Journal articles: 'Assertiveness'

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Widodo, Agus Tri. "THE EFFECT OF KNOWLEDGE OF MANAGEMENT, KNOWLEDGE OF INFORMATION SYSTEM AND ASSERTIVENESSON TRANSFORMATIONAL LEADERSHIP." IJHCM (International Journal of Human Capital Management) 1, no. 01 (July 30, 2017): 164–82. http://dx.doi.org/10.21009/ijhcm.01.01.13.

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The objective of this research is to study the direct effects of knowledge of management, knowledge of information system, and assertiveness on transformational leadership of department head at PT Bank Syariah Mandiri Head Office. Quantitative method was used in this research as well as Survey Method. The data were obtained by distributing questionnaire and test, and were analyzed by using descriptive and inferential analysis with path analysis approach. This sample of this research were sixty respondent from the population of one hundred and fifty department head and selected by simple random sampling.The study finding are follow: (1)there is a direct effect of knowledge of management on transformational leadership capability, (2)there is a direct effect of knowledge of information system on transformational leadership capability, (3)there is a direct effect of assertivenesson transformational leadership capability, (4) there is a direct effect of knowledge of management on assertiveness, (5) there is a direct effect of knowledgeof information system on assertiveness. As a conclusion, the transformational leadership can be enhanced by knowledge of management, knowledge of information system, and assertiveness.

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Widodo, Agus Tri. "THE EFFECT OF KNOWLEDGE OF MANAGEMENT, KNOWLEDGE OF INFORMATION SYSTEM AND ASSERTIVENESSON TRANSFORMATIONAL LEADERSHIP." IJHCM (International Journal of Human Capital Management) 1, no. 01 (July 30, 2017): 164–82. http://dx.doi.org/10.21009/ijhcm.011.013.

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The objective of this research is to study the direct effects of knowledge of management, knowledge of information system, and assertiveness on transformational leadership of department head at PT Bank Syariah Mandiri Head Office. Quantitative method was used in this research as well as Survey Method. The data were obtained by distributing questionnaire and test, and were analyzed by using descriptive and inferential analysis with path analysis approach. This sample of this research were sixty respondent from the population of one hundred and fifty department head and selected by simple random sampling.The study finding are follow: (1)there is a direct effect of knowledge of management on transformational leadership capability, (2)there is a direct effect of knowledge of information system on transformational leadership capability, (3)there is a direct effect of assertivenesson transformational leadership capability, (4) there is a direct effect of knowledge of management on assertiveness, (5) there is a direct effect of knowledgeof information system on assertiveness. As a conclusion, the transformational leadership can be enhanced by knowledge of management, knowledge of information system, and assertiveness.

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Christian, Debbie, and Helen McNeish. "Assertiveness." Journal of Advanced Nursing 22, no. 1 (July 1995): 198. http://dx.doi.org/10.1046/j.1365-2648.1995.22010198.x.

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Holland, Stevie. "Studying assertiveness." Nursing Standard 2, no. 42 (July 23, 1988): 22. http://dx.doi.org/10.7748/ns.2.42.22.s55.

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

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Awate, Sunil Kumar, and Dr J. Rukumani. "Assertiveness training." International Journal of Advance Research in Nursing 4, no. 2 (July 1, 2021): 01–06. http://dx.doi.org/10.33545/nursing.2021.v4.i2a.176.

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Byrum-Robinson, Beverly, and Jenny Alexander-Paul. "Teaching Assertiveness." Speech Communication Teacher 12, no. 2 (February 28, 1997): 4. http://dx.doi.org/10.1080/29945054.1997.12289519.

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Dowerah, Anuradha. "Relationship between Assertiveness and Self-Esteem among Young Indian Adults." International Journal for Research in Applied Science and Engineering Technology 12, no. 5 (May 31, 2024): 2044–50. http://dx.doi.org/10.22214/ijraset.2024.59972.

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Abstract: This quantitative study explores the relationship between assertiveness and self-esteem among young Indian adults aged 20 to 30 years. The research design employs a correlation approach to examine the statistical association between assertiveness and self-esteem without manipulating variables. The study aims to answer key questions regarding gender differences in assertiveness and self-esteem, the relationship between assertiveness and self-esteem, and the impact of self-esteem on assertiveness. Data from 131 participants (61 males, 70 females) from Assam and Karnataka were collected using Google Forms and social media advertising. The Rathus Assertiveness Schedule (RAS) and Rosenberg Self-Esteem Scale (RSES) were used to measure assertiveness and self-esteem, respectively. Statistical analyses included independent sample t-tests, correlation analysis, and regression analysis. The results indicate no significant difference in assertiveness and self-esteem between males and females. However, a significant negative correlation was found between assertiveness and self-esteem, suggesting that as assertiveness increases, self-esteem tends to decrease, and vice versa. Regression analysis further confirms that self-esteem significantly impacts assertiveness among young adults, with approximately 8.9% of the variability in assertiveness scores explained by differences in self-esteem. These findings provide valuable insights into the dynamics of assertiveness and selfesteem among young Indian adults, highlighting the complex interplay between these psychological constructs and their implications for individual well-being and behavior.

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Shrestha, Neha, Kushum Kunwar, Rachita Neupaney, and Sastika Shrestha. "Assertiveness Levels among Nurses in a Hospital Setting in Banepa, Kavre District." International Journal for Research in Applied Science and Engineering Technology 12, no. 4 (April 30, 2024): 2740–48. http://dx.doi.org/10.22214/ijraset.2024.60370.

