Evaluation of Assertiveness in Secondary School Students: An Analysis of Self-Assertiveness and Heteroassertiveness Using the ADCA-1 Questionnaire

Tovar-Yucra M.E. · European Public and Social Innovation Review (2025) · DOI: 10.31637/epsir-2025-1968

Resumen

Introduction: This research aims to evaluate assertive skills in secondary school students: self-assertiveness and hetero-assertiveness through the ADCA-1 Questionnaire. From the perspective of educational psychology, self-assertiveness (expression of one's own feelings) and hetero-assertiveness (respect towards the expression of others) are examined. Methodology: A quantitative approach was adopted, with the research being descriptive and comparative. Using an adaptation of the ADCA-1 questionnaire, 20 students from a private school in Arequipa, Peru, were surveyed. The data were organized and processed in Excel and SPSS 23 spreadsheets, using descriptive statistics and Cronbach's alpha coefficients above 0.80. Results: For total assertiveness, 50% were at a medium level, 25% at a low level, and 25% at a high level, aligning with the level of hetero-assertiveness. In contrast, self-assertiveness showed greater variability with 55% at a medium level, 25% at a low level, and 20% at a high level. Discussions: The results indicate moderate assertive skills in most students, with a need for additional support at low levels, especially in self-assertiveness. Conclusions: Although most students demonstrate medium-level assertive skills, hetero-assertiveness is comparatively evaluated more favorably than self-assertiveness.

Instituciones: Universidad Católica de Santa María