared and implemented a six-month plan of evidence-based actions intended to improve civility and to strengthen the sense of community.
Role-play exercises were included in assertiveness training sessions. Personalized brochures that summarized information and future direction for improving civility were prepared and distributed.
Civility awareness and assertiveness were reinforced by sharing literature, facilitating discussions, and practicing occasional role-plays to problem-solve past and current incivilities as they surfaced. Follow-up measurements showed a rapid and sharp increase in civility, with improved scores for each of the eight items. These findings support continued use of assertiveness training with role-play as an effective approach for improving civility in a culturally diverse MH nursing staff. Limitations of this study are discussed.
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Dave, Walker P. "Understanding Hookups in College Women: Alcohol Use, Sex Motives, Sexual Assertiveness, and Sexual Victimization." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1297783992.
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Ritchie, Sandra S. "Children's use of power strategies the effect of situational and individual differences." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/184.
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Healey, Devin J. "Acceptability of Behavioral Bully Interventions: Mexican Descent and White American Elementary School Students' Ratings of Assertiveness and Seeking Adult Help Skills." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/135.
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Research has demonstrated the effectiveness of school-based interventions for children to use to deal with being bullied. However, the research has not looked at the effectiveness of these interventions for Latino students. These students come to school with different cultural experiences and values. In theory, treatment that is evaluated as acceptable and potentially effective is more likely to be used. This study investigates and compares the treatment acceptability ratings of White American (n=87) and Mexican descent (n=28) students for two intervention skills that are often taught in bully intervention programs: assertiveness, and seeking help from an adult. Students were taught each skill in an analog group setting and asked to rate the acceptability of each skill. Results showed that White American students had a higher acceptability rating of the assertiveness skill than the Mexican descent students. White American females rated the assertiveness skill higher than Mexican descent males, and rated the skill of seeking adult help higher than White American males. No differences in treatment acceptability were found between the groups of students for the intervention on seeking help from adults. Similar barriers to implementation were reported by both Mexican descent and White American students. Finally, no relationship was found between the Mexican descent students’ acculturation level and treatment acceptability ratings. Implications of these findings for school-based practice and research are discussed.
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Lehman, Elizabeth Anne. "Testing an Extension of Objectification Theory as Applied to Sexual Functioning." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1404662040.
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Burger, Jeanne Ball. "The effects of psychodrama treatment on levels of assertiveness and locus-of-control in women who have experienced battering." W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539618778.
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The purpose of this study was to measure the effects of psychodrama treatment on assertiveness and locus of control for women who sought out-patient therapy to deal with the experience of having been battered. Subjects were required to have been out of their abusive relationships for at least two months.;Forty women completed the study. They were randomly assigned to an experimental group of psychodrama treatment or to a comparison group that received whatever treatment was available to them if the study were not taking place. Each of three sections of psychodrama experimental groups met for one eighteen hour weekend and for three, three hour evening meetings in the next three consecutive weeks.;Pre and post treatment measures of the Rathus Assertiveness Schedule and the Rotter I-E Scale were given to both groups. Findings indicated that although both the experimental group and the comparison group showed significant gains on assertiveness (t (39) = 1.39, p = 0.02) during the pre to post time period, contrary to the first hypothesis, the experimental group did not show significantly more gains than the comparison group. Contrary to the second hypothesis, the experimental group did not show significantly more change from external to internal orientation of locus of control. The changes in locus of control were not significant for either group. Assertiveness was found to be related significantly to internal locus of control on pre-testings (r = {dollar}-{dollar}0.47, p = 0.02) as predicted by the third hypothesis.;Positive changes for assertiveness, locus of control and depression were noted for both the experimental group and the comparison group but the results of this study did not show psychodrama to be significantly more effective than other treatments for increasing assertiveness or changing locus of control orientation. Limiting features of the study's design are discussed.
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Zerubavel, Noga. "Barriers to Sexual Assertiveness in College Women: A Focus on Fear of Sexual Powerlessness and Emotion Dysregulation." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1272898156.
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Mills, Juliana J. H. "The effect of a deliberate psychological education model on the ego development, moral development, and sexual assertiveness of college women." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154136.
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Mahmood, Arif. "The role of humility and risk-taking in the performance of enterpreneurs in the informal economy : a social capital perspective." HKBU Institutional Repository, 2020. https://repository.hkbu.edu.hk/etd_oa/781.