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Abstract: Assertiveness, the honest and direct expression of one's beliefs, needs, and opinions while respecting others' rights, is a crucial skill in nursing. It fosters strong inter-professional relationships, mitigates workplace violence, reduces stress, minimizes negligence, and enhances leadership, job satisfaction, autonomy, and efficacy. This study aimed to evaluate nurses' assertiveness levels in a hospital Setting in Banepa, Kavre District. Using a descriptive cross-sectional design, 88 nurses were sampled through disproportionate stratified random sampling. A structured questionnaire collected socio-demographic data, while the Begley and Glacken Assertiveness Behavior Questionnaire (α= 0.65) measured assertiveness levels. Data were analyzed using SPSS version 16, employing descriptive (percentage, frequency, mean, and standard deviation) and inferential statistics (chi-square test). Results revealed that 80.7% of respondents exhibited a moderate level of assertiveness, while 19.3% demonstrated high assertiveness. Significant associations were found between assertiveness levels and age (p=0.001), marital status (p=0.005), number of siblings (p=0.011), work experience (p=0.0001), job nature (p=0.001), and assertiveness training (p=0.027). The findings highlight a predominant moderate assertiveness level among nurses. Therefore, implementing assertiveness training programs could effectively enhance assertiveness levels among nursing staff.

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Cavazos, Alonzo, and Dolores Guerrero. "Assertiveness and Field Education: An Exploratory Study." Journal of Baccalaureate Social Work 4, no. 2 (March 1, 1999): 85–94. http://dx.doi.org/10.18084/1084-7219.4.2.85.

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This study examines the effect of field instruction on assertiveness and tests the effectiveness of an assertiveness training program that was delivered concurrently with field education. Undergraduate field interns (N=27) were pre-post tested with the Assertiveness Self-Report Inventory during the first and last weeks of field education. Approximately half of the interns (n=13) received assertiveness training during the university-based field instruction seminar. Surprisingly, assertiveness scores did not change statistically from pretest to posttest, and the assertiveness training program failed to raise assertiveness. These counterintuitive findings are explored, and implications for social work education and practice are discussed. Social workers are expected to advocate for their clients, particularly in situations where people are discriminated against and oppressed because of ethnicity, gender, religion, age, socio-economical status, sexual orientation, or physical disability (Council on Social Work Education, 1994). Social workers, “... must exercise [themselves] assertively in order to fulfill nearly all social work roles and functions” (Cournoyer, 1998, p. 11). Pardeck, et al. (1991), posit that social work education should increase a students assertiveness because increased assertiveness is critical to effective social work practice. Without an adequate repertoire of assertive skills, social workers will be prevented from affecting change and demonstrating the value of the social work profession (Eldridge, 1983). Although these are deeply held beliefs, the relationships between field education, assertiveness and advocacy have not been studied. This study explores two research questions: 1) does assertiveness increase as a result of field education; and 2) whether an assertiveness training program, which is delivered concurrently with field education, can increase assertiveness.

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Shaikhpoor, Gila, Mohamad Hossein Mafi, Maryam Mafi, Ali Amiri, and Seyedeh Zahra Hosseinigolafshani. "Effect of Assertiveness Training on Adaptive and Aggressive Assertiveness in Nurses." Journal of Qazvin University of Medical Sciences 24, no. 3 (August 1, 2020): 212–23. http://dx.doi.org/10.32598/jqums.24.3.2.

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Background: Assertiveness is one of the most important skills needed by nurses to reduce interpersonal conflict and build an effective teamwork in complex hospital environments. Objective: The aim of this study was to determine the effect of an assertiveness training program on nurses’ aggressive and adaptive assertiveness. Methods: In this interventional study, participants were 64 nurses working in hospitals of Abhar city in Iran, randomly divided into two groups of intervention (n=32) and control (n=32). Assertive training program was presented as a two-day training workshop (10 hours) to the intervention group, while the control group received no training. Thompson and Burnham’s Adaptive and Aggressive Assertiveness Scale were completed by the participants in both groups at baseline, immediately, one and three months after the intervention. After collecting the data, Friedman, Mann–Whitney, Chi-squared, and Fisher tests were used for their analysis. Findings: The mean of adaptive assertiveness score was significantly different between the the two groups immediately (P=0.002) and 1 month after the intervention (P=0.025). The aggressive assertiveness scores were not significantly different immediately, 1 and 3 months after the intervention (P>0.05), but the results of Friedman test showed a statistically significant decrease in the aggressive assertiveness scores compared to its baseline score (P=0.002). Conclusion: The assertiveness training program increased adaptive assertiveness and decreased aggressive assertiveness in nurses. Relevant authorities can design continuous and useful assertiveness training programs to promot this valuable skill in nurses.

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

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

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

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Chen, Dingding, Xiaoyu Pu, and Alastair Iain Johnston. "Debating China's Assertiveness." International Security 38, no. 3 (January 2014): 176–83. http://dx.doi.org/10.1162/isec_c_00151.

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Green, Julie. "Applying assertiveness skills." Primary Health Care 27, no. 3 (March 29, 2017): 14. http://dx.doi.org/10.7748/phc.27.3.14.s18.

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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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Awate, Sunil Kumar, and Dr J. Rukumani. "Assertiveness in nursing." International Journal of Advanced Psychiatric Nursing 3, no. 2 (July 1, 2021): 20–23. http://dx.doi.org/10.33545/26641348.2021.v3.i2a.58.

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Brock, Medina. "Book Review: So, What is Assertiveness? Assertiveness Training Resource Pack." British Journal of Occupational Therapy 56, no. 5 (May 1993): 188. http://dx.doi.org/10.1177/030802269305600518.

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

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

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Woo, Chung Hee, and Ju Young Park. "The Influence of Voice Behavior, Self-esteem and Sexual Knowledge on Sexual Assertiveness of Nursing College Students." Journal of Korean Academic Society of Nursing Education 25, no. 4 (November 30, 2019): 405–13. http://dx.doi.org/10.5977/jkasne.2019.25.4.405.

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Purpose: The study was done to investigate the influence of voice behavior, self-esteem and sexual knowledge on sexual assertiveness of nursing college students. Methods: A structured self-report questionnaire was used to measure voice behavior, self-esteem, sexual knowledge and sexual assertiveness. During March, 2019, data were collected from 133 nursing students in D city and G city. Data were analyzed using t-test, one-way ANOVA, Pearson's correlation coefficients, and stepwise multiple linear regression with the SPSS/WIN 25.0 program. Results: Voice behavior and self-esteem were positively correlated with the sexual assertiveness of participants, while voice behavior was positively correlated with the self-esteem of participants. Also, self-esteem was a significant predictor of sexual assertiveness in nursing college students. The predictor explained 12% of their sexual assertiveness. Conclusion: The finding indicates that self-esteem is an important factor for sexual assertiveness of nursing students. It is also expected that self-esteem can further promote their sexual assertiveness.

