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Journal articles on the topic 'Assertiveness (Psychology)'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

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

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

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2

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

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

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3

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

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4

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

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

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5

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

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

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6

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

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

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7

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

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

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8

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

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

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9

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

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10

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

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

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11

Pusparani, Anindyta, and Achmad Mujab Masykur. "THE RELATIONSHIP BETWEEN SELF-CONCEPT WITH ASSERTIVENESS IN CLASS X STUDENTS KESATRIAN 2 SENIOR HIGH SCHOOL SEMARANG." Jurnal EMPATI 3, no. 4 (2014): 51–61. http://dx.doi.org/10.14710/empati.2014.7560.

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Assertiveness is important for teenagers, that allows teens to put themselves and perform the strategic, directed, controlled and steady activities, so teens can avoid the negative behavior. Assertiveness is consist of by several factors, one of which is influenced by self-esteem. A person with a positive self-esteem has a positive self-concept. This study aims to empirically examine the relationship of self-concept with assertiveness in class X Kesatrian 2 Semarang High School. The samples in this study using cluster random sampling technique and obtained a sample of 104 students. Data mining method using two scales of psychology. 36-item scale with a valid Assertiveness Scale (α = 0.922) and the Self-Concept Scale 36-item valid (α = 0.932). Data were analyzed using simple linear regression. The results showed a correlation coefficient (rxy) of 0.706 with p = 0.000 (p

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12

Watson, P. J., Jennifer McKinney, Christy Hawkins, and Ronald J. Morris. "Assertiveness and narcissism." Psychotherapy: Theory, Research, Practice, Training 25, no. 1 (1988): 125–31. http://dx.doi.org/10.1037/h0085308.

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13

Giesen, Carol B. "Becoming and Remaining Assertive: A Longitudinal Study." Psychological Reports 63, no. 2 (1988): 595–605. http://dx.doi.org/10.2466/pr0.1988.63.2.595.

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The effectiveness of assertiveness training, the duration of its effect, and changes in life style or relationships after training were examined in a longitudinal study of 11 white middle-class adult women who participated in a 10-wk. assertiveness training course. An assertiveness inventory, a life-style and health check list, and an interview were used as initial and follow-up measures for the trained group and a comparison group. Follow-up measures were completed six to eight weeks following training and 24 to 36 months later. Pretest assertiveness scores for the trained group were significantly lower than for the comparison group but did not differ significantly at the time of the posttest or the final follow-up test. No significant differences between groups were found on the life-style and health check lists.

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14

Goldberg, Catherine J., and Gilbert J. Botvin. "Assertiveness in Hispanic Adolescents: Relationship to Alcohol Use and Abuse." Psychological Reports 73, no. 1 (1993): 227–38. http://dx.doi.org/10.2466/pr0.1993.73.1.227.

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An investigation was carried out on the relation of assertiveness to use of alcohol among 3129 Hispanic junior high school students. Data were obtained through questionnaires administered in 47 public and parochial schools in New York City to 5501 students. An 18-item modified version of the Gambrill-Richey Assertiveness Inventory was used to assess assertiveness. Factor analysis of the inventory identified five assertiveness factors of substance awareness, mastery of cognitive skills, individual rights, dating, and social skills. Significant gender differences were observed. Multiple regression analysis showed that substance awareness was negatively associated with alcohol use while dating, social skills, and individual rights factors were positively associated with alcohol use. Acculturation with peers was also a significant predictor of alcohol use or abuse. The findings provide a basis for design of alcohol prevention programs that specifically focus on Hispanic youth.

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15

Ames, Daniel R. "In Search of the Right Touch." Current Directions in Psychological Science 17, no. 6 (2008): 381–85. http://dx.doi.org/10.1111/j.1467-8721.2008.00610.x.

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Recent evidence suggests that many organizational members and leaders are seen as under- or over-assertive by colleagues, suggesting that having the “right touch” with interpersonal assertiveness is a meaningful and widespread challenge. In this article, I review emerging work on the curvilinear relation between assertiveness and effectiveness, including evidence from both qualitative descriptions of coworkers and ratings of colleagues and leaders. I discuss mediators and context effects and also explore why unhelpfully low and high levels of interpersonal assertiveness may emerge and persist. I draw implications for interventions as well as future research.