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We investigate the roles of (1) social capital and (2) firm type (formal versus informal) in shaping the relationship between entrepreneurial behavior and firm performance. To further investigate entrepreneurial behavior and its effect on firm performance, we develop two research themes based on two types of entrepreneurial behaviors - assertive behavior and nonassertive behavior. The first research theme focuses on the relationship between entrepreneurs' assertive behavior and firm performance. Taking entrepreneurs' risk-taking behavior as an assertive behavior into account, we identify the conditions under with entrepreneurs' risk-taking behavior results in better firm performance. In Model 1 (detailed in Chapter 2), we investigate whether and how firm type and social capital influence entrepreneurs' risk-taking behavior and its effect on firm performance. Through a field study covering 300 entrepreneurs and the same number of employees, we found that firm type and social capital moderate the relationship between entrepreneurs'risk-taking behavior and firm performance. We further found that entrepreneurs' risk-taking behavior is only beneficial for the firm if entrepreneurs have more social capital in their formal firms. The second research theme focuses on the relationship between entrepreneurs' humility as a nonassertive behavior and firm performance. In Model 2 (detailed in Chapter 3), we conceptualize and investigate the relationship between entrepreneurs' humility and firm performance via social capital in different firm types. Through the same field study, we found that social capital mediates the relationship between entrepreneurs' humility and firm performance. We further found that the indirect effect of entrepreneurs'humility on firm performance via social capital is stronger in informal firms. The theoretical and practical implications of the two studies are then discussed.
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Mahmood, Arif. "The role of humility and risk-taking in the performance of entrepreneurs in the informal economy : a social capital perspective." HKBU Institutional Repository, 2020. https://repository.hkbu.edu.hk/etd_oa/838.
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We investigate the roles of (1) social capital and (2) firm type (formal versus informal) in shaping the relationship between entrepreneurial behavior and firm performance. To further investigate entrepreneurial behavior and its effect on firm performance, we develop two research themes based on two types of entrepreneurial behaviors - assertive behavior and nonassertive behavior. The first research theme focuses on the relationship between entrepreneurs' assertive behavior and firm performance. Taking entrepreneurs' risk-taking behavior as an assertive behavior into account, we identify the conditions under with entrepreneurs' risk-taking behavior results in better firm performance. In Model 1 (detailed in Chapter 2), we investigate whether and how firm type and social capital influence entrepreneurs' risk-taking behavior and its effect on firm performance. Through a field study covering 300 entrepreneurs and the same number of employees, we found that firm type and social capital moderate the relationship between entrepreneurs'risk-taking behavior and firm performance. We further found that entrepreneurs' risk-taking behavior is only beneficial for the firm if entrepreneurs have more social capital in their formal firms. The second research theme focuses on the relationship between entrepreneurs' humility as a nonassertive behavior and firm performance. In Model 2 (detailed in Chapter 3), we conceptualize and investigate the relationship between entrepreneurs' humility and firm performance via social capital in different firm types. Through the same field study, we found that social capital mediates the relationship between entrepreneurs' humility and firm performance. We further found that the indirect effect of entrepreneurs'humility on firm performance via social capital is stronger in informal firms. The theoretical and practical implications of the two studies are then discussed.
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Eklund, Rebecka, and Amanda Hjelm. "“Til’ I can get my satisfaction”: The Role of Sexual Assertiveness in the Relationship between Attachment Orientation and Sexual Satisfaction." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-65596.
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Perry, Andrea. "Safer sexual behaviour among university students : relationship to sex role attitudes, assertiveness and communication, and power balance /." St. John's, NF : [s.n.], 2001.
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徐昕. "自我肯定訓練對小六學生自我槪念的影響研究." Thesis, University of Macau, 2005. http://umaclib3.umac.mo/record=b1636518.
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Buscaglia, Alexandra Marie. "The Effects of Communication, Gender, and Sexism on Dating Initiations." TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2040.
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The purpose of this study was to increase understanding of the initial screening process that occurs during dating interactions, and to measure the perceptions of different communication styles that individuals use during such interactions. A review of current literature focused on attractiveness of potential mates, ambivalent sexism theory, gender stereotypes, and communication theory. The present study examined how individuals view others’ approaches in initial dating interactions, and which of these approaches are most effective for increasing the target’s interest in spending time with the pursuer. A pilot study involving 45 undergraduate psychology students from Western Kentucky University was conducted to evaluate the validity of the Dating Initiation Questionnaire (DIQ), which was created for this study. In the final study, one hundred and fifty two undergraduate psychology students from Western Kentucky University completed measures of sexism, social desirability, and dating initiation preference. Results showed that both communication theory and ambivalent sexism theory were relevant in dating initiations. Consistent with previous communication research, assertive communication was rated as more effective than aggressive and passive communication in the initial interactions that occur in heterosexual dating initiations. This suggests it is best to use assertive communication as a first choice in dating interactions. Further analyses showed that females were more likely to rate assertive and passive initiations as more effective than aggressive dating initiations, while males were more likely than females to rate aggressive initiations as more effective than passive initiations, and to rate aggressive initiations as more effective than assertive initiations. Stronger ambivalent sexist beliefs were associated with higher ratings for aggressive dating initiations. Therefore, individuals who held negative attitudes toward non-traditional women and positive attitudes toward gender stereotypical women preferred aggressive dating initiations. Such individuals may approach others in an aggressive manner. One could argue that, to prevent such harassment, individuals should be educated about communication styles and gender equality. Future research should focus on applying such interventions to males and females, and on revising the intervention to suit individuals with sexist beliefs toward women and men.
