Investigation the association between self-esteem, assertiveness level, and problem-solving skills among high school students

The aim of this study is to analyze the relation between self-esteem, assertiveness level and problem- solving skill in high school students. This study is composed of high school students who study in private school and private education course center located in Fatih and Gaziosmanpaşa district of Istanbul in 2019 and 2020. With a 95% confidence interval and an error of 5%, 300 3rd and 4th grade of high school students between the ages of 16 and 18 (162 female, 138 male) were selected by simple random sampling who have education in "Fatih Private Sınav Anatolian High School", "Vatan Sınav High School" located in Istanbul, Fatih and "Acı Private High School" located in Istanbul, Gaziosmanpaşa. In the process of collecting data, Socio-demographic Information Form, Rosenberg Self-Esteem Scale (RBSÖ), Rathus Assertiveness Inventory (RAE) and Problem Solving Inventory (PÇE) were used. Pearson Correlation was applied to examine the relationship between high school students' self-esteem, assertiveness and problem-solving skills. Linear Regression Analysis was conducted to evaluate the predictors of problem solving skills. Independent Samples t Test and One-Way Variance Analysis (ANOVA) were used to examine whether the participants' self-esteem, assertiveness level and problem solving skills scores differ significantly in terms of demographic characteristics. When the findings of the study are examined, it was found that there was a signifficant and negative correlation between self respect and assertiveness level, and signifficant and positive correlation between self respect and problem solving skills. Additionally, it was found that there was a negative and significant relationship between assertiveness level and problem solving skills. Self-esteem and assertiveness in high school students predict problem solving skills significantly. It is observed that assertiveness level scores differ significantly in terms of demographic characteristics of class level and income status variables. Problem solving skill scores differ in terms of demographic characteristics of number of siblings, grade, and educational status of mother and father.