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16

Fitria, Syiva, and Martini. "The assertiveness of Acehnese and Javanese university students." INSPIRA: Indonesian Journal of Psychological Research 2, no. 1 (2021): 1–4. http://dx.doi.org/10.32505/inspira.v2i1.2956.

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The current study aims to determine the differences in the Javanese and Acehnese students of the psychology study program at the Malikussaleh University. This study used descriptive quantitative methods. The participants were 30 active students, equally from Acehnese and Javanese ethnic backgrounds of the psychology study program at the Malikussaleh University recruited using a purposive random sampling technique. The data collected by using the assertive behavior scale. Data analysis used statistical analysis of the Independent sample T-test. The results of this study indicate that there was no differences in assertiveness between Javanese (M= 66,93, SD= 3,474) and Acehnese (M= 67,67, SD= 4,254) (t= 0.527, p ≥ 0.005)

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17

Márquez-González, María, Lucía Jiménez-Gonzalo, Laura Gallego-Alberto, et al. "Assertive behavior in dementia family caregivers: Development and validation of the Caregiving Assertiveness Questionnaire (CAQ)." Behavioral Psychology/Psicología Conductual 31, no. 2 (2023): 393–412. http://dx.doi.org/10.51668/bp.8323209n.

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Dementia family caregivers´ assertiveness may play a significant role in the caregiving stress and coping process, but research analyzing this topic is still scarce. This study presents the psychometric properties of the Caregiving Assertiveness Questionnaire (CAQ) and analyzes the associations between assertiveness and other variables with a relevant role in the caregiving coping process. One hundred and forty-seven family dementia caregivers participated in the study. A three-factor structure (expressing discomfort, facing conflicts and setting limits) was found for the CAQ, which explained a 69.63% of the variance in assertiveness. Significant associations were found between scores in CAQ (total scale and subscales) and variables such as experiential avoidance, cognitive fusion and frequency of leisure. CAQ presents appropriate psychometric characteristics and is a useful assessment tool to take into consideration when designing comprehensive assessment protocols for dementia family caregivers, and designing interventions aimed at helping this population.

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18

Pardeck, John T., Carolanne Anderson, Emily A. Gianino, Betty Miller, Mindy S. Mothershead, and Stacey A. Smith. "Assertiveness of Social Work Students." Psychological Reports 69, no. 2 (1991): 589–90. http://dx.doi.org/10.2466/pr0.1991.69.2.589.

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19

Campbell, Keith E., David M. Kleim, and Kenneth R. Olson. "Gender, Physical Attractiveness, and Assertiveness." Journal of Social Psychology 126, no. 5 (1986): 697–98. http://dx.doi.org/10.1080/00224545.1986.9713650.

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20

Ray, John J. "Assertiveness as Authoritarianism and Dominance." Journal of Social Psychology 126, no. 6 (1986): 809–10. http://dx.doi.org/10.1080/00224545.1986.9713664.

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21

Cooley, Robert N., and Michael Wierzbicki. "Correlates of Assertiveness in Alcoholics." Journal of Social Psychology 127, no. 3 (1987): 347–49. http://dx.doi.org/10.1080/00224545.1987.9713703.

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22

PARDECK, JOHN T. "ASSERTIVENESS OF SOCIAL WORK STUDENTS." Psychological Reports 69, no. 6 (1991): 589. http://dx.doi.org/10.2466/pr0.69.6.589-590.

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23

Rector, Neil. "Review of The assertiveness workbook." Canadian Psychology/Psychologie Canadienne 42, no. 3 (2001): 234–35. http://dx.doi.org/10.1037/h0088117.

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24

Culkin, Joseph, and Richard S. Perrotto. "Assertiveness Factors and Depression in a Sample of College Women." Psychological Reports 57, no. 3 (1985): 1015–20. http://dx.doi.org/10.2466/pr0.1985.57.3.1015.

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This investigation examined the relationships between measures of depression and factors of assertiveness in college women and tested the moderating effects of anxiety and locus of control on these relationships. A factor analysis of the Rathus Assertiveness Schedule was done, and the factor scores were correlated with three depression scales. After controlling for possible moderator effects, only one factor, Inhibited Verbal Expression, was significantly related to depression scores. The relevance of these findings for social skills in depression and for assertiveness training in depression is discussed as is the desirability of replications with larger samples including men.