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Hagberg, Tobias, and Patrik Trång. "Respekt i kvadrat : En randomiserad kontrollerad effektstudie av kognitiv beteendeterapi för konstruktiv självhävdelse." Thesis, Stockholms universitet, Psykologiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182168.
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Det transdiagnostiska begreppet ’konstruktiv självhävdelse’ (assertiveness på engelska) definieras som handlande som är förenligt med respekt för både egna och andras rättigheter, exempelvis att uttrycka behov, sätta gränser och dela tankar och känslor. Bristande självhävdelse är förknippat med klinisk och subklinisk psykisk ohälsa, till exempel stress, relationssvårigheter, emotionell instabilitet, generaliserat ångestsyndrom, social ångest och depression. Studiens syfte är att undersöka effekten på konstruktiv självhävdelse av ett internet-behandlingsprogram med kognitivbeteendeterapeutisk inriktning, Respekt i kvadrat. Via annonsering i sociala medier rekryterades 205 deltagare med självupplevda besvär (88 % kvinnor, medelålder 42 år), vilka randomiserades till grupperna självhjälp (n = 67), behandlarstöd (n = 70) och väntelista (n = 68). Konstruktiv och aggressiv självhävdelse mättes med Adaptive and Aggressive Assertiveness Scales. Behandlingsbetingelserna förbättrades avsevärt jämfört med väntelista på skalan för konstruktiv självhävdelse. Effektstyrkorna (ES) mellan grupper var stora, ES = 0,9 för behandlarstöd–väntelista och ES = 1,0 för självhjälp–väntelista; effekterna var stora redan vid mittenmätningen. Inomgruppseffekterna mellan för- och eftermätning var också stora, ES = 1,0 för båda behandlingsbetingelserna. Grupperna behandlarstöd och självhjälp hade signifikant ökning av andelen kliniskt signifikant förbättrade individer för konstruktiv självhävdelse jämfört med väntelista (17 % respektive 18 % mot 1,5 %). Mellangruppseffekten självhjälp–behandlarstöd vid eftermätningen var inte signifikant. Resultaten visar att Respekt i kvadrat är effektivt och att behandlarstöd inte påverkar effekten. Forskning med ett mer representativt stickprov samt validerade skattningsskalor krävs för att avgöra om resultaten kan generaliseras till populationen i stort.
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Rex, Catherine. "An Anti-Bullying Intervention for Children with Autism Spectrum Disorder." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/803.
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The effects of a video modeling intervention, given to six children with ASD, were evaluated through a multiple-baseline and multiple-probe design across children. The research targeted teaching children with ASD to assertively respond to physical bullying, verbal bullying, and social exclusion, as well as telling one’s mother. In baseline, the participants demonstrated inconsistent to no skills for responding to the bullying in the vignette movies (SAAS) and the generalization probe skits. During intervention the participants watched a video of a person assertively responding to bullying, and were assessed through VM questions and SAAS. Post-intervention the children participated in generalization probe skits. The researcher and a blind rater scored the participants’ responses using a four-point scale. A pre-intervention survey of bullying was also given to the parents to assess their child’s victimization. The results showed that video modeling effectively taught all of the participants to assertively respond to bullying and resulted in generalization for 4 of the 6 participants.
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Morais, Ana Rita Veloso. "Assertividade, resiliência e intenções comportamentais nos jovens." Master's thesis, Instituto Superior de Psicologia Aplicada, 2006. http://hdl.handle.net/10400.12/707.
