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Research & Development
2022; 3(2): 83-90
http://www.sciencepublishinggroup.com/j/rd
doi: 10.11648/j.rd.20220302.13
The Effect of Assertiveness Training on Behaviour,
Self-esteem, Stress, Academic Achievement and
Psychological Well-Being of Students:
A Quasi-Experimental Study
Waqar Maqbool Parray
1
, Sanjay Kumar
2
1
Department of Psychology, School of Humanities & Social Sciences, Dr. Harisingh Gour Vishwavidyalaya, Sagar, India
2
Department of Psychology, Central University of Punjab, Bathinda, India
Email address:
To cite this article:
Waqar Maqbool Parray, Sanjay Kumar. The Effect of Assertiveness Training on Behaviour, Self-esteem, Stress, Academic Achievement and
Psychological Well-Being of Students: A Quasi-Experimental Study. Research & Development. Vol. 3, No. 2, 2022, pp. 83-90.
doi: 10.11648/j.rd.20220302.13
Received: March 11, 2022; Accepted: March 30, 2022; Published: April 20, 2022
Abstract:
The need to communicate is as essential as the need to breathe. The communication between human beings is a
shared social system and a vital part of human activity. To overcome communication problems, the best way to communicate
effectively is to adopt an assertive attitude towards others. Otherwise, relations are likely to be ineffective. Therefore, The
study examines the effect of assertiveness training on behaviour, self-esteem, stress, academic achievement and psychological
well-being among students. Method: The study employs Quasi-experimental design where 70 participants aged 17-21 years
were selected randomly and assigned into two groups as experimental (N-35) and control group (N-35). Tools: Assertiveness
scale (AS), self-esteem questionnaire (RSE) and perceived stress scale (PSS), academic achievement (AAS) and psychological
well-being (PWB) were used. Results: The findings showed a significant decrease in aggression and submission scores in post-
test condition but not in the follow up. It also revealed that assertiveness training was efficacious in raising students’
assertiveness, self-esteem, academic achievement and significantly reducing stress. This effect appears to be sustained for
about 2-months as the follow-up reflects. Conclusion: It may be concluded that the Assertiveness Training when introduced in
academic institutions will have a sustained effect in enhancing the students’ overall well being and achievement.
Keywords:
Assertiveness, Stress, Self-esteem, Adolescents
1. Introduction
As social being people strive hard to achieve and maintain
substantial interpersonal relations in life, in order to live a
good and peaceful life. But, as a matter of fact many of them
experience problems with regard to their interpersonal
communication, struggle in asserting themselves and also
lack the skills to improve their personal relationships.
Individuals may behave and act aggressively or submissively
as they have all the right to proclaim themselves. Such
individuals are likely to be discontented in their social and
personal lives. People around these non-assertive individuals
may dislike and disrespect them, causing low self-respect,
loneliness and feelings of unworthiness. Hence, non-assertive
behavior may be equated to unadaptive behavior.
Assertiveness encompasses multidimensional aspects of
human expression, including behavior, cognition, and affect.
Behaviorally assertive individuals are able to express their
emotions, defend their goals, and establish favorable
interpersonal relationships [1]. While cognitively and
affectively assertive individuals can appropriately deal with
both positive and negative emotions [2]. Unlike non-assertive
behavior, assertive behavior is positive, adaptive and healthy.
Assertive individuals feel good about themselves, as they can
create meaningful and fulfilling relationships and also enjoy
effective interpersonal relationships. Assertiveness has
emerged as a communication style that enhances successful
relationships with colleagues as well [3]. Effective persons
maintain self-respect and respect for others by means of
assertiveness which enables them to directly express one’s
84 Waqar Maqbool Parray and Sanjay Kumar: The Effect of Assertiveness Training on Behaviour, Self-esteem, Stress,
Academic Achievement and Psychological Well-Being of Students: A Quasi-Experimental Study
true, basic feelings, needs, desires, opinions and personal
rights in a positive, productive way without denying the
rights of others. Assertive individuals claim their own rights,
make requests of others, can say no to things they do not
want, accept praise and can easily verbalizes their feelings.
