| Published: June 25, 2016
Assertiveness among Undergraduate Students of the University
Assertiveness is a mode of personal behavior and communication characterized by a willingness to stand up for one’s needs and interests in an open and direct way. When an individual stands for his/her rights without violating the rights of others, he/she is being assertive (Smith 1975). When you adopt assertive behaviour you get more of what you want, but only when you acknowledge and give consideration to what the other person wants or needs. It’s the paradox of win-win that makes it possible (Conrad & Suzzane Potts). The present study is an attempt by the researcher to examine the assertiveness level of undergraduate students with reference to their gender, residence and stream of study. The sample of the present study is comprised of 100 undergraduate students (50 males and 50 females) within the age group between 16 to 22 years and has been the students of following courses; Bachelor of Arts, Science and Commerce. The Rathus Assertiveness Schedule (1978) was used to study the level of assertiveness among the selected students. The results of the study revealed no significant difference between students in their level of assertiveness with respect to gender,residence and Stream of study. During the analysis it was ascertained by the researcher that among 100 (students) respondents, 11 were ‘situationally non assertive’, 35 ‘Somewhat assertive’, 45 ‘Assertive’, and 9 were ‘probably aggressive’, irrespective of their gender, residence and education. Based on the findings of the study it is recommended by the researcher that a programme regarding assertiveness training should be conducted in the future.
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2016 I Parry W, Kumar S
Received: March 25, 2016; Revision Received: May 01, 2016; Accepted: June 25, 2016
Published in Volume 04, Issue 7, April-June, 2017