With this descriptive research study the investigator proposed to determine what, if any, relationship existed between the assertiveness and job satisfaction in a sample of female Indiana Home Economists in Business and the significance of any relationship found. Data were collected by means of a two-part questionnaire (one section measured job satisfaction and the other measured assertiveness) sent to the population by mail and self-administered. Responses to the testing instrument were returned in a self-addressed, stamped envelope provided by the researcher.Collected data were submitted to t-tests for independent means and the Pearson product moment correlation was calculated. Significance of that correlation was determined by using the critical-ratio z-test. A bivariate frequency distribution and a scatter diagram were constructed to further illustrate the relationship between the variables assertiveness and job satisfaction. Data were analyzed for significance at the five percent level.Treated data did not support null hypothesis one or two of the study. Female IHEIBs were not generally nonassertive and this finding was interpreted as one of assertiveness. Female IHEIBs were not found to be generally dissatisfied with their jobs. However, this finding could not be interpreted to mean that the opposite was true (that female IHEIBs were satisfied with their jobs) because neutral feelings were not separated from those of satisfaction.Furthermore, the crucial relationship hypothesis in its null form was not rejected because the level of significance for the correlation between the two variables did not meet the criteria established for the study. That is, any relationship between the assertiveness of female IHEIBs and their job satisfaction as revealed by this study was no greater than might have occurred by chance.

The purpose of this study was to examine the effect on college students of an Assertive Training program that combined Rational Emotive Therapy with behavioral techniques. Assertiveness was measured by ascendance-submission (A-S Reaction Study), dominance (Edwards Personal Preference Schedule), and fear (Fear Survey Schedule).Prior to the group training the 135 volunteers, through the technique of stratified random sampling, were placed in two experimental groups and one control group at Ball State University and two experimental groups and one control group at Butler University. At the time of the group training, at Ball State University eight subjects participated in the experimental groups of the study and at Butler University 22 subjects participated in the experimental groups of the study. The experimental group at Ball State University (5 males and 3 females) and the experimental group at Butler University (8 males, 14 females) participated in a primarily verbal Assertive Training workshop lasting for two hours one night a week for four weeks. The experimental groups participated in an Assertive Training model which included a theoretical and cognitive presentation of the theory of Assertive Training and of Rational Emotive Therapy. The techniques of modeling, rehearsal/role-playing, and feedback were utilized. The control group was placed on a waiting list and contacted a week before the fifth and final session to take the post-tests. The members of the control group were not notified that they were members of the control group.The A-S Reaction Study, the Dominance Scale from the Edwards Personal Preference Schedule, and Fear Survey Schedule, were administered to the experimental and control subjects at the conclusion of the training period.The Ball State University sample was eliminated from the study because the procedures used by the facilitators departed from the original research design and, thus, made them non-comparable.The instruments were scored and the three scales (A-SRS, Dominance Scale from EPPS, and FSS) were subjected to a multivariate analysis of variance. The F value whichwas obtained for treatment between groups (3.9992) was statistically significant at the .05 level. Since the HO (1) null hypothesis: There will be no difference between the vector of the means of the experimental groups and the control groups on the total score of the A-S Reaction Study, the Dominance Scale of the Edwards Personal. Preference Schedule, and the total score of the Fear Survey Schedule--was rejected, further analysis of the data was performed using univariate analysis of variance. An F value (8.7028 significant at the .05 level) was obtained for the variable, dominance. Therefore, a conclusion can be made that dominance contributes to the overall rejection of the H0 (1) (treatment). The F values which were obtained for sex (1.0336) and treatment x sex (2.3617) were not significant at the .05 level. Therefore, the H0 (2) null hypothesis--There will be no difference between the vector of means of the males and the means of the females--were not rejected.A correlation study was made in order to assess the degree of relationships between the instruments used in the study. The Dominance Scales score from the Edwards Personal Preference Schedule correlates with the A-S Reaction Study score (+.426938), and with the Fear Survey Schedule (-0220731). Also the A-S Reaction Study score correlates with the Fear Survey Schedule score (-.327414). While these correlations are not strong, they are sufficient to insure that the instrumentation assessed essentially the same construct, assertion.The findings from this study were:1. There was a significant difference found between the experimental group and the control group which was mainly due to theDominance Scale score on the Edwards Personal Preference Schedule.2. There was no significant difference found between males and females.3. In the intercorrelation study substantial relationships were found among the three instruments.A conclusion was drawn that college students can be taught to become more assertive in social interpersonal relationships by including rational-emotive procedures with behavioral techniques of Assertive Training.3