All of these make their lives easier, better and help them
experience positive responses from others. This in turn can
decrease their stress anxiety and increase confidence in
interpersonal relations [4]
Assertiveness is important for students to make successful
relationships with, seniors, peer groups, friends, neighbors,
teachers and colleagues etc. As they need assistance from
others indifferent settings, they have to be assertive in order
to meet the challenges. If they are unable to express their
thoughts, feelings and ideas they can lose their sense
personal identity. Moreover their relationships can also be
affected by a lack of openness and poor communication,
that leading them to depression anxiety and stress.
Assertiveness training (AT) has been widely and
effectively used with varied populations such as women,
married couples, nurses and psychiatric patients. A lot of
research work has been done in the western population than
in India. In recent years the topic of interpersonal
relationships has attracted increasing attention. Individuals
have started looking for ways of improving the quality of
their interpersonal relationships in the family as well as in
other institutions. AT is supposed to help the individual to
realize one’s own strength without abusing the rights of
others. Many individuals now realize that they lack the
necessary skills to be able to stand for their rights and they
want to have a choice about acting assertively.
Therefore, it is more appropriate to train the students to
learn assertive skills through training program.
2. Rationale of the Study
Assertiveness training is potentially beneficial for
adolescents, and observed to have several long lasting
positive consequences for enhancing the overall development
of the individual. Assertiveness is an important construct for
enhancing the overall personality of the individual. Review
of literature suggest dearth of studies on AT in India.
The self-esteem of a student is an important contributor of
his/her growth and development. Studies have been done in the
field of the assertiveness training on self-esteem but with mixed
findings. Some studies reported that assertiveness training
increases the level of self-esteem. This statement is reported by
many researchers [4-9]. But other studies [10] reported no
change in the self-esteem after the assertiveness training. Such a
contradiction necessitates more studies.
Self-esteem and assertiveness are significantly related to
stress with assertiveness contributing to self-esteem and self-
esteem being a predictive of stress [11]. Various researches
have observed mixed findings about assertiveness and stress
levels. Some researches show that there is a positive
association between assertiveness and stress [12], while other
pointed out that difficulty in asserting oneself are often
positively associated with stress levels throughout one’s life.
Other researchers reported that assertiveness training decreases
the level of stress [13, 14]. Several findings depicted that (AT)
increases assertiveness among students [15-18] and helps in
understanding assertiveness, and also prepares them to
advocate for themselves and work to resolve interpersonal
conflicts [19-21]. Literature also revealed that assertiveness
and anxiety are negatively related [22]. In Indian context
adolescents are not openly express their opinions in front of
others. The assertiveness training helps them in expressing
their opinions and in reducing their psychological burden
including stress and anxiety. In this way, the present work may
give us new insights to understand the effects of assertiveness
training on the stress level of Indian adolescents who may be
quite different from Western countries' adolescents.
The assertive communication style is considered better as
it led to success and minimize the factors which decrease
self-achievement and thus enhanced psychological well being
[23]. Issues of students like assertiveness and psychological
well being have not gained so much maturity in India. A
general observation of student’s behaviour in India suggests
that most of them express submissive or aggressive responses
and lack assertiveness. There is a need of research on
student’s assertiveness and its impact on psychological
wellbeing in India. Western studies reported that there is
positive association between assertiveness and psychological
well-being [24-28].
Education for assertiveness should aim at countering
influences that lead to fear and exclusion of others, and
should help students to develop capacities for critical
thinking independent judgment etc. Several studies related to
assertiveness and academic achievement exhibits
contradictory findings. Some studies indicated that
assertiveness is positively associated with academic
achievement [29-32] while other studies depict no significant
relation between assertiveness levels and academic success
of students [33, 34], and also significant negative association
between assertiveness and academic performance of students
[35]. In short, the association of assertiveness and academic
achievement is inconsistent, which needs further examination
through the present research work.
3. Objectives of the Study
1) To assess the assertive, aggressive and submissive
behaviour of students.
2) To assess the self-esteem, stress, psychological well-
being and academic achievement of students.
3) To investigate the effect of AT on assertive, aggressive
and submissive behaviour.
4) To investigate the effect of AT on self-esteem, stress,
psychological well-being and academic achievement of
students.
4. Hypotheses of the Study
1) The AT will be effective in increasing the assertiveness
Research & Development 2022; 3(2): 83-90 85
and decreasing the aggression and submission of
students.
