Providing a Structural Model of Assertiveness based on Responsibility, Social anxiety mediated by Academic self-disability in students

In recent decades, assertiveness has been the subject of many theoretical and clinical studies. According to research, several personality factors affect the assertiveness of individuals. It mediates disability in students.

The present study is applied in terms of purpose and correlation with structural model approach in terms of method. The statistical population of the study was all high school students in Tehran in the academic year 2009-2010. The sample size was 537 students who were selected by cluster random sampling. The research instruments included Gambrill and Ritchie (1975) audacity questionnaire with a reliability of 0.88, Jones and Rudwalt (2005) self-disability questionnaire with a reliability of 0.69, Nemati responsibility accountability questionnaire (2008) with a reliability of 0.92. And the Paklek (1991) Social Anxiety Scale were highly reliable. The collected data were analyzed by structural equation modeling and AMOS software.

The results of data analysis showed that the model of predicting audacity based on responsibility and social anxiety with the mediation of self-disability based on experimental data has a good fit. Also, the indirect effect of responsibility and social anxiety on students' courage was confirmed with 95% confidence.

Considering that low courage has a significant role in creating and sustaining educational problems, the research findings have important implications for those involved in education and mental health services and families.