Assertiveness Skill Training and Problem-Solving Skill Training and Marital Satisfaction An Efficiency Comparison among Female Students in Allameh Tabatabaei University

Authors

1 Assistant Professor, Allameh Tabatabaei University

2 M.A. Psychology

3 Professor, Allameh Tabatabaei University

Abstract

The current research is implemented in order to compare the efficiency of assertiveness skill training and problem-solving skill training on the content of marital satisfaction for female students. Method adopted for this study was semi-experimental with pre-test post-test design usmg control group. Sampling method had the framework of available samplmg and random replacement. Statistical population was comprised of some 45 female married students with rather low content of marital satisfaction. They were randomly divided to 3 different groups. Training classes for the skills of problem­solving and assertiveness were held for the test groups 1 and 2, respectively. The classes were held collectively in 10 one hour long sessions but the control group (test group 3) did not receive any training. Then, ENRICH (Evaluation and Nurturing Relationship Issues, Communication and Happiness) marital satisfaction inventory was run for the all 3 groups at pre­test and post-test levels. The obtained data were analyzed by one-way ANOVA test and Sheffe's test. The acquired results from this research demonstrated that problem-solving skill and assertiveness skill trainings were both effective on the content of marital satisfaction among female students under study. Meanwhile, no significant difference was reported between effectiveness of problem-solving skill training and assertiveness skill training on marital satisfaction for the female students. It should be noted that a follow-up study was additionally performed after 2 months. The results of which revealed that assertiveness and problem-solving trainings have still remained effective.

Keywords

Women's Studies Sociological and Psychological
Volume 10, Issue 2
June 2012
Pages 85-108

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