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25

Bogolyubskaya, L. A., and O. V. Khukhlaeva. "Research on the Relationship between Formation of Psychological Boundaries and Assertiveness in Primary School Children." Психологическая наука и образование 24, no. 1 (2019): 42–49. http://dx.doi.org/10.17759/pse.2019240103.

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The article presents results of a study on the relationship between the level of formation of psychological boundaries and the development of assertiveness in primary school children. The authors review the main Russian and foreign theoretical concepts of assertive behavior and identify the key aspects of the phenomenon of psychological boundaries in modern psychology. The study involved 165 schoolchildren of 3rd and 4th classes. The following research techniques were applied: N.Brown’s Personal Boundaries technique, V.Sheinov’s Test of Assertiveness, and the Thomas-Kilmann Conflict Mode Instrument. The study revealed the correlation between psychological boundaries and patterns of behavior in a conflict situation as well as with assertiveness skills in schoolchildren. The results of the study suggest that the development of assertiveness will have a positive impact on the development of autonomy and the formation of healthy psychological boundaries in primary school children, increase their self-confidence and contribute to the development of the ability to cope with difficult life situations, including conflicts.

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26

De Man, A. F., and C. D. Green. "Selected Personality Correlates of Assertiveness and Aggressiveness." Psychological Reports 62, no. 2 (1988): 672–74. http://dx.doi.org/10.2466/pr0.1988.62.2.672.

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38 men and 74 women participated in a study of the relationships among neuroticism, extraversion, locus of control, and assertiveness and aggressiveness, respectively. Aggressiveness was related to extraversion and internal locus of control, while assertiveness was associated with stability as opposed to neuroticism. Sex of subject did not appear to be of importance.

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27

Kern, Jeffrey M. "Objective Detection of Faking on Role-Play Tests of Assertion: Gender Differences." Psychological Reports 78, no. 2 (1996): 355–61. http://dx.doi.org/10.2466/pr0.1996.78.2.355.

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The validity of role-play tests of assertiveness can be reduced by the effects of faking. Kern demonstrated that faking could be detected using assessors' global judgements. The present analysis is based on Kern's 1994 videotapes, examining the effectiveness of more objective measures. Undergraduates who were low in assertiveness and instructed to fake high assertiveness on the Idiographic Role-play Test ( n = 23) emitted more statements indicative of social-evaluative concerns than the veridically highly assertive testees ( n = 27). Significant gender differences in the detectability of faking were also obtained. Whereas 24 female fakers and nonfakers were differentiated via verbalizations of likability, 26 male fakers and nonfakers were differentiated via empatnic-assertive statements. The implications and limitations of this method to detect faking are discussed.

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28

Ikiz, F. Ebru. "Self-Perceptions About Properties Affecting Assertiveness of Trainee Counselors." Social Behavior and Personality: an international journal 39, no. 2 (2011): 199–206. http://dx.doi.org/10.2224/sbp.2011.39.2.199.

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The aim in this research was to determine the assertiveness levels of counselor trainees in relation to their personal perceptions about their personality characteristics and sociodemographic properties in order to achieve good mental health among those working as counselors and to provide suggestions for counselor education. The data were gathered using the Rathus Assertiveness Schedule (Rathus, 1973) as validated by Voltan (1980) with a questionnaire developed by the researcher. Participants were 233 trainee counselors from universities in Izmir, Turkey. Findings indicated that identifying negative feelings and thoughts, talkativeness in front of an audience, giving accurate feedback, using I-language, and having a positive self-image are statistically effective in assessment of counselor trainees' assertiveness levels. There were no differences according to gender or socioeconomic status.

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29

Lobel, Thalma E., Lili Bar‐Nof, and Guy L. Winch. "Type A behaviour pattern and assertive behaviour." European Journal of Personality 2, no. 4 (1988): 295–301. http://dx.doi.org/10.1002/per.2410020406.

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The assertiveness patterns of Type A coronary‐prone subjects were compared with those of Type B subjects in negative and positive situations. Type As were found to exhibit high assertiveness in both negative and positive situations. Type Bs responded as assertively as Type As in positive situations but less assertively in negative situations. The implications of the results are discussed.

