An investigation of the relationship between positive and negative assertive behavior
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Elisabeth Elaine Talbert (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- P. Scott Lawrence
Abstract: Although previous research has emphasized negative assertive behavior, such as standing up for one's rights or refusing requests, there is increasing emphasis on positive assertive behavior, such as giving and receiving compliments. The present study was undertaken to assess the possible relationship between positive and negative assertive behavior. Such a relationship could be interpreted from the perspective of trait, stimulus-specificity, and response covariation hypotheses. To study the relationship between positive and negative assertive behavior, 84 female undergraduates who scored at least one standard deviation below the mean on the College Self-Expression Scale were randomly assigned to three treatment groups (positive assertive, negative assertive, and combination positive-negative assertive), three information control groups (positive assertive, negative assertive, and combination positive-negative assertive), and one assessment control group, making 12 subjects in each group. The treatment groups received assertive training via behavioral rehearsal, coaching, and homework assignments, while the information controls only received information on assertive behavior. Verbal responses and concomitant self-report anxiety responses to a 30-item behavioral rehearsal test, College Self-Expression Scale scores, and responses to a follow-up questionnaire were the main dependent variables.
An investigation of the relationship between positive and negative assertive behavior
PDF (Portable Document Format)
4546 KB
Created on 1/1/1976
Views: 468
Additional Information
- Publication
- Dissertation
- Language: English
- Date: 1976
- Subjects
- Assertiveness in women
- Women college students $x Psychology