Judgments of Assertive Behavior as a Function of Speech Loudness, Latency, Content, Gestures, Inflection, and Sex

1979 ◽  
Vol 3 (1) ◽  
pp. 112-123 ◽  
Author(s):  
Yaacov J. Rose ◽  
Warren W. Tryon
Keyword(s):  
Assertive Behavior ◽  
Speech Loudness

Pengaruh Bimbingan Kelompok Terhadap Perilaku Asertif pada Siswa

2018 ◽  
Vol 6 (4) ◽  
pp. 427-446
Author(s):  
Rina Nurviani ◽  
Lilis Satriah
Keyword(s):  
Research Method ◽  
Simple Correlation ◽  
Large Influence ◽  
Assertive Behavior ◽  
The Mind ◽  
Group Guidance

Assertive behavior holds important guidelines for the formation of a person's personality can be improved in group guidance, because in group guidance can be utilized the influence of a person or some individual against other members. This study aims to determine (1) the large influence of group guidance on assertive behavior in the expression of the mind, (2) large influence group guidance on assertive behavior in the expression of feeling, and (3) large influence group guidance on assertive behavior in the expression of mind to students. The research method used in this research is a simple correlation research method. The result of calculation obtained by value of porsentase influence group guidance to assertive behavior in expression of mind equal to 2,5%, in expression of feeling of porsentasenya equal to 4,4%, whereas in expression action only equal to 0,1%. So it can be concluded that group guidance has little effect on assertive behavior in the expression of thoughts, feelings, and actions. The overall influence of group guidance on assertive behavior is only 2.5%.   Perilaku asertif memegang pedoman penting bagi pembentukan kepribadian seseorang dapat ditingkatkan dalam bimbingan kelompok, karena dalam bimbingan kelompok dapat dimanfaatkan pengaruh-pengaruh seseorang atau beberapa individu terhadap anggota lainnya. Penelitian ini bertujuan untuk mengetahui (1) besar pengaruh bimbingan kelompok terhadap perilaku asertif dalam ekspresi pikiran, (2) besar pengaruh bimbingan kelompok terhadap perilaku asertif dalam ekspresi perasaan, dan (3) besar pengaruh bimbingan kelompok terhadap perilaku asertif dalam ekspresi pikiran pada siswa. Metode penelitian yang digunakan dalam penelitian ini yaitu metode penelitian korelasi sederhana. Hasil perhitungan diperoleh nilai porsentase pengaruh bimbingan kelompok terhadap perilaku asertif dalam ekspresi pikiran sebesar 2,5%, dalam ekspresi perasaan porsentasenya sebesar 4,4%, sedangkan dalam ekspresi tindakan hanya sebesar 0,1%. Sehingga dapat disimpulkan bahwa bimbingan kelompok berpengaruh kecil sekali terhadap perilaku asertif dalam ekspresi pikiran, perasaan, dan tindakan. Yang secara keseluruhannya pengaruh bimbingan kelompok terhadap perilaku asertif hanya sebesar 2,5%.

Pengaruh Komunikasi Positif dalam Keluarga dan Komunikasi Interpersonal Guru terhadap Perilaku Asertif Siswa

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Ardianto .
Keyword(s):  
Interpersonal Communication ◽  
Family Communication ◽  
Simple Random Sampling ◽  
Significance Test ◽  
Positive Communication ◽  
12Th Grade ◽  
Interpersonal Communications ◽  
The Family ◽  
Research Population ◽  
Assertive Behavior

This study aims to perform a significance test of (1) the positive communication within the family on students’ assertive behavior, (2) the teachers’ interpersonal communication on students’ assertive behavior, and (4) the positive family communication and teachers’ interpersonal communication simultaneously on students’ assertive behavior. This is a quantitative study using a survey questionnaire in data collection. This research is conducted at MAN Model Manado. The research population is all students of the 10th, 11th, and 12th grade, totaling 1406. The sample size of 87 students is selected by a simple random sampling. The results show that (1) while the level of the positive communication within the family, and of the students’ assertive behaviour perceived by the students is relatively low, the level of the teachers’ interpersonal communication is relatively high; (2) a  positive communication within the family has a significant effect on students’ assertive behavior; (3) an  interpersonal communication has a significant effect on students’ assertive behavior; and (4)  a positive family communication and teachers’ interpersonal communication simultaneously have a significant effect on students’ assertive behavior.Keywords: Positive communications within family, teachers’ interpersonal communications, students’ assertive behaviors

Note on the Social Impact of Assertiveness in Occupational Contexts

1985 ◽  
Vol 56 (3) ◽  
pp. 819-822 ◽  
Author(s):  
J. Regis McNamara ◽  
Ronald J. Delamater
Keyword(s):  
Social Impact ◽  
Social Outcomes ◽  
Measurement Systems ◽  
Job Seeking ◽  
Work Related ◽  
The Social ◽  
Seeking Behavior ◽  
Assertive Behavior ◽  
Variable Impact

The extent to which the literature shows assertiveness produces favorable social outcomes in several occupational contexts was examined. Assertive job-seeking behavior may have a variable impact depending on such factors as the riskiness of the behavior, the size of the company, and the nature of the pool of applicants. Managers view assertive behavior, displayed in work-related interactions, more favorably than self-effacing behavior. Assertive customers more readily stand up for their rights and have more positive perceptions of business than nonassertive consumers. Less reliance on analogue studies and improved measurement systems for assessing social reactivity to assertiveness were recommended.

Role-Play Assessment of Assertive Behavior

2021 ◽  
Author(s):  
Madeline S. Blocker ◽  
George H. Noell ◽  
Kelly N. Clark
Keyword(s):  
Role Play ◽  
Play Assessment ◽  
Assertive Behavior

Approaches to Increasing Assertive Behavior and Communication Skills in Blind and Visually Impaired Persons

1986 ◽  
Vol 80 (6) ◽  
pp. 794-798
Author(s):  
Rona L. Harrell ◽  
Felice A. Strauss
Keyword(s):  
Social Interactions ◽  
Learned Helplessness ◽  
Visually Impaired ◽  
Blind And Visually Impaired ◽  
Assertive Behavior ◽  
Structured Intervention ◽  
Impaired Person ◽  
Assertion Training ◽  
Partially Sighted ◽  
Visually Impaired Persons

Many visually impaired individuals are found to be too passive or too aggressive in their social interactions. Lack of assertive behavior is related to the concept of learned helplessness. Components of assertive behavior are described with suggestions for enabling the visually impaired person to develop these skills. The underlying concepts of assertion training are explained along with specific techniques to be utilized in the school or rehabilitative setting. With a structured intervention resulting in improved assertiveness skills, blind or partially sighted individuals can increase their effectiveness in communicating with others and can feel more in control of their lives.

Teachers of Gifted Girls: Are There Differences in Classroom Management?

1983 ◽  
Vol 6 (2) ◽  
pp. 86-97 ◽  
Author(s):  
Ruth D. Handel
Keyword(s):  
Classroom Management ◽  
Repeated Measures ◽  
Social Relationship ◽  
Gifted Students ◽  
Actual Behavior ◽  
Written Responses ◽  
Academic Challenge ◽  
Assertive Behavior ◽  
Behavior Types ◽  
Gifted Girls

Ninety elementary school teachers responded to descriptions of gifted students by ranking the appropriateness of classroom actions categorized as “social relationship” or “academic challenge” interventions. The purpose of the study was to discover differences in classroom management of gifted girls, as compared to gifted boys or students not identified by sex on the stimulus material. Students were also described as either “conformist” or “assertive” behavior types. The research design was a 3 × 2 factorial analysis of variance with repeated measures on the second factor. Results indicated significantly more “social relationship” interventions for assertive than conformist gifted and significantly more “academic challenge” interventions for conformist than assertive gifted. No significant differences in classroom management of gifted girls appeared. Possible explanations include absence of sex stereotyping of the gifted and salience of giftedness, rather than sex, on the instrument used. Observational studies are proposed as measures of more subtle aspects of classroom management and possible divergence of written responses from actual behavior.

