Rathus Assertiveness Schedule Research Articles

Parent and Peer Attachment and Assertiveness in College Students

Attachment is a deep and enduring emotional bond that connects one person to another across time and space. Assertiveness can be defined as the ability to express one’s own thoughts, feelings, and beliefs in an explicit and appropriate manner, and to show respect for other’s rights while protecting one’s own. The present quantitative study uses a between group design to study the differences between male and female college students with respect to levels of parent attachment, peer attachment and their dimensions (viz., trust, communication and alienation) and assertiveness. The relationship between mother attachment, father attachment, peer attachment and assertiveness was analysed in both the groups using a correlational design. Purposive sampling was used to collect the data from male (N=200) and female (N=200) college students. Inventory for Parent and Peer Attachment and Rathus Assertiveness Schedule was used. Independent t-test results indicated no difference between males and females with respect to parent attachment, peer attachment and assertiveness. Correlation results indicated a significant positive relationship between assertiveness and the dimensions trust and communication of mother attachment. There was a negative correlation between assertiveness and trust of father attachment and a positive correlation between assertiveness and alienation of father attachment. A negative correlation between assertiveness and the dimensions trust and communication of peer attachment and a positive correlation between assertiveness and alienation of peer attachment were also indicated with correlation. Results also revealed difference in the levels of assertiveness among college students having dominant mother, father or peer attachment. The present study reiterates earlier findings on attachment. Assertiveness in college students could help them build their individual character and personality and help in interpersonal interactions.

A family-based intervention of adolescents with eating disorders: The role of assertiveness

IntroductionOne of the key profile features of adolescents with Eating Disorders (ED) is a difficulty with assertiveness. Indeed, current research points to the importance of these patients’ perception of excessive control exerted by their families. Because these adolescents generally live with their families of origin, family-based variables may impact the development and evolution of psychosocial risk factors associated with this psychiatric disorder.ObjectiveTo investigate whether adolescents with ED improve on assertive communication as a result of parental assertiveness training.MethodsThe sample was comprised of 50 female adolescents with ED receiving group therapy treatment at Niño Jesús hospital in Madrid. Out of the 77 parents participating in the study, 36 were part of the experimental group and subjected to training in assertive skills (8-week sessions for about 2 hours). In addition, 41 parents formed the control group (with no assertiveness training). Before and after this training (or the same amount of time for the control group), adolescents were administered the psychometric test known as the Rathus Assertiveness Schedule (RAS).ResultsA significant increase in RAS scores was found in adolescents whose parents were subjected to the assertiveness training. Moreover, there was a significant decrease in self-restriction scores in patients with ED after their parental assertiveness intervention. No significant changes were observed, however, in the control group.ConclusionsOur results indicate that providing families with educational tools that aim at developing assertive communication may boost the level of assertiveness in adolescents and, thereby, presumably help in the prognosis of ED.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Assertive behaviour and self esteem among adolescent girls

As adolescent health has become an increasingly important focus for governments, foundations, and behavioral researchers in contrast to other age groups. Mortality and morbidity rates for 10-25 year olds have been increasing in the past few decades. Self esteem is the most dominant and powerful predictor of happiness and life satisfaction but it is estimated that up to a half of adolescents will struggle with low self esteem and research had shown that, teens self esteem levels drop markedly in girls more than boys. To study the effectiveness of assertiveness training on self esteem and assertive behavior among adolescent girls of selected government schools, investigator developed a conceptual framework based on the Nola Pander's Health Promotion Model. The research approach adopted for the present study is a quantitative approach and the design selected was a quasi-experimental design (non equivalent pre test post test control group). Purposive sampling technique used to gather 40 adolescent girls in experimental and control group each. Data collected using socio-demographic variables and with standardized Rosenberg self esteem scale (r=0.94) and Rathus assertiveness schedule(r=0.732). Assertiveness training given for 5 days and post test-1 done after 15 days. Then the investigator administered the same intervention to the wait list control group. Post test-2 in experimental group assessed after two months of intervention. The mean post test-1 self esteem score in experimental group was 20.78 as compared with the mean post test self esteem score in control group was 13.55. The mean difference found was 7.225. Secondly, considering for assertive behavior mean post test-1 score in experimental group was 23.28 as compared with mean post test assertive behavior score in control group - 4.23 and the mean difference shown 27.5. While comparing the post test-1 and post test-2 in experimental group, both self esteem and assertive behavior increased a little. It is concluded that the assertiveness training is effective in building the level of self esteem as well as improving the assertive behavior among adolescent girls and the findings also reveals that it improve while time progress.

