FAKTOR-FAKTOR YANG MEMENGARUHI AKTIFITAS REMAJA DALAM PERILAKU SEKSUAL DI SMP NEGERI 5 BATANG ANGKOLA KECAMATAN BATANG ANGKOLA KABUPATEN TAPANULI SELATAN TAHUN 2020

Sexual behavior in teenagers tends to be increasing. One of the life skills needed to be applied by the teenagers is the skill of how to be assertive. The factors influencing the assertiveness are culture, self-esteem, parents’ parenting pattern, peers, knowledge, self-efficacy, and information media. The purpose of this study was to find out the factors influencing the teenagers’ assertiveness in sexual behavior at SMP (Junior High School) Negeri5BatangAngkola, BatangAngkolaSubdistrict,Tapanuli Selatan District in 2020. The population of this explanatory study was all of the 363 female students of SMP Negeri5 BatangAngkola and 113 female students from grade VIII and grade IX were selected to be the samples for this study through proportional random sampling technique. The data for this study were directly obtained from the female students through questionnaire distribution. The data obtained were analyzed through multiple logistic regression tests at ? = 5%. The result of this study showed that the assertiveness of the female students towards sexual behaviour belonged at the high category (57.5%), and statistically, culture, self-esteem, peers and self-efficacy had influence on the assertiveness towards the sexual behavior in the teenagers at SMP Negeri5 BatangAngkola. The most dominant influencing variable was peer with the regression coefficient value of 5.011. The management of SMP Negeri5 BatangAngkola should increase assertive behavior of their students by including education in the local curriculum in schools and to cooperate with the students’ parents in monitoring tennagers relationship with peers, so that stakeholders teaches teens to be more courageous in making decisions, the respondent must be able to maintain self-esteem.

FAKTOR-FAKTOR YANG MEMENGARUHI AKTIFITAS REMAJA DALAM PERILAKU SEKSUAL DI SMP NEGERI 5 BATANG ANGKOLA KECAMATAN BATANG ANGKOLA KABUPATEN TAPANULI SELATAN TAHUN 2020

Sexual behavior in teenagers tends to be increasing. One of the life skills needed to be applied by the teenagers is the skill of how to be assertive. The factors influencing the assertiveness are culture, self-esteem, parents’ parenting pattern, peers, knowledge, self-efficacy, and information media. The purpose of this study was to find out the factors influencing the teenagers’ assertiveness in sexual behavior at SMP (Junior High School) Negeri5BatangAngkola, BatangAngkolaSubdistrict,Tapanuli Selatan District in 2020. The population of this explanatory study was all of the 363 female students of SMP Negeri5 BatangAngkola and 113 female students from grade VIII and grade IX were selected to be the samples for this study through proportional random sampling technique. The data for this study were directly obtained from the female students through questionnaire distribution. The data obtained were analyzed through multiple logistic regression tests at ? = 5%. The result of this study showed that the assertiveness of the female students towards sexual behaviour belonged at the high category (57.5%), and statistically, culture, self-esteem, peers and self-efficacy had influence on the assertiveness towards the sexual behavior in the teenagers at SMP Negeri5 BatangAngkola. The most dominant influencing variable was peer with the regression coefficient value of 5.011. The management of SMP Negeri5 BatangAngkola should increase assertive behavior of their students by including education in the local curriculum in schools and to cooperate with the students’ parents in monitoring tennagers relationship with peers, so that stakeholders teaches teens to be more courageous in making decisions, the respondent must be able to maintain self-esteem.

Communication Styles and Attention Performance in Primary School Children

Communication styles are the three communication patterns that result from merging the verbal elements of communication, the non-verbal elements and the paraverbal elements. The objective of this study was to test what effect different communication styles have on attention performance in primary school children. We administered the assertive behavior scale for children (CABS), the symbol digit modalities test (SDMT) and the d2 attention test to a sample of 77 participants of primary school. A statistically significant and proportional correlation was found between the assertive communication style and the total number of correct answers of the SDMT. We also found positive correlations between the assertive communication style and d2 attention test performance. Children with an assertive communication style have better attention performance than children with passive or aggressive communication styles.