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Humaira, Wardati. "TEKNIK PELATIHAN ASERTIF UNTUK MENINGKATKAN ASERTIVITAS TERHADAP PERILAKU SEKSUAL DALAM BERPACARAN." Jurnal Ilmiah PANNMED (Pharmacist, Analyst, Nurse, Nutrition, Midwivery, Environment, Dentist) 15, no. 3 (December 31, 2020): 475–81. http://dx.doi.org/10.36911/pannmed.v15i3.820.

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One technique that can be applied to increase assertiveness is assertiveness training. This study aims to determine the effect of assertive training techniques to increase assertiveness on sexual behavior in dating by using a pre-experimental approach with pre-test and post-test Control Group Design as well as non-probability sampling techniques and then analyzed by bivariate and multivariate analysis. The results of the independent sample t test for the level of assertiveness showed that the value of p = 0.001 with a test value of t = 7.394, which means that there is an effect of assertive technique training on the assertiveness level of adolescents in sexual behavior. The mean value in the provision of assertive technique training is known to be 4.09 and the mean value to the control is 0.36, this means that there is a change in the value of the assertiveness level of assertiveness towards sexual behavior in dating.

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

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

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Oducado, Ryan Michael F., and Hilda Clavel Montaño. "Workplace Assertiveness of Filipino Hospital Staff Nurses: A Cross-sectional Study." Nurse Media Journal of Nursing 11, no. 3 (November 1, 2021): 294–304. http://dx.doi.org/10.14710/nmjn.v11i3.39314.

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Background: Several studies have demonstrated the significance of assertiveness in the nursing profession. However, there is a lacuna in the literature regarding the level of workplace assertiveness of Filipino nurses.Purpose: This study determined the workplace assertiveness towards nursing colleagues, nursing management personnel, medical doctors, and other members of the health team among hospital staff nurses.Methods: The data in this cross-sectional study were collected from randomly selected staff nurses (n=223) involving two tertiary hospitals in the Philippines using the Workplace Assertive Behavior Questionnaire. Descriptive statistics and tests for differences were used to analyze the data.Results: Results showed that staff nurses had moderate workplace assertiveness. They were less assertive towards the nursing management personnel, and were less likely to provide constructive criticisms and say no to requests. Assertiveness significantly varied based on employment status (p=.001), age (p=.046), years of nursing work experience (p=.037), and years in the present organization (p=.022). A sense of responsibility to patients was the main facilitator while reprimand and fear of repercussions from the nursing management personnel were the major barriers to assertive behaviors.Conclusion: Personal and work environmental factors can inhibit or support assertiveness. This study highlighted some gaps in Filipino staff nurses’ assertiveness at work. Nursing management plays a pivotal role in nurses’ assertiveness. Efforts should be made to address the barriers and improve the assertiveness of staff nurses.

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Shaon, Mohammad Razaur Rahman, Robert J. Schneider, Xiao Qin, Zhaoxiang He, Aida Sanatizadeh, and Matthew Dreis Flanagan. "Exploration of Pedestrian Assertiveness and Its Association with Driver Yielding Behavior at Uncontrolled Crosswalks." Transportation Research Record: Journal of the Transportation Research Board 2672, no. 35 (August 6, 2018): 69–78. http://dx.doi.org/10.1177/0361198118790645.

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Improving driver yielding to pedestrians at crosswalks may help prevent pedestrian fatalities, which have increased over the last decade in the United States. The level of assertiveness exhibited by pedestrians when they arrive at a crosswalk may have a significant impact on driver yielding behavior, but assertiveness is not defined clearly or studied thoroughly in the literature. This study defined three levels of pedestrian assertiveness and collected naturalistic video data at two uncontrolled crosswalks in Madison and Milwaukee, Wisconsin to explore the relationship between pedestrian assertiveness and driver yielding behavior. Driver yielding rates were 71% for pedestrians exhibiting Level 1 (high), 30% for Level 2 (moderate), and 3% for Level 3 (low) assertiveness. The pedestrian assertiveness definitions were also used to assess the potential impact of a high-visibility enforcement (HVE) program in the communities where the study took place. Observations taken after the HVE program showed a significantly higher rate of driver yielding to pedestrians exhibiting a moderate level of assertiveness. This result is promising, since a moderate level of assertiveness may be reasonable for pedestrians to adopt, especially if supported by educational messages for pedestrians to clearly indicate their intent to cross within a crosswalk. This exploratory study provides a framework for future analysis and highlights the need for additional research on the relationship between pedestrian assertiveness and driver yielding behavior.

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Seyednezhad Jeludar, Y., T. Ahmadi Gatab, N. Shayan, and S. Shabani. "FC10-06 - Review the effectiveness of assertiveness training in reducing student depression." European Psychiatry 26, S2 (March 2011): 1869. http://dx.doi.org/10.1016/s0924-9338(11)73573-8.

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IntroductionInterpersonal approach to understanding depression, represents a kind of non-ideological stance is that the psychoanalytic emphasis on early childhood experience with an emphasis on cognitive behavioral stressful. Environmental stimuli mixed blends.ObjectivesEfficacy in reducing depression, assertiveness training students are.MethodsQuasi-experimental approach method with pre-test project - the test is compared with the control group and comparable Tools used in this study Depression Inventory is beck Used SPSS software For data analyzing.ResultsResults shown us that increased assertiveness training methods of cognitive and behavioral assertiveness are Also Assertiveness training group counseling on ways to reduce depression is effective in depressed students.And the rate of increase of depression assertiveness be reduced.ConclusionsExpressiveness of training practices Assertiveness in depressed student's increases Also Learn answers dare Certainly, anxiety and tension can be the specific situation before the break were cut.