Personality but not Eating Behavior Is Different in Revisional Bariatric Surgery Candidates

Objective: A growing number of patients require revisional procedure due to inadequate weight loss after primary bariatric surgery. Psychological factors and eating disorder are frequently blamed to be responsible for poor weight loss results after both primary and revisional surgery. The aim of our study was to determine whether preoperative psychological factors, personality disorders (PDs), and eating behaviors of revisional surgery candidates differ from primary bariatric surgery candidates. Methods: From November 2013 to June 2015, 122 candidates to bariatric surgery had an extensive psychological assessment and were included in the study. Patients were evaluated using different autoquestionnaires to assess psychological factors (13-item Short Beck Depression Inventory, Hospital Anxiety and Depression Scale, Cohen Perceived Stress Scale, Rathus Assertiveness Schedule, Rosenberg Self-Esteem Scale), eating behaviors (Bulimic Investigatory Test, Edinburgh, Yale Food Addiction Scale), and PD (SCID-II). Data were compared between both groups (primary vs. revisional procedures). Results: Eighty-nine (73%) subjects were candidates for primary bariatric surgery and 33 (27%) subjects for revisional procedure due to insufficient weight loss. Preoperative psychological factors and also eating behaviors did not differ significantly between primary and revisional surgery candidates. The borderline personality disorder (BDL PD) appeared to be twice as frequent in revisional surgery candidates (37% vs. 19%, respectively, p = 0.02). Discussion: Unexpectedly, we found that eating habits did not make the difference. Looking for BDL disorders and especially impulsivity personality traits seems relevant, as it appears to be a special trait of candidates for revisional procedure and could compromise further weight loss.

INVESTIGATION OF ASSERTIVENESS OF YOUNG WRESTLERS IN TERMS OF SOCIO-DEMOGRAPHICAL PERSPECTIVE

The purpose of the present study is to determine assertiveness levels of young wrestlers in Ankara City in terms of socio demographical perspective. In this research, the Rathus Assertiveness Schedule was harnessed for data collection purpose. The research sampling is composed of 81 wrestlers from Ankara Seker, MTA and Tedas Sport Clubs. Whereas collected data was analyzed by the SPSS 20 software; normal distribution status of these data was examined through the “ Kolmogorov-Smirnov ” test; their homogeneity was examined through '' Anova-Homogeneity of Variance ” test. As a result, it was determined that collected data was homogeny and normally distributed. In analysis of data, descriptive statistic and one-way Anova variance analysis for determining the difference among the two or more variables were applied. Finally, it was found that assertiveness score of sportsmen with 4-5 years of sport experience was greater than the sportsmen in other groups; assertiveness score of 17 years-old wrestlers was greater than the ones from other age groups. Article visualizations:

An Investigation on the Relationship between Decision Making, Assertiveness Level and Professional Adequacy of Kick Box Referees

This research, was made to determine and inspect the referees’, who took part 2012-2013 season kick box games, level of decision making professional adequacy and assertiveness. The universe of this research consists of the kick box referees who took part in the games that was organized in 2012-2013 season in 9 different cities. The research sample consists of 150 kick box referees (35 women and 115 men) chosen by random sampling method among the 517 active kick box referees. In this study Melbourne Decision Making Questionnaire I-II, Rathus Assertiveness Schedule and Professional Competence Scale were used together as data gathering tools. At the end of the research; significant differences are discovered in kick box referees’ decision making, professional adequacy and assertiveness levels according to their refereeing division, marital status, being exposed to violence, level of education and age. Also professional adequacy significantly correlated with assertiveness and decision making.

