 Co esponding au ho : Sangi habanu Emmanu al
Copy igh © 2025 Au ho (s) e ain he copy igh o his a icle. This a icle is published unde he e ms o he C ea i e Commons A ibu ion Liscense 4.0.
To s udy he ela ionship be ween sel -es eem and asse i eness among emale
adolescen s in single sex school
Sangi habanu Emmanu al * and F . J. John B i o
Depa men o Psychology a
anug aha Ins i u e o Social Sciences, Nochiodaipa i, Dindigul, Tamil Nadu 624003, India.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 2765-2772
Publica ion his o y: Recei ed on 11 Ma ch 2025; e ised on 19 Ap il 2025; accep ed on 21 Ap il 2025
A icle DOI: h ps://doi.o g/10.30574/wja .2025.26.1.1362
Abs ac
This s udy explo es he ela ionship be ween sel -es eem and asse i eness among emale s uden s, ein o cing he idea
ha asse i eness and sel -es eem a e wo dis inc cons uc s. While sel -es eem os e s con idence, i does no
inhe en ly equip indi iduals wi h he necessa y communica ion abili ies o be asse i e. Ins ead, asse i eness is a skill
ha equi es delibe a e p ac ice and de elopmen .
Using he Ra hus Asse i eness Schedule and he Rosenbe g Sel -Es eem Scale, da a we e analyzed h ough Spea man’s
Rank co ela ion o assess he ela ionship be ween sel -es eem and asse i eness. The esul s indica ed no signi ican
ela ionship be ween asse i eness and sel -es eem ( = 0.121, p = 0.229; ρ = 0.093, p = 0.358), sugges ing ha ex e nal
socializa ion ac o s con ibu e o hei independen de elopmen . These indings highligh he impo ance o
s uc u ed aining p og ams aimed a enhancing asse i eness h ough a ge ed in e en ions.
This s udy ein o ces he idea ha asse i eness and sel -es eem a e wo dis inc cons uc s. The esul s indica e ha
asse i eness is a skill ha needs delibe a e p ac ice a he han an inhe en esul o high sel -es eem, despi e he ac
ha sel -es eem is equen ly seen as a c ucial ac o o asse i eness.
Keywo ds: Sel -es eem; Asse i eness; Female Adolescence; Ra hus Asse i eness Schedule; Rosenbe g Sel -Es eem
Scale
1. In oduc ion
1.1. Gene al In oduc ion
Adolescence is a o ma i e de elopmen al phase cha ac e ized by deep changes in social, emo ional, and psychological
elemen s o li e. A his s age, one de elops his/he iden i y and cons uc s his/he sel -concep , which has a signi ican
impac on subsequen in e pe sonal ela ionships and pe sonal de elopmen . Sel -es eem and asse i eness a e wo
impo an psychological concep s ha ha e a c i ical ole in building adolescen de elopmen . Sel -es eem desc ibes an
indi idual's o e all sense o compe ence and sel -con idence in one's capabili ies, and asse i eness desc ibes he abili y
o s a e one's needs, wishes, and eelings in clea , hones , and espec ul ways (Rosenbe g, 1965; Sha iq e al., 2015).
Bo h quali ies a e necessa y in eenage s because hey enable one o es ablish bounda ies, ge along in in e pe sonal
in e ac ions, and de elop a good sel -concep .
1.2. Sel -Es eem: De ini ion and Signi icance
Sel -es eem is a basic psychological cons uc ha a ec s how people iew hemsel es and hei alue. Posi i e sel -
es eem is linked o highe emo ional s eng h, con idence, and well-being, while low sel -es eem can esul in eelings
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o inadequacy, wo y, and dep ession (Madu e al., 2023). Heal hy sel -es eem allows eenage s o p ac ice posi i e
beha io s, con on ad e si y wi h op imism, and es ablish heal hy ela ionships (Baumeis e e al., 2003). On he o he
hand, low sel -es eem may lead o maladap i e beha io s such as social wi hd awal and in e nalized wo hlessness
(C ocke & Wol e, 2001). The signi icance o sel -es eem du ing adolescence canno be o e emphasized since i is he
basis o emo ional con ol, decision-making, and social ela ionships.