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Sivrikaya, Kenan, Aygül Çağlayan Tunç, Leyla Alizadehebadi, and Selçuk Tarakçi. "Investigation of Assertiveness Levels of Athletes Engaging Individual Sports in Different Branches." Pakistan Journal of Medical and Health Sciences 15, no. 10 (October 30, 2021): 2951–53. http://dx.doi.org/10.53350/pjmhs2115102951.

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Background: Assertiveness, which is defined as the way individuals express themselves and as a part of healthy life, is among the prominent features of people who do sports. Assertiveness is an element that increases the quality of people's relationships with their environment. Aim: The aim of this study is to examine the assertiveness scores of the athletes engaged in individual sports in different branches according to independent variables. Methods: The research was designed according to the relational screening model. The sample of the research; The sample consists of 201 participants selected by simple random sampling method among the athletes dealing with different individual sports branches. The branches of the athletes; (Consists of taekwondo and cycling sports) Results: In the study, the personal information form created by the researcher to collect information about the independent variables (gender, age,) that are thought to be effective in the research, and the Rathus Assertiveness Inventory (RAE) were used. It is seen that 1% of the participants are in the avoidant group, 88.6% are in the moderately avoidant group, and 10.6% are in the assertive group. Conclusion: When the assertiveness scale mean scores of the participants by gender are examined, it is seen that the level of assertiveness by gender does not differ statistically significantly. When the assertiveness scale mean scores of the participants according to age are examined, it is seen that the level of assertiveness according to age does not differ statistically significantly. Keywords: Assertiveness, individual sport, Taekwondo, Cycling.

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López de Juan Abad, Paula, and Ana Isabel Arcos-Romero. "Substance Use in Sexual Relationships: Association with Sexual Assertiveness and Sexual Satisfaction." International Journal of Environmental Research and Public Health 19, no. 20 (October 21, 2022): 13645. http://dx.doi.org/10.3390/ijerph192013645.

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Background: The main objective was to examine sexual assertiveness and sexual satisfaction in people who have sex under the influence of alcohol and drugs, considering the type of substance consumed, the frequency of consumption, gender, and sexual orientation. Methods: The sample consisted of 274 adults who had sexual relationships consuming substances. A questionnaire composed of sociodemographic, sexual history and substance use items, the Sexual Assertiveness Scale and the Global Measure of Sexual Satisfaction were administered. Results: Gender differences were found in sexual assertiveness and in the frequency of substance use. Women reported greater sexual assertiveness and greater alcohol consumption. Men reported greater consumption of different types of substances. Furthermore, bisexual participants showed greater assertiveness and STI prevention. Homosexual participants reported a higher frequency of the consumption of poppers, mephedrone, and GBL/GHB. Sexual assertiveness was associated with sexual satisfaction. Greater consumption of some types of substances was related to sexual assertiveness, STI prevention, and sexual satisfaction. Conclusions: The association found between sexual assertiveness and sexual satisfaction in a specific context of substance use in sexual relationships corroborates the important role that these psychosexual variables have in sexual health, in view of the frequency and type of drug consumed, gender, and sexual orientation.

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El Ammouri, Adil, Fatima Zahra Chamsi, Imane Agdai, Ouissal Radouane, Hana Abrebak, Yassine Rassame, Farah Nsabi, et al. "IMPACT OF ASSERTIVENESS PROGRAM AMONG STUDENTS OF THEFACULTY OF MEDICINE OF TANGIER (MOROCCO)." International Journal of Advanced Research 10, no. 7 (July 31, 2022): 949–55. http://dx.doi.org/10.21474/ijar01/15119.

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Background: Self-esteem is of great importance for positive and confident social behavior. Assertiveness is the component of self-esteem that allow that confident and forceful behavior while maintaining respect for others. Our study sought to evaluate the impact of an assertiveness training program on medical school students skills in communication and assertiveness. Method:123 first-year students (sex ratio (boys/girls):0,52) submitted to practical workshop training sessions during one month, evaluated at the beginning (T0) and the end (T1) of the training program by adapted auto-questionnaires measuring the feeling of self-efficacy when facing social situations, the assertiveness, self-esteem and also esteem in own communication capacity. Results: A significant improvement was seen in the mean scores of communications [58.51 to 64.62 i.e. + 6.11 (CI95% [4.66 7.56]). but also, in assertiveness [73.45 to 86.4 +12.95 (CI95% [10.46 15.43], for both sexes. Conclusion. Assertiveness programs have a positive impact in students self-esteem, assertiveness and communication skills. They must more seriously be considered as an important in schooling.

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Avşar, Züleyha. "Enhancing Assertiveness Through Traditional Turkish Folk Dance." International Journal of Asian Education 4, no. 3 (September 5, 2023): 202–11. http://dx.doi.org/10.46966/ijae.v4i3.346.

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The present study investigates the effects of assertiveness training programs through folk dances on high school students’ assertiveness levels. Pre-test post-test with control group design has been used to examine. Furthermore, a questionnaire including one open-ended question asked students to learn their opinion on training and its effects on themselves. Experiment and control group participants were administered the Rathus Assertiveness Inventory, and experiment group participants received a two–hour assertiveness training program through folk dances per week over eight weeks. The study sample included 203 students who were in first grade in the same school. Results revealed that students in the experiment group had significantly higher assertiveness levels than those in the control group (P<0.05), and experiment group students defined that this assertiveness training program positively affected them and increased their awareness about themselves.

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Winahayu, Neng Esti, Achir Yani S. Hamid, and Novy Helena Catharina Daulima. "Penerapan Assertiveness Training dan Terapi Kelompok Suportif Menggunakan Teori Stres Adaptasi Stuart dan Teori Adaptasi Roy." Jurnal Keperawatan Jiwa 7, no. 3 (November 26, 2019): 275. http://dx.doi.org/10.26714/jkj.7.3.2019.275-280.