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Dissertação de Mestrado em Psicologia da SaúdeO principal objectivo deste estudo foi investigar as possíveis relações entre a assertividade, a resiliência e os estilos de vida nos jovens portugueses. Participaram 501 jovens, de idades compreendidas entre os 15 e os 25 anos (268 do sexo feminino e 233 do sexo masculino), habitantes no distrito de Coimbra. A variável estilo de vida foi avaliado com um questionário «O Meu Estilo de Vida» (a -0,82); a resiliência através do questionário «Resiliência como Coping» (a = 0,53) adaptado neste trabalho da escala original « Brief Resilient Coping Scale» (BRCS); e a assertividade com a «Escala de Assertividade de Rathus» ( a =0,79). Foram encontradas correlações estatisticamente significativas entre as variáveis em estudo: Resiliência, Assertividade e Estilos de Vida. Assim jovens assertivos, apresentam melhores capacidades de ultrapassar adversidades da vida e consequentemente apresentam intenções comportamentais mais saudáveis, donde se destaca a categoria exercício físico como um forte vínculo de ligação entre as variáveis acima mencionadas.
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Hicks, Glenda Ruth. "Aggressiveness, assertiveness and submissiveness among black adolescents." Thesis, 2014. http://hdl.handle.net/10210/8955.
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D.Litt. et Phil. (Psychology)Assertiveness, a specific social skill is traced back to its roots in Salter's 1949 Pavlovian model. The impression is gained that the growing interest in assertiveness may be a reaction to the post-Sputnik era of increasing violence and acts of terrorism. In South Africa assertiveness training has particular relevance, as a state of emergency was -declared by the State President in the middle of 1985. It is fitting that assertiveness training be done with black adolescents as in the African communities there is concern about the estrangement of parents and their children which has contributed to the school unrest that has had such wide repercussions. An empirical study of 32 matched pairs of black South African pupils in their 11th year of schooling was undertaken in 1985 following a pilot study in 1984. The experimental groups were given assertiveness training while the control groups were engaged in other activities. The hypotheses examined were that if aggressive and submissive South African black adolescents were exposed to assertiveness training their levels of aggression and submission would be reduced, assertiveness would be increased, anxiety would be reduced and self-esteem enhanced. Evidence is adduced to indicate partial support for the hypotheses and this is discussed.
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Bolon, Kevin. "Cognitive versus pharmacological effects of alcohol on assertiveness." Thesis, 2015. http://hdl.handle.net/10210/14992.
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M.A. (Clinical Psychology)The present study investigated the effect of expectancy and alcohol consumption on the assertive behaviour of female social drinkers, utilising a balanced-placebo design (Marlatt, Demming & Reid, 1973). Using the College Self Expression Scale (CSES) (Galassi et al, 1974) as the self report measure of assertiveness, and the Behavioral Assertiveness Test-Revised (Eisler et al. 1975) as the behavioural measure of assertiveness, analyses of variance were computed on the test results. Significant differences emerged on sub-scale positive assertiveness in both t he self report and behavioural measures...
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Van, Heerden Elna Louise. "Opvoeding tot verantwoordbare lewenskeuses as wyse van selfhandhawing." Thesis, 2014. http://hdl.handle.net/10210/11988.
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M.Ed.A person constitutes his world and determines to a large extent his happiness by means of choices. The individual find himself in a society with a network of relationships wherein several values and views of life are representative. In this complex structure of views and relationships a person can easily feel unfettered in the midst of choices in respect of which he does not feel ready to take a view. It is against this background that a study was made as to the education of responsible choices as a means of coping. The goal of the study was to investigate the making of choices as a means of coping against the background of a fundamental-agogic perspective. It shall also be endeavoured to highlight the educational implications of the findings and to express same in functional terms. To determine what the underlying basis of a person's daily choices is, it is necessary to determine a person essential characteristics from a universally valid perspective. This essential characteristics are then brought in connection with the ground motives which regulate a person's daily existence. In futherance of the universally valid perspective the motives relating to personal aspects and to other people within the ideological context and how such motives are manifested within the specific context are investigated. In futherance of the fenomenologistic view on choices, it will be shown what the educational requirements are when the exercise of choices takes place. It will also be shown concisely how a lack of choice-awareness may be a contributing factor in socioeducational problem areas for instance misbehaviour and suicide amongst the youth. The most important findings from the above mentioned study are the following: It is the task of the educator to make the educant aware that he has, as a human being, a choice potential and to encourage him to make use of such potential. An awareness of choices as a life-skill should underlie the rational making of choices. A persons options are determined by his specific time-space situation and the parameters of his responsibility. Because of the uniqueness of every person's circumstances rigid directives of choices cannot be fundamentally or universally valid. There are however certain singular core matters which are generally present in the education of choices namely: The possibility of education toward choices exists because the exercise of choices is a conscious mental process. Through choices the educant obtains a share in his growth process and will his helplessness be gradually reduced. A person should exercise choices from within the safe basis of a value structure to experience order and security. When the educator makes the educant aware of his choice-potential, he should also unfold the sense of life to him, because choices one makes in relation to meaning of his existence also determines to a great extent the goals of the other choices which he will make. The educant should obtain the opportunity for making choices in a climate of responsible discipline. By utilizing choices as a life skill, a person can answer to his basic motives and anthropological needs. Because of choices a person can establish himself as somebody and can enter into relationships with the others of his existence being the divine, his fellowman and objects.
