International E-publication: Publish Projects, Dissertation, Theses, Books, Souvenir, Conference Proceeding with ISBN.  International E-Bulletin: Information/News regarding: Academics and Research

Factors Influencing Assertiveness of Prospective Teachers of the University of Colombo, Sri Lanka

Author Affiliations

  • 1Department of Educational psychology, Faculty of Education, University of Colombo, Sri Lanka

Res. J. Recent Sci., Volume 5, Issue (ISC-2015), Pages 95-99, -----Select----,2 (2016)


This study aimed to measure assertiveness of the prospective teachers of the Faculty of Education, University of Colombo and to determine the factors influencing assertiveness. The sample comprised of 100 female undergraduates representing all three media of instruction; Sinhala, Tamil and English. The participants in the sample were selected using a stratified sampling technique. Assertiveness was measured using the original and the translated versions of The Rathus Assertiveness Schedule. Ex-post facto survey design was used. Analysis of data was done descriptively as well as inferentially using chi square test for association. Findings indicated that approximately two third of the students were seemed to be possessing assertive behaviour. Compared to non-assertiveness of Sinhala and Tamil media groups, majority of the participants in English medium group was found to be categorized as having non-assertiveness. Among the demographic variables that influence assertiveness of students, medium of instruction and father’s occupational levels were found to be statistically significantly associated with assertiveness. The study recommended carrying out a longitudinal survey on assertiveness of students before and after they are enrolled to the Faculty of Education to determine whether the lowered level of assertiveness is because of English as a medium of instruction and to introduce assertiveness skills training program intending to improve assertiveness of the first year Arts students.


  2. Dinham S. (2007)., Authoritative Leadership. ActionLearning and Student Accomplishment,
  3. Brophy J. and Good T. (1986)., Teacher behavior andstudent achievement, In M. C. Wittrock (Ed.), Handbookof Research on Teaching. (3rd ed.), New York: McMillan
  4. National Assessment of Achievement of Grades 8 and 10students in Sri Lanka: Patterns and Trends inPerformance (2007)., Summary Report of NationalEducation Research and Evaluation Centre, University ofColombo.
  5. Education Sector Development Framework and ProgramI, 2006–2010, (2006)., Planning and PerformanceReview Division, , Ministry of Education, Isurupaya,Battaramulla.
  6. Haladin N.B. Ibrahim N.A. and Rajab A. (2013)., Assertiveness among Undergraduates in a MalaysianPublic University: Implications towards ImprovedEmployability., Jurnal Teknolog (Social Sciences), 65(2),15-24.
  7. Rusli K.A, Nasir M.A.M. and Hamzah N.A. (2011)., Relationship between Interpersonal Communicationcompetence and Students’ Assertive Behaviour, Journalof Human Capital Development., 4(1), 25-33.
  8. McCormick I.A. (1984)., Reliability and Normative Datafor the Simple Rathus Assertiveness Schedule., NewZealand Journal of Psychology, 13. 69-70.
  9. McCormick I.A. (1982)., New Zealand Student Norms forthe Rathus Assertiveness Schedule., New ZealandPsychologist, 11, 27-29.
  10. Rathus S.A. (1973)., A 30-Item Schedule for AssessingAssertive Behaviour, , Behaviour Therapy, 4, 398-406.
  11. Geraldine R., Steve W.J. and Don C.C. (2001)., Significant Variables Associated with AssertivenessAmong Hispanic College Women, Journal ofInstructional Psychology., 28(3).