ASSOCIATION OF ASSERTIVENESS WITH EMOTIONAL INTELLIGENCE AND SELF-ESTEEM AMONG UNDERGRADUATE STUDENTS

Abstract

Background: Assertiveness, emotional intelligence (EI), and self-esteem are key psychological traits essential for success in healthcare professions. These attributes significantly influence effective communication, self-expression, and emotional regulation, crucial for healthcare professionals such as nurses and physiotherapists.

Objective: This study aims to investigate the associations between assertiveness, emotional intelligence, and self-esteem among undergraduate students in the BS Nursing and Doctor of Physiotherapy programs at Liaquat University of Medical & Health Sciences, Jamshoro. Specific objectives include assessing levels of self-esteem and assertiveness and examining their relationships with emotional intelligence.

Methods: A comparative cross-sectional study was undertaken over a six-month period involving 242 students chosen through non-probability convenient sampling. The Rosenberg Self-Esteem Scale, Schutte Self-Report Emotional Intelligence Test, and the Begley and Glacken Assertiveness Questionnaire were employed for data collection. Statistical analyses were performed using SPSS, focusing on descriptive statistics, correlation, regression, and ANOVA.

Results: The demographic profile showed a majority of female students (57% in nursing and 84.3% in physiotherapy), predominantly aged between 21-25 years. A substantial number of students originated from rural areas. Emotional intelligence scores were notably high across both student groups. In contrast, self-esteem and assertiveness levels were moderate. Regression analysis revealed that self-esteem significantly predicted assertiveness in nursing students, while emotional intelligence did not exhibit a significant effect on assertiveness in either group.

Conclusion: The findings indicate high emotional intelligence and moderate levels of self-esteem and assertiveness among the students. While self-esteem significantly influences assertiveness in nursing students, emotional intelligence does not affect assertiveness. The results emphasize the necessity of integrating emotional intelligence and assertiveness training into healthcare education curricula to foster the development of competent and resilient professionals.