Assertive behaviour of a group of English-speaking secondary school learners

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dc.contributor.advisorvan Heerden, A. E.en_ZA
dc.contributor.authorDourans, Fredelene Joanen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Educational Psychology.en_ZA
dc.date.accessioned2012-08-27T11:37:02Z
dc.date.available2012-08-27T11:37:02Z
dc.date.issued1997
dc.descriptionThesis (M> Ed.) -- University of Stellenbosch, 1997.en_ZA
dc.description.abstractThe aim of this research was to investigate the assertive behaviour of a group of English-speaking secondary school learners, their degree of discomfort with assertive behaviour, and to identify situations in which they would like to become more assertive. The research consists of two parts: a literature study and an empirical investigation. The literature study consists of an examination of South African and international research relevant to the investigation. The literature available on assertiveness and assertiveness training is reviewed. Since adolescence is a well-researched area in psychology, theories pertaining to adolescent development are only briefly mentioned and only those deemed relevant to this research are highlighted. For the empirical investigation the research questionnaire, the Assertion Inventory, was administered. The Assertion Inventory is a 40-item instrument for use with a group of heterogeneous individuals. The Assertion Inventory was designed to derive three types of information: a person's degree of discomfort with assertive behaviour in specific situations, judged probability of engaging in assertive behaviour, and the identification of situations in which a person would like to become more assertive. Additional information derived from this questionnaire for the purposes of this research was sex and age differences pertaining to assertiveness amongst high school pupils. This investigation shows that only a small percentage of adolescents knows how to assert themselves appropriately. The majority of adolescents display what is known as a dysfunctional assertion repertoire ranging from nonassertiveness to anxious-performers. Girls appear to be more assertive than boys. Considering the findings, guidelines for an assertiveness training programme have been given. These include: Change: What it requires: This section deals with what the group would require in order to become more assertive. Change: How to do it: This section deals with information and skills needed in four basic areas in order to become more assertive. Four Basic Profiles: This section deals with the subjects who fall into the three dysfunctional categories of assertiveness and what they need to do in order to change their behaviour. Developing an Assertion Plan: A well thought out plan will enable group members to make significant changes in their thinking, feelings and behaviours systematically. Six steps were provided in this regard.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die doel van hierdie ondersoek was om die assertiewe gedrag van 'n groep Engelssprekende sekondere skoolleerlinge te ondersoek, hul ongemak met assertiewe gedrag vas te stel, en om situasies te identifiseer waarin hulle graag meer assertief sou wou optree. Die ondersoek bestaan uit twee dele: 'n literatuurstudie en 'n empiriese ondersoek. Die literatuurstudie bestaan uit 'n ondersoek van relevante Suid-Afrikaanse en internasionale navorsing. Dit sluit in 'n oorsig van die beskikbare literatuur oor assertiwiteit en assertiwiteitsopleiding. Ten opsigte van adolessensie word slegs daardie teoriee wat geskik is vir die doeleindes van hiedie ondersoek, in die literatuurstudie beklemtoon. Die "Assertion Inventory" is vir die empiriese ondersoek gebruik. Die "Assertion Inventory" is 'n vraelys wat uit 40 items bestaan en dit is ontwerp om drie soorte inligting te bekom: ongemak met assertiewe gedrag, die waarskynlikheid van assertiewe optrede in spesifieke situasies, en die identifisering van situasies waarin persone meer assertief sou wou optree. Verdere inligting wat uit die vraelys verkry is, is geslags- en ouderdomsverskille van die groep sekondere skoolleerlinge. Hierdie ondersoek het getoon dat slegs 'n klein persentasie van die adolessente weet hoe om assertief op te tree. Die oorgrote meerderheid openbaar 'n disfunksionele assertiewe repertoire wat wissel van nieassertiewe tot angstige optrede. Dit blyk uit hierdie ondersoek dat meisies meer assertief is as seuns. Riglyne vir 'n assertiwiteitsopleidingsprogram, wat die behoeftes van die adolessente in die groep aanspreek, is op grand van hierdie bevindinge verskaf. Dit sluit in: Verandering: Wat dit behels: Hierdie afdeling behandel dit wat die groep benodig et om meer assertief op te tree. Verandering: Hoe dit gedoen word: Hierdie afdeling handel oor inligting en vaardighede wat benodig word in vier basiese areas om meer assertief op te tree. Vier Basiese Profiele: Hierdie afdeling beskryf dit wat die leerlinge wat in die drie disfunksionele kategorieë van assertiwiteit val, benodig om hul gedrag te verander. Ontwikkeling van 'n Assertiwiteitsplan: 'n Weldeurdagte plan sal groeplede in staat stel om hul denke, gevoelens en gedrag stelselmatig te verander. Ses stappe word in hierdie verband gegee.af_ZA
dc.format.extent124 pages : ill.
dc.identifier.urihttp://hdl.handle.net/10019.1/55403
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectAssertiveness in childrenen_ZA
dc.subjectAssertiveness trainingen_ZA
dc.subjectBehavior modificationen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.titleAssertive behaviour of a group of English-speaking secondary school learnersen_ZA
dc.typeThesisen_ZA
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