Amity Institute of Psychology and Allied Sciences
Synopsis of
Dissertation
Radhika Kakkar
MA Clinical Psychology (2022-2024)
A0403422046
Section E
Submitted under - Dr. Nisha Kumari
Amity Institute of Psychology and Allied Sciences
Research Topic
Relationship among
assertiveness, loneliness,
and guilt-shame.
Introduction
Amity Institute of Psychology and Allied Sciences
Attitudes towards assertiveness can vary among individuals within
any generation, as perspectives are shaped by cultural, social, and
personal factors. However, in contemporary discussions, especially
the younger generation views assertiveness as trait linked to
empowerment, effective communication, a balance between passivity
and aggression and especially a crucial component for career
success. Assertiveness is a social skill that depends heavily on
effective communication while also respecting the thoughts and
wishes of others at the same time. (Susan, Grace, Santhosh, Anna, &
Nair, 2022) It provides us with the social support that all individuals
unconsciously seek and has an impact on our psychosocial wellbeing.
Another element of social dynamics that has an impact on our
psychological wellbeing is loneliness.
Loneliness is a personal feeling that may arise at certain moments
in life and affect anyone. (Weiss, 1973) makes a distinction between
emotional loneliness and social loneliness. Loneliness is a negative
psychological response divergence between the desired social
relationship and one’s real relationship, or the level of intimacy one
hoped for in the relationship is absent.
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Loneliness is a measure of social isolation; hence the opposite of social
support. Loneliness and isolation may place people at risk of vulnerability,
a sense of lacking has a powerful influence over our wellbeing. Several
emotions arise when dealing with loneliness, such as feelings of
emptiness or abandonment, and there are certain emotional aspects that
accompany loneliness as well such as sadness, frustration, or shame.
(Yanguas, Pinazo-Henandis, & Tarazona-Santabalbina, 2018)
With loneliness comes various emotional and psychological challenges,
that increased self-focus and heightened sensitivity to social threats that
contributed to moral dilemmas, self-consciousness, and self-blaming;
which are also influenced by feelings of shame and guilt. (Hawkley &
Cacioppo, 2009) Those who have feelings of shame tend to experience
worthlessness, inferiority and have a need to escape. Guilt is
accompanied by a sense of regret and belief that one violated a personal
or social moral standard. Guilt and shame are dependent on other’s
perception and peer feedback to wrong doings. Hence, these feelings are
deeply issued in social functioning as well. (Bastin, et al., 2021) This study
is to create an insight about the interplay between these social and
emotional experiences dealt by every individual and how one affects
another.
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Literature Review
(Panayiotou, Badcock, Qualter, Lim, & Banissy, 2022) conducted a study on Measuring
Loneliness in Different Age Groups: The Measurement Invariance of the UCLA
Loneliness Scale. with 24,024 participants. The findings suggest that the age
measurement invariance of loneliness measures should not be assumed, and crucially,
this must be explored before accurate and meaningful age comparisons can be made.
(Bastin, et al., 2021) studied whether feelings of shame and guilt are associated with
distinct neural activation in youth. A sample of 26 females underwent fMRI while
discussing about moral dilemmas and while being given negative and positive feedback.
Results suggest that shame and guilt are associated with activity in brain regions
involved in social cognition and emotion regulation; however, they have distinct
underlying neural circuitry that may be differentiated based on social evaluation
(Mamak, 2018) conducted a study to determine assertiveness and loneliness in a
university. A sample of 200 students participated. The results indicated no significant
difference was found between the genders of students and assertiveness and loneliness
levels, no significant difference was found between the departments of the students and
the levels of assertiveness and loneliness, but a significant difference was found
between the ages of the students and the levels of assertiveness and loneliness.
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(Ates, 2016) had explained to what extent the variables of perceived social support
and assertiveness predicted the psychological wellbeing of candidate psychological
counsellors including 174 females and 134 males studying at Erzincan University.
Results indicated that positive significant relationships were determined between
psychological wellbeing of candidate psychological counsellors and assertiveness and
social support perceived from family, friends, and special people. The variables of
assertiveness and social support perceived from friends, family and special person
were significant predictors of psychological well-being variable.
(Carpenter, Tignor, Tsang, & Willet, 2016) investigated the relationships between
dispositional guilt-proneness, shame-proneness, and self-forgiveness. Sample of 655
was taken from community and college. The findings showed that guilt-proneness was
positively associated with trait self-forgiveness but only indirectly via motivational
tendencies, whereas shame-proneness was negatively associated.
(Zoengpari & Pachuau, 2016) studied the level of assertiveness and interpersonal
communication skills in relation to the psychological well-being of 200 Mizo college
students. Results indicated 37% have high level of psychological well-being, 31% of
the sample showed “Evidence of psychological distress” and 7.5% severe distress.
