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Assertiveness Skills Training Based on the Process Model of Social Skills.

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Title: Assertiveness Skills Training Based on the Process Model of Social Skills.
Authors: Watanabe, Asami (AUTHOR)
Source: Psychology in the Schools. Sep2025, Vol. 62 Issue 9, p3184-3194. 11p.
Subjects: Assertiveness (Psychology), Social skills, Behaviorism (Psychology), Field research, Treatment effectiveness, Outcome-based education, Women's colleges
Geographic Terms: Japan
Abstract: This study provided an assertiveness skills training program based on the process model of social skills and investigated the effect of assertiveness skills training on students at a women's university in Japan. It was a quasi‐experimental study conducted in a pre‐ and post‐survey design with nonequivalent groups. The training program included cognitive, emotional, and behavioral components. Students were divided into two groups: a group that received weekly 14 training sessions and a no training group. Effectiveness was measured in in terms of three functional effects: objectives effectiveness, relationship effectiveness, and self‐respect effectiveness. Participants completed the assertion scale for adolescents and sense of authenticity scale pre‐ and post‐training. Mann−Whitney U tests were conducted to compare the means of the pre and post differences between the two groups on persuasion negotiations (objectives effectiveness), relationship formation (relationship effectiveness), and sense of authenticity (self‐respect effectiveness). Analysis results revealed increased behaviors in the training group related to objectives effectiveness through assertiveness compared to the no‐training group, p = 0.05. There were no significant differences between the two groups in the amount of change in relationship effectiveness, p = 0.77, and self‐respect effectiveness, p = 0.88. In the future, assertiveness skills training should include sessions that allow participants to integrate cognitive, emotional, and behavioral aspects, and effectiveness measurement should be more multidimensional. Summary: By grounded the process model of social skills, assertiveness skills training can include three perspectives: cognitive, emotional, and behavioral.The assertiveness training based on the process model of social skills on female Japanese undergraduate students improved assertive behavior for objectives effectiveness, but had not shown significant effect on relationship or self‐respect effectiveness.It was recommended to conduct training sessions integrating cognitive, emotional, and behavioral components and to evaluate whether the training could improve assertive cognition and emotional control. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: This study provided an assertiveness skills training program based on the process model of social skills and investigated the effect of assertiveness skills training on students at a women's university in Japan. It was a quasi‐experimental study conducted in a pre‐ and post‐survey design with nonequivalent groups. The training program included cognitive, emotional, and behavioral components. Students were divided into two groups: a group that received weekly 14 training sessions and a no training group. Effectiveness was measured in in terms of three functional effects: objectives effectiveness, relationship effectiveness, and self‐respect effectiveness. Participants completed the assertion scale for adolescents and sense of authenticity scale pre‐ and post‐training. Mann−Whitney U tests were conducted to compare the means of the pre and post differences between the two groups on persuasion negotiations (objectives effectiveness), relationship formation (relationship effectiveness), and sense of authenticity (self‐respect effectiveness). Analysis results revealed increased behaviors in the training group related to objectives effectiveness through assertiveness compared to the no‐training group, p = 0.05. There were no significant differences between the two groups in the amount of change in relationship effectiveness, p = 0.77, and self‐respect effectiveness, p = 0.88. In the future, assertiveness skills training should include sessions that allow participants to integrate cognitive, emotional, and behavioral aspects, and effectiveness measurement should be more multidimensional. Summary: By grounded the process model of social skills, assertiveness skills training can include three perspectives: cognitive, emotional, and behavioral.The assertiveness training based on the process model of social skills on female Japanese undergraduate students improved assertive behavior for objectives effectiveness, but had not shown significant effect on relationship or self‐respect effectiveness.It was recommended to conduct training sessions integrating cognitive, emotional, and behavioral components and to evaluate whether the training could improve assertive cognition and emotional control. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              M: 09
              Text: Sep2025
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              Y: 2025
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