THE ROLE OF ASSERTIVE LANGUAGE IN FORMATIVE CONTEXTS
THE ROLE OF ASSERTIVE LANGUAGE IN FORMATIVE CONTEXTS

Summary/Abstract: The study explored the dynamics of the mechanisms underlying assertive communication in formative contexts. In particular, it looked to examine the effectiveness of explanatory models in which empathy, honesty and conscientiousness predict dimensions of assertiveness: the discomfort provoked by assertion (DAI) and the likelihood that individuals will use assertive language (RP). Furthermore, the study aimed to identify which of these factors affect to the greatest extent this type of speaking and, also, to investigate the variability of assertive language with respect to gender of participants. 229 participants filled – out Assertion Inventory (AI - Eileen Gambrill, Cherly Richey, 1975), and other self-report measures assessing their empathy (Toronto Empathy Questionnaire - TEQ; Spreng, R. N., McKinnon, M. C., Mar, R. A., Levine, B., 2009), honesty and conscientiousness (Honesty-humility and Conscientiousness scales from the HEXACO Personality Inventory – Ashton and Lee, 2001). The results showed that participants who have higher levels of empathy, honesty and conscientiousness will tend to express lower assertion discomfort. Also, participants who exhibit high levels of empathy, honesty and conscientiousness will be more likely to use assertive language.

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