Article
The purpose of this study is to identify and experimentally demonstrate the effectiveness of applying socio-psychological conditions in the process of developing assertive behavior among upper-adolescent students who participate in sports.
Methods and organization of the study. The study was conducted at Municipal Educational Institution “Secondary School No. 81 with an In-Depth Study of Selected Subjects, Named After Hero of the Soviet Union P.A. Panin, in the Central District of Volgograd.” Sixteen 8th-grade students who participate in sports took part in the experimental study. All students were divided into two groups: five boys and three girls in both the experimental and control groups.
To identify the aspects most significant to adolescents, the “Adolescent Personality Differential” methodology was used, which reveals how adolescents perceive an object based on three main factors: “evaluation,” reflecting their overall emotional attitude; “power,” reflecting the perception of power, authority, and significance; and “activity,” which reflects the perception of energy, movement, and action.
Translated with DeepL.com (free version) Research Results and discussion. The data analysis revealed that the largest proportion of adolescents exhibited an average level of perception and self-awareness regarding the factors of “evaluation,” “strength,” and “activity”: 83.3%, 66.6%, and 68.7%, respectively. Next, the conditions for the development of assertive behavior in adolescents were identified, taking into account the specific characteristics of late adolescence, such as the desire for autonomy, the heightened importance of peer opinions, and the need for self-actualization. These conditions include: the family environment, the school environment, the peer group, individual psychological factors, and cultural norms. This made it possible to create a supportive environment that ensures the effective learning and application of assertive behavioral strategies in real-life social interactions. To verify the effectiveness of the proposed conditions for developing assertive behavior in adolescents, a follow-up test was conducted. Data analysis revealed an improvement in indicators of assertive behavior development among adolescents in the experimental group.
Conclusion. Thus, during the empirical evaluation of the effectiveness of the proposed conditions for developing assertive behavior, statistically significant changes in measures of assertiveness and self-esteem were observed; consequently, the developed socio-psychological conditions for fostering assertive behavior can be widely applied in practical work with adolescents.
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