2) The AT will positively affect the self-esteem,
psychological well-being, academic achievement and
negatively the stress.
5. Method
5.1. Sample
The sample was comprised of 70 students (Age range 17-
20 years) of Doctor Harisingh Gour University Sagar,
Madhya Pradesh drawn randomly and then assigned to
experimental (N-35) and control groups (N-35).
5.2. Measures
Assertiveness scale: This is a self-designed tool developed
by (Parray et al 2019) for measuring the assertiveness level
of the students. The scale consists of 48 items. There are
three dimensions of this scale assertive, aggressive and
submissive. Five-point Likert format (i.e., always, often,
sometimes, rarely, never) was used for this scale. The scale
was administered on students individually. The Cronbach’s
Alpha of the scale was .84.
The Rosenberg Self-Esteem Scale: developed by
Rosenberg (1965). This scale consists of 10- items. The
(RSES) scale consists of five positive items and five negative
items. Each item is answered on a four point Likert scale
ranging from "strongly disagree" to "strongly agree. The
internal Consistency ranges from 0.77 to .88 with test retest
reliability ranges from 0.82 to 0.85. The scale ranges from 0-
30. (0<15 low self esteem), (15 - 25 within normal range of
self- esteem), +25 high self esteem).
Perceived Stress Scale: developed by Cohen, Kamarck,
and Mermelstein (1983). It is designed to measure the
perception of stress. The scale (PSS) consists of 10-items
each item is answered on 5-point scale. Respondents were
asked how often in the last month they experienced specific
stressful feelings. Reliability of PSS was .78-.86. The test-
retest reliability of PSS was .85. Higher scores refer to a
higher level of perceived stress.
Psychological Well-Being: developed by Ryff’s (1989).
The scale (PWB) had 42 items which comprises of six
psychological dimensions. The dimensions include self-
acceptance, positive relations with others, environmental
mastery, autonomy, purpose in life, and personal growth.
Respondents rate statements on a scale of 1 to 6, with 1
indicating strong disagreement and 6 indicating strong
agreement. The Cronbach’s α ranged from .86 to .93. The test
retest reliability for each dimension was 0.86 to 0.93.
Academic Achievement: This scale developed by
Anderson et al., 2016, measures academic adjustment (AA)
of the student. This scale represents three components/ three
dimensional construct of academic adjustment which is
academic life style, academic achievement and academic
motivation and it comprises 9 items. Responses are elicited
on 5 point scale. The test-retest reliability of the academic
adjustment was .84. With regard to the study, the researcher
used the academic achievement dimension of the above said
scale.
Table 1. Detail of training sessions.
Groups Pre-test Treatment Post-test Follow-up
Experimental Group All Measures AT (8 Sessions) All Measures All Measures
Control Group All Measures No Treatment All Measures All Measures
5.3. Design of the Study
Pre-post Quasi-experimental design along with control
group was used to achieve the aim of the study.
5.3.1. Procedure
The study was approved by the Head of the department of
Psychology Dr. Harisingh Gour University Sagar M.
P. After the procurement of the psychometric tools, the
participants were debriefed about the basic aim of the study.
Written consent was obtained from all the participants. It was
made clear to them that their participation was voluntary and
they have the right to refrain from participating in the study
at any time. The researcher established rapport with the
participants followed by oral instructions. It was assured to
them that all data would strictly confidential.
The study had four phases:
1) Phase 1 assessment pre-test.
2) Phase 2 intervention, AT.
3) Phase 3 assessment post-test and.
4) Phase 4 follow-up.
Pre-test: In the pre-test, the initial sample consisted of 100
students responded to Assertiveness, self-esteem, stress,
academic achievement, and psychological-wellbeing. Out of
100 students, 70 students who scored less on the above
measures and high on stress were selected as the main sample.
The sample was further divided into 2 groups, who were
matched based on parent’s education, economic status,
assertiveness score and place of residence. In order to maintain
the effectiveness of the training sessions, the subjects were
further divided into 5 groups consisted of 7 students each.
Training: In the training phase, the experimental group
received assertiveness training, one session of 45 minutes per
week for 45 days.
Post-test: In the post-test, which was administered on 7th
day after the last training session, both groups responded to
all measures i.e. Assertiveness, self-esteem, stress, academic
achievement, and psychological-wellbeing once more.
