Abstract
The current study aimed to investigate the role of assertiveness and self-assertion in emotional self-regulation of female students. The statistical population included all second period female high school students in Jalagh, in the academic year 2014-2015, among which 200 students were selected using census method. This was a descriptive-correlational study. To collect data, Assertion Inventory (Gambrill & Richie, 1975) and Cognitive-Emotion Regulation Questionnaire (Garnefski et al., 2001) were used. To analyze the obtained data, both descriptive (mean, standard deviation) and inferential statistics (Pearson correlation coefficient and regression analysis) were applied, using SPSS. The results indicated that all subscales of emotional self-regulation were significantly related to assertiveness and self-assertion.
Highlights
Emotional development is among the variables that play a significant role in the academic progress and achievement (Greenhalgh, 2009)
First Hypothesis: Assertiveness and self-assertion are significantly correlated with emotional self-regulation in female high school students
The results related to the first hypothesis using the correlation test indicated that the subscales of self-regulation were significantly correlated with assertiveness and self-assertion
Summary
Emotional development is among the variables that play a significant role in the academic progress and achievement (Greenhalgh, 2009). To facilitate the learning process, learners’ emotional growth should be taken into consideration to understand the relationship between emotions and learning better. Home, with its own rules and procedures, school, with teachers and its educational atmosphere, peers, and the culture governing relations affect students’ emotional growth (Morris et al, 2007). One of the main factors, How to cite this paper: Allahyari, B., & Jenaabadi, H. The Role of Assertiveness and Self-Assertion in Female High School Students’ Emotional Self-Regulation.
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