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Moss-Racusin, Corinne Alison. "Self-promotion vs. backlash prevention regulatory focus and gender differences in self-advocacy." 2008. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17357.
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"Battered women: The relationship between depression, coping skills, and assertiveness." Tulane University, 1990.
Find full textAbstract:
This study examined the relationship between depression, coping skills, and assertiveness in 63 battered women from four shelters. Hypotheses were: (1) Battered women are depressed as measured by the Beck Depression Inventory. (2) They are not assertive as measured by the Rathus Assertiveness Schedule. (3) They have poor coping skills as measured by McCubbin's F-Copes. (4) There is a negative relationship between depression and coping skills. (5) There is a negative relationship between depression and assertiveness. (6) There is a positive relationship between coping skills and assertiveness. Further analyses were done to examine if racial differences existed. The only difference was on the coping skills measure with black respondents coping less adequately than whites. Hypotheses 1, 2, 3, 5 and 6 were supported by the results. No relationship was found between coping skills and depressionacase@tulane.edu
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Lenkwane, Sophie Thelma. "A model for facilitation of continuous assertiveness for psychiatric nurses in a psychiatric context." Thesis, 2012. http://hdl.handle.net/10210/4555.
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D.Cur.Psychiatric nurses are constantly in interaction with psychiatric patients, families, psychiatrists, auxiliary nurses and other multidisciplinary team members. Psychiatric nurses, during their basic training, have to complete the course in interpersonal skills and methods. However, some psychiatric nurses during their interaction with psychiatric patients, families, psychiatrists and auxiliary nurses behaved aggressively and passively towards them. This has led to this research study aimed at describing a model for facilitation of continuous assertiveness for psychiatric nurses. A theory-generative design which is qualitative, explorative, descriptive and contextual in nature was followed. The research method were dealt with in four steps in theory generation in the following manner: Step 1 - Concept analysis This step was dealt with in two phases namely concept identification and concept definition. During concept identification a qualitative research strategy which is explorative, descriptive and contextual was used. This was attained through field research conducted in a specified urban psychiatric hospital in Gauteng Province. The sample consisted of twelve psychiatric nurses and were purposively selected. Four different scenarios were role-played, each scenario was role-played twelve times. Each scenario lasted approximately forty-five minutes. One advanced psychiatric practitioner from a different hospital took the role of psychiatric patient, family psychiatrist and auxiliary nurse. Videotaped recordings, transcripts of videorecordings, non-participating observational field notes as well as written feedback were used as methods of data collection. Data were analysed according to the protocol of Tesch 1990 (in Creswell, 1994 : 155) and Bottorff (in Schurink & Poggenpoel, 1998 : 329) in analysing the videotape recordings. An independent coder helped in coding the results of videotapes. The researcher concluded from the results obtained from the fieldwork that psychiatric nurses are unable to facilitate interaction through assertive behaviour. This research was characterised by repetitive aggressive and passive behaviour of psychiatric nurses when in interaction with others. The result was validated through literature control. The major concept of the model was identified as "facilitation of continuous assertiveness" for psychiatric nurses. The concept was analysed thoroughly by looking at different dictionaries (see bibliography) and subject usage. The defining attributes were identified and synthesised through a definition. The other related concepts were identified and classified by using a survey list of Dickoff, James and Wiedenbach (1968: 430). Step2 This step dealt with the creation of interrelationship statements between concepts identified in Step 1 so that concepts were able to stand in relation to one another. Step 3 This step dealt with the description of the model by using strategies proposed by Chinn and Kramer (1991 ). Step 4 This step dealt with the description of guidelines for model operationalisation in psychiatric nursing practice, psychiatric nursing education and psychiatric nursing research. The proposed model was evaluated by a panel of independent experts. To ensure valid results a model of trustworthiness proposed by Guba (Lincoln & Guba 1985) was used. The following criteria for trustworthiness were applied in all the steps of theory generation : truth-value, applicability, consistency and neutrality. Ethical measures were applied right through the research. An unique contribution in the model description is the facilitation of continuous assertiveness for psychiatric nurses by the advanced practitioner in psychiatric nursing.
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Minnaar, Philippus Carel. "Die belewenis van laat adolessente van selfhandhawing in verhoudings in die werkomgewing aan die begin van hulle werksloopbaan." Thesis, 2011. http://hdl.handle.net/10210/3697.