1.3. Asse i eness: De ini ion and Role in Adolescen De elopmen
Asse i eness is he skill o exp ess onesel , hough s, eelings, and needs openly and hones ly wi hou in inging on
o he s' igh s. Asse i eness is a i al skill in e ec i e communica ion, con lic esolu ion, and se ing up heal hy
bounda ies. Asse i e beha io is unlike passi e and agg essi e beha io s. Passi e people ha e a endency no o
exp ess hei needs, esul ing in us a ion and esen men , while agg essi e people will o en o e look o he s' igh s
while seeking hei own needs (Sha iq e al., 2015). Asse i eness, on he o he hand, en ails inding a balance be ween
being able o s and up o onesel while s ill espec ing o he s.
1.4. The Role o Gende and Educa ional En i onmen
Adolescence is a ime o sel -disco e y, and socializa ion based on gende du ing his pe iod signi ican ly con ibu es o
he de elopmen o sel -es eem and asse i eness. Gi ls a e discou aged by he adi ional gende no ms om being
asse i e, as such beha io is pe cei ed as being inapp op ia e o unladylike (Eagly & Ka au, 2002). This no ma i e
expec a ion o ms a hind ance o success ul sel -exp ession and sel -ad ocacy and u he adds o lowe sel -es eem as
well as suscep ibili y o pee p essu e.
Single-sex schools o e a pa icula se ing o esea ch in o he eme gence o sel -es eem and asse i eness. In single-
sex se ings, gi ls a e subjec o ewe gende ed expec a ions and social p essu es and a e he e o e be e able o y
ou asse i eness mo e openly. I has been a gued in some esea ch ha single-sex schooling will p oduce be e g ades
and inc eased emale sel -es eem in school because wi hou boys he e can be less con o mi y o adi ional no ions o
eminini y (Ho s ede, 2001).
1.5. The Need o he S udy
Spi e o he impo ance o asse i eness and sel -es eem, ew s udies ha e explo ed he associa ion be ween hese wo
a iables in adolescen gi ls, especially wi hin single-sex schools. Mos a ailable li e a u e d aws conclusions om
mixed-gende g oups o adul popula ions wi hou add essing he pa icula i ies o adolescen gi ls' expe iences in
single-sex schooling se ings. Mo eo e , hough esea ch on sel -es eem and asse i eness among adolescen s is
ex ensi e, he ela ionship be ween hese cha ac e is ics and how hey a ec one ano he wi hin gende -speci ic
educa ional en i onmen s is no well esea ched
1.6. Resea ch Me hods
This chap e p o ides he esea ch design used o explo e he ela ionship be ween asse i eness and sel -es eem o
emale adolescen s a ending single-sex schools. The chap e p o ides a s ep-by-s ep explana ion o he esea ch design,
hypo heses, a iables, sample selec ion p ocess, da a collec ion ins umen s, and s a is ical analysis plan used in his
s udy. The e has been a sys ema ic and scien i ic app oach ollowed so ha alid and eliable esul s would be ob ained,
which will enable he esea che o answe he esea ch ques ions in his s udy.
1.7. Topic o he S udy
The esea ch aims o explo e he ela ionship be ween asse i eness and sel -es eem among emale eenage s in single-
sex schools. The main objec i e is o de e mine he impac o sel -es eem on asse i e beha io wi hin his g oup o
eenage s, which is usually ma ginalized in s udies. The explo a ion o his ela ionship will assis in p o iding insigh s
in o how eenage s' pe cep ion o hemsel es can in luence hei exp ession o con idence and asse i eness.
1.8. Resea ch Objec i es
The esea ch is guided by gene al and speci ic objec i es. The gene al aim is o explo e sel -es eem and asse i eness
among emale adolescen school-going s uden s in single-sex schools. In u he ou lining he di ec ion o he s udy, he
ollowing speci ic objec i es we e o mula ed:
• To assess he le el o sel -es eem among school-going emale adolescen s.
• To e alua e hei asse i eness le els.
• To explo e he ela ionship be ween sel -es eem and asse i eness in his con ex .
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1.9. Resea ch Hypo heses
The esea ch is ounded on he ollowing hypo heses:
• H1: The e will be a s ong associa ion be ween asse i eness and sel -es eem among emale eenage s in single-
sex schools.