That half of the sample (51%) was assertive, and a high proportion of the sample need
improvement in Interpersonal Communication Skills such as ‘Sending clear messages’
(46%), ‘Listening’ (46.5%), ‘Giving and getting feedback’ (71.5%), and ‘Handling
Emotional Interactions’(53%).
Amity Institute of Psychology and Allied Sciences
Rationale of the study
To shed light on the psychological implications of assertive behaviour, feelings of guilt-
shame and experiences of loneliness, and their interplay in an individual’s life.
To add onto existing interventions used for assertiveness training and social skills
development which also targets loneliness and feelings of guilt-shame.
This research study aims to fill existing gaps in literature by providing empirical
evidence and contributing to a more comprehensive understanding of the complex
relationship among assertiveness, loneliness, and guilt-shame.
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Hypothesis
There is a significant relationship between
assertiveness and loneliness.
There is a significant relationship between
assertiveness and guilt-shame
There is a significant relationship between
loneliness and guilt-shame.
Amity Institute of Psychology and Allied Sciences
Objectives of the study
To assess the correlations and association between assertiveness, loneliness, and guilt-
shame in adults.
To examine and gain insight into how these social and emotional elements influence an
individual’s wellbeing.
To identify any patterns in assertive behaviour, feelings of guilt-shame and experiences
of loneliness, and their interplay in one’s life.
Provide reliable data that could contribute to potential strategies or interventions that
could help improve overall psychosocial wellbeing.
Contributing to existing valuable body of literature by adding empirical evidence and
insight into relationship among assertiveness, loneliness, and guilt-shame.
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Methodology
Convenience Sampling will be conducted.
A sample of 200 adults between the age group of 18-30 years. This sample is selected because research on
adolescents and older adults is more prominent than young adults. This age range of adults are newly independent but
still may live with parents or may not be financially independent. Loneliness can be more prominent in young adults
due to new found independence and responsibility, hence those who are more assertive may exhibit different
characteristics than those who aren’t as assertive. Guilt or shame can be a big contributor to loneliness and may force
an individual to be more tentative than assertive.
The data will be collected using the –
a. Rathus Assertiveness Scale (RAS),
b. UCLA Loneliness Scale, and
c. Guilt and Shame Proneness Scale (GASP) questionnaires.
Research Design : Data will be analysed using the Correlation method using SPSS, depending on the data's
nature– Pearson’s or Spearman’s correlation analysis will be used. Correlational approach to examine statistical
relationship between 2 or more variables whether they have any relationship or are interrelated in anyway. To identify
patterns of interplay instead of causation.
VARIABLES: (definition given in Introduction)
Loneliness ( mild, moderate or severe)
Level of Assertiveness (tentative assertive or aggressive)
Guilt and Shame (high or low )
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Inclusion and Exclusion criteria
Inclusion: Exclusion:
Age - under 18 years and
Age - 18-30 years above 30 years
Sex - Male, Female and other Geographical location -
Ethnicity - Indian Outside India
Geographical location - PAN
India
Language proficiency -
The population of 18-30 years of age was selected because of the research gap and the aim to study
English
whether young adults who aren’t under complete supervision of adults and make their own decisions-
whether their assertiveness affects their feelings of loneliness and/or feelings of guilt-shame.
Research on the areas of assertiveness, loneliness and guilt-shame are individually available but as a
cohesive study where these variables are interlinked is not been easily available.
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Practical Implications
Therapeutic intervention or strategies to enhance assertiveness skills to address
loneliness and mitigate guilt or shame.
In workplace settings, understanding the link between assertiveness and emotional
well-being could influence leadership and organizational behaviour training, fostering
healthier work relationships and reducing negative emotions.
Incorporating assertiveness training in social skills programs for those struggling with
feelings of shame-guilt and/or loneliness.
References Amity Institute of Psychology and Allied Sciences
Ates, B. (2016). . Perceived social support and assertiveness as a predictor of candidates psychological
counselors psychological wellbeing. International Educational Studies, 9(5), 28. doi:10.5539/ies.v9n5p28
Bastin, C., Rakesh, D., Harrison, B., Davey, C., Allen, N., Muller, S., & Whittle, S. (2021). Feelings of shame
and guilt are associated with distinct neural activation in youth. Biological Psychology, 159.
doi:10.1016/[Link].2021.108025
Carpenter, T., Tignor, S., Tsang, J.-A., & Willet, A. (2016). Dispositional self-forgiveness, guilt- and shame-
proneness, and the roles of motivational tendencies. Personality and Individual Differences, 98, 53-61.
doi:10.1016/[Link].2016.04.017
Hawkley, L., & Cacioppo, J. (2009). Loneