The relationship between four components of assertiveness and interpersonal behaviors, interpersonal adjustment in high school students' friendship

Abstract

This study examines the relationship between four components of assertiveness ("open expression", "control of emotion", "consideration for others" and "self-direction") and interpersonal behaviors on friends, interpersonal stress events, social anxiety. A questionnaire which included scales to measure the four components of assertiveness, activities with friend, considerate behavior for friends, interpersonal stress events and social anxiety was completed by 177 high school students. The results showed that "self-direction" had curvilinear relations with considerate behavior for friends, interpersonal stress events. An excessively high score for "self-direction" was associated with fewer considerate behavior and interpersonal stress events. An optimum score for "self-direction" was associated with more considerate behavior and interpersonal stress events.

A Cognitive Perspective for Understanding and Training Assertiveness

“…By freely expressing oneself, the personal sense of knowledge, self-efficacy and self-esteem is elicited; by actively and respectfully encouraging and considering the perspective of others, they will be more predisposed to cooperate and negotiate towards common goals. Concordantly, an optimal level of selfdirection has been associated to enacting more considerate behavior towards friends and to feeling exposed to less interpersonal stress events (Watanabe, 2010). On the other hand, an excessive level of consideration for others was associated to mental unhealthiness, indicating that an optimal level of consideration for others may be the most advantageous for personal and social well-being 5) The information retrieved from the interpersonal cycle contributes to the personal database of interpersonal core beliefs.…”

Асертивност И Депресивна Личност Студената Педагошког И Медицинског Усмерења На Почетку Студија

“…Будући да се и од једних и других очекује да управљају и буду лидери, асертив-ност ће им омогућити и да делују мотивационо како би и они са ко-јима раде могли слободно да изразе своја осећања и ставове. Њихов посао такође подразумева и оснаживање особа са којима раде у правцу унапређења њихове личне аутономије (Watanabe, 2010).…”

The Role of Islamic Reality Therapy Intervention to Reduce the Academic Burnout of High-School Students

“…Researchers from many countries have conducted extensive studies on matters of primary concern to individuals in the adolescent age group. Among these are school adaptations (DuBois et al 1994;Slicker 1998;Yu 2010), academic performance (Adsul and Kamble 2008;Harper and Marshall 1991), confidence (Sonnak and Towell 2001;Want and Kleitman 2006), peer relationships (Cheng et al 2010;Davis-Sacks et al 1985;Watanabe 2010), family issues (Demo and Acock 1996;Jime ńez et al 2009), as well as drug abuse (Anderson and Henry 1994;Henry et al 2009;Sobal 1987;Stark et al 1989). Particularly in Asia, several similar problems, such as academic performance, academic demands, and academic stress, are known to be the main concerns of adolescents in this eastern hemisphere (Huan et al, 2008).…”