The Role of Assertiveness and Self-Assertion in Female High School Students’ Emotional Self-Regulation

Bahman Allahyari¹, Hossein Jenaabadi²

¹Department of Psychology, Zahedan Branch, Islamic Azad University, Zahedan, Iran.
²Department of Education, University of Sistan and Baluchestan, Zahedan, Iran.

DOI: 10.4236/ce.2015.614163                

Abstract

The current study aimed to investigate the role of assertiveness and self-assertion in emotional self-regulation of female students. The statistical population included all second period female high school students in Jalagh, in the academic year 2014-2015, among which 200 students were selected using census method. This was a descriptive-correlational study. To collect data, Assertion Inventory (Gambrill & Richie, 1975) and Cognitive-Emotion Regulation Questionnaire (Garnefski et al., 2001) were used. To analyze the obtained data, both descriptive (mean, standard deviation) and inferential statistics (Pearson correlation coefficient and regression analysis) were applied, using SPSS. The results indicated that all subscales of emotional self-regulation were significantly related to assertiveness and self-assertion.

Keywords

Assertiveness, Self-Assertion, Emotional Self-Regulation, Female High School Students

Conflicts of Interest

The authors declare no conflicts of interest.

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