Author(s): T├╝lin ATAN Sabiha G├ľ├çER ?aban ├ťNVER

The purpose of this study is to research relation between the problem solving skills and assertiveness levels of students doing different sports branches and to analyze their problem solving skills and assertiveness levels in terms of sports branch, gender, and parents’ level of education. A total of 300 (age; 16.03±1.04 years) students, 150 male and 150 female, studying at state high schools and doing different sports branches participated in the study. In the study, Rathus Assertiveness Schedule (RAS), which was developed by Rathus (1973) to measure assertiveness in interpersonal relations and adapted into Turkish by Voltan (1980), was used as data collection tool. Problem Solving Inventory, which was developed by Heppner and Peterson (1982) and adapted into Turkish by ?ahin et al. (1993) was used to measure students’ problem solving skills. Spearman correlation test, Mann Whitney-U test and Kruskal Wallis test were used in the analysis of data. A moderately significant association was found between assertiveness scale and total problem solving scale[r (n=300) = -.416; p0.05). As a conclusion, as assertiveness level increases, so does the problem solving skill. It was found that the assertiveness levels of athletes doing different branches of sports were moderate and their confidence on their problem solving skill was high. Gender and sport branch or being sedentary is not an effective factor on problem solving skill and assertiveness level. While it was found that families’ education level did not influence children’s self-perceptions in terms of problem solving skills, it was found that as the family’s level of education increased, the child’s assertiveness level was positively influenced.


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