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Méndez, Francisco X., María D. Hidalgo, and Cándido J. Inglés. "The Matson Evaluation of Social Skills with Youngsters." European Journal of Psychological Assessment 18, no. 1 (2002): 30–42. http://dx.doi.org/10.1027//1015-5759.18.1.30.

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Summary: This study analyzes the psychometric properties of the Spanish translation of the Matson Evaluation of Social Skills with Youngsters (MESSY; Matson, Rotatori & Helsel, 1983 ), which assesses the degree of appropriate social behavior. This social behavior self-report was applied to a sample of 634 adolescents between the ages of 12 and 17. The exploratory factor analysis isolated four factors: Aggressiveness/Antisocial Behavior, Social Skills/Assertiveness, Conceit/Haughtiness, and Loneliness/Social Anxiety, which accounted for the 33.28% variance. The internal consistency was high (α = .88). Correlations with similar self-reports, the Assertiveness Scale for Adolescents, the Teenage Inventory of Social Skills, and the Assertiveness Scale for Children and Adolescents, were statistically significant. Inappropriate social behavior measured with the MESSY correlated positively with the Psychoticism and Neuroticism scales, and negatively with the Extraversion scale of the Eysenck Personality Questionnaire. Female adolescents obtained lower scores in Aggressiveness/Antisocial Behavior and in Conceit/Haughtiness, and higher scores in Social Skills/Assertiveness, displaying greater appropriate social behavior than male adolescents. No significant differences were found for gender in Loneliness/Social Anxiety, the only factor in which a worsening with age and a significant gender× age interaction effect were found.

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31

Perczel, Dóra, and László Tringer. "Introducing Assertiveness Training in Hungary." Scandinavian Journal of Behaviour Therapy 27, no. 3 (1998): 124–29. http://dx.doi.org/10.1080/02845719808408503.

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32

Delamater, Ronald J., and J. Regis Mcnamara. "The Social Impact of Assertiveness." Behavior Modification 10, no. 2 (1986): 139–58. http://dx.doi.org/10.1177/01454455860102001.

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33

Kalzhanova, A. N., and G. A. Kurebayeva. "The problems of assertiveness and pragmatism in the works of the Doctor of Psychological Sciences, Professor Ardakh Rizabekovna Yermentayeva." Bulletin of Toraighyrov University. Pedagogics series, no. 3,2021 (September 30, 2021): 417–27. http://dx.doi.org/10.48081/izwh5830.

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The article is devoted to the problems of «assertiveness» and «pragmatism» study in the works of a well-known Kazakhstani scientist, Doctor of Psychological Sciences, Professor A. R. Yermentayeva. The scientific novelty of the article lies in the fact that this article provides an analysis of the works of a domestic scientist for the first time, who is one of the first to provide a detailed and complete explanation of the subjective development of the personality, the competitiveness of future specialists, which are the fundamentals for the development of personality «assertiveness» and «pragmatism». Thus it can be safely said that this article is relevant for the scientists who are engaged in research in the field of personality psychology, and that the article is one of the indicators of the development of domestic psychology in this sphere.

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34

Benenson, Joyce F., Shari Aikins-Ford, and Nicholas H. Apostoleris. "Girls' Assertiveness in the Presence of Boys." Small Group Research 29, no. 2 (1998): 198–211. http://dx.doi.org/10.1177/1046496498292003.

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Kelley, Erika L., and Christine A. Gidycz. "Mediators of the Relationship Between Sexual Assault and Sexual Behaviors in College Women." Journal of Interpersonal Violence 35, no. 21-22 (2017): 4863–86. http://dx.doi.org/10.1177/0886260517718188.

