Students’ Assertiveness and Empathy Social Skills and Gender at the University of Seville

The social skills of assertiveness and empathy are valuable and useful in our daily lives, influencing the quality of our interactions and relationships. This fact underscores the need for research that examines the various factors influencing these constructs. The present study addressed gender dis...

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Detalles Bibliográficos
Autores: Claudel, Alicia, García González, Alfonso Javier
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/165063
Acceso en línea:https://hdl.handle.net/11441/165063
https://doi.org/10.3390/educsci14111270
Access Level:acceso abierto
Palabra clave:Social skills
Assertiveness
Empathy
Gender identity
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spelling Students’ Assertiveness and Empathy Social Skills and Gender at the University of SevilleClaudel, AliciaGarcía González, Alfonso JavierSocial skillsAssertivenessEmpathyGender identityThe social skills of assertiveness and empathy are valuable and useful in our daily lives, influencing the quality of our interactions and relationships. This fact underscores the need for research that examines the various factors influencing these constructs. The present study addressed gender disparities in the social skills of assertiveness and empathy in a sample of students from the University of Seville. Its objectives were to identify the gender differences in the social skills of assertiveness and empathy in university students and identify the obstacles gender posed to assertiveness and empathy. For this purpose, an exploratory study was conducted with 116 students, 56% women and 44% men. A Google questionnaire was used to collect various sociodemographic variables, and the Rathus Assertiveness Schedule (Ras, 1973), the Spanish adaptation of the Interpersonal Reactivity Index (IRI; Davis, 1980), and a questionnaire concerning students’ beliefs (Colás-Bravo y Villaciervos-Moreno, 2007) were applied. The results yielded no gender differences in the development of students’ levels of assertiveness and empathy. However, when analyzing the external factors, “socioeconomic level” and “religion” stood out. The findings of this work have relevant implications for the promotion of gender equality and the formation of public policies. Studies in this field should be extended to different educational contexts.MDPIPsicología Social2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/165063https://doi.org/10.3390/educsci14111270reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésEducation Sciences, 14 (11), 1270.https://doi.org/10.3390/educsci14111270info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1650632026-06-17T12:51:07Z
dc.title.none.fl_str_mv Students’ Assertiveness and Empathy Social Skills and Gender at the University of Seville
title Students’ Assertiveness and Empathy Social Skills and Gender at the University of Seville
spellingShingle Students’ Assertiveness and Empathy Social Skills and Gender at the University of Seville
Claudel, Alicia
Social skills
Assertiveness
Empathy
Gender identity
title_short Students’ Assertiveness and Empathy Social Skills and Gender at the University of Seville
title_full Students’ Assertiveness and Empathy Social Skills and Gender at the University of Seville
title_fullStr Students’ Assertiveness and Empathy Social Skills and Gender at the University of Seville
title_full_unstemmed Students’ Assertiveness and Empathy Social Skills and Gender at the University of Seville
title_sort Students’ Assertiveness and Empathy Social Skills and Gender at the University of Seville
dc.creator.none.fl_str_mv Claudel, Alicia
García González, Alfonso Javier
author Claudel, Alicia
author_facet Claudel, Alicia
García González, Alfonso Javier
author_role author
author2 García González, Alfonso Javier
author2_role author
dc.contributor.none.fl_str_mv Psicología Social
dc.subject.none.fl_str_mv Social skills
Assertiveness
Empathy
Gender identity
topic Social skills
Assertiveness
Empathy
Gender identity
description The social skills of assertiveness and empathy are valuable and useful in our daily lives, influencing the quality of our interactions and relationships. This fact underscores the need for research that examines the various factors influencing these constructs. The present study addressed gender disparities in the social skills of assertiveness and empathy in a sample of students from the University of Seville. Its objectives were to identify the gender differences in the social skills of assertiveness and empathy in university students and identify the obstacles gender posed to assertiveness and empathy. For this purpose, an exploratory study was conducted with 116 students, 56% women and 44% men. A Google questionnaire was used to collect various sociodemographic variables, and the Rathus Assertiveness Schedule (Ras, 1973), the Spanish adaptation of the Interpersonal Reactivity Index (IRI; Davis, 1980), and a questionnaire concerning students’ beliefs (Colás-Bravo y Villaciervos-Moreno, 2007) were applied. The results yielded no gender differences in the development of students’ levels of assertiveness and empathy. However, when analyzing the external factors, “socioeconomic level” and “religion” stood out. The findings of this work have relevant implications for the promotion of gender equality and the formation of public policies. Studies in this field should be extended to different educational contexts.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/165063
https://doi.org/10.3390/educsci14111270
url https://hdl.handle.net/11441/165063
https://doi.org/10.3390/educsci14111270
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Education Sciences, 14 (11), 1270.
https://doi.org/10.3390/educsci14111270
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
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