Self-evaluations of Physical Education Teachers

In this study, the relationship between self-respect, self-esteem and assertiveness levels of physical education teachers who work in private and state schools is compared in terms of gender and experience period. In total 404 physical education teachers, of which 249 are female and 155 are male, participated in the research voluntarily. There are 203 physical education teachers who work in private schools and 201 teachers who work in state schools. The average age of the participants is 36,23±11,86. The data is collected using the Self Efficacy Scale (SES), the Stanley Coopersmith Self Esteem Scale (SES) and the Rathus Assertiveness Schedule (RAS) with the teachers. For measuring the effect of independent variables on self-esteem and assertiveness levels, a one-way ANOVA is used for the groups more than two and a t-test is used for double groups, and as post-hoc test, the LSD analysis is conducted in the cases where a variance analysis is meaningful at a 0.05 confidence level (p<0.05). According to research data, there is a significant difference between the levels of average self-esteem points of physical education teachers who work in private schools and those who work in state schools (p<0.05). There is also a significant difference between the levels of average self-efficacy points of physical education teachers who work in private schools and those who work in state schools (p<0.05). There is a significant difference between the levels of average self-esteem points of female physical education teachers and that of male physical education teachers (p<0.05). In conclusion, self-esteem, self-efficacy and assertiveness are important for teachers in terms of gender and experience period. Address for correspondence:

Study of the Relationship Between Leisure Time Activities and Assertiveness Levels of Students of Abant Izzet Baysal University

This study aims at identifying the relationship between the leisure time activities and1 the assertiveness levels of students of Abant Izzet Baysal University, Faculty of Education, Departments of Elementary Education and Special Education. The “General Information Form”, “Leisure Time Activities Survey” and “Rathus Assertiveness Schedule” have been applied to 2006 students included into the study. Chi Square Test, Anova, correlation and variance analysis have been used in the analysis of data. It has been concluded in the study that the opinions regarding time spent by students on leisure time, money preferences and the benefits of the activities varied based on the respective units of the students; and a meaningful relationship has not been found between the assertiveness levels, the units of education and the situation related with making use of leisure time.

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

Background: This paper focuses on an issue of a culture in which there is a growing trend of non-assertive behavior among females and they are anticipated to be nurturing, vulnerable and non-assertive. They are expected to look on to others to set up goals or decide for them rather than setting their own. The difficulties of academic life and inadequacies in the social skills experience by the female students play a significant role in development of psychological problems like anxiety. Assertive skills are required in the social, academic, professional and personal life of individuals. Therefore, when females join the academic institutions they are also prone to face the aforementioned problems.Method: A purposive sample of 100 female students enrolled in medical (n=50) and non-medical (n=50) colleges and universities (in Jeddah) were selected for the study. The purpose of the study was to explore the relationship between assertiveness and anxiety in, and group differences in, medical and non-medical students. This study also tends to investigate the levels of anxiety and assertiveness among such students. The data were collected through tow validated instruments, Rathus Assertiveness Schedule (RAS) and Taylor Manifest Anxiety Scale (TMAS). A demographic sheet was utilized for the collection of demographic variables. Results: For the analysis of the results; frequencies, correlations, and t-tests were conducted using a statistical software SPSS ver. The results indicated that the severity range of assertiveness varies where some students are very non-assertive or shy and some are aggressive, whereas very few students showed a presence of well developed assertiveness. Similarly, the levels of anxiety levels varied among the students. A significant negative correlation was found between assertiveness and anxiety. The findings revealed that medical students have higher anxiety and lower assertiveness in comparison to non-medical students. Conclusion: The present study found varying levels of assertiveness and anxiety among the medical and non-medical students along with a strong negative correlation between assertiveness and anxiety. The problem of students should be addressed by educationists and the policy makers to enhance their social, psychological and professional abilities. The study findings support the need for training of assertive abilities to reduce anxiety among the students. DOI: 10.5901/mjss.2015.v6n3s2p84

Influences on assertiveness: gender, national culture, and ethnicity

Purpose– The purpose of this paper is to contribute to assertiveness research and assess the differences in assertiveness as it relates to gender, national culture, and ethnicity.Design/methodology/approach– The data for the study are from 231 undergraduate students majoring in business at one of four academic institutions: three in the USA and one in the Republic of Vietnam. Students completed the 30-item Rathus Assertiveness Schedule.Findings– This research suggests that individuals who are alike in level of education and status demonstrate similar levels of assertiveness, regardless of gender, national culture, or ethnicity. However, differences were seen as the data show white American males to be the most assertive, with African American females next. White females ranked third, followed by Vietnamese females, concluding with Vietnamese males.Research limitations/implications– Although the sample size is small, the intent of this research was never to have the subjects represent the general population in terms of the variables used. Instead, the authors attempted to control for gender, culture, and ethnicity variables by using a sample of college students who were similar in relation to education and social status. Future research could more fully research the findings from this study which suggest that African American women are more assertive than all other groups with the exception of white males.Originality/value– This study also gives credence to the suggestion that the global manager, in order to become more effective, needs to fully understand employee differences as represented by gender, national culture, and ethnicity.

Assertiveness and problem solving in midwives.

Background:Midwifery profession is required to bring solutions to problems and a midwife is expected to be an assertive person and to develop midwifery care. This study was planned to examine the relationship between assertiveness and problem-solving skills of midwives.Materials and Methods:This cross-sectional study was conducted with 201 midwives between July 2008 and February 2009 in the city center of Sivas. The Rathus Assertiveness Schedule (RAS) and Problem Solving Inventory (PSI) were used to determine the level of assertiveness and problem-solving skills of midwives. Statistical methods were used as mean, standard deviation, percentage, Student's T, ANOVA and Tukey HSD, Kruskal Wallis, Fisher Exact, Pearson Correlation and Chi-square tests and P < 0.05.Results:The RAS mean scores and the PSI mean scores showed statistically significant differences in terms of a midwife's considering herself as a member of the health team, expressing herself within the health care team, being able to say “no” when necessary, cooperating with her colleagues, taking part in problem-solving skills training. A statistically significant negative correlation was found between the RAS and PSI scores. The RAS scores decreased while the problem-solving scores increased (r: -0451, P < 0.01).Conclusions:There were significant statistical differences between assertiveness levels and problem solving skills of midwives, and midwives who were assertive solved their problems better than did others. Assertiveness and problem-solving skills training will contribute to the success of the midwifery profession. Midwives able to solve problems, and display assertive behaviors will contribute to the development of midwifery profession.

The Relationship with Self Esteem Between Assertiveness Levels of Sub-Elite In-Door Soccer Players

The aim of this study was investigated the relationship with self esteem between assertiveness levels of sub-elite in-door soccer players. For this aim, 18–28 aged, 86 male and 91 female athletes studying 7 universities which joined in-door soccer championship of Turkish University Sport Federation was participated to study volunteerly. Participants were performed socio- demographic data formi Rathus Assertiveness Schedule and Coopersmith Self-Esteem Inventory. Data were analyzed by using IBM SPSS (version 20.0). Spearman Correlation parameter calculated in order to comment the relationship with data, Multiple regretion analysis was performed for the predictive power of self-esteem for assertiveness levels of participants. According to analysis, a positive relationship was found between self esteem and assertivenes levels and it was found that self-esteem levels predictived assertiveness levels substantially. As a result of this study, high self-eseteemed athletes could transfer their feelings to others and could increase their assertiveness levels. It was known that highly self-esteemed athletes could increase their performance. Therefore, we could say that necessary studies about athletes’ gaining assertiveness behaviors, should take part of primary studies of trainers.