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Perilaku kekerasan merupakan perilaku atau tindakan seseorang ketika tidak mampu mengatasi stressor yang dialaminya, ditunjukkan dengan perilaku aktual berupa kekerasan baik pada diri sendiri, orang lain, maupun lingkungan baik secara verbal maupun non verbal (Stuart, 2013). Tujuan penulisan karya ilmiah akhir ini adalah menggambarkan penerapan assertiveness training dan terapi kelompok suportif menggunakan Teori Stres Adaptasi Stuart dan Adaptasi Roy pada klien resiko perilaku kekerasan di Rumah Sakit Marzoeki Mahdi Bogor. Intervensi keperawatan yang dilakukan adalah assertiveness training pada 6 klien dan kombinasi terapi assertiveness training dan terapi kelompok suportif pada 12 orang klien. Pelaksanaan assertiveness training dan terapi kelompok suportif dapat menurunkan tanda dan gejala perilaku kekerasan pada aspek kogitif, afektif, fisiologis, perilaku, dan sosial serta meningkatkan kemampuan adaptif dalam menghadapi peristiwa yang menimbulkan perilaku kekerasan. Kata kunci: risiko perilaku kekerasan, assertiveness training, terapi kelompok suportif, teori stres adaptasi stuart, adaptasi roy APPLICATION OF ASSERTIVENESS TRAINING AND SUPPORTIVE GROUP THERAPY USING THEORY OF STRESS ADAPTATION STUART AND THEORY OF ROY ADAPTATION APPROACH ABSTRACTViolent behavior occurs when a person is not capable of responding to stressors. This behavior can be manifested by hurting oneself, others, or environment verbally or non verbally (Stuart, 2013). The purpose of this scientific paper was to report the application of assertiveness training and supportive group therapy utilizing the Stuart’s Stress-Adaptation Theory and Roy’s Adaptation Theory towards the clients with potential risk violent behavior who were hospitalized at Marzoeki Mahdi Hospital in Bogor. Assertiveness training was conducted to six clients and combination of assertiveness training and supportive group therapy to twelve clients. The result of assertiveness training and supportive group therapy depicted that there were decreased signs and symptoms of violent behaviors at all aspects of cognitive, affective, physiological, behavior, and social as well as improvement of ability of clients to be more adaptive in responding to the any stressful situation that can stimuli violent behaviors. It is recommended that assertiveness training and supportive group therapy can be used as a standard of mental health-psychiatric nursing specialized therapy. Keywords: violent risk behavior, assertiveness training, supportive group therapy, stuart’s stress-adaptation theory and roy’s adaptation theory

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Gutgeld‐Dror, Maayan, Nathaniel Laor, and Orit Karnieli‐Miller. "Assertiveness in physicians' interpersonal professional encounters: A scoping review." Medical Education 58, no. 4 (September 19, 2023): 392–404. http://dx.doi.org/10.1111/medu.15222.

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AbstractPurposeGood relationships between physicians, patients, families and the healthcare team are essential for high‐quality care. Medical encounters are sometimes challenging. They may include conflicts, requiring physicians to be assertive: that is to share and protect their needs, rights and values while preserving those of others. Whereas assertiveness has been studied in patients and nursing staff (those with less power in healthcare), physicians' assertiveness, which must be mindful of these power differences, lacks a comprehensive review. Thus, this scoping review focuses on assertive communication in physicians' encounters.MethodsA literature search of four online databases: MEDLINE, Embase, PsycINFO and WoS, seeking articles on physicians' assertiveness as a communication style published until February 2022. The Joanna Briggs Institute approach and the Preferred Reporting Items for Systematic Reviews checklist underpinned the review protocol.ResultsWe identified 1513 articles relating to assertiveness, reviewed 153 full‐text articles and selected 22 for full review, 68% from the last decade. The articles focused mainly on assertive communication and relationships with medical staff, with 54% focusing on bottom‐up power relations. In 40% of the articles, no clear definition of assertiveness was included. Definitions included had varied focus: on self, on the other or both. Overall, assertiveness measures varied widely, precluding a methodical comparison.ConclusionsDespite the growing interest in physicians' assertiveness, a clearer definition and in‐depth exploration of assertiveness are needed alongside development of valid measures of assertiveness appropriate to physicians. Based on the review, we offer a relational definition of assertiveness as the capacity to communicate one's views, concerns, rights and needs while respecting others and preserving therapeutic, collegial and educational professional alliances. This definition may serve to expand research in the field while offering a professional alternative to problematic communication styles—passive and self‐denying or paternalistic and aggressive —that obfuscate and thus undermine physician–patient relationships.

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Aoki, Stephanie K., Jack Mearns, and Sharon E. Robinson Kurpius. "Social Anxiety and Assertiveness: The Role of Self-Beliefs in Asian Americans and European Americans." Journal of Mental Health Counseling 39, no. 3 (July 1, 2017): 263–74. http://dx.doi.org/10.17744/mehc.39.3.06.

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There is scholarly disagreement about whether Asian Americans are more socially anxious and less assertive than European Americans. We examined this question by exploring the interrelations among race/ethnicity, social anxiety, assertiveness, and self-beliefs related to mood regulation and sense of self. Participants were 72 Asian Americans and 63 European Americans who completed measures assessing negative mood regulation expectancies (NMRE), self-construal, social anxiety, and assertiveness. Moderated regression analyses revealed that independent self-construal, a self-belief, predicted both social anxiety and assertiveness regardless of participant race/ethnicity. Also, less social anxiety predicted more assertiveness, regardless of one's NMRE, also a self-belief. The most powerful predictors of assertiveness were social anxiety and self-construal. These findings suggest that when working with clients experiencing concerns about social anxiety or assertiveness, mental health counselors should explore their clients' self-beliefs, regardless of whether clients are Asian American or European American.

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

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

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

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

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Kalzhanova, Anar, Dana Kalzhanova, Saule Murzina, Nurgul Nurmukhanbetova, Liza Naviy, and Ardakh Yermentayeva. "Assertiveness as the predictor of university students’ academic achievement." Cypriot Journal of Educational Sciences 17, no. 7 (July 29, 2022): 2462–73. http://dx.doi.org/10.18844/cjes.v17i7.7686.

