Global assessment study of students’ assertiveness at the beginning of the COVID-19 confinement period
DOI:
https://doi.org/10.25746/ruiips.v8.i2.20667Keywords:
Assertiveness, well-being, skills, EAGA, social support.Abstract
Assertiveness is a key communication concept within the personal and social skills of young adult students in higher education for the benefits it brings. This quantitative research, using a non-probabilistic sample of 101 respondents, carried out at the beginning of the COVID-19/March 2020 pandemic period in Portugal aims to: characterise the sociodemographic profile before the confinement of students; assess their assertive competence levels by applying the Global Assertiveness Assessment Scale (EAGA); discuss the importance of social support and the absence of mobility in relation to the competence analysed. Sociodemographic aspects (age group, level of education, family social support and distance learning) compensate for the lack of mobility imposed by confinement. In the exceptional public health period to which the study reports, individuals in distance education present positive attitudes with above average levels of assertiveness.
Downloads
Published
How to Cite
Issue
Section
License
Authors publishing in this journal agree to the following terms:
Authors retain copyright and grant the journal the right of first publication, with the article simultaneously licensed under the Creative Commons Attribution License that allows sharing of the work with acknowledgement of authorship and initial publication in this journal.
Authors are permitted to enter into additional contracts separately for non-exclusive distribution of the version of the article published in this journal (e.g., publish in an institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
Authors have permission and are encouraged to publish and distribute their work online (e.g., in institutional repositories or on their personal webpage) at any point before or during the editorial process, as this may generate productive changes, as well as increase the impact and citation of the published work.