scholarly journals Dynamics of assertive behavior in the social work students

2020 ◽  
Vol 9 (28) ◽  
pp. 14-21
Author(s):  
Anton Stoykov
Keyword(s):  
Social Work ◽  
Empirical Study ◽  
Social Worker ◽  
Social Work Students ◽  
Educational Process ◽  
Life Situation ◽  
The Social ◽  
Assertive Behavior ◽  
Personal Skills ◽  
Main Components

The article deals with the dynamics of assertive behavior in the Social Work students as assertiveness is one of the most important personal skills needed for the successful interaction between them and their Clients who face a difficult life situation. The characteristics of assertiveness have been theoretically determined paying special attention to the specifics of its manifestations in the interaction between the Social Worker and the Client. On the basis of the conducted empirical study involving Social Work students, analyzed is the dynamics of their assertive behavior based on some of its main components and on their integrity as a personal quality. Considering the research results, justified is the need of including in the educational process specially elaborated programmes with a main focus on the development of assertive behavior.

scholarly journals Relation Between The Incidence Of Bullying and Student Assertive Behavior in SMA Negeri 4 Denpasar

2020 ◽  
Vol 10 (1) ◽  
pp. 33-37
Author(s):  
Putu Venessa
Keyword(s):  
Assertive Behavior

Bullying adalah tindakan intimidasi atau pelecehan baik fisik maupun psikologis yang tidak beralasan dari individu atau kelompok kepada individu lainnya dari waktu ke waktu dan terus berlanjut sehingga menciptakan sebuah pola pelecehan terhadap individu yang tidak bisa membela diri (Dupper, 2013). Salah satu faktor yang mengidentifikasi kecenderungan menjadi korban bullying adalah sikap asertif. Dalam hal ini perlu ditanamkan perilaku asertif pada setiap remaja sehingga mereka dapat mengekspresikan dirinya tanpa menyinggung orang lain. Pada penelitian kali ini peneliti ingin melihat adanya hubungan antara kejadian bullying dengan perilaku asertif pada siswa di SMA Negeri 4 Denpasar. Penelitian ini menggunakan teknik pengumpulan data dengan cara membagikan kuesioner kepada siswa. Hasil uji korelasi didapatkan bahwa ada hubungan antara kejadian bullying dan perilaku asertif siswa SMA. Hubungan tersebut tidak searah dan cukup kuat (rs= - 0,692) artinya apabila kejadian bullying berkurang maka perilaku asertif akan meningkat. Peneliti selanjutnya diharapkan agar dapat meneliti faktor – faktor lain yang menyebabkan kejadian bullying seperti bullying di sekolah. Bullying adalah tindakan intimidasi atau pelecehan baik fisik maupun psikologis yang tidak beralasan dari individu atau kelompok kepada individu lainnya dari waktu ke waktu dan terus berlanjut sehingga menciptakan sebuah pola pelecehan terhadap individu yang tidak bisa membela diri (Dupper, 2013). Salah satu faktor yang mengidentifikasi kecenderungan menjadi korban bullying adalah sikap asertif. Dalam hal ini perlu ditanamkan perilaku asertif pada setiap remaja sehingga mereka dapat mengekspresikan dirinya tanpa menyinggung orang lain. Pada penelitian kali ini peneliti ingin melihat adanya hubungan antara kejadian bullying dengan perilaku asertif pada siswa di SMA Negeri 4 Denpasar. Penelitian ini menggunakan teknik pengumpulan data dengan cara membagikan kuesioner kepada siswa. Hasil uji korelasi didapatkan bahwa ada hubungan antara kejadian bullying dan perilaku asertif siswa SMA. Hubungan tersebut tidak searah dan cukup kuat (rs= - 0,692) artinya apabila kejadian bullying berkurang maka perilaku asertif akan meningkat. Peneliti selanjutnya diharapkan agar dapat meneliti faktor – faktor lain yang menyebabkan kejadian bullying seperti bullying di sekolah.