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The purpose of this research is to evaluate the relationship between the academic success of university students and their assertiveness levels with student opinions. Descriptive analysis, one of the qualitative research methods, was used in the research. The study group of the research consists of 40 university students studying at various universities in Kazakhstan in the 2021–2022 academic year. The data of the study were collected with a semi-structured interview form developed by the researchers. As a result of the research, the vast majority of university students stated that their academic achievement and assertiveness levels are at a moderate level. In addition, the majority of university students participating in the research stated that there is a significant relationship between the level of assertiveness and the level of academic achievement. The majority of students stated that as the level of assertiveness increases, academic success will increase. In line with the results obtained from the research, it has become necessary to add courses related to assertiveness to the curriculum of the education given at universities to improve the assertiveness levels of university students. Keywords: Assertiveness, academic achievement, university students;

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Walker, Dave P., Terri L. Messman-Moore, and Rose Marie Ward. "Number of Sexual Partners and Sexual Assertiveness Predict Sexual Victimization: Do More Partners Equal More Risk?" Violence and Victims 26, no. 6 (2011): 774–87. http://dx.doi.org/10.1891/0886-6708.26.6.774.

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In previous studies, number of sexual partners and sexual assertiveness were examined as independent risk factors for sexual victimization among college women. Using a sample of 335 college women, this study examined the interaction of number of sexual partners and sexual assertiveness on verbal sexual coercion and rape. Approximately 32% of the sample reported unwanted sexual intercourse, 6.9%(n= 23) experienced verbal sexual coercion, 17.9% (n= 60) experienced rape, and 7.2% (n= 24) experienced both. As number of sexual partners increased, instances of verbal sexual coercion increased for women low in relational sexual assertiveness but not for women high in relational sexual assertiveness. A similar relationship was not found for rape. Among women who experienced both verbal sexual coercion and rape, increases in number of partners in the context of low refusal and relational assertiveness were associated with increases in verbal sexual coercion and rape. Findings suggest sexual assertiveness is related to fewer experiences of sexual coercion.

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Santiago, Leika. "Assertiveness and Self-Esteem Among Nurses in a Tertiary Hospital in Abu Dhabi, United Arab Emirates." International Journal of Public Sociology and Sociotherapy 2, no. 1 (January 1, 2022): 1–17. http://dx.doi.org/10.4018/ijpss.310938.

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The study describes the level of assertiveness and self-esteem among nurses and examines the relations between assertiveness and self-esteem. Quantitative descriptive correlational design was used in 100 nurse respondents working in one of the tertiary hospital in Abu Dhabi, United Arab Emirates (UAE) using demographic components, assertive behavior inventory tool (ABIT), and Rosenberg self-esteem scale (RSE). Data were analyzed. Results show that respondents are moderately assertive and have moderately high self-esteem. There is a significant relationship between assertiveness and the demographic variables while respondents' demographics did not have significant relationship with the level of self-esteem. The findings also suggested that assertiveness and self-esteem are positively and significantly correlated. Nurses are recommended to have regular assessment of their assertiveness as it affects the self-esteem and assertiveness training or other intervention that would empower and improve other nurses who are less assertive, non-assertive, and have low self-esteem.

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Adiwena, Bartolomeus Yofana, and Pius Heru Priyanto. "MENINGKATKAN KOMUNIKASI ASERTIF DALAM RELASI SOSIAL PADA REMAJA DI PANTI ASUHAN SOS CHILDREN’S VILLAGE SEMARANG." PEDULI: Jurnal Ilmiah Pengabdian Pada Masyarakat 5, no. 2 (October 11, 2021): 1–9. http://dx.doi.org/10.37303/peduli.v5i2.319.

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Adolescence is a period when someone begins to build broader social relationships and make decisions independently. However, many cases of adolescent social relationships actually provide negative experiences that hinder their development and threaten their future. Adolescents who live in orphanage have greater vulnerability to trapped in unhealthy social relationships. Assertiveness is the quality of a person to believe in himself, being able to communicate his thoughts, feelings, and emotions without driven by fear of others. Assertiveness assistance to adolescents in orphanages is important because assertiveness is a complement to the values and norms they receive in schools and orphanages. Without assertiveness, their knowledge of values and norms will not be effective. Assertiveness is a psychological construct that can be changed through a behavioral intervention program. With this assertiveness assistance program,we hope adolescents in orphanage could develop positive social relationships and reject negative invitations or pressures that make them trapped in unhealthy relationships, so that their future could be better.

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Barida, Muya, Gefira Nurchairunnissa, Wahyu Nanda Eka Saputra, Aprilia Setyowati, Ediyanto Ediyanto, and Adi Atmoko. "Effectiveness of Group Guidance with Group Investigation Learning Model to Develop Students' Assertiveness." Jurnal Kajian Bimbingan dan Konseling 9, no. 1 (June 14, 2024): 18–25. http://dx.doi.org/10.17977/um001v9i12024p18-25.

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Adolescents require assertiveness in socializing and interacting with their social environment in order to be able to express themselves well. However, there are still many adolescents who have not been able to express their thoughts, feelings, and hopes. This research aims to test the efficacy of group guidance services using the group investigation learning model to increase adolescent assertiveness. This research uses a one-group pretest-posttest research design to achieve the research objectives. The research subjects were six students at State Junior High School. The techniques and instruments used for data collection were an assertiveness scale. The assertiveness scale was tested for the level of validity and reliability through the Cronbach alpha formula. Furthermore, the data were analyzed using the Wilcoxon test. The results demonstrated a significant increase in student assertiveness after being given group guidance using the group investigation model. This indicates that the group investigation learning model is effective in increasing the assertiveness of adolescents.

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Troshikhina, Evgenia G., and Galina V. Navdushevich. "Personal predictors of assertiveness in adolescence and early youthful period." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 29, no. 3 (December 20, 2023): 62–68. http://dx.doi.org/10.34216/2073-1426-2023-29-3-62-68.

