Concurrent validity of three self-report measures of assertiveness.

Area of Science:

• Nursing Education
• Psychology
• Social Sciences

Background:

• Assertiveness is a key communication skill for nurses.
• Accurate measurement of assertiveness is crucial for effective training.
• Self-report measures are common but their validity requires scrutiny.

Purpose of the Study:

• To assess the relative validity of three self-report assertiveness measures.
• To examine the relationship between self-reported assertiveness and actual class participation.
• To investigate the influence of instructional settings on participation.

Main Methods:

• Correlated scores from 88 student nurses' self-report assertiveness measures with peer and faculty ratings.
• Analyzed class participation frequency in a subsample of 48 students.
• Compared participation across different instructional settings.

Main Results:

• Self-report assertiveness scores showed limited correlation with peer and faculty ratings, indicating questionable validity.
• Self-reported assertiveness did not significantly predict class participation frequency.
• The type of instructional setting had a significant impact on student participation.

Conclusions:

• Current self-report assertiveness measures may not accurately reflect nursing students' assertiveness in practice.
• Instructional setting is a critical factor influencing student engagement and participation.
• Further research is needed to develop and validate more reliable measures of assertiveness in nursing education.