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M. Ed.The development of behaviour, character and social skills of people stems from and is maintained by means of interaction with other people. Actually, the most crucial stage is during late adolescence, when proficiency in work ethics, relationships and especially assertiveness should be shaped, as it has direct bearing on the situation when someone does not act in an assertive manner in the work environment. People who are able to act in a truly assertive manner are able to express their feelings, thoughts and convictions without any aggression, in a non-destructive way, and to act in a neither extremely controlling, nor inappropriately reticent fashion. It has come to the notice of the researcher that the behaviour, social skills and especially the assertiveness of a considerable number of late adolescents at a specific technical training college, given their age, appear not be appropriate when among adults, as they communicate ineffectively and are not able to verbalise their expectations regarding their needs. It seems as if late adolescents do not want to make their voices heard. With “voice” an own opinion in relation to choices is meant. The researcher was left wondering whether they would be able to communicate in an adult manner with employees, and express their needs by means of “I messages”, as well as to what extent they would be able to take a stand solely on their own behalf, when having to contend with possible problems in the work environment. The emancipation process of late adolescents often gives rise to mixed emotions in themselves. They simultaneously look forward to and fear the process of becoming adults, which then results in them withdrawing themselves. Others then tend to view them as being incompetent. As a part of their need for independence, they criticise any boundaries, which in turn involves them in conflict. They display open hostility towards others and reveal low quality problem-solving skills, relating to superficial intra- and interpersonal skills in relationships with others.
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Schmid, Amy Doretta. "Assertiveness during condom negotiation among high risk late adolescent/emerging adult couples: The role of relational uncertainty." Thesis, 2012. https://doi.org/10.7916/D86979JJ.
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Many urban minority youth are at high risk for HIV and other sexually transmitted diseases (STDs). While consistent condom use remains the most effective intervention for preventing transmission of HIV and other STDs between sexual partners, low levels of assertive communication between romantic partners has been associated with inconsistent condom use. Guided by Uncertainty Management Theory, the current study hypothesized that high-risk youth with high relational uncertainty would demonstrate low levels of assertiveness during a laboratory-based condom negotiation task with their current romantic partner. It was also hypothesized that assertiveness would be positively correlated with condom use. A video-recall paradigm was used to assess youths' subjective interpretations of their condom negotiation communication with their romantic, opposite sex partner. Dyadic multilevel models revealed that hypotheses were not completely supported. While depressed men with high relational uncertainty showed low assertiveness, depressed women showed high assertiveness. Post-hoc analyses revealed a curvilinear relationship between couples' assertiveness and condom use, with the highest levels of condom use being found among moderately assertive couples. Unexpectedly, adolescents rated themselves and their partners in almost exactly the same way. Results suggest that adolescents' condom negation is a dynamic process that is influenced by both partners' perceptions and behavior. Results are interpreted at the individual, social-developmental, and contextual levels. Implications for interventions and future research are discussed.
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Braga, Ana Amado Matos Oliveira. "Relação entrequalidade da vinculação aos pais e pares e comportamentos assertivos em adolescentes." Master's thesis, 2018. http://hdl.handle.net/11328/2578.
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O presente estudo visa estudar o impacto da qualidade da vinculação a figuras
significativas na adolescência sobre a prática de assertividade. A assertividade é uma
competência social, definida como uma resposta comportamental empática que
promove trocas interpessoais, que tem sido associada aos estilos de vinculação na
infância.
Para fazer face aos objetivos do estudo, recorreu-se a uma amostra de 364
participantes, alunos do 3º ciclo e ensino secundário, sendo que 62,1% são do sexo
feminino e 37,9% do sexo masculino, com uma média de idades de 16.44 anos. Como
instrumentos foram utilizados um Questionário Sociodemográfico, a Escala de
Comportamento Interpessoal versão reduzida e o Inventário de Vinculação na
Adolescência.
Os resultados obtidos não foram na direcção que era expectável, sendo que
apresentaram a vinculação às figuras significativas como não sendo estatisticamente
significativa. Os mesmos direccionam-nos para a assertividade enquanto principal
preditora da sua prática, uma vez que os sujeitos ao praticarem comportamentos
assertivos irão obter respostas satisfatórias nas suas trocas interpessoais, o que
potenciará por sua vez a manutenção da prática de assertividade.The present investigation aims to study the impact of quality of attachment to significant figures in adolescence about the practice of assertiveness. Assertiveness is a social competence, defined as an empathic behavioral response that promotes interpersonal exchanges, which has been associated with attachment styles in childhood. To meet the objetives of the study was used a sample of 364 participants (M= 16.44 years), 62,1% of female gender, students of the 3rd cycle and secundary education. As instruments were used a Sociodemographic Questionnaire, the Scale of Interpersonal Behavior reduced version and the Inventory of Parent and Peer Attachment. The results obtained were not in the direction that was expected, and they showed the linkage to the significant figures as not being statistically significant. They direct us to assertiveness as the main predictor of their practice, since subjects practicing assertive behaviors will obtain satisfactory answers in their interpersonal exchanges, which instead will enhance the practice of assertiveness.