Follow-up: was conducted 60 days after the last training
session with both groups.
5.3.2. The Training Protocol Is as Follows
Session 1. First session begins with the introductory part
86 Waqar Maqbool Parray and Sanjay Kumar: The Effect of Assertiveness Training on Behaviour, Self-esteem, Stress,
Academic Achievement and Psychological Well-Being of Students: A Quasi-Experimental Study
about the training program. In addition to that certain rules
and regulations about the training along with rapport
establishment were introduced. Moreover, this session
commence with the ice breaking method, contract,
confidentiality followed by the overview of assertiveness and
the reasons for attending AT.
Session 2. This session starts with the comparison of
passive, aggressive and assertive communication styles with
their beliefs and consequences.
Session 3. In this session each communication style
discussed with the aid of videos and how to act assertively
through modeling, behaviour rehearsal, role-playing, and
verbal instructions followed by simulation.
Session 4: During this session, why assertive is important,
what you lose or gain by being assertive and what are the
demerits of non assertive.
Session 5. This session includes the videos of each
communication style, why we are being unassertive, and the
beliefs about Saying No.
Session 6. This session includes identifying the responses
of each communication style. Apart from that introduce the
bill of assertive rights with a number of the practice exercise
for assertion and the assertiveness pitfall followed by
simulation.
Session 7. This session starts with how to deal with
criticism, how to respond; how to give criticism assertively
and why participants may have trouble responding well to
criticism.
Session 8. Final session includes various techniques used
to effectively help the participants in the process of becoming
an assertive person. Such techniques include (Being-specific,
Broken-record, Content-to process shift, Workable
compromise, Assertive agreement, Clouding, self-disclosure,
Assertive inquiry, Assertive empathy, Cutting the sound and
negative assertion.
6. Statistical Analysis
The study data were analyzed using Statistical Package for
Social Science (SPSS 25). Descriptive analysis (Mean,
Standard Deviation) and Independent sample t-test were used
to evaluate the data.
Table 2. Independent sample t-test results of Aggression, assertiveness and Submission for experiment and control groups.
Experimental Group Control Group
Variables Tests M SD M SD ‘t’ Sig.
Aggression
Pre-test 55.08 07.84 52.82 11.64 1.15 NS
Post-test 48.40 11.59 41.25 10.02 3.10 P<0.05
Follow-up 44.68 09.89 48.91 10.84 1.70 NS
Assertiveness
Pre-test 44.51 08.75 45.57 08.41 1.50 NS
Post-test 47.82 09.35 46.88 08.89 1.04 NS
Follow-up 53.65 10.30 46.31 08.40 3.26 P<0.05
Submission
Pre-test 44.51 08.17 43.20 08.63 .800 NS
Post-test 40.80 09.47 36.08 10.08 2.17 P<0.05
Follow-up 40.11 11.00 43.11 08.24 1.29 NS
7. Results
As shown in Table 1, the findings depict no significant
difference in the aggression and submission levels among the
experimental and control groups when compared before the
intervention. This clarifies that prior to the intervention, the
two groups were alike in terms of aggressive, assertive and
submissive behavior. However, in post-test we observe a
significant drop in the aggression and submission levels of
the experimental group. Although not significantly, but the
aggression and submission scores of the subjects declined in
the follow-up as well. Interestingly, the participants in the
intervention group also had higher mean assertiveness scores
than the control group in the post-test although this
difference was not significant. Moreover, in the follow-up a
significant difference in assertiveness scores emerged.
Table 3. Independent sample t-test results of self-esteem, stress and academic achievement for experiment and control groups.
Experimental Group Control Group
Variables Tests M SD M SD ‘t’ Sig.