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The purpose of this article was to examine the personal characteristics that would predict assertiveness among adolescence and youth. The relevance of the study is determined by the fact that the changing in assertiveness from early adolescence to youth is not sufficiently studied, while it is important quality for the successful integration of the younger generation into modern society. The goal of the study was to identify predictors of assertiveness in the younger, older adolescence and youthful periods of development. The investigated variables are parameters of self-attitude, personality traits, social intelligence, and behavioral strategies. The sample consisted of 201 people (98 boys, 103 girls), 67 people in each age group: younger teenagers (11-13 years old), older teenagers (14-16 years old) and youth (17-18 years old). Methods used were: Levinson's Assertiveness test, questionnaire ‘Components of Self-attitude’ (S.R. Pantileev), R. Cattell’s Factor personality questionnaire (16PF), the Four Factor Test of Social Intelligence (the Guilford-Sullivan test), and S.E. Hobfoll's Strategic Approach to Coping Scale (SACS). The research revealed that assertiveness slowly increases from younger adolescence to youth; however, assertiveness is not yet a formed personality trait even in youthful period. A central predictor of assertiveness is emotional stability in early adolescence and positive self-image in later adolescence. In youth period, predictors of assertiveness are contradictory, among them are seeking social support, aggressive action, social translations, and reflective self-attitude. Thus, during youthful period, assertiveness is close to aggressive actions, however, in the process of reflection, aggressive and assertive behavior are differentiated and corrected depending on support or condemnation from others.

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Alvarez-Aguirre, Alicia, María Magdalena Alonso-Castillo, and Ana Carolina Guidorizzi Zanetti. "Predictive factors of alcohol and tobacco use in adolescents." Revista Latino-Americana de Enfermagem 22, no. 6 (December 2014): 1056–62. http://dx.doi.org/10.1590/0104-1169.3570.2516.

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OBJECTIVES: to analyze the effect of self-esteem, assertiveness, self-efficacy and resiliency on alcohol and tobacco consumption in adolescents.METHOD: a descriptive and correlational study was undertaken with 575 adolescents in 2010. The Self-Esteem Scale, the Situational Confidence Scale, the Assertiveness Questionnaire and the Resiliency Scale were used.RESULTS: the adjustment of the logistic regression model, considering age, sex, self-esteem, assertiveness, self-efficacy and resiliency, demonstrates significance in the consumption of alcohol and tobacco. Age, resiliency and assertiveness predict alcohol consumption in the lifetime and assertiveness predicts alcohol consumption in the last year. Similarly, age and sex predict tobacco consumption in the lifetime and age in the last year.CONCLUSION: this study can offer important information to plan nursing interventions involving adolescent alcohol and tobacco users.

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Nakazwe-Masiya, Lyapa, Gavin Price, and Karl Hofmeyr. "Effects of the Imposter Phenomenon on Measures of Assertiveness in Female Professionals in South Africa." African Journal of Employee Relations (Formerly South African Journal of Labour Relations) 41 (January 19, 2018): 46–56. http://dx.doi.org/10.25159/2520-3223/3768.

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Assertiveness is arguably one of the strongest predictors of success among business leaders and professionals. The study focuses on imposter phenomenon (IP), which occurs when an individual, normally considered to be a high achiever, undergoes an internal experience of feeling like an intellectual fraud or experiences a fear of failure upon achieving success, and the relationship of IP with assertiveness. Due to an absence of research on the relationship between IP and assertiveness, particularly in professionals in South Africa, this study investigates the way these two variables relate to each other. The purpose of this study is to 1) investigate whether IP is prevalent in female professionals in South Africa, 2) investigate whether IP and assertiveness are correlated and 3) determine whether IP is a predictor of assertiveness. The study was conducted on working professionals in South Africa (N = 165) and questionnaires were distributed online. The instruments used were the Clance Imposter Phenomenon Survey and elements of the Adaptive and Aggressive Assertiveness Scales. The professionals assessed were drawn from different industry sectors and across all job functions. The results suggest that IP is prevalent in professionals in South Africa and bears a moderately negative relationship to assertiveness. Another finding was that IP is a negative predictor of assertiveness. Gender also had an effect on the relationship between the two variables; the relationship was only found to be significant among women when the sample was split.

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Nakazwe-Masiya, Lyapa, Gavin Price, and Karl Hofmeyr. "Effects of the Imposter Phenomenon on Measures of Assertiveness in Female Professionals in South Africa." African Journal of Employee Relations 41 (January 19, 2018): 46–56. http://dx.doi.org/10.25159/2664-3731/3768.

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Assertiveness is arguably one of the strongest predictors of success among business leaders and professionals. The study focuses on imposter phenomenon (IP), which occurs when an individual, normally considered to be a high achiever, undergoes an internal experience of feeling like an intellectual fraud or experiences a fear of failure upon achieving success, and the relationship of IP with assertiveness. Due to an absence of research on the relationship between IP and assertiveness, particularly in professionals in South Africa, this study investigates the way these two variables relate to each other. The purpose of this study is to 1) investigate whether IP is prevalent in female professionals in South Africa, 2) investigate whether IP and assertiveness are correlated and 3) determine whether IP is a predictor of assertiveness. The study was conducted on working professionals in South Africa (N = 165) and questionnaires were distributed online. The instruments used were the Clance Imposter Phenomenon Survey and elements of the Adaptive and Aggressive Assertiveness Scales. The professionals assessed were drawn from different industry sectors and across all job functions. The results suggest that IP is prevalent in professionals in South Africa and bears a moderately negative relationship to assertiveness. Another finding was that IP is a negative predictor of assertiveness. Gender also had an effect on the relationship between the two variables; the relationship was only found to be significant among women when the sample was split.

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Kim, Young-il. "The Effects of Assertiveness Training on Enhancing the Social Skills of Adolescents with Visual Impairments." Journal of Visual Impairment & Blindness 97, no. 5 (May 2003): 285–97. http://dx.doi.org/10.1177/0145482x0309700504.

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This study, of the effects of assertiveness training to enhance the social/assertiveness skills of 26 visually impaired adolescents, found that the adolescents’ social skills were judged differently by parents, the students themselves, teachers, and observers and that the training had some specific effect on increasing the participants’ assertiveness.

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Vallejo-Medina, Pablo, and Juan Carlos Sierra. "Relationship between drug use and sexual assertiveness in a Spanish male drug-dependent sample." Health and Addictions/Salud y Drogas 15, no. 1 (January 31, 2015): 39–48. http://dx.doi.org/10.21134/haaj.v15i1.230.