scholarly journals HUBUNGAN ASSERTIVENESS TERHADAP SELF ESTEEM PADA MAHASISWA KEPERAWATAN DI STIKES PAMENANG PARE KEDIRI

2020 ◽  
Vol 2 (1) ◽  
pp. 57-62
Author(s):  
Erwin Yektiningsih
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Random Sampling ◽  
Self Esteem ◽  
The Self ◽  
Self Concept ◽  
Soft Skill ◽  
Cross Sectional ◽  
Health Institute ◽  
Assertive Behavior

ABSTRAK Latar   Belakang : Peningkatan SDM keperawatan sejak berada di Institusi pendidikan perlu mengembangkan kemampuan soft skill seperti assertive yang berpengaruh terhadap konsep diri menjadi perawat profesional. Adapun salah satu komponen konsep diri adalah self esteem perawat yang dapat digambarkan sebagai informasi dan keyakinan bahwa perawat memiliki tentang tugas, nilai, dan perilaku untuk pengembangan nilai-nilai profesional. Tujuan:  Penelitian ini bertujuan mengatahui perilaku assertive dan Self Esteem pada mahasiswa keperawatan  di STIKes Pamenang Pare Kediri pada tahun 2020. Methode: Penelitian  ini  adalah analitik digunakan  pendekatan  cross  sectional dengan spearman-rho. Populasi adalah mahasiswa keperawatan 119 dan sample 40 dengan teknik random sampling. Adapun Instrument penelitian ini kuesioner baku adalah Rathus Assertiveness Schedule (RAS) dan Rosenberg Self Esteem (RSE). Hasil: Hasil penelitian ini adalah terdapat  hubungan signifikan yang cukup kuat dengan nilai korelasi positive antara assertive dengan self-esteem pada mahasiswa di STIKes Pamenang Pare, di karenakan mahasiswa keperawatan yang berperilaku asertif tinggi cenderung mempunyai harga diri tinggi, sehingga sangat berkaitan erat dengan kelancaran selama menjalani masa studi di pendidikan keperawatan yang menghasilkan lulusan perawat yang kompeten dan profesional. Kesimpulan: Self esteem merupakan sejauh mana individu menilai dirinya yang memiliki kemampuan, keberartian, berharga, dan kompetensi yang dapat mempengaruhi perawat bertindak profesiona sangat berkaitan dengan perilaku asertive. Sehingga semenjak di pendidikan perlu di siapkan pengelolaan assertiveness yang efektif untuk peningkatan low self esteem pada mahasiswa keperawatan. Keyword: mahasiswa, perawat, assertiveness, self esteem   Abstract Introduction: Improvement of nursing human resources since they are in educational institutions needs to develop soft skills such as assertive which affect the self-concept of becoming professional nurses. One component of the self-concept is nurses' self-esteem which can be described as information and beliefs that nurses have about duties, values, and behaviors for the development of professional values. Aims:  This aims of  research identified assertive behavior to self esteem in nursing students in Department of nursing Pamenang Health Institute Pare Kediri East Jawa in 2020. Methods: This study used analytic cross sectional approach with spearman-rho. The population nursing students were 119 and samples were  40 with random sampling techniques. This research the instruments were Rathus Assertiveness Schedule (RAS) and Rosenberg Self Esteem (RSE). Results: The results of this research was a significant and positive corelation between assertive and self-esteem in nursing students in Department of nursing Pamenang Health Institute Pare Kediri, because nursing students with high assertive category behavior tend to have high self-esteem category, so its were closely related to fluency while undergoing a period to study in nursing education that produces competent and professional nurse graduates. Conclusion: Self-esteem was the extent to which individuals assess themselves who had abilities, meaningfulness, worth, and competence that can influence nurses to act professionally were closely related to asertive behavior. So since in education it was necessary to prepare effective assertiveness management to increase low self esteem in nursing students. Keywords: students, nurses, assertiveness, self esteem

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