• H2: The e will be no any no ewo hy co ela ion be ween sel -es eem and asse i eness in emale adolescen s
a ending single-sex schools.
2. Ma e ial and Me hod
2.1. Resea ch Design
The esea ch design employed in his s udy is a mix o c oss-sec ional and compa a i e designs. The c oss-sec ional
design enables he s udy o explo e he associa ion be ween sel -es eem and asse i eness a a poin in ime, gi ing a
snapsho o he p e ailing condi ions among he s udy popula ion. The compa a i e design also acili a es he
compa ison o sel -es eem and asse i eness le els among a ious subg oups o emale adolescen s in single-sex
schools. This is a e y help ul design since i makes i possible o explo e ela ionships and di e ences wi hou a iable
manipula ion.
2.2. Popula ion and Sample
The popula ion unde his s udy is emale adolescen s aged be ween 16 and 17 yea s who a end single-sex schools. A
sample o 100 emale s uden s was andomly d awn om S . Dominic Gi ls Highe Seconda y School in Pe ambalu ,
Tamil Nadu
2.3. Sampling Technique
The esea ch used a simple andom sampling me hod, which p o ided each pa icipan wi h an equal and independen
p obabili y o being chosen om he popula ion.
2.4. S udy Va iables
The main independen a iable o his esea ch is sel -es eem, as an indi idual's gene al judgmen abou hei wo h
and con idence. Sel -es eem is di ided in o wo pa s: sel -es eem ai , o he usual amoun o sel -es eem, and sel -
es eem s a us, o he ansi o y expe ience o sel -es eem. Asse i eness, he dependen a iable, is being de ined as
one's abili y o exp ess onesel i mly, namely his/he needs, desi es, and eelings. I equi es e ec i e communica ion
and he capaci y o speak up o onesel in mos si ua ions.
2.5. Socio-Demog aphic De ails
The esea ch also ga he ed socio-demog aphic da a om he pa icipan s such as name, age, gende , educa ion, bi h
o de , ype o amily, esiden ial place, and numbe o amily membe s who eside in he household. Such in o ma ion
is impo an in gaining insigh s in o he la ge con ex wi hin which asse i eness and sel -es eem a e buil . Family
s uc u e, esiden ial place, and bi h o de ha e been ound o impac pe sonal ai s such as asse i eness and sel -
es eem. Th ough ga he ing hese socio-demog aphic in o ma ion, he esea ch aims o place he indings in o con ex
and gain a be e unde s anding o how sel -es eem and asse i eness ela e in emale adolescen s in single-sex schools.
2.6. Measu emen Tools
The sel -es eem and asse i eness da a we e ob ained using wo s anda dized psychome ic scales. The Rosenbe g Sel -
Es eem Scale (RSES) c ea ed by Rosenbe g in 1965 is a 10-i em measu e in ended o assess gene al sel -es eem. The
i ems a e sco ed on a 4-poin Like scale, wi h he esponse op ions anging om "S ongly Ag ee" o "S ongly
Disag ee." The scale has a high eliabili y coe icien o α = 0.92 and has demons a ed excellen s abili y wi h es - e es
co ela ions o = 0.85 o 0.88. The ange o he o al sco e is 10 o 40, and a sco e o 30 o mo e sugges s high sel -
es eem, while a sco e o 15 o less sugges s low sel -es eem. I ems 2, 5, 6, 8, and 9 a e e e se-sco ed o ensu e
consis ency in he di ec ion o esponse.
The Ra hus Asse i eness Schedule (RAS), c ea ed by Ra hus in 1973, is a 30-i em ques ionnai e used o assess asse i e
beha io . I ems a e a ed on a 6-poin Like scale, om "Ve y much like me" o "Ve y much unlike me." The RAS has
been shown o be highly eliable wi h spli -hal eliabili y o = 0.77 and alidi y co ela ions om = 0.33 o 0.62. RAS
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 2765-2773
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sco es ange om 30 o 180, and sco es o 1-60 e lec non-asse i eness, 61-120 e lec mild asse i eness, and 121-
180 e lec high asse i eness.