Habilidades sociais de familiares cuidadores de pacientes psiquiátricos

Com a desinstitucionalização psiquiátrica, as famílias passaram a ter papel fundamental na reinserção social dos pacientes, bem como um sentimento de sobrecarga com esse papel. Um bom relacionamento entre familiares e pacientes constitui um importante fator modulador que pode diminuir a sobrecarga. Entretanto, poucos estudos avaliaram as habilidades sociais dos familiares cuidadores, embora elas sejam necessárias para o desenvolvimento de um bom relacionamento com o paciente. O objetivo desta pesquisa foi avaliar essas habilidades. Foram entrevistados 53 familiares, com aplicação dos instrumentos: Inventário de Habilidades Sociais, Rathus Assertiveness Schedule e questionário sociodemográfico. Os resultados mostraram porcentagem elevada de familiares com baixos escores de habilidades sociais e da subclasse de assertividade. Esses resultados sugerem a necessidade de serem implantados programas de treinamento de habilidades sociais nos serviços de saúde mental, para que os familiares cuidadores desenvolvam um melhor relacionamento com o paciente, potencializando a prestação de cuidados mais adequados.

The Role of Perceived Leadership Behaviors as Predictor of Assertiveness Levels in Individual Sport Athletes

The aim of this research was to investigate the role of athletes’ perception of coaches’ leadership behavior as predictor of athletes’ assertiveness in individual sport. 239 individual sport athletes (Xage=20.79±3.32) voluntarily participated to the research. The participants consisted of 170 male (71,1%) and 69 female (28.9%) athletes from various individual sports such as wrestling, athletics, weightlifting, taekwondo, boxing, karate, badminton etc. The data were collected using a personal information form, Leadership Scale for Sport and Rathus Assertiveness Schedule. Descriptive statistics, Pearson's correlation analysis and hierarchical multiple regression analysis were used in SPSS 17. p<.05 was determined as the statistical significance value. Results showed that there were positive significant correlations between the subscales of Leadership Scale for Sports (Training and instruction behavior, democraticbehavior, social support behavior and positive feedback behavior) and assertiveness. Hierarchical multiple regression analysis was used to assess the ability of leadership behaviors to predict assertiveness scores of the athletes after controlling for the influence of age and gender. The model explained an additional 21% variance in assertiveness after controlling for age and gender, R square change = .21, F change (5, 231) = 12.833, p<.05). It appeared in the final model that training and instruction behavior (β= .45, p<.05) and autocratic behavior (β= -.17, p<.05) were statistically significant. The results indicated that training and instruction behavior of sport coaches could positively contribute to assertiveness score whereas autocratic behavior seems to undermine it in individual sport athletes.

Identification of psychological dysfunctions and eating disorders in obese women seeking weight loss: cross-sectional study.

Objective. The aim of this study is to analyse associations between eating behaviour and psychological dysfunctions in treatment-seeking obese patients and identify parameters for the development of diagnostic tools with regard to eating and psychological disorders. Design and Methods. Cross-sectional data were analysed from 138 obese women. Bulimic Investigatory Test of Edinburgh and Eating Disorder Inventory-2 assessed eating behaviours. Beck Depression Inventory II, Spielberger State-Trait Anxiety Inventory, form Y, Rathus Assertiveness Schedule, and Marks and Mathews Fear Questionnaire assessed psychological profile. Results. 61% of patients showed moderate or major depressive symptoms and 77% showed symptoms of anxiety. Half of the participants presented with a low degree of assertiveness. No correlation was found between psychological profile and age or anthropometric measurements. The prevalence and severity of depression, anxiety, and assertiveness increased with the degree of eating disorders. The feeling of ineffectiveness explained a large degree of score variance. It explained 30 to 50% of the variability of assertiveness, phobias, anxiety, and depression. Conclusion. Psychological dysfunctions had a high prevalence and their severity is correlated with degree of eating disorders. The feeling of ineffectiveness constitutes the major predictor of the psychological profile and could open new ways to develop screening tools.

