Perilaku Asertif Dan Kecenderungan Kenakalan Remaja Berdasarkan Pola Asuh Dan Peran Media Massa

Theoretically the adolescent psychological development is a transition period which is marked by changes in biological, psychological and social aspects. Empirically, the increasing trend of juvenile delinquency is caused by the inability of the early adolescents to be assertive so that their personality become weak and they can easily fall into negative things. This study aimed at determining the extent to which environment and mass media have the influence on assertive behaviour and juvenile delinquency trend in Junior High School in West Java Province. The respondents of this research were 458 students of Junior High Schools in West Java. Questionnaire was used to collect the data. Samples were chosen by using stratified random sampling technique. Data analysis employed Structural Equation Modelling (SEM) with two-stages testing: measurement model and structural model, using Analysis of Moment Structure (AMOS). The results of this study revealed that all hypothetical statements have significant effects. The findings showed that the increasing level of students' assertive behaviour can decrease the tendency of juvenile delinquency in them. Keywords: assertive behaviour, parenting, mass media, juvenile delinquency tren

Pengaruh Konsep Diri terhadap Prilaku Asertif Mahasiswa STKIP Budi Daya Binjai

Assertive behavior is an ability to communicate what they want, feel, and think to others while maintaining and respecting the rights and feelings other people. the concept of self is something in yourself that people have about themselves in shape with confidence, persaan or attitude of a person through the experiences he gained from interaction with the environment. A positive self concept will bring a person to be assertive, so that when interacting with a positive environmental and insightful it will form a positive self-concept, and vice versa. This type of research is quantitative research. This study aims to determine how big the influence of self-concept toward assertive behavior STKIP Raising student Binjai. The problem in this research are: 1). Is there any influence on the behavior of self-concept of students STKIP Cultivation asrtif Binjai ?. This Penelitain use of hypothesis testing. The population in this study were students smester 5 totaling 250 people. Samples taken as many as 20% of the population, as many as 50 people. Data retrieved through a questionnaire of self-concept and assertive behavior, as many as 80 items before the trial and after the trial 67 items. Data analysis using test engineering requirements analysis, and hypothesis testing ANOVA one way. Based on the research that has been done, the conclusion: there is the influence mkionsep themselves against the assertive behavior STKIP Raising student Binjai. Gasil coefficient of 0.002 P-value is greater than the significance level of 0.05, when the P-valuevlue less than 0.05then declared to have significance. So the results of the analysis ofcoefficient the P-vlue smaller than it otherwise there is a significant level of self-concept influences on behavior influence of student assertive STKIP Cultivation Binjai. Suggestions for further research to be researched and developed with the same topic, is expected to make a more specific measurement tools and simpler language so easy to understand students. In addition to improving the correlation between the factors of each instrument of research, may be created or designed a better measuring devices

The Role of Assertive Leadership in Reducing Organizational Distance An Analytical Study of The Opinions of a Sample of Employees in A Number of Al-Furat Al-Awsat Technical University Formations

The current research aims to explore the relationship between assertive leadership through its dimensions (management, knowledge, values, action, capabilities), and the organizational distance with its dimensions (legal, social, geographical). A number of formations of Al-Furat Al-Awsat Technical University were selected together to conduct the research, numbering 4 formations. (69) employees were selected as a sample for the research, and after testing the data obtained from the questionnaire using statistical programs (spssv.26, smart-plsv.4 ), the research found that there is a significant correlation between assertive leadership and organizational distance

How assertive behavior differences among Minang, Malay, Batak and Kerinci student’s culture?

The attitude of students who cannot convey what they feel without hurting the feelings of others is because the student cannot behave assertively. Assertive behavior is expressing what is felt or thought without hurting the feelings of others. This study aims to see differences in assertive behavior of students based on cultural backgrounds (Minang, Malay, Batak, Kerinci). This study uses a comparative descriptive approach carried out on BK FIP UNP students with a total sample of 248 people, using a proportional random sampling technique. The instrument of this research is a questionnaire about assertive behavior with a Likert scale model. Data were analyzed using analysis of variance (ANOVA) and data processing using SPSS version 20.00. The findings of this study indicate that there is no significant difference in assertive behavior of BK FIP UNP students when viewed from a cultural background. This means that differences in cultural background do not determine student assertive behavior. This is indicated by the calculated F value, which is equal to 0.779 while Sig. on the degree of freedom (db) 1 and aplha (α) 0.05 is 0.506, then according to hypothesis testing criteria through analysis of variance (ANOVA), if F count is greater than F table there is no significant difference

The Effectiveness of Asserive Training to Increase the Communication Skills of High School Students in Surakarta