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Some research shows that sexual assault victimization is associated with increased engagement in risky sexual behavior (e.g., intercourse without use of a condom or contraceptives), whereas other research indicates sexual assault victimization is related to sexual aversion. The purpose of the current study was to examine whether posttraumatic stress symptoms, alcohol use, and sexual assertiveness mediated the relationship between adolescent/emerging adulthood sexual assault (ASA) and risky sexual behavior, and whether posttraumatic stress symptoms mediated the relationship between ASA and sexual aversion, among college women. A sample of 462 women from a Midwestern university completed online questionnaires assessing ASA, child sexual abuse (CSA), posttraumatic stress symptoms (i.e., intrusion, avoidance, hyperarousal, and dissociation), alcohol use, sexual assertiveness, risky sexual behavior, and sexual aversion. CSA was considered as a covariate in the mediation models. Results of mediation analyses showed that the relationship between ASA and risky sexual behavior with a new partner was partially mediated by greater alcohol use and lower sexual assertiveness and that the relationship between ASA and risky sexual behavior with a regular partner was partially mediated by greater alcohol use. Results of a model examining mediators of ASA and sexual aversion detected no significant mediators. Results suggest that college women with a history of ASA would benefit from psychoeducation on the effect of alcohol on sexual decision-making, as well as from sexual assertiveness skills training, to reduce potential risks associated with risky sexual behaviors, particularly with lesser known partners, including sexually transmitted infections and sexual revictimization.

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36

Setyowati, Nuning. "MENINGKATKAN PERILAKU ASERTIF SISWA KELAS IX SMPN 1 BATAGUH MELALUI BIDANG BIMBINGAN KELOMPOK MATERI PSIKOLOGI REMAJA." JURNAL ILMIAH EDUNOMIKA 5, no. 2 (2021): 830. http://dx.doi.org/10.29040/jie.v5i2.2703.

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This research was conducted based on the phenomenon that exists in SMPN 1 Bataguh which shows that there are students who have low assertive behavior. Through the group guidance service, it is hoped that students' assertive behavior can be improved. The purpose of this study was to determine the extent to which the field of personal guidance on Adolescent Psychology can improve assertive behavior in class IX students of SMPN 1 Bataguh. The type of research used in this research is Guidance and Counseling Action Research by carrying out three cycles. The subjects of this study were 18 students of class IX of SMPN 1 Bataguh who had low assertive behavior. Data collection methods used were interviews, observation and questionnaires. While the data analysis technique used descriptive percentage and qualitative analysis. The results showed that prior to the application of the Adolescent Psychology material, the percentage of students who showed assertive behavior was 0%. After learning cycle 1, the percentage increased to 35%. And after giving learning in cycles II and III the increase in assertive behavior became 89%.This shows that group guidance services can improve assertive behavior in class IX students of SMPN 1 Bataguh. Based on the results of the research that has been carried out, it can be concluded that before applying the Adolescent Psychology material, the percentage of successful application of assertiveness was 0%. After the first cycle of learning, there was an increase in the percentage to 35%. And after the provision of learning cycles II and III increased to 89% of students who managed to improve their assertiveness. This means that assertiveness can be improved by providing group guidance with youth psychology material. Suggestions that can be given are that the supervising teacher should further develop group guidance services to help improve students' assertive behavior.

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37

Tanner, Vicki L., and W. B. Holliman. "Effectiveness of Assertiveness Training in Modifying Aggressive Behaviors of Young Children." Psychological Reports 62, no. 1 (1988): 39–46. http://dx.doi.org/10.2466/pr0.1988.62.1.39.

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Second- and third-grade children ( N = 24) were assigned to one of two groups, assertiveness social-skills training or an attention control group. Both groups met for 1 hr., twice weekly, for 3 wk. Dependent measures were (a) teachers' ratings, (b) behavioral observations during free play, (c) observations during a structured play task, and (d) observations while being transported home. Children given assertiveness social-skills training exhibited an increase in frequency of cooperative interaction and a decrease in physical aggression during transportation.

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38

O'Connell, Agnes N. "Psychology of Women Students' Self-Concepts, Attitudes, and Assertiveness: A Decade of Research." Teaching of Psychology 16, no. 4 (1989): 178–81. http://dx.doi.org/10.1207/s15328023top1604_2.

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In two studies, I compared students' pretest-posttest scores on self-concept, attitudes, and assertiveness in Psychology of Women and other psychology courses taught by women. In the 1970s, I conducted the study to determine if emphasizing intellectual mastery in Psychology of Women facilitated personal change. I replicated the study to determine if students in the 1980s differed from students in the 1970s on these measures. The data indicated that intellectual mastery in Psychology of Women facilitated personal change in both decades. Students in the 1980s were neither significantly different from students in the 1970s on pretest scores nor in their reports of personal change at posttest. Students' scores on these measures have not changed, and Psychology of Women courses emphasizing intellectual mastery continue to serve a dual purpose.

