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The focus of the present study was the measurement of attitudes toward people acting in an assertive manner, compared to those who are acting in an aggressive or passive manner. Earlier studies suggest there are several mitigating factors on social judgments of assertiveness. These include: sex of the assertor (model), sex of the subject, the assertion situation, and the degree of empathy or consideration in the assertive response. The present study sought to investigate the roles of subject sex, model sex, and situation on social judgments of assertiveness. Further, an empathic assertive condition was included to allow a comparison between ratings of empathic assertive and assertive responses. The empathic assertive response paired assertiveness with extra consideration and understanding toward the other person.Each of 150 university undergraduate subjects (75 men and 75 women) reviewed one written vignette from each of four situations (i.e., work, class lecture, telephone solicitation, dating). Model sex and behavioral response style were randomly assigned. A 26 item personality inventory (Interpersonal Attraction Inventory) was completed by each subject for each vignette.Significant main effects were revealed for both behavioral response style and situation. Subject ratings of behavioral response style were as follows, from least to most favorable: aggressive, passive, assertive, and empathic-assertive. Subject ratings of situation were as follows, from least to most favorable: date, telephone solicitor, work, lecture. The only significant interaction was between behavioral response style and situation. There were no significant main effects or interactions for subject sex or model sex.The present results contradict earlier studies in which passive women were rated significantly more positively than assertive women. Given the time elapsed between the present data collection (1993) and the majority of earlier studies (1987 and earlier) it is possible that sex role change is responsible. In addition, results indicate that what was referred to as empathic assertion in the present study may be a socially distinct class of behavior from assertive behavior. Clearly more research is required in order to confirm a societal sex role change, differences between assertiveness and empathic assertiveness, and generalizability of the present results. / Department of Counseling Psychology and Guidance Services

Thesis (M.S.)--University of Wyoming, 2007. / Title from PDF title page (viewed on June 8, 2009). Includes bibliographical references (p. 47-50).

Thesis (M.Psych.Org.) - University of Queensland, 2003. / Includes bibliography.

The present investigation expanded on the template matching approach (Cone, 1980) to empirically evaluate whether assertiveness is associated with interpersonal success among a group of fourth grade boys. Using popular sociometric status as an index of success in interaction, the performances of 15 popular boys were compared with those of 15 rejected boys in a role-play measure of social behavior. An observation code containing behaviors traditionally associated with assertiveness was compared to a code containing inductively generated behaviors. Popular boys demonstrated significantly higher levels of traditional and inductive behaviors. Total scores on the inductive behavioral, code correlated significantly with self-reported assertiveness, while total scores on the traditional code did not. On an evaluative measure of assertive, aggressive and submissive response alternatives, the two groups showed no significant differences. The utility of the template matching method in empirical target selection and validation was underscored. / Master of Science

The primary purpose of this study was to determine the effects of Assertiveness Training upon female college students who had been described as aggressive or assertive. Another purpose was to determine whether the sex of the trainer would influence the effects of Assertiveness Training.All subjects were female undergraduate students enrolled in courses at Ball State University. The sample was selected on the basis of the score obtained on the Dominance/Submissiveness (E) Scale of the 16 Personality Factor Test. The entire Personality Profile was administered, however, the 13 items identified as contributors to the (E) Scale were chosen to select subjects. Females attaining a raw score within the range of 11-26 were defiled as Aggressive and designated as Level I. Females attaining a raw score within the range of 7-10 were defined as assertive and designated as Level II.The test was administered to 200 females who had been solicited from residence halls and various classes. Of the 169 females who scored within the required range, 111 stated they would participate in the group experience.Subjects in both Levels I and II were randomly assigned to an experimental or a control group, and were further randomly assigned to a male or a female trainer. The experimental, Assertiveness Training, group received the training procedures of Lange and Jakubowski (1976). The control group received a neutral group experience. Both Levels I and II met for a total of eight hours, which were divided into three sessions occurring over a one week period. The first session was two hours long and the two remaining sessions were three hours long.Upon completion of the third and final session, the 16 Personality Factor Test was readministered. Of the 111 potential subjects, 39 or 35%, 26 in Level I and 13 in Level II, attended the three sessions and were readministered the posttest procedure. Data obtained from these posttest scores were utilized in the statistical analyses of this study.A 2x2x2 factorial design was utilized in the study. The three factors, sex of the trainer, dominance level, and treatment, had fixed levels with the sex factor utilized as a block. A univariate analysis of variance (ANOV ) was performed on the 16 Personality Factor (J') Scale using posttest scores. A priori specified hypotheses were tested using t test statistics, which were computed using the error mean square (ANOVA). The .05 level of statistical significance, with 3'y4 degrees of freedom, was considered necessary for rejection of the four null hypotheses.The following are conclusions drawn from this study: 1. Assertiveness Training had no significant effect upon the aggressiveness of female college students.2. Assertiveness Training had no significant effect upon the assertiveness of female college students.3. Assertiveness Training had no significant effect upon the aggressiveness of female college students as a result of the sex of the trainer.4. Assertiveness Training had no significant effect upon the assertiveness of female college students are a result of the sex of the trainer.Tentative conclusions drawn from the demographic data are: 1. Sex of trainer had no significant effect on the withdrawal rate of subjects.2. Assertiveness Training had no significant effect on the withdrawal of subjects. 3. The E Scale of the 16 Personality Factor Test may measure variables other than Dominance/Submissiveness.

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