| Creator |
|
|
|
| Language |
|
| Publisher |
|
|
|
| Date |
|
| Source Title |
|
| Vol |
|
| First Page |
|
| Last Page |
|
| Publication Type |
|
| Access Rights |
|
| JaLC DOI |
|
| Related DOI |
|
|
|
| Related URI |
|
|
|
| Relation |
|
|
|
| Abstract |
The purpose of this study was to compare the effects of Behavioral Assertiveness Training (BAT), and those of Cognitive Assertiveness Training (CAT), also to compare the effects of these trainings acc...oiding to the distinction of sex. The subjects were thirty two elementary school students who voluntarily participated in this study. These thirty two subjects were randomly divided into two groups, behavioral assertiveness training group and cognitive assertiveness training group, and each group had eight boys and eight girls. Each training means the program developed by Kim (1990), which is modified for elementary school students for this study. The contents of Behavioral Assertiveness Training (BAT) are consisted of modeling, role-playing, coaching, reinforcement, and feedback the contents of Cognitive Assertiveness Training (CAT) are consisted of ABCDE principle and self statement. All subjects were trained for eight 90-120 minute sessions for four weeks. All subjects were taken the pre-measures and post-measures, Assertiveness Scale (AS) developed by Kim (1990), after a week. The analysis of variance (ANOVA) on gain score was run, using the SPSS to compare the effects of the assertiveness behavior of elementary school students, but there are no difference between the Behavioral Assertiveness Training (BAT) and Cognitive Assertiveness Training (CAT). And, assertiveness training is more effective for boys than girls.show more
|
Export Mendeley
KJ00000048927-00001