Volume 8, Issue 2 (June 2026)
IEEPJ 2026, 8(2): 0-0 |
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Bahrami F. (2026). The Effectiveness of Assertiveness Skills Training on Self-concept and Interpersonal Relations of Male High school Students in Khoshab City. IEEPJ. 8(2),
URL: http://ieepj.hormozgan.ac.ir/article-1-830-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-830-en.html
Assistant Professor, PhD Of Education Psychology ,Department of Education Science, Hakim Sabzevari University, Sabzevar, Iran , F.bahrami@hsu.ac.ir
Abstract: (41 Views)
Objective: The objective of this study was to examine the effect of assertiveness skills training on the self-concept and interpersonal relationships of male high school students.
Methods: This study employed a quasi-experimental design using a pretest–posttest format with a control group. The statistical population consisted of male high school students in Khushab City during the 2015–2016 academic year. A sample of 40 students was selected through cluster random sampling and randomly assigned to an experimental group (n = 20) and a control group (n = 20). The experimental group received assertiveness skills training over eight sessions lasting 60–90 minutes each during a period of one and a half months, while the control group received no training. Data were collected using the Self-Concept Questionnaire (SCQ) and the Interpersonal Relationships Questionnaire developed by Manjamizadeh. The data were analyzed using descriptive statistics and analysis of covariance (ANCOVA) with SPSS software.
Results: The findings indicated that the experimental group showed significantly higher scores in self-concept and interpersonal relationships compared with the control group. In addition, the posttest scores of the experimental group demonstrated significant improvement compared to their pretest scores.
Conclusions: The results suggest that assertiveness skills training has a positive effect on improving students’ self-concept and interpersonal relationships. Therefore, incorporating assertiveness training programs in educational settings may contribute to the psychological and social development of students.
Methods: This study employed a quasi-experimental design using a pretest–posttest format with a control group. The statistical population consisted of male high school students in Khushab City during the 2015–2016 academic year. A sample of 40 students was selected through cluster random sampling and randomly assigned to an experimental group (n = 20) and a control group (n = 20). The experimental group received assertiveness skills training over eight sessions lasting 60–90 minutes each during a period of one and a half months, while the control group received no training. Data were collected using the Self-Concept Questionnaire (SCQ) and the Interpersonal Relationships Questionnaire developed by Manjamizadeh. The data were analyzed using descriptive statistics and analysis of covariance (ANCOVA) with SPSS software.
Results: The findings indicated that the experimental group showed significantly higher scores in self-concept and interpersonal relationships compared with the control group. In addition, the posttest scores of the experimental group demonstrated significant improvement compared to their pretest scores.
Conclusions: The results suggest that assertiveness skills training has a positive effect on improving students’ self-concept and interpersonal relationships. Therefore, incorporating assertiveness training programs in educational settings may contribute to the psychological and social development of students.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2024/12/4 | Accepted: 2025/10/8 | Published: 2026/06/1
Received: 2024/12/4 | Accepted: 2025/10/8 | Published: 2026/06/1
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