ASSERTIVENESS PREDICTS SELF-ESTEEM, ACADEMIC ACHIEVEMENT, AND STRESS: A STUDY OF KASHMIRI ADOLESCENTS

Purpose of the study: The adolescence period holds a special significance because this period marks multi-developmental changes in an individual. The present study was conducted to find out the association between assertiveness, self-esteem, academic achievement and stress among the students. Methodology: Correlational design was employed for the present research. Participants of the study comprised 120 high school students with an equal number of male and female students and the age range of 12 to 19 years. The scales used for data collection are namely-Rathus assertiveness schedule (RAS), Rosenberg self-esteem (RSE), perceived stress scale (PSS), and academic achievement scale. Main Findings: Correlation coefficient and hierarchical regression were employed as statistical techniques. Hierarchical regression analysis indicated in step one that gender and residence predicted 15.50 percent of the total variance in self-esteem while in step two assertiveness predicted 00.30 percent of change in self-esteem. The findings also reported that gender and residence predicted 04.00 percent of the total variance in academic achievement while in step two, assertiveness predicted 01.40 percent of a total change in academic achievement. In another finding, gender and residence predict 19.60 percent of a total change in stress while in step two assertiveness predicted 00.30 percent of change in stress. Applications of this study: The findings of the study exhibit that assertiveness has little role in predicting factors such as self-esteem and academic achievement. Implications: Further researches may be conducted to figure out the correlates possess significant magnitude to state about self-esteem, academic achievement,, and level of stress. Novelty/Originality of this study: The study is the first of its kind among the students in a conflict-ridden area of Kashmir and comparative in nature to add to the existing knowledge.