Research on the assertive behavior of nursing students.-by use of the Japanese Rathus Assertiveness Schedule-

Research on the assertive behavior of nursing students.-by use of the Japanese Rathus Assertiveness Schedule-

Evaluating the effect of self-awareness and communication techniques on nurses’ assertiveness and self-esteem

The effect of a course on self-awareness and communication techniques on nursing students’ assertiveness and self-esteem was examined. The Rathus Assertiveness Schedule and Coopersmith Self-Esteem Inventory were used to measure assertiveness and self-esteem in second-year students in an undergraduate nursing school. Seventy-nine students completed the course. The study was designed as a pre-test and post-test study. A significant difference between assertiveness and self-esteem scores of students in pre-test and post-test measurements was found. There was a positive relationship between assertiveness and self-esteem. The course lasted 14 weeks for a total of 3 h per week. The teaching methods focused mostly on active student participation, demonstration, role play, experience and experience sharing, homework, constructive feedback, and watching films. These educational approaches should be evaluated in future studies and adopted in the curriculum. This study provides a basis for the development of learner-centred teaching methods.

Evaluation of self-awareness and communication techniques course in nursing education on assertiveness and self esteem

The effect of self-awareness and communication techniques course on nursing students’ assertiveness and self-esteem was examined. The Rathus Assertiveness Schedule and Coopersmith Self Esteem Inventory were used to measure assertiveness and self esteem in the second year students in a undergraduate nursing school. 79 students completed the course . The study was designed pre test-post test. Paired samples t -tests showed a significant difference between assertiveness and self esteem scores in pre-test and post-test for the students. The course lasted 14 weeks for a total of 3 hours per week. The teaching methods focus mostly on active student participation, demonstration, role play, experience and experience sharing, homework, constructive feedback, watch movie. More opportunities for these methods of education should be evaluated and, if effective, adopted into the curriculum. This study also provides a foundation on which future systematic investigation into learner-centered teaching methods for clinical skills can be based.

Assertiveness levels of nursing students who experience verbal violence during practical training

The aim of the study was to investigate students’ verbal violence experiences, the effect of assertiveness on being subjected to violence, the behaviour of students after the violence and the experience of psychological distress during practical training. The study sample consisted of 274 students attending a school of nursing. A questionnaire form and the Rathus Assertiveness Schedule (RAS) were used for data collection. Percentages, means and the independent samples t-test were used for the evaluation of data. During practical training, the students suffered verbal violence from teachers, department nurses and doctors. The students had higher mean scores of RAS for most types of violence committed by the teachers and being reprimanded by the nurses and 69.3% had not responded to the violence. Students with a high level of assertiveness are subjected to violence more frequently. Being subjected to verbal violence and feeling psychological distress during practical training are a major problem among nursing students. Students should be supported in terms of assertiveness and dealing with violence effectively.

Risk and Protective Factors of Dissocial Behavior in a Probability Sample

The aims of this study were to know risk and protective factors for dissocial behavior keeping in mind that the self-report of dissocial behavior is biased by the impression management. A probability sample of adolescents that lived in two neighborhoods with high indexes of gangs and offenses (112 male and 86 women) was collected. The 27-item Dissocial Behavior Scale (ECODI27; Pacheco & Moral, 2010), Balanced Inventory of Desirable Responding, version 6 (BIDR-6; Paulhus, 1991), Sensation Seeking Scale, form V (SSS-V; Zuckerman, Eysenck, & Eysenck, 1978), Parent-Adolescent Communication Scale (PACS; Barnes & Olson, 1982), 30-item Rathus Assertiveness Schedule (RAS; Rathus, 1973), Interpersonal Reactivity Index (IRI; Davis, 1983) and a social relationship questionnaire (SRQ) were applied. Binary logistic regression was used for the data analysis. A third of the participants showed dissocial behavior. Belonging to a gang in the school (schooled adolescents) or to a gang out of school and job (total sample) and desinhibition were risk factors; being woman, perspective taking and open communication with the father were protective factors. School-leaving was a differential aspect. We insisted on the need of intervention on these variables.