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Tovilovic, Snezana. "Assertiveness training: Effects of treatment, maintenance of change and therapists' contribution in therapy outcome." Psihologija 38, no. 1 (2005): 35–54. http://dx.doi.org/10.2298/psi0501035t.

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In this research is shown part of results concerning evaluation study of group assertiveness training. Treatment, which has been organized as structured program of assertiveness training, has been applied on 18 groups of subjects during 9 group sessions. This treatment has been adjusted to non-psychiatric clients from our country. Groups were lead by two therapists. During 20 months of our research 215 voluntary participants of full age have joined training groups. Final sample consisted of 158 subjects who had finished treatment and who had fulfilled criteria for taking repeated measurement. Subjects had taken battery of questionnaires before the treatment and eight weeks after they had completed treatment. Subsample, which included 35 subjects from one therapist?s groups, took retest after twice longer time period. Results of conducted research have confirmed the hypothesis concerning the potentiality of assertiveness training to produce expected and significant improvements of treated subjects. Therapy effect is found on symptomatic level through reduction of symptoms of non-assertive behaviors, which were target of the treatment. Contrary to expectation interactive effect of treatment and therapist to reduction of symptoms of non-assertive behavior has been found, which implies need for further investigation of variables that are related to therapists. Through the medium of treatment therapeutic changes in structural level, in domain of general assertiveness, social anxiety and treated subjects' self-concept are produced. The effect of therapy we might consider stabled and maintained after 16 weeks of finishing the treatment.

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Lee, Dong Yul, Ernest T. Hallberg, Alan G. Slemon, and Richard F. Haase. "An assertiveness scale for adolescents." Journal of Clinical Psychology 41, no. 1 (1985): 51–57. http://dx.doi.org/10.1002/1097-4679(198501)41:1<51::aid-jclp2270410110>3.0.co;2-s.

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Kim, Young-Hee, Kyung-Hye Hwang, and Ok-Hee Cho. "Simulation education with problem-based learning: Effect on nursing students' communication apprehension." Social Behavior and Personality: an international journal 46, no. 1 (2018): 151–60. http://dx.doi.org/10.2224/sbp.6906.

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We investigated the effect of simulation education with problem-based learning (SIM-PBL) on nursing students' communication apprehension, assertiveness, and nursing clinical self-efficacy. Participants were 82 senior nursing students at a university in South Korea. Through the pre–post SIM-PBL comparison, we found that communication apprehension in group discussion decreased and nursing clinical self-efficacy increased, but no difference was found in assertiveness. Based on these findings, we recommend the development and application of SIM-PBL for various situations in the curriculum for nursing students prior to clinical practice.

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Thompson, Catherine A., Satoshi Ishii, and Donald Klopf. "Japanese and Americans Compared on Assertiveness/Responsiveness." Psychological Reports 66, no. 3 (1990): 829–30. http://dx.doi.org/10.2466/pr0.1990.66.3.829.

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Hamid, P. Nicholas. "Assertiveness and Personality Dimensions in Chinese Students." Psychological Reports 75, no. 1 (1994): 127–30. http://dx.doi.org/10.2466/pr0.1994.75.1.127.

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In a Chinese sample of 208 the Big Five personality traits profile was compared for 104 assertive and 104 nonassertive students. While assertiveness was associated with higher scores on Neuroticism, Extraversion, and Openness, Nonassertiveness was associated with greater scores on Agreeableness and Conscientiousness. Implications of the findings for cross-cultural counselling were highlighted.

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Speed, Brittany C., Brandon L. Goldstein, and Marvin R. Goldfried. "Assertiveness Training: A Forgotten Evidence-Based Treatment." Clinical Psychology: Science and Practice 25, no. 1 (2017): e12216. http://dx.doi.org/10.1111/cpsp.12216.

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Thompson, Renee J., and Howard Berenbaum. "Adaptive and Aggressive Assertiveness Scales (AAA-S)." Journal of Psychopathology and Behavioral Assessment 33, no. 3 (2011): 323–34. http://dx.doi.org/10.1007/s10862-011-9226-9.

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Fodor, Eugene M., David P. Wick, and Kim M. Hartsen. "The power motive and affective response to assertiveness." Journal of Research in Personality 40, no. 5 (2006): 598–610. http://dx.doi.org/10.1016/j.jrp.2005.06.001.

