The Effectiveness of Assertiveness Training on Bullying, Competitive State Anxiety and Performance Under Pressure in Futsal Players

Najafabadi, Reza Aliyar; Meshkati, Zohreh; Badami, Rokhsareh

doi:10.32598/jrh.10.5.21.7.98

Cited by 4 publications

(4 citation statements)

References 19 publications

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“…As highlighted by Avşar and Alkaya (2017), the assertiveness skill itself plays a pivotal role in boosting self-confidence and improving interpersonal communications. This skill, as stated by Lin (in Aliyar Najafabadi et al, 2020), contributes to a positive change in self-perception, selfconfidence, interpersonal communication, and overall well-being. Assertiveness training increases individuals' ability to adopt proper communication, which can improve an individual's health and reduce a sense of frustration and thus create healthy relationships.…”

mentioning

confidence: 74%

Improving Interpersonal Communication Skills through Group Guidance with Assertive Training Techniques

Putri,

Marjohan,

Firman

et al. 2023

jiecr

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This study aims to demonstrate the effectiveness of group mentoring services utilizing assertive training techniques in enhancing the interpersonal communication skills of students. A quasi-experimental design was employed, with a sample of twenty students from a public junior high school in Indonesia, evenly divided into experimental and control groups using probability sampling with simple random sampling techniques. Interpersonal communication skills were assessed using instruments developed by the researchers and evaluated by experts. Data analysis involved the Wilcoxon signed-rank test and Kolmogorov-Smirnov. The results indicate a significant increase in the interpersonal communication skills of the experimental group students, with their average scores increasing from 67.2 before receiving group counseling services to 123 after implementing assertive training techniques. In contrast, the control group's average scores increased from 87.1 to 105.6 after the same intervention. This study highlights the effectiveness of group mentoring with assertive training techniques in enhancing students’ interpersonal communication skills, contributing valuable insights to the field of educational psychology and counseling.

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confidence: 74%

Improving Interpersonal Communication Skills through Group Guidance with Assertive Training Techniques

Putri,

Marjohan,

Firman

et al. 2023

jiecr

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“…This finding is in line with the findings of Janjani and clleagues 5 and Aliyar Najafabadi and colleeagues. 10 Explaining this finding, it can be said that assertiveness training is one of the behavioral interventions that is used to improve a person's adaptation to the environment and causes satisfaction. Assertiveness training program in students with low expression, makes them more aware of their behavior and enables them to have more appropriate behavioral reactions to those around them.…”

Section: Discussionmentioning

confidence: 99%

“…5 One other study showed the effectiveness of assertiveness training on the anxiety syndrome of futsal players. 10 Other treatments that have been shown to increase resilience in normal and clinical populations such as emotion regulation training. 11 Emotion regulation training means reducing and controlling negative emotions and how to use positive emotions.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Emotion Regulation Training and Assertiveness Training on Resilience and Clinical Symptoms of Students with Generalized Anxiety Disorder

Ahmadi

Ghasemi

Ahmadi

2021

Int Clin Neurosci J

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Background: Generalized anxiety disorder is among the most common psychiatric disorders. We aimed to compare the effectiveness of emotion regulation training and assertiveness training on resilience and clinical symptoms of students with generalized anxiety disorder. Methods: This study was a quasi-experimental pretest-posttest study with a control group. The statistical population included all 16-18 years old male high school students in Karaj who were studying in the academic year 2019-2020, of whom 75 were selected by multi-stage random sampling and assigned to two groups of 25. Participants in experimental group 1 received eight sessions of assertiveness training for 60 minutes per week. Participants in experimental group 2 received five sessions of emotion regulation training for 60 minutes per week, and participants in the control group did not receive any intervention. The Generalized Anxiety Disorder and Resilience questionnaires were used to collect data. Results: Multivariate analysis of covariance (MANCOVA) showed that both assertiveness and emotion regulation training programs increased resilience and reduced clinical signs of generalized anxiety disorder in the experimental groups (P<0.001). Moreover, there was no significant difference between the effectiveness of the two training programs. Conclusion: It is suggested that assertiveness and emotion regulation training be provided for students and included in their curriculum, to enhance assertiveness and emotion regulation skills.

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“…Assertiveness is another important social skill, often discussed in this context, defined as one’s ability to express opinions, feelings, and attitudes openly within certain limits. It contributes to self-confidence, and better interpersonal communication and well-being [ 60 , 61 ].…”

Section: Introductionmentioning

confidence: 99%

Psycho-Social Correlates of Cyberbullying among Polish Adolescents

Rębisz

Jasińska-Maciążek

Grygiel

et al. 2023

IJERPH

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Cyberbullying has recently attracted attention due to its increasing prevalence and serious consequences for both victims and perpetrators. The objective of this population-based study was to examine the determinants of a person becoming a perpetrator of cyberbullying, including personal resources (emotional self-regulation, self-esteem, internal locus of control, optimism), social skills (prosocial behavior, assertiveness, cognitive empathy, cooperation), peer relationships (peer support, threats from peers, peer rejection, dislike of peers), and problematic Internet use (excessive Internet use, impulsive reactions to Internet deprivation). Participants (N = 541) were students at elementary schools (age 14–15) in Ostroleka, a city in central-eastern Poland. Two-part regression was used to explore protective/risk factors of the likelihood of an individual using cyberviolence (dichotomous part: involvement in violence) and how often it is used (continuous part: frequency of cyberbullying). The results showed that the emotional component is crucial to cyberbullying, as indicated by the importance of emotional self-control, which reduces the frequency of cyberbullying. Other important factors are assertiveness, impulsive response to limited Internet access (which increases the likelihood of engaging in cyberbullying) and fear of peers (which reduces its frequency). In turn, the importance of pro-sociality (which inhibits engagement) and peer support (which promotes engagement) points to the second important component of cyberbullying—that is, group mechanisms. At the same time, the results indicate that while the importance of Internet addiction as a risk factor for cyberbullying should not be underestimated, the amount of time spent online cannot be seen as the source of the problem. The study leads to the conclusion that effective interventions targeting cyberbullying should focus on the development of more adaptive styles of coping with emotions.

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The Effectiveness of Assertiveness Training on Bullying, Competitive State Anxiety and Performance Under Pressure in Futsal Players

Cited by 4 publications

References 19 publications

Improving Interpersonal Communication Skills through Group Guidance with Assertive Training Techniques

Improving Interpersonal Communication Skills through Group Guidance with Assertive Training Techniques

Effectiveness of Emotion Regulation Training and Assertiveness Training on Resilience and Clinical Symptoms of Students with Generalized Anxiety Disorder

Psycho-Social Correlates of Cyberbullying among Polish Adolescents

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