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Current studies assessing sexual assertiveness in drug users are sparse, despite the fact that it would be logical to expect low sexual assertiveness in such patients. Present study had the objective to compare sexual assertiveness between consumers of alcohol, cocaine, cocaine+alcohol, heroin, cannabis, and speedball and a control group. This was assessed in a sample of 556 male drug users from 8 Spanish provinces and 356 non-user males. Results showed significantly lower Initiation assertiveness in the 35-49 year-old age group (particularly in the case of alcohol, heroin, cannabis, and speedball) and worse Sexually Transmitted Diseases and Pregnancy prevention assertiveness in drug users (in the case of alcohol, cocaine, cocaine+alcohol, cannabis, and speedball). Effect sizes ranged from low to moderate. The implications of these results are discussed.

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Dwilestari, Ni Made Ayu Krisna, and Putu Nugrahaeni Widiasavitri. "Asertivitas Mahasiswa Organisatoris Ditinjau dari Kecerdasan Emosional dan Jenis Kelamin." Jurnal Psikologi Udayana 9, no. 1 (April 30, 2022): 11. http://dx.doi.org/10.24843/jpu.2022.v09.i01.p02.

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Assertiveness is the ability to express thoughts, feelings, needs, and desires with confidence that does not harm yourself or violate the rights of others. In college life, students do not just focus on academic activities but also non-academics, such as student organizations. When participating in organizations, students are faced with some situations that require assertiveness skills. Assertiveness can be influenced by two factors, including emotional intelligence and gender. This quantitative research aims to determine the role of emotional intelligence and gender on the assertiveness of Udayana University Medical Faculty students participating in student organizations. The subjects of this research were 120 students of Udayana University Medical Faculty students participating in student organizations. There are two measuring instruments used in this research, that are assertiveness scale and emotional intelligence scale. This research used analysis of covariance or ANOVA as data analysis technique. The results show the significance value on the corrected model is 0.000 (p <0,05). These results show that emotional intelligence and gender altogether contribute to the assertiveness of Udayana University Medical Faculty Students participating in student organizations.

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Hayat, Umar, Kashaf Zahra, Aqsa Urooj Sumbal Palwasha, Khinat Khan, Munir Ahmad, and Areeba Iqbal. "Impact of Social Anxiety on Assertiveness: Role of Gender." Bulletin of Business and Economics (BBE) 12, no. 3 (February 4, 2024): 815–18. http://dx.doi.org/10.61506/01.00132.

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The study was conducted to investigate the impact of social anxiety on assertiveness a role of gender. Social anxiety is a persistent fear of social interactions due to severe evaluation apprehension. Assertiveness is an important social skill which promotes personal well-being. Correlational research design was used. Survey was conducted as a method of data collection. Students were selected through convenient sampling technique. Sample size was 200 (n=100 male, n=100 female) college students. The Liebowitz Social Anxiety Scale (LSAS) by Prendergast (2021) and the Rathus Assertiveness Scale (RAS) by Spencer Rathus (1973) were used to measure social anxiety and assertiveness. Findings of the study reveal that there was significant negative correlation between social anxiety and assertiveness. Moreover, results suggest that social anxiety is a negative predictor of assertiveness among college students. Female college students report higher level of social anxiety as compared to male. In addition, male are more assertive in their college life than females. To overcome the social anxiety education department gave the exposure of coping strategies.

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

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

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Toktaş, Sermet. "Examining of university students' assertiveness levels and attitudes towards physical education course." African Educational Research Journal 10, no. 4 (October 24, 2022): 388–93. http://dx.doi.org/10.30918/aerj.104.21.150.

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The purpose of the study is to research the assertiveness levels of university students and their attitudes toward physical education course in terms of gender, doing regular sports and academic achievement. The design of the research is descriptive. The sample of the study consists of university students who take physical education and sport course in the first aid and emergency department of Artvin Coruh University in the 2018-2019 academic year. A total of 116 university students with a mean age of 20.64 participated in the study as voluntarily. Physical Education and Sport Attitude Scale was used to measure students’ attitudes and the Rathus Assertiveness Inventory was used to measure assertiveness levels. In the study, the Kolmogorov-Smirnov test was used to determine the distribution of normality, the Pearson correlation test was used to examine the relationship between students' attitudes towards physical education and sport and assertiveness levels, the independent sample t-test in parametric distributions, the Mann Whitney U test was used in non-parametric distributions. Kruskal Wallis test was used in more than two groups because the distributions are not normal. According to the findings, there was a negative correlation between the assertiveness levels of students and their attitudes toward physical education course. There was a significant difference between the attitudes towards physical education course in terms of gender, on the contrary, there was no significant difference between assertiveness levels in terms of gender. There was no significant difference between assertiveness levels and the attitudes towards physical education course in terms of doing regular sports and there was no significant difference between assertiveness levels and the attitudes towards physical education course in terms of academic achievement. As a result, although there was a negative relationship between attitudes of university students towards physical education and sports course and assertiveness levels, it was observed that attitudes towards the course are more positive in favor of male students. There were no significant differences between the levels of assertiveness and attitudes towards physical education and sports courses in terms of doing regular sports and academic achievement levels.

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Moneva, Jerald C., and Nicole G. Bolos. "Assertiveness and Performance Tasks." International Journal of Social Science Research 8, no. 2 (April 12, 2020): 143. http://dx.doi.org/10.5296/ijssr.v8i2.16839.

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Assertiveness is defined as a behavior in which an individual is confident and can express thoughts, feelings, and opinion in direct honest way. Whereas, performance task pertains to an activity which students are asked to perform or demonstrate their understanding. This study aims to assess the association between assertiveness as independent variable, and level of performance task as dependent variable using descriptive correlation design. The respondents are the senior high school students of Jagobiao National High School. Checklist is used as research instrument of the study. The data are analyzed through Chi-square test as statistical treatment. The result of this study shows that Jagobiao National High School students have high correlation between the two variables. To simplify the idea, level of assertiveness can influence the students’ performance in school.

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Journal articles on the topic 'Assertiveness'

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