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Rasetsoke, Rosemary Lorraine. "Assertive behaviour of professional nurses and nurse managers in unit management at Academic Hospital settings in the Pretoria Region." Thesis, 2013. http://hdl.handle.net/10210/8415.
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M.Cur. (Nursing Management)Assertiveness is the ability to express oneself and one’s rights without violating the rights of others (http: www.naidex.co.uk/page.cfml/link). The need for assertiveness is widely acknowledged in different work settings, and in order to manage the stress of working as part of a team every day, one has to become assertive. Acquiring and using assertiveness involves a simple and effective technique whose main object is to promote and maintain one’s personal health, self-esteem and healthy relationships with other people (Booyens, 2005:395). In the course of her work as a nurse manager in an academic hospital, the researcher became aware in an academic hospital setting that some professional nurses and nurse managers in an academic hospital setting were lacking assertive behaviour in their interactions and relationships with their colleagues. The purpose of the study was to explore and describe the kinds of assertive behaviour of professional nurses and nurse managers in the nursing units of two academic hospitals in the Pretoria region, in order to identify guidelines for effective assertive behaviour in such contexts. In this study a quantitative, descriptive and explorative design was used in order to obtain information from permanent professional nurses and nurse managers working in units of two academic hospitals in Pretoria. All of the nurse managers (n = 80) in these units were included in the study as the total sample. Four hundred and forty (n = 440) professional nurses and eighty (n = 80) nurse managers were eligible to participate in the study. Simple random sampling of the professional nurses was conducted to obtain a sample (n = 110). The method of data collection was a self-administered, structured questionnaire whose purpose was to explore and describe the assertive behaviour of professional nurses and nurse managers in academic hospital settings in the Pretoria region (Burns & Grove, 2005:398).Validity and reliability were ensured by using the principles of Riley, Wood, Clark, Wilkie and Szivas (2004:126) as well as the principles of Goddard and Melville (2001:46). Ethical standards for nurse researchers were adhered to. Descriptive statistics were arrived at by using SPSS (Version 20)
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Wazlawek, Abbie S. "Development Direction Predicts Asymmetric Transmission and Acceptance of Feedback." Thesis, 2016. https://doi.org/10.7916/D83R0SV8.
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The following Chapters present an account and evidence that development direction, a previously unexplored characteristic of performance feedback, reveals asymmetries in the transmission and acceptance of feedback. In short, I argue that feedback advising development in the direction of a decrease (e.g., “be less assertive,” “stop overanalyzing decisions”) is less likely to be transmitted by feedback providers, and less likely to be acted upon by feedback recipients, than feedback advising development in the direction of an increase (e.g., “be more assertive,” “analyze decisions more”). In a series of studies concerning roleplay negotiations, leadership effectiveness, and workplace behavior, I find people are more likely to transmit and embrace feedback to “do more” rather than “do less.” The first Chapter focuses on the behavioral dimension of assertiveness. Especially in workplace and negotiation contexts, assertiveness can lead to harmful consequences if over-or under-exhibited. Thus, breakdowns in the transmission and acceptance of assertiveness feedback, whether it directs the target to “be more assertive” or “be less assertive”, are consequential and merit special attention. The scope of the second Chapter is broadened beyond assertiveness, gauging feedback of opposing development directions that pertains to a wider set of behavioral dimensions. Here, the account in Chapter I is revisited and two processes that may underlie the asymmetric effect are tested. In short, Chapters I and II present evidence that not all “bad news” in feedback is treated equally. Instead, “do less” (vs. “do more”) feedback is especially susceptible to communication failures. Chapter III contains an overarching discussion of the findings as well as theoretical implications for the feedback and assertiveness literatures and practical suggestions for improving workplace development dynamics. Finally, additional questions are addressed in the Appendix with further analyses of data presented in Chapters I and II as well as examination of additional data.
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"The effects of group treatment on shame and assertiveness in Adult Children of Alcoholics and Other Dysfunctional Families." Tulane University, 1994.