Self-esteem
Pre-test 17.80 04.89 17.28 04.21 .503 NS
Post-test 20.77 04.62 17.94 05.09 2.53 P<0.05
Follow-up 21.60 04.25 17.97 05.06 3.24 P<0.05
Stress
Pre-test 22.68 04.29 22.00 04.19 .705 NS
Post-test 18.54 05.89 21.31 03.38 2.20 P<0.05
Follow-up 18.11 5.01 19.88 3.88 1.65 NS
Academic
achievement
Pre-test 10.11 02.29 09.71 01.84 .733 NS
Post-test 12.60 01.75 10.02 02.25 5.20 P<0.05
Follow-up 12.37 2.04 9.80 02.25 4.99 P<0.05
Table 2 shows the results of the ‘t’ test computed to
observe the effects of intervention on the self-esteem, stress
and academic achievement among the students in the
experimental and control group. The ‘t’-values of post-test
Research & Development 2022; 3(2): 83-90 87
(2.53, 2.20 & 5.20) further establish that there is a significant
rise in the self-esteem, academic achievement and decrease
in the stress among the students in the experimental group as
a result of the assertiveness training and the influence of
training on the experimental group was maintained until
follow-up except on stress.
Table 4. Independent sample t-test results of psychological well-being (PWB) and its dimensions for experiment and control groups.
Experimental Group Control Group
Variables Tests M SD M SD ‘t’ Sig.
A
Pre-test 26.97 03.55 24.11 04.49 1.08 NS
Post-test 29.60 06.09 25.00 05.72 -2.15 P<0.05
Follow-up 30.05 05.51 23.94 3.94 5.37 P<0.05
EM
Pre-test 26.60 03.89 23.00 04.12 .284 NS
Post-test 26.88 04.09 24.71 05.96 1.62 NS
Follow-up 26.28 04.34 25.02 04.94 1.12 NS
PG
Pre-test 26.74 04.25 23.94 04.82 .725 NS
Post-test 28.25 05.48 24.51 04.38 1.22 NS
Follow-up 28.45 04.83 24.88 03.48 3.56 P<0.05
PR
Pre-test 26.74 04.25 23.25 04.35 .253 NS
Post-test 27.05 05.36 24.37 05.26 1.11 NS
Follow-up 28.42 05.41 25.25 03.82 2.82 P<0.05
PL
Pre-test 22.48 06.19 25.17 05.59 1.94 NS
Post-test 28.45 06.34 24.60 04.47 3.72 P<0.05
Follow-up 28.02 6.00 24.40 4.53 2.85 P<0.05
SA
Pre-test 24.82 03.14 25.91 04.81 1.02 NS
Post-test 29.45 04.69 25.71 05.77 3.74 P<0.05
Follow-up 29.68 05.35 24.74 03.50 4.56 P<0.05
Overall Well-being
Pre-test 151.88 13.60 154.65 14.23 .832 NS
Post-test 173.02 17.20 167.02 18.78 .143 NS
Follow-up 172.62 16.87 154.00 14.17 4.99 P<0.05
As indicated in table 3, the findings depicted a significant
change in some dimensions of Psychological Well-being
(PWB) like- autonomy (A), purpose in life (PL) and self-
acceptance (SA). However, the findings of students’
Environmental Mastery (EM), Personal Growth (PG),
Positive Relations with others (PR) and
overall well-being
showed no significant difference in the post-test. Moreover
the influence of assertiveness training on the experimental
group was significantly maintained until follow-up except
one dimension i.e. Environmental Mastery (EM).
8. Discussion
This study sought to evaluate the effect of the
assertiveness training on the students’ behaviour i.e.
aggression, assertiveness, submission, self-esteem, stress,
academic achievement and psychological well-being.
Specifically, five hypotheses were tested in this study
through comparison of the experimental group to a control
group. First, it was hypothesized that AT would increase
assertiveness and reduce the aggression and submission in the
experimental group. According to the results of this study the
findings showed that AT reduces the aggression and
submission of students significantly. Moreover it has also
witnessed even after two months of training. These findings
are supported by [36, 37] who reported assertiveness training
is effective in reducing aggression among students. As for the
explanation of our finding, it can be concluded that the
aggressive behavior claiming their rights and expressing
emotions and ideas in ways that are usually inappropriate. So it
seems that AT helps them in expressing emotions easily and
appropriately without hurting others. Moreover [38] reported
that there is an inverse relationship between assertiveness and
aggression. The findings also depicted that though not
significantly but AT increases the assertiveness among
students. However, in the follow-up a significant difference in
assertiveness emerged. This outcome is consistent with the
previous findings of studies by [17, 16, 39].