Psychological and socio-cultural adaptation of adolescents in a foreign cultural environment

The article considers the problem of success in psychological and sociocultural adaptation of adolescents in a foreign cultural environment. The differences in the process of adaptation in cultural and foreign cultural environment are defined. The influence of a foreign cultural environment on the development and formation of the adolescent's personality is revealed. The adaptation is a two-way process, as the immigrants try to integrate into the new environment and the locals try to accept them into their environment, although very often they oppose this process. That is why a special attention in the adaptation process of migrants should be paid to children: on the one hand, children with the different cultural traditions, values, stereotypes, and different social strata are present in one educational space, which sometimes prevents the establishment of optimal relationships among students. On the other hand, it is during childhood and adolescence that the higher values of a person are known and interiorized, which has an impact on the life concepts, formation of attitudes towards himself and others, development of various social roles and requirements and development of behavior patterns. It was found that in the effective process of adolescents’ adaptation in a foreign cultural environment an important place is occupied by the concept of integrative assertive behavior. The analysis of the factors and barriers of adolescents’ social adaptation is also presented; and modern concepts of social adaptation and integration of adolescents in a foreign cultural environment are analyzed. The essence of a socio-cultural adaptation is characterized. The adaptation conditions of ethnic migrants are analyzed. The reasons for the insufficiently successful adaptation and integration of ethnic migrants and their children are highlighted. The concepts of "migrants", "children of migrants" are defined, the correspondence and discrepancy between the conditions necessary for successful adaptation and integration, and the issues, which teenagers face in reality, are revealed.

The Relationship Between Self-Concept and Assertive Behavior of Students

Adolescents are required to be open and firm in expressing their opinions and thoughts to others without losing their self-confidence. However, the data shows that 3.69% still behave and speak dishonestly, 2.30% of students find it challenging to communicate. The purpose of this study is to analyze the relationship between self-concept and student assertive behavior. This study uses a quantitative ex post facto method. The total population used is 101 students. The instrument used in this research is the self-concept scale and the students' assertive behavior scale. The reliability analysis using Cronbach's Alpha formula was obtained from the assertive behavior scale of 0.864, the self-concept scale of 0.894. This figure is then consulted with the product-moment table for N=34, with a 5% significance level of 0.339. The value of the coefficient of determination R2 generated is 0.284, which means that 28.4% of assertive behavior is influenced by self-concept, while the remaining 71.6% can be influenced by other variables not examined. BK teachers should provide guidance and counseling services according to the needs of students. Students who have a high category should be given individual counseling immediately. According to the needs of students at that time.

PERILAKU ASERTIF DALAM MENOLAK AJAKAN PENYALAHGUNAAN NARKOBA DITINJAU DARI GENDER

This study aims to describe the assertive behavior of male and female students' assertive behavior to reject the invitation to drugs abuse. The population used was the tenth and eleventh graders of Vocational School Student of Bandar Pacitan in the academic year of 2020/2021 with a population of 212 students and samples were taken using saturated sampling techniques. The data collection method used an assertive behavior questionnaire. The validity of the instrument used the product moment formula and its reliability used the Alpha formula. Data analysis used percentage descriptive and quantitative analysis using statistical formula t-test or independent samples t-test. The validity, reliability, and data analysis were assisted by the SPSS 21 for Windows program. The results of the analysis showed that assertive behavior to refuse the invitation to drug abuse by female students was higher with an average of 80.17% compared to male students who obtained an average of 72.68%. The conclusion of this study was that there was a significant difference in the assertive behavior of male and female students to reject the invitation to drugs abuse. Keywords: Assertive behavior; Drugs and Youth.

Avoiding Backlash or Proving One’s Manhood? Beliefs About Gender Differences in Negotiation

Gender differences in negotiation are typically explained by processes that concern women (e.g., women anticipate backlash for assertive behavior). Research has begun to suggest that processes that concern men (e.g., men want to be seen as “real” men) also help to explain gender differences. However, these 2 approaches typically remain disconnected. Thus, we examined both types of processes in 3 studies examining people’s beliefs about the causes of gender differences in negotiation (total N = 931). Our studies showed that people endorsed to a similar, and sometimes even greater, extent processes that concern men as underlying gender differences in negotiation. Moreover, people’s beliefs about the causes of gender differences in negotiation were related to perceptions of the effectiveness of different diversity initiatives (i.e., interventions to reduce inequities) and willingness to support them.

Development and Psychometric Properties of an Instrument for the Assessment of Assertiveness in Sexual Relations

Introduction The potential consequences of being assertive or non-assertive for people’s sexual health and sexual well-being highlight the importance of assessing sexual assertiveness (SA). The currently available measures have limitations because they do not take recent social changes into account, they are designed to only assess women, and/or they ignore several components of SA. This study tests the psychometric properties of the Assertiveness in Sexual Relations Questionnaire (ASRQ). Methods Thus, 2370 participants (aged 18–69 years) of Spain completed the ASRQ, along with other scales that assesses related dimensions (e.g., family values in relation to sexual assertiveness, sexual esteem). Data were collected during 2020. Results Exploratory factor analysis yielded a four-factor structure: Assertive behavior as initiative, sub-assertive behavior, overly assertive behavior as initiative, and assertive behavior as a response, which was verified by confirmatory factor analysis (CFA). A multigroup CFA was also conducted in men and women, confirming the adequacy of this four-factor structure across genders. The reliability of the factors ranged from 0.72 to 0.87. Similarly, correlations with related scales were mostly significant and in the expected direction. Conclusions The psychometric results obtained support the use of the ASRQ as a reliable and valid measure to assess sexual assertiveness in both men and women. Policy Implications The availability of an instrument to assess sexual assertiveness, whose psychometric properties have been satisfactorily tested, benefits society by contributing to the improvement of the sexual health of the population, allowing for more effective interventions and the early detection of skills that contribute to the establishment of risky sexual interactions.

MENINGKATKAN PERILAKU ASERTIF SISWA KELAS IX SMPN 1 BATAGUH MELALUI BIDANG BIMBINGAN KELOMPOK MATERI PSIKOLOGI REMAJA

This research was conducted based on the phenomenon that exists in SMPN 1 Bataguh which shows that there are students who have low assertive behavior. Through the group guidance service, it is hoped that students' assertive behavior can be improved. The purpose of this study was to determine the extent to which the field of personal guidance on Adolescent Psychology can improve assertive behavior in class IX students of SMPN 1 Bataguh. The type of research used in this research is Guidance and Counseling Action Research by carrying out three cycles. The subjects of this study were 18 students of class IX of SMPN 1 Bataguh who had low assertive behavior. Data collection methods used were interviews, observation and questionnaires. While the data analysis technique used descriptive percentage and qualitative analysis. The results showed that prior to the application of the Adolescent Psychology material, the percentage of students who showed assertive behavior was 0%. After learning cycle 1, the percentage increased to 35%. And after giving learning in cycles II and III the increase in assertive behavior became 89%.This shows that group guidance services can improve assertive behavior in class IX students of SMPN 1 Bataguh. Based on the results of the research that has been carried out, it can be concluded that before applying the Adolescent Psychology material, the percentage of successful application of assertiveness was 0%. After the first cycle of learning, there was an increase in the percentage to 35%. And after the provision of learning cycles II and III increased to 89% of students who managed to improve their assertiveness. This means that assertiveness can be improved by providing group guidance with youth psychology material. Suggestions that can be given are that the supervising teacher should further develop group guidance services to help improve students' assertive behavior.