This is a research on managerial behaviour and organizational culture. The research focuses on managerial behaviour dimensions of assertiveness and responsiveness, and organizational culture dimension of trust. The elements of assertiveness and responsiveness used in this research are based on the research by Darling and Fischer (1998), and the elements of trust are based on the research by Bijlsma and van de Bunt (2003). Survey questionnaires, sent to respondents through email as well as through the post, are used to determine the existing managerial behaviours and the level of trust in respondents' organisations. Respondents are employees of organisations that are members of the Federation of Malaysian Manufacturers (FMM). Correlations analysis of the responses shows that managerial behaviour of assertiveness is significantly correlated with organisational culture of trust in the organisation, while responsiveness is not significantly correlated. Further analysis shows that the following elements are significantly correlated with trust: thorough, systematic, pragmatic, determined, enthusiastic, outgoing, and persuasive. The results are in line with other studies that indicate that for employees to have trust in the organisation, managers must exhibit both control and supportive behaviours. The implications of the results of the results of the research are discussed in this report. If there is a high level of trust in the organisation, team work will be strong and initiatives can be implemented effectively. If management detects a high level of distrust in the organisation, it should study the managerial behaviours and take actions to institute changes. These actions are outlined in this report. The discussion on the implications of the results and the recommended actions provide practical applications of the results, which renders this research invaluable for managers seriously looking at instilling trust in their organisations. Other issues pertaining to questionnaire survey research are also discussed. These include problems associated with conducting survey through email. These discussions are useful for researchers wishing to conduct survey through email. There is also a discussion on egocentric bias response in questionnaire or interview survey. This refers to the tendency of respondents to put in self-interest when responding to questionnaire on interview survey. The paper ends with recommendations for further research on the subject. / Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2005.

Thesis (D. Min.)--Ashland Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 230-238).

Thesis (D. Min.)--Ashland Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 230-238).

Thesis (M.S.)--Rutgers University, 2008. / "Graduate Program in Psychology." Includes bibliographical references (p. 60-68).

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 60-62).

Thesis (M.S.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record.

M.A. (Clinical Psychology) / The present study investigated the effect of expectancy and alcohol consumption on the assertive behaviour of female social drinkers, utilising a balanced-placebo design (Marlatt, Demming & Reid, 1973). Using the College Self Expression Scale (CSES) (Galassi et al, 1974) as the self report measure of assertiveness, and the Behavioral Assertiveness Test-Revised (Eisler et al. 1975) as the behavioural measure of assertiveness, analyses of variance were computed on the test results. Significant differences emerged on sub-scale positive assertiveness in both t he self report and behavioural measures...

Although the effectiveness of assertive training has been investigated with a wide variety of clinical and non-clinical populations, few studies have investigated the effectiveness of these techniques with prison inmates. This study investigated the use of symbolic modeling and behaviour rehearsal to increase assertive skills and.decrease inappropriate aggressiveness with prison inmates. Thirty male inmates volunteered for a four week assertive training programme and were randomly assigned to a modeling, behaviour rehearsal, and a placebo control group. Ten other subjects were used as a test-retest control group. The modeling group received videotape-mediated modeling in which positive and negative assertions were demonstrated to 16 standardized situations. The behavioural rehearsal group received opportunities to shape and practice appropriate assertions to the same situations without the aid of viewing filmed models. The placebo control group viewed discussion films and the test-retest group received no treatment intervention. Self-reported measures, in-laboratory behavioural ratings, and in vivo behavioural assessments were used to assess changes in assertiveness, aggressiveness, and anxiety. Results indicated that inmates in the treatment groups significantly increased their verbal assertive skills (i.e., verbal content), but not their non-verbal skills (i.e., eye contact, latency, loudness). The efficacy of assertive training techniques in regard to their differential impact on verbal and non-verbal skills components and aggressiveness are discussed. On in vivo behavioural measures of assertiveness observed on the wards no differences resulted between treatments and controls. This indicated that verbal assertiveness learned in training did not generalize to other unfamiliar situations. Also the behavioural changes in the laboratory occurred without corresponding changes in self-reported assertiveness. The discrepancy between findings as measured by in-laboratory assessments and in vivo assessments is discussed in terms of generalization of skills environment receptivity to change, and other factors responsible for the differences. All the response components were affected by the particular type of situation presented. Assertiveness changed as a function of social-interpersonal context of positive feeling siutations, negative hostile situations, and situations simulated inside and outside the prison setting. These findings suggest that future investigations ought to develop methodologies for identifying the environmental stimuli which influence assertiveness in order to train clients in situations related to their assertive deficits. / Arts, Faculty of / Psychology, Department of / Graduate