Relation of assertiveness and anxiety among Iranian University students

Abstract

The simultaneous existence of low assertiveness and high anxiety in nursing and midwifery students leads to the disruption of study performance. There exists little information concerning their assertiveness. The purpose of this study was to determine the relation of assertiveness and anxiety in nursing and midwifery students. In this correlational, cross-sectional study, 173 nursing students (68 males and 105 females) and 77 midwifery students were recruited from the Tehran University of Medical Sciences in Iran. Data were collected using a questionnaire including personal-social factors, the Spielberger Trait Anxiety Inventory and the Assertion Inventory of Gambrill and Richey. More than half of the nursing and midwifery students (59.5% and 59.7%, respectively) had moderate assertiveness. Also, 43.3% and 36.4% of them had moderate and high levels of anxiety. Pearson correlation test revealed that assertiveness and anxiety had negative correlations in nursing (r=-0.51, P < 0.001) and midwifery (r=-0.449, P < 0.001) students. Some demographic variables had significant correlations with assertiveness and anxiety among the students. Considering the relation of assertiveness and anxiety and its effects on mental health and educational and occupational performance, students should be informed of the required skills for positive interaction with others and to increase assertiveness and decrease anxiety.

Anxiety and Assertiveness in Females: A Comparison of Medical and Non-Medical University Students

“…The findings are consistent with the findings of other researchers (Larijani, Aghajani, Baheiraei, & Neiestanak, 2010).…”

“…Literature review reveals a prevalence of psychiatric issues of depression and anxiety among the medical students specifically in comparison to nonmedical students (Inam 2003, Kaya 2007, Rosenthal, 2005. Previous studies in Pakistan have shown a higher prevalence of anxiety (khan, 2006, inam, 2003) A study concluded that there is a strong negative relation between assertiveness and anxiety (Larijani, Aghajani, Baheiraei, & Neiestanak, 2010). In Saudi society assertiveness plays a vital role in development of anxiety.…”

Assertiveness and Self-Esteem among Nursing Students of Manipal College of Medical Science of Pokhara, Nepal

“…Based on the study conducted by Eskin M 13 the assertiveness will be raised by increasing the age which contrast present study as majority of the respondents belongs to 16-20 years. Study conducted by Dincyurek S , et.al 14 , Taghavit T , et.al 15 reported that the level of assertiveness is higher in male students than female students. This may be the reason majority of the students have moderate level of Assertiveness in present study as all the participants were female and also it could be due to some differences in culture, religion and customs, education system of each community.There is significant positive correlation between assertiveness and self-esteem in pres-ent study which is similar with the Study conducted by Ghodrati F. et.al 16 which revealed a significant correlation was observed between assertiveness and self-esteem.…”

“…Assertiveness questionnaire included 28 statements with 4 point Likert scale with the options 'always', 'often', 'rarely' and 'never' in which statements related to assertive behaviour was as low(28-54), moderate (55-83)and high(84-112). Self-esteem scale include 10 statement with 4 Point Likert scale with the options strongly disagree to strongly agree and was categorize as low (0-10), Moderate (11)(12)(13)(14)(15)(16)(17)(18)(19)(20) and high (21-30). Table 1 reveals demographic characteristics of respondents.…”

Desempenho acadêmico de universitários, variáveis preditoras: habilidades sociais, saúde mental, características sociodemográficas e escolares

“…A relação entre habilidades sociais de universitários e o nível de estresse foi avaliada por Furtado et al (2003) (Furtado et al, 2003), ansiedade (Bandeira et al, 2005;Larijani et al, 2010), ansiedade social (Bolsoni-Silva e Loureiro, 2014), transtornos psiquiátricos gerais, abrangendo, depressão, fobia social, ideação suicida e neurotismo (Aradilha-Herrero et al, 2014;Angélico et al 2012;Biasotto, 2013;Biró et al 2011;Sasanpour et al 2012) e transtornos mentais comuns Variáveis sociodemográficas e características do curso de graduação também parecem influenciar o repertório de habilidades sociais. Por exemplo, em relação ao gênero, se por um lado as mulheres apresentam mais indicadores de problemas de saúde mental (Adlaf et al, 2001), por outro, elas têm melhores indicadores de habilidades sociais que os homens para alguns autores (Bolsoni-Silva et al, 2010;Deniz, Hamarta & Ari, 2005;Ozben, 2013).…”