2.7. Da a Collec ion P ocedu e
Da a collec ion was conduc ed du ing he hi d week o Augus 2024. In o med consen was secu ed om all
pa icipan s p io o s a ing he su ey. The ques ionnai e consis ed o socio-demog aphic in o ma ion, ollowed by
he sel -es eem and asse i eness scales. Pa icipan s we e asked o answe he scales u h ully and we e p o ided
wi h su icien ime o espond. The whole p ocess ook abou 20-30 minu es, and all esponses we e ga he ed a he
end o he session. The pa icipan s we e hanked o hei pa icipa ion and coope a ion.
2.8. S a is ical Analysis
The da a ob ained we e compu ed using Spea man Rank Co ela ion Coe icien o iden i y he di ec ion and s eng h
o he associa ion be ween sel -es eem and asse i eness. The Mann-Whi ney U es was also applied o examine any
no ewo hy di e ences in sel -es eem and asse i eness depending on socio-demog aphic ac o s. These s a is ical
analyses enable he de e mina ion o signi ican pa e ns and ela ionships in he da a, which a e examined in he
subsequen chap e .
3. Resul s
3.1. In oduc ion
The s a is ical analyses conduc ed o examine he ela ionship among asse i eness (RA), sel -es eem (RS), and
demog aphic a iables such as age a e epo ed in his chap e . The analyses in ol e desc ip i e s a is ics, es s o
assump ions, and in e en ial s a is ical es s o iden i y pa e ns, ela ionships, and s a is ical signi icance be ween he
s udy a iables. A sys ema ic app oach is adop ed o ensu e me hodological p ecision and igo and cla i y o epo ing.
Then, assump ion es s a e conduc ed o de e mine he app op ia eness o in e en ial es s. This in ol es no mali y
es ing o es ablish whe he pa ame ic o non-pa ame ic s a is ical p ocedu es should be used. The ou comes o hese
assump ion es s in o m he choice o he in e en ial analyses employed o es ela ionships be ween RS and RA
Pea son's and Spea man's co ela ion coe icien s a e some o he co ela ion es s shown in he in e en ial analysis
sec ion o de e mine he co ela ion be ween asse i eness and sel -es eem. The discussion and conclusion sec ion ends
by in e p e ing he indings in ela ion o exis ing esea ch, highligh ing key indings, and p o iding ecommenda ions
o u he s udy.
3.2. Sociodemog aphic Cha ac e is ics
The demog aphic de ails o he s udy pa icipan s a e shown in his sec ion. The sample consis ed o 100 emale
pa icipan s in o al. Gende -based compa isons and g oup-based s a is ical analyses (such as - es s, ANOVA, o Mann-
Whi ney U es s) we e no possible because he e we e no male pa icipan s. Fu he mo e, all pa icipan s we e in he
same socioeconomic g oup, which limi ed he applicabili y o economic backg ound-based s a is ical compa isons.
The homogenei y o socioeconomic class and gende made i impossible o compa e g oups using g oup-based
in e en ial es s, which no mally ask o a iabili y in ca ego ical da a. The s udy did no employ - es s, ANOVA, o hei
non-pa ame ic coun e pa s, such as he Mann-Whi ney U es o he K uskal-Wallis es , because all o he pa icipan s
we e in he same socioeconomic g oup and we e o he same gende .
Table 1 Sociodemog aphic Cha ac e is ics o Pa icipan s
Va iable
Ca ego ies
F equency (n)
Pe cen age (%)
Gende
Female
100
100.0
Socioeconomic S a us
Single ca ego y (No a iabili y)
100
100.0
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Since in e en ial es s in ol ing g oup compa isons we e no easible, he s udy ocused on analyzing ela ionships
be ween con inuous a iables, speci ically sel -es eem (RS) and asse i eness (RA). The lack o di e si y in gende and
socioeconomic s a us limi s he gene alizabili y o hese indings, making i di icul o d aw conclusions abou gende -
based o socioeconomic in luences on sel -es eem and asse i eness.
3.3. Dis ibu ion Analysis
In addi ion o gende and socioeconomic s a us, he age dis ibu ion o he pa icipan s was examined.
