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ERIC Number: EJ1112748
Record Type: Journal
Publication Date: 2016-Sep
Pages: 23
Abstractor: As Provided
ISSN: EISSN-1696-2095
Teacher Assertiveness in the Development of Students' Social Competence
Villena Martínez, M. D.; Justicia, F. Justicia; Fernández de Haro, E.
Electronic Journal of Research in Educational Psychology, v14 n2 p310-332 Sep 2016
Introduction: Social competence in school students has been studied extensively in terms of their being socially competent or not. However, there has been little analysis of how teachers contribute to the development of these skills. This research assesses the influence of teachers' assertiveness on the social competence of their students and on class-group cohesion. Method: The sample consisted of 36 teachers and 302 sixth-year Primary School students. Teachers filled in the ADCAs Self-assessment Report on Attitudes and Values in Social Interactions in its ADCA-pr form, and students completed the AECS Social Attitudes and Cognitive Strategies report, and form A of the BULL-S Inter-Pupil Aggressiveness Assessment Test. A first linear regression analysis took attitudes comprising social competence and social incompetence as dependent variables. Independent variables were self-assertiveness, hetero-assertiveness, the teacher's age and gender, and the student's age and gender, as modulators of the effect. We also used a Generalised Estimating Equation model in which the dependent variable was group cohesion and the independent variables were self-assertiveness, hetero-assertiveness, and age and gender of the teacher. Results: Results showed, on one the hand, that the teacher's hetero-assertiveness affected students' social competence, lessening their dominance (antisocial attitude), and on the other, that both self-assertiveness and hetero-assertiveness had an impact on group cohesion, although this effect was mediated by the gender of the teacher and by the construct itself. Discussion and Conclusion: It is confirmed that teacher assertiveness positively influences the development of students' social competence, and more specifically, that of students who manipulate and take advantage of others for their own benefit and feel superior to them, while increasing cohesion among members of the class. Therefore assertiveness appears to be a desirable interpersonal skill for professional teachers.
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A