Abstract
The relationship between assertiveness and internal and external adjustment was investigated. Elementary school children in grades four to six (n = 207) and their classroom teachers (n = 8) participated in the study. Internal and external adjustments were measured by using self-ratings, and self- and other- ratings respectively. The children responded to a questionnaires inquiring about assertiveness that included two components of assessment: “self expression” and “consideration for others”. Then, the children were divided into 4 groups according to their scores on these two components of assertiveness. The results indicated that children scoring high on both components of assertiveness had higher self-rating scores than those scoring low on both components. Moreover, children that scored high on “consideration for others” tended to have high external adjustment. Also, boys that scored low on “self expression” had lower external adjustment as indicated by the negative ratings of teachers. Furthermore, girls that scored high on “consideration for others” had high external adjustment as indicated by positive ratings of teachers and same-sexed classmates.