Table 2 p esen s he equency dis ibu ion o age in he sample.
Table 2 F equency Dis ibu ion o Age
Age
F equency (n)
Pe cen age (%)
14
7
7.0
15
32
32.0
16
30
30.0
17
29
29.0
18
2
2.0
To al
100
100.0
The age dis ibu ion o he pa icipan s was ela i ely balanced, wi h he majo i y (91%) alling be ween he ages o 15
and 17. The mos equen age was 15 yea s (32% o he sample), ollowed by 16 (30%) and 17 (29%). The smalles
ep esen a ion was om pa icipan s aged 18 (2%) and 14 (7%).
Unde s anding he age dis ibu ion is impo an because i helps in e alua ing whe he he indings a e applicable o a
b oade adolescen popula ion. Since mos pa icipan s a e aged 15 o 17, he s udy esul s p ima ily e lec
asse i eness and sel -es eem ends among mid-adolescen s and may no be gene alizable o olde o younge age
g oups.
3.4. Measu es o Cen al Tendency and Dispe sion
Desc ip i e s a is ics p o ide an o e iew o he dis ibu ion o he key s udy a iables. Measu es o cen al endency
(mean, median, and mode) and dispe sion (s anda d de ia ion, in e qua ile ange) a e c ucial o unde s anding da a
beha io be o e applying in e en ial es s.
Table 3 Desc ip i e S a is ics
Va iable
Mean
Median
Mode
S anda d De ia ion
IQR
Age
15.87
16.00
15
0.98
2.00
RS
21.97
22.00
20
3.12
4.00
RA
99.98
100.00
104
10.37
15.25
RS = Sel -Es eem, RA = Asse i eness, IQR = In e qua ile Range
The ages o he pa icipan s we e sp ead wi h a mean o 15.87 yea s (SD = 0.98), a median o 16, and a mode o 15.
These numbe s e lec ha he sample consis ed mos ly o young indi iduals, wi h a sligh bias owa ds he lowe age
g oup. The age dis ibu ion o he sample seems o be highly homogeneous, as e lec ed by he low s anda d de ia ion,
which means ha he majo i y o he pa icipan s' ages we e close o he mean.
Fo asse i eness (RA) and sel -es eem (RS), he a e age RS sco e was 21.97 (SD = 3.12), while he a e age RA sco e
was 99.98 (SD = 10.37). Pa icipan s in he s udy we e mo e sp ead ou in e ms o asse i eness han in e ms o sel -
es eem, as e idenced by he g ea e s anda d de ia ion in RA (10.37) e sus RS (3.12), which sugges s ha sco es on
asse i eness we e mo e sp ead ou ac oss pa icipan s.

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3.5. Va iabili y and Dis ibu ion Cha ac e is ics
To see u he in o he dissemina ion o sco es, he in e qua ile ange (IQR) was compa ed. The IQR o RA (15.25) was
g ea e han ha o RS (4.00), again es ablishing ha RA displayed a b oade middle 50% ange, e lec ing mo e
a iabili y among pa icipan s. The coe icien o a ia ion was also in es iga ed, indica ing low a iabili y in age
(0.062) and RA (0.104), wi h RS (0.142) ha ing somewha mo e a iabili y. This indica es ha RA and age sco es we e
somewha consis en ac oss he sample, bu RS had mo e a iabili y be ween subjec s.
3.6. Implica ions o In e en ial Tes ing
The assessmen o da a no malcy, which guides he choice o sui able in e en ial es s, depends hea ily on measu es o
cen al endency and dispe sion. To assu e he alidi y o s a is ical esul s, non-pa ame ic es s like Spea man's
co ela ion a e a o ed o e pa ame ic es s when da a de ia es g ea ly om no mali y, as is he case wi h RS. On he
o he hand, i addi ional condi ions we e sa is ied, pa ame ic app oaches migh be used o e alua e RA, which had a
mo e no mal dis ibu ion.
3.7. Assump ion Tes ing
To make su e he da a sa is ies he equi emen s o s a is ical analysis, assump ion es ing is an essen ial phase in he
esea ch p ocess. The ollowing a e some ypical p esump ions and es s: independence, homogenei y o a iance,
linea i y, and he no mali y es . Resea che s may make su e ha hei s a is ical analysis is legi ima e and dependable
and ha hei esul s a e suppo ed by solid da a by es ing hei hypo heses.