ABSTRACT Purpose-Assertive communication skill is the ability to express feelings and thoughts clearly and honestly without offending others.Students’ behavior such as being afraid of disappointing others, liked or accepted, or hurting someone else’s feeling make students difficult to express their thoughts and feelings. This research aims to enhance students' skills in assertive communication. Method-This research applied Research and Development approach.The sample of this study were of20 students of grade XI IPA 3 SMA Al Islam 1 Surakarta. The subjects wereselected purposively from 40 students with low average scores of assertive communication skills. Findings-From the results of pretest-posttest, the students' assertive communication skills improved. It was indicated by the results of quantitative analysis by Mann-Whitney U test showing the z values -2.981 and probability (p) 0.003 (α <0.05) and Wilcoxon T test showing the z values -3.922 and probability (p) 0.000 (α <0.05). It meant that Assertivensess Training was effective to enhance students' assertive communication skills

What makes a young assertive bystander? The effect of intergroup contact, empathy, cultural openness, and in-Group bias on assertive bystander intervention intentions.

The present research tests the indirect effects of intergroup contact on adolescents’ bystander intervention intentions via four potential mediators: “empathy,” “cultural openness,” “in-group bias,” and “intergroup anxiety.” British adolescents (N = 855), aged 11–13 years, completed measures of intergroup (interethnic) contact and the identified indirect variables. Intended bystander behavior was measured by presenting participants with an intergroup (immigrant) name-calling scenario. Participants rated the extent to which they would behave assertively. The findings extend previous intergroup contact research by showing a significant indirect effect of intergroup contact on assertive bystander intentions via empathy, cultural openness and in-group bias (but not via intergroup anxiety). Theoretical implications and practical suggestions for future prejudice-reduction interventions are discussed

Relationship between Peer Interaction and Assertive Behavior of Student at SMPN 8 Maja

This study aims to determine whether there is a relationship between peer interaction with the assertive behavior of students of SMPN 8 Maja in class VIII of the 2022/2023 academic year. The research method used is a correlational quantitative research method to be able to see the relationship between the x and y variables. The population used in this study was students of class VIII SMPN 8 Maja. The sample used consisted of 31 samples with saturated sampling technique. In testing the hypothesis using parametric data analysis with the Product Moment Correlation method, a Sig value of 0.003 is obtained. Decision making based on product moment correlation test criteria is if the Sig. &lt; 0.05 then correlated. Based on the results of the product moment correlation test, it can be seen that the value of Sig. 0.003 &lt;0.05 which means that peer interaction variables with assertive behavior variables are correlated. Meanwhile, the Pearson Correlation value was 0.521. With a significance level of 5%. So it can be seen that between peer interaction variables and assertive behavior variables have a moderate positive correlation. So it can be concluded that the higher the peer interaction that students have, the higher their assertive behavior. Vice versa, the lower the peer interaction, the lower the assertive behavior of students

Norming the Peterson Assertiveness Questionnaire

An assertiveness measure was developed based on the Mind Tools framework for fostering assertive behaviour (‘How to be Assertive,’ n.d.). Previous research supports the elements within the Mind Tools framework, but none has been conducted on Mind Tools specifically. Therefore, the purpose of this study is to first verify the construct, and then test the questionnaire based on that framework for its psychometric properties as well as norm the measure. Questions developed ranged from passive in nature to aggressive with varying informants. The construct was validated through a Principle Components Analysis. The measure was normed using pilot testing and a think aloud protocol and found to be reliable and valid

'Possunt, quia posse videntur': They can because they think they can. Development and Validation of the Work Self-Efficacy Scale: Evidence from two Studies

Self-efficacy (SE) has been recognised as a pervasive mechanism of human agency influencing motivation, performance and well-being. In the organisational literature, it has been mainly assessed in relation to job tasks, leaving the emotional and interpersonal domains quite unexplored, despite their relevance. We aim to fill this gap by presenting a multidimensional work self-efficacy (W-SE) scale that assesses employees' perceived capability to manage tasks (task SE), negative emotions in stressful situations (negative emotional SE), and their conduct in social interactions, in terms of both defending their own point of view (assertive SE) and understanding others' states and needs (empathic SE). Results from two independent studies (Study 1, N=2192 employees; Study 2, N=700 employees) adopting both variable- and person-centred approaches support the validity of the scale. Findings of factor analyses suggest a bi-factor model positing a global W-SE factor and four specific W-SEs, which are invariant across gender and career stages. Multiple regressions show that global W-SE is associated with all considered criteria, task SE is associated positively with in-role behaviours and negatively with counterproductive behaviours; negative emotional SE is negatively associated with negative emotions and health-related symptoms; empathic SE is positively associated with extra-role behaviour; and, unexpectedly, assertive SE is positively associated with counterproductive work behaviour. However, results from a Latent Profile Analysis showed that the relationship between the SEs and criteria is complex, and that W-SE dimensions combine into different patterns, identifying four SE configurations associated with different levels of adjustment