Find full textAbstract:
Adult Children of Alcoholics and Other Dysfunctional Families (ACOA/ACDF) were recruited from college campuses and the community (N = 57) to participate in a 20-week study to evaluate the usefulness of an 8-week cognitive, experiential therapy group. Participants in the treatment group (n = 35) and the comparison group (n = 22) were administered measures of shame and assertiveness at week 1, week 8 and at 3-month follow-up Elevated rates of abuse/addiction were reported. Findings indicated, over time, a decrease in shame scores for the treatment group and an increase in assertiveness scores for both groups. Those who received previous individual therapy, indicated lower shame scores, while those who received current individual therapy indicated higher shame scores. Age and gender difference were found to be non-existent This study provides empirical support for the usefulness of group treatment for the remediation of shame in the ACOA/ACDF populationacase@tulane.edu
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Wilden, Marna. "Verband tussen prestasiemotivering en interpersoonlike style." Diss., 1997. http://hdl.handle.net/10500/16478.
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Afrikaans textHierdie navorsing handel oar die verwantskap tussen prestasiemotivering en interpersoonlike style. Die konsepte wat in die navorsing beskryf word, is prestasiemotivering (vanuit 'n humanistiese raamwerk} en selfgelding, responsiwiteit en aanpasbaarheid (vanuit 'n behavioristiese raamwerk). Die gekose meetinstrumenter naamlik, die Bestuursmotiefvraelys vir prestasiemotivering en die lnterpersoonlike Verhoudingsvraelys vir interpersoonlike style, is op 'n steekproef van 155 middelvlakbestuurders wat die senior takseersentrum binne 'n semi-staatsdiens organisasie deurloop het, afgeneem. Die resultate is verwerk deur middel van korrelasie en regressie (enkelvoudig en meervoudig) tegnieke. Die korrelasie.:.analise het getoon dat daar 'n statisties betekenisvolle korrelasie bestaan tussen prestasiemotivering en selfgelding. Die enkelvoudige regressie-analise het getoon dat selfgelding, responsiwiteit en aanpasbaarheid 'n invloed op prestasiemotivering uitoefen. Die korrelasie- en regressie-analise dui daarop dat responsiwiteit en aanpasbaarheid 'n negatiewe invloed uitoefen op prestasiemotivering. 'n Moontlike voorspellingsmodel vir prestasiemotivering is nie ontwikkel nie, aangesien die integriteit van die resultate betwyfelword.
Hierdie navorsing handel oar die verwantskap tussen prestasiemotivering en interpersoonlike style. Die konsepte wat in die navorsing beskryf word, is prestasiemotivering (vanuit 'n humanistiese raamwerk} en selfgelding, responsiwiteit en aanpasbaarheid (vanuit 'n behavioristiese raamwerk). Die gekose meetinstrumenter naamlik, die Bestuursmotiefvraelys vir prestasiemotivering en die lnterpersoonlike Verhoudingsvraelys vir interpersoonlike style, is op 'n steekproef van 155 middelvlakbestuurders wat die senior takseersentrum binne 'n semi-staatsdiens organisasie deurloop het, afgeneem. Die resultate is verwerk deur middel van korrelasie en regressie (enkelvoudig en meervoudig) tegnieke. Die korrelasie.:.analise het getoon dat daar 'n statisties betekenisvolle korrelasie bestaan tussen prestasiemotivering en selfgelding. Die enkelvoudige regressie-analise het getoon dat selfgelding, responsiwiteit en aanpasbaarheid 'n invloed op prestasiemotivering uitoefen. Die korrelasie- en regressie-analise dui daarop dat responsiwiteit en aanpasbaarheid 'n negatiewe invloed uitoefen op prestasiemotivering. 'n Moontlike voorspellingsmodel vir prestasiemotivering is nie ontwikkel nie, aangesien die integriteit van die resultate betwyfelword.
This research deals with the relationship between achievement motivation and interpersonal styles. The concepts achievement motivation (from a humanistic point of view} and assertiveness, responsiveness and versatility {from a behavioristic point of view), have been described in this research. The chosen measuring instruments, namely the Management Motive questionnaire for achievement motivation and the Interpersonal Relations questionnaire for interpersonal styles, were administered by means of sampling a group of 155 from middle management who participated in the senior assessment centre in a semi-government organisation. The results were processed by using correlation and regression (simple and multiple) techniques. The correlation analysis showed significant statistical correlation between achievement motivation and assertiveness. The single regression analysis indicated that assertiveness, responsiveness and versatility have an influence on achievement motivation. The correlation and regression analysis showed that responsiveness and versatility impact negatively on achievement · motivation. The possible prediction model for achievement motivation has not been developed due to the integrity of the results being doubtful!.
Industrial and Organisational Psychology
MCOM (Bedryfsielkunde)