3.7.1. No mali y Tes ing
Da a is assumed o be egula ly dis ibu ed o s a is ical es s like Pea son's co ela ion. The Shapi o-Wilk es was
used o assess asse i eness (RA), sel -es eem (RS), and age no malcy.
Table 4 No mali y Tes Resul s
Va iable
Shapi o-Wilk S a is ic
p- alue
Age
0.888
< .001
RS
0.974
0.042
RA
0.992
0.811
RS=Sel -Es eem, RA=Asse i eness,
The Shapi o-Wilk es indica ed ha RA ollowed a no mal dis ibu ion (W = 0.992, p = 0.811), while age (W = 0.888, p
< .001) and RS (W = 0.974, p = 0.042) signi ican ly de ia ed om no mali y. A p- alue below 0.05 sugges s ha he da a
signi ican ly de ia es om a no mal dis ibu ion.
Since RS and age did no mee he assump ion o no mali y, non-pa ame ic co ela ion es s (Spea man’s co ela ion)
we e chosen o e Pea son’s co ela ion. Selec ing an inapp op ia e es (such as using Pea son’s co ela ion o non-
no mal da a) can lead o biased and misleading esul s.
3.8. In e en ial Analysis
Since gende and socioeconomic compa isons we e no possible, in e en ial analysis ocused on examining he
associa ion be ween sel -es eem (RS) and asse i eness (RA) using co ela ion es s.
Table 5 Co ela ion Analysis
Co ela ion Type
S a is ic
p- alue
Pea son Co ela ion (RS s RA)
0.121
0.229
Spea man Co ela ion (RS s RA)
0.093
0.358
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The Pea son co ela ion coe icien ( = 0.121, p = 0.229) showed a weak and s a is ically non-signi ican co ela ion
be ween asse i eness and sel -es eem. Likewise, he Spea man co ela ion coe icien (ρ = 0.093, p = 0.358) also did
no show a s ong co ela ion be ween hese a iables.
Because he p- alue was highe han 0.05, he co ela ion was no s a is ically signi ican , i.e., he e is no s ong e idence
o indica e an associa ion be ween RS and RA in his sample. These indings align wi h p io s udies sugges ing ha
asse i eness and sel -es eem may de elop independen ly due o ex e nal socializa ion ac o s (Smi h e al., 2023).
4. Discussions
The indings o his esea ch cas skep icism on he popula belie ha asse i eness inc eases in di ec a io o sel -
es eem. Al hough asse i eness is a beha io al mani es a ion in luenced by a complica ed in e play o social,
psychological, and cul u al a iables, sel -es eem is a measu e o a pe son's subjec i e sense o wo h. This esea ch
disco e ed a limi ed co ela ion be ween asse i eness and sel -es eem, e ealing ha asse i e beha io is g ea ly
in luenced by o he media ing a iables. This is in line wi h Deci and Ryan's (2000) Sel -De e mina ion Theo y, which
assumes ha compe ence and au onomy, and no solely sel -es eem, ha e s onge co ela es wi h asse i eness.
These indings equi e a e-examina ion o in e en ion s a egies ha assume asse i eness would eme ge na u ally
as sel -es eem inc eases. Ins ead, asse i e beha io migh be mo e closely associa ed wi h he eme gence o social
adap a ion, emo ional in elligence, and communica ion compe ency. The esul s also unde sco e he impo ance o
con ex ual and cul u al ac o s, sugges ing ha asse i eness canno be expec ed o eme ge na u ally om pe sonally
pe cei ed con idence bu ins ead mus be encou aged h ough sys ema ic lea ning expe iences.
4.1. Resea ch Findings
This esea ch in es iga es he in e ne , communica ion skills, emo ional in elligence, and cul u al no ms and hei
e ec s on adolescen asse i e beha io . The esea ch will c ea e a mo e de ined pic u e o social skills and sel -
de elopmen by decoupling asse i eness om sel -es eem. Acco ding o he esea ch, ins ead o a emp ing o boos
sel -es eem pe se, counseling needs o ocus on cons uc ing e ec i e p ac ice (Goleman, 1995). The esea ch gi en
also implies he need o conduc u he esea ch among o he age g oups and in o he online se ings o de e mine
scien i ically based me hods o de eloping asse i e beha io in pe sonal and wo k se ings (Johnson & Ca e , 2024).
