Assertiveness Predicts Self-Esteem, Academic Achievement, and Stress: A Study of Kashmiri Adolescents

Abstract

Purpose of the study: The adolescence period holds a special significance because this period marks multi-developmental changes in an individual. The present study was conducted to find out the association between assertiveness, self-esteem, academic achievement and stress among the students.
 Methodology: Correlational design was employed for the present research. Participants of the study comprised 120 high school students with an equal number of male and female students and the age range of 12 to 19 years. The scales used for data collection are namely-Rathus assertiveness schedule (RAS), Rosenberg self-esteem (RSE), perceived stress scale (PSS), and academic achievement scale.
 Main Findings: Correlation coefficient and hierarchical regression were employed as statistical techniques. Hierarchical regression analysis indicated in step one that gender and residence predicted 15.50 percent of the total variance in self-esteem while in step two assertiveness predicted 00.30 percent of change in self-esteem. The findings also reported that gender and residence predicted 04.00 percent of the total variance in academic achievement while in step two, assertiveness predicted 01.40 percent of a total change in academic achievement. In another finding, gender and residence predict 19.60 percent of a total change in stress while in step two assertiveness predicted 00.30 percent of change in stress.
 Applications of this study: The findings of the study exhibit that assertiveness has little role in predicting factors such as self-esteem and academic achievement. Implications: Further researches may be conducted to figure out the correlates possess significant magnitude to state about self-esteem, academic achievement,, and level of stress.
 Novelty/Originality of this study: The study is the first of its kind among the students in a conflict-ridden area of Kashmir and comparative in nature to add to the existing knowledge.

Data on self-esteem among adolescents in India

“…The current study has been confirmed by Khansa Malik and Bince Varghese [ 10 ], who conducted a study on the impact of assertiveness training on adolescents' self-esteem in 2020. Our results were also in agreement with Parry (2017) [ 5 ]. An Indian Outlook found that the training had a positive impact on adolescents' self-esteem.…”

“…According to a study, self-esteem and academic success are two aspects that assertiveness does not significantly influence. The researcher also discovered that 13%-15% of adolescents in India exhibited passive behaviour [ 5 ]. In The location of Mehsana, 25% to 27% of adolescents had been influenced by low levels of assertive behaviour, and 47% to 49 percent of adolescents in Gujarat exhibited low levels of this behaviour [ 6 ].…”

Effect of assertiveness training on the nursing students' assertiveness and self‐esteem levels: Application of hybrid education in COVID‐19 pandemic

“…41 Additionally, as the concept of self-embodies a perception that was embedded since the childhood period, the initiatives to change it need a long time. 29 Besides, trying to adapt to new rules and changes and feeling anxiety, hopelessness and academic uncertainty due to the pandemic 42 might have made this change hard for both the experimental and control groups. In a study, it was found that there was a positive relationship between academic achievement and self-esteem.…”

Peculiarities of Assertiveness Development and Ways of Socialization of Personality in Adolescence

“…It follows that assertive behavior is the assimilation of specific cognitive patterns of interaction that can accumulate and promote social integration (2016). R. Maqbool investigated the relationship between assertiveness, self-esteem, academic achievement, and stress (Maqbool Parray et al, 2020). Khodabakhshi-Koolaee A. and coauthors found the influence of emotional intelligence on the development of assertiveness and self-esteem (2016).…”