Self-Assertivenss and the relationship with Academic Self-Efficacy and Student Engagement of Jordanian Students: A Descriptive, Correlational Study

Abstract

This study explored self-assertiveness of Jordanian students and its relationship with student engagement and academic self-efficacy in Arab Open University students. The sample consisted of 35 participants out of 109. Seventy-four students were removed due to the lack of seriousness of the respondents. The Rathus Assertiveness Scale (RAS), Self-efficacy scale by Chen, Gully, and Eden (2001), and the Student Engagement Scale by Gunuc and Kuzu, (2014) were used for data collection. Data was analyzed using means, standard deviations, and t-tests. It was found that there was a positive correlation between student self-efficacy and student engagement and there was also a significant positive correlation between reported self-assertiveness and self-efficacy. There was no significant difference between genders in the reported self-assertiveness measure. Students with the lowest income (less than 200 JDs) reported significantly lower levels of self-assertiveness when compared to the students who reported an income of more than 500 JDs (ps < .032). A significant difference between academic major groups was found, in business administration and education. No other significant differences between groups was found in English literature or computer sciences. A significant difference between students with an ‘acceptable’ and ‘good’ GPA in the levels of self-assertiveness was found. Based on these findings, further research is recommended in using different variables.