Analyzing Differences in Problem-Solving Ability Across Levels of Assertive Behaviour among Female Secondary School Students

Abstract

Assertive behavior is defined as the healthy expression of emotions, thoughts, and wants in a direct, honest, and socially acceptable manner. The present study examined differences in problem-solving ability across levels of assertive behaviour among female secondary school students. For this purpose, 258 female students aged 14 to 18 years were randomly selected from government, government-aided and private secondary schools (Grades 9 to 12) across various blocks of Almora district of Uttarakhand state. To gather data, Assertive Behaviour Assessment Scale (ABAS) developed and standardized by Dhondhiyal & Gangwar (2012) and Problem-Solving Ability Test (PSAT-D) constructed and standardized by Dubey & Mathur (2006) were administered. Data were analyzed by calculating the mean, standard deviation, one-way ANOVA and post-hoc comparisons using the Bonferroni correction in SPSS. The results of one-way ANOVA revealed a statistically significant difference among the groups, F(2, 255) = 3.55, p = 0.03, with a small effect size (η² = 0.027). The post-hoc comparisons indicated significant difference on the problem-solving ability among female students with 'high' and 'low' assertive behaviour. Although, the effect size was modest, the findings suggest that assertive behaviour is associated with differences in problem-solving ability among female secondary students. The study highlights the need for educational interventions such as assertiveness training, counseling, and communication-skills development to support students' problem-solving ability.