Faculty of Education - Theses

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Type: Masters Research thesis × Start date: 2000 × End date: 2000 × Subject: Education × Author: Firth, Nola V. ×

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    Taking charge: a pilot study of the effect of an assertiveness program on assertiveness and locus of control orientation of young adolescents with specific learning difficulties: a qualitative case study of a small group of young adolescents
    Firth, Nola V. ( 2000)
    In response to emerging evidence that self-regulation and internal locus of control is conducive to academic and other success, and is an important element in prognosis for students with specific learning difficulties, an assertiveness program was trialed with a pilot group of five year seven and eight students who have specific learning difficulties. To facilitate generalisation to students' lives, the assertiveness program included affective, cognitive and behavioural elements, and emphasised each student's personal assertiveness goal. Data were collected on the effectiveness of this assertiveness program in increasing both assertiveness and internality of locus of control orientation. Data collection included: a pre-and post locus of control test and role-play assertiveness assessment; pre and post teacher, parent and student interviews; and a field diary kept by the researcher. Data were coded and analysed. This qualitative approach has provided a different perspective from previous quantitative studies in the area, including new information with regard to the optimum content of an assertiveness program for the population of students with specific learning difficulties. There was some evidence from several data sources of an increase in assertive skills by some students involved in the assertiveness program, but results with regard to effect of the assertiveness program on student locus of control orientation were inconclusive. Discussion focuses on the effect of the sample size on the locus of control orientation results, and measurement tools and assertiveness course implementation and content, as possible causes of some successful generalisation of assertive skills. Further research, using the suggested modifications to the assertiveness program and involving a larger and more diverse group of students, is recommended.