FEATURES OF ASSERTIVE BEHAVIOR IN STUDENTS WITH DIFFERENT ACHIEVEMENT MOTIVATIONS
- Authors: Kibal'nik A.V.1, Fedosova I.V.1
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Affiliations:
- Irkutsk State University
- Issue: No 6 (2025)
- Pages: 302-309
- Section: Educational psychology, psychodiagnostics of digital educational environments
- URL: https://journals.rcsi.science/1994-4683/article/view/301516
- DOI: https://doi.org/10.5930/1994-4683-2025-302-309
- ID: 301516
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Abstract
The article presents an analysis of the research findings on the assertive behavior of students, taking into account their achievement motivation.
The purpose of the study is to determine the impact that achievement motivation has on the level of assertive behavior.
Research methods and organization. In order to address research tasks, a combination of theoretical and empirical methods was employed: analysis of psychological and pedagogical literature, comparison, systematization, specification, generalization of pedagogical experience, questionnaire surveys, testing, and pedagogical experimentation. The diagnostic tools utilized were: the Achievement Motivation Questionnaire (adapted by M.Sh. Magomed-Eminov) and the Assertiveness Questionnaire (V.P. Sheynov).
Research results and conclusions. The definitions of such scientific concepts as "assertive behavior," "assertiveness," "assertive personality," and "achievement motivation" have been specified; the components of assertive behavior have been examined. At the stage of summarizing the results of the conducted research, students were grouped according to the identified achievement motivation, enabling a comparison with the level of assertiveness characteristic of each respondent. The obtained data have been statistically confirmed. It has been concluded that there is a necessity to develop motivation for success, which will facilitate the formation of assertive behavior among students, associated with autonomy, independence, decisiveness, and skills in constructive social interaction.
The purpose of the study is to determine the impact that achievement motivation has on the level of assertive behavior.
Research methods and organization. In order to address research tasks, a combination of theoretical and empirical methods was employed: analysis of psychological and pedagogical literature, comparison, systematization, specification, generalization of pedagogical experience, questionnaire surveys, testing, and pedagogical experimentation. The diagnostic tools utilized were: the Achievement Motivation Questionnaire (adapted by M.Sh. Magomed-Eminov) and the Assertiveness Questionnaire (V.P. Sheynov).
Research results and conclusions. The definitions of such scientific concepts as "assertive behavior," "assertiveness," "assertive personality," and "achievement motivation" have been specified; the components of assertive behavior have been examined. At the stage of summarizing the results of the conducted research, students were grouped according to the identified achievement motivation, enabling a comparison with the level of assertiveness characteristic of each respondent. The obtained data have been statistically confirmed. It has been concluded that there is a necessity to develop motivation for success, which will facilitate the formation of assertive behavior among students, associated with autonomy, independence, decisiveness, and skills in constructive social interaction.
About the authors
Alena Vyacheslavovna Kibal'nik
Irkutsk State University
Email: kialvch@yandex.ru
docent 2024, candidate of pedagogical sciences 2019
Irina Valer'yanovna Fedosova
Irkutsk State Universitydocent, candidate of pedagogical sciences
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