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McNamara, J. Regis, and Ronald J. Delamater. "Note on the Social Impact of Assertiveness in Occupational Contexts." Psychological Reports 56, no. 3 (1985): 819–22. http://dx.doi.org/10.2466/pr0.1985.56.3.819.

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The extent to which the literature shows assertiveness produces favorable social outcomes in several occupational contexts was examined. Assertive job-seeking behavior may have a variable impact depending on such factors as the riskiness of the behavior, the size of the company, and the nature of the pool of applicants. Managers view assertive behavior, displayed in work-related interactions, more favorably than self-effacing behavior. Assertive customers more readily stand up for their rights and have more positive perceptions of business than nonassertive consumers. Less reliance on analogue studies and improved measurement systems for assessing social reactivity to assertiveness were recommended.

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Marugán de Miguelsanz, Montserrat, Miguel Angel Carbonero Martín, and Mª Marcela Palazuelo Martínez. "Assertive Skills and Academic Performance in Primary and Secondary Education, Giftedness, and Conflictive Students." Electronic Journal of Research in Education Psychology 10, no. 26 (2017): 213–32. http://dx.doi.org/10.25115/ejrep.v10i26.1492.

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Introduction. This study explores the level of assertiveness in various samples of students from Primary and Secondary Education. With the data obtained, on the one hand, we analyzed the relation between assertiveness and academic performance and, on the other, we verified whether students who are excluded from the norm, either because of their intellectual giftedness or because they display disruptive behavior in the classroom, obtain different scores in assertiveness. The study analyzes the relation between the excess or deficit of assertive skills and academic performance and, in turn, seeks to verify whether more rebellious students, from an academic viewpoint, or students who are intellectually gifted score differentially from the rest of the students of their level of assertion.Method. A sample of Primary and Secondary Education students from Spanish public centers, whose academic performance was normally distributed, was used. Students from Primary Education, selected for their high intellectual giftedness and good academic performance, who participated in a cognitive-affective development program, and a group of students from Secondary Education, integrated in Compensatory Education units, who were highly conflictive and who achieved very poor academic results, were analyzed. Self-rated assertiveness questionnaires were administered for comparison with the mean school grades and the number of subjects flunked.Results. A statistically significant negative correlation was obtained between the variables assertiveness and academic performance in the diverse samples analyzed. The data support the hypotheses pro-posed in the study. Significant negative correlations were obtained between performance in Natural Sciences, Social Sciences, Mathematics, Technology and the variable assertiveness; the correlation was lower when Language was also taken into account, and nonexistent when correlated with English.Discussion. From this study, it is concluded that, although an assertive deficit can act like a variable that predisposes towards academic failure, as it hinders students' interactions with teachers and class-mates, a deficient assertive or passive dependent pattern can also generate behaviors that lead to very satisfactory academic results. However, the excess of this social skill or students’ erroneous self-perception can originate a form of academic failure.

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Furnham, Adrian. "Assertiveness Through Different Media." Journal of Language and Social Psychology 5, no. 1 (1986): 1–11. http://dx.doi.org/10.1177/0261927x8651001.

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Nevill, Dorothy D., and Debra I. Schlecker. "The Relation of Self-Efficacy and Assertiveness to Willingness to Engage in Traditional/Nontraditional Career Activities." Psychology of Women Quarterly 12, no. 1 (1988): 91–98. http://dx.doi.org/10.1111/j.1471-6402.1988.tb00929.x.

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The relation of self-efficacy and assertiveness to the willingness of women to engage in traditional or nontraditional career activities was studied. One hundred and twenty-two undergraduate females took the Career Decision-Making Self-Efficacy Scale (Taylor & Betz, 1983) and the Assertive Behavior Assessment for Women (Osborn & Harris, 1975) and were asked to rate their willingness to engage in the career-related activities of ten traditional and ten nontraditional occupations for women. Strong self-efficacy expectations and assertiveness were related to the willingness to engage in the career-related activities of nontraditional occupations, but not traditional ones. However, regardless of level of self-efficacy or of assertiveness, women were more willing to engage in the career-related activities of traditional occupations. Implications of the results for career counseling are discussed.

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