Following he di ec ion o Chap e 4, he sel -es eem (RS) and asse i eness (RA) a iables ha e glancing and
s a is ically insigni ican ela ionships which ein o ces he a gumen ha hese wo cons uc s’ may e ol e on hei
own (Pea son = 0.121, p = 0.229; Spea man ρ = 0.093, p = 0.358). I is possible ha sel -es eem gi es someone he
con idence, whe eas asse i eness is mo e dependen on in e pe sonal skills and o he ac o s which is consis en wi h
p e ious sel -s udies which s a e ha asse i eness is a mul i ace ed beha io (Smi h e al., 2023).
4.2. Sugges ions
Communica ion T aining: Schools and educa ional p og ams should include asse i eness aining ha ocuses on
e ec i e e bal and non e bal communica ion (Smi h e al., 2023). Acco ding o he esul s, asse i eness aining
p og ams should concen a e on de eloping skills a he han jus inc easing sel -es eem.
In eg a ion o Emo ional In elligence De elopmen : T aining in emo ional egula ion and empa hy should be a pa o
adolescen de elopmen p og ams in o de o enhance social compe ence (Maye e al., 2008). Success ul sel -
exp ession and social si ua ional nego ia ion ely o a g ea deg ee on emo ional in elligence, and imp o ing hose skills
migh enhance asse i eness wi hou impac ing sel -es eem.
4.3. Implica ions
The s udy's conclusions ha e signi ican ami ica ions o educa ional me hods, psychological heo ies, and in e en ion
echniques. I challenges he assump ion ha highe sel -es eem au oma ically ansla es in o inc eased asse i eness
(Eagly & Ka au, 2002). Since asse i eness equi es a a ie y o social and communica ion skills, in e en ions should
no only concen a e on inc easing sel -es eem bu also on de eloping impo an abili ies like communica ion and
emo ional in elligence (Goleman, 1995).
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 2765-2773
2772
Limi a ions
The e a e a ew limi a ions o his esea ch. One o hem is homogenei y o he sample since i only en olled emale eens
om one socioeconomic s a us. Lack o demog aphic he e ogenei y es ic s gene alizabili y o esul s o a ious
g oups, pa icula ly male eens and indi iduals o a ious economic and cul u al backg ounds (Chen e al., 2020).
5. Conclusion
This s udy suppo s he belie ha asse i eness and sel -es eem a e dis inc no ions. F om he indings, asse i eness
eme ges as a compe ence equi ing conscious p ac ice as opposed o a na u al consequence o high sel -es eem,
al hough sel -es eem has been o en conside ed o be an impo an componen o asse i eness. This unde s anding o
his di e ence is impo an in planning e ec i e in e en ions ha can ac ually enhance he social compe ence o
adolescen s.
The esea ch unde sco es he impo ance o digi al li e acy, emo ional in elligence, and s uc u ed communica ion
aining as key elemen s in acili a ing asse i eness. Adolescen s should be p o ided wi h e ec i e skills o manage
social si ua ions con iden ly and e hically. To p o ide young indi iduals wi h he esou ces necessa y o gain hese
essen ial li e skills, educa o s and lawmake s mus conside adding asse i eness aining o he exis ing cu iculum.
Socie y can p epa e adolescen s mo e e ec i ely o social and wo king ela ionships by shi ing he ocus away om
sel -es eem-building alone and owa d a mo e comp ehensi e app oach ha in ol es skill-building. Asse i eness is a
c i ical and lea nable skill enabling indi iduals o e ec i ely exp ess hemsel es while s ill being espec ul o o he s?
I is no he p oduc o con idence alone. To help adolescen s h i e in di e se social and occupa ional se ings, i is
essen ial ha esea che s, educa o s, and policymake s collabo a e o de elop e idence-based models ha acili a e he
sys ema ic de elopmen o asse i eness among adolescen s.
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