The Effectiveness of Assertiveness Training on the Interpersonal Problems of Victim Boy Students: The Mediating role of Perceived Social Support

Abstract

Aim: The aim of this study was to determine the effectiveness of assertiveness training on the interpersonal problems of victim students with the mediating role of perceived social support.   Methodology: The research design was quasi-experimental with pre-test-post-test design and one-month follow-up with experimental and control groups. The statistical population included boy students aged 14 to 17 in district 17 of public schools in Tehran. Forty students who met the inclusion criteria and scored high on the Harter Victim Questionnaire were randomly selected and assigned to the experimental and control groups. The research instruments included the questionnaire of social support of Zimet et al. (1988) and the interpersonal problems of Barkham et al. (1996) which were completed in three stages of pre-test-post-test and one-month follow-up by both groups. The students' daring training program was implemented in 8 sessions of 90 minutes for the experimental group. For data analyze, structural modeling with partial least squares approach was used in the form of a multiple indicators multiple causes pattern using SPSSV22 and SmartPLSV3.3 software.   Findings: The results showed that assertiveness training has a direct and significant effect on social support and interpersonal problems. The results also showed that assertiveness training through social support has an indirect and significant effect on interpersonal problems. In total, the conceptual model of the research explained 49% of the variance of interpersonal problems in the post-test stage and 51% in the follow-up stage.   Conclusion: Based on the results of this study, it should be noted that the use of assertiveness techniques and social support of adolescents by teachers, parents, psychologists, counselors and other education professionals can reduce the interpersonal problems of adolescent victims.