Second it was predicted, students who attended the
assertiveness training had significantly higher levels of self
esteem than those who did not receive the training. This study
revealed that AT were significantly effective in improving the
self-esteem of students in the treatment group and the impact
of training on the experimental group was maintained until
follow-up. The present findings are also relevant and
concordant with the researches performed by [40].
It seems that the above obtained results on this outcome
measure clearly show the superiority of the AT in modifying
the self esteem of the students. A careful investigation of six
elements of self-esteem construct [41] gives us an idea that
why AT positively affects self esteem of participants. First,
assertiveness is an essential component of self esteem, if
assertiveness increases self esteem increases. Second, AT not
only focuses on explanation of concepts (assertion,
aggression, submission), overt behaviors (eye contact,
standing posture, voice fluctuations) and social interactions
(dealing criticism, giving compliments), but also on the
thought processes (How to think more assertively), this
provides the student to practice the personal integrity and
living consciously. Additionally, the discussion on assertive
rights during training motivates the subject to be self-
responsible and accept himself comfortably.
88 Waqar Maqbool Parray and Sanjay Kumar: The Effect of Assertiveness Training on Behaviour, Self-esteem, Stress,
Academic Achievement and Psychological Well-Being of Students: A Quasi-Experimental Study
The third hypothesis was related to the investigation of
effect of assertiveness training on the level of stress among
students. It was assumed that experimental group would
show significant changes in the level of stress after training.
The findings significantly show the effect of assertiveness
training on the level of stress in the experimental group. In
addition to that the effect has sustained even after follow-up.
The above findings are in line with [42, 43, 44, 14]. Since
stress is multifaceted phenomenon, so acquiring the skill of
assertiveness helps in enhancement of psychological well-
being and deterioration of level of stress among individuals.
This is also depicted by the results of our study. Experimental
group has attained lower level of stress as compared to
control group suggesting the beneficial role of assertiveness
training.
While discussing the effect of AT in academic
achievement, it was assumed that AT improves the academic
achievement. The findings supported our assumption as
results depicted significant effect of AT on academic
achievement of students. Such findings remained even after
two months. The present results supported previous
researchers [29, 31, 32]. Academic achievement is also
depended on the way student communicates and expresses
themselves henceforth assertiveness training has led to the
increment in the academic achievement and it is evident from
the findings of this study. In addition to that the findings
showed no significant effect of AT on the overall
psychological well-being of students. These findings are
contrary to the previous study [28]. But after the follow-up a
significant effect has been witnessed in overall psychological
well-being. However, some dimensions showed significant
difference like Autonomy (A), Purposeful life (PL), self-
acceptance (SA). The follow-up results showed that AT has
an effect on all dimensions of psychological well-being
except Environmental Mastery (EM). Here it seems that now
after treatment students are able to accept themselves, likes
most aspects of their personality, become confident in their
opinions, even if they are contrary to the general consensus.
Attaining psychological well-being spontaneously is a myth
and it is evident from this study, the follow up scores showed
enhancement hence it reflects that psychological well-being
is a persistent process and requires efforts. Practice of
assertiveness skills in daily life has surely helped students in
attaining better well-being.
9. Conclusion
The findings of the present study have provided a guideline
for psychologists, teachers and counselors especially for those
working in school and college settings, that through provision
of assertiveness training they can reduce the aggression,
submission, stress and increase the assertiveness of the
students and improved their self-esteem, psychological well
being, thereby resulting in uplift of their academic
achievements indirectly. It was also depicted that the influence
of assertiveness training does not last for a short duration but
its effect has remained as such after 2 months of training. In
addition to that, it is significant for psychologists, teachers and
counselors to take benefit of assertiveness training as treatment
strategy for assisting the overall personality of the students.
Further research is required to examine the role of socio-
cultural factors that may enhance or deteriorate the grasping
capacity of the students to be assertive.
Conflict of Interest
All the authors do not have any possible conflicts of interest.
Ethical Approval
The study was approved from the ethical committee of
Doctor Harisingh Gour Vishwavidyalaya Sagar (M.P).
Acknowledgements
This study was supported by the Department of
Psychology, School of Humanities & Social Sciences, Dr.
Harisingh Gour Vishwavidyalaya, Sagar, M.P., India and also
students of the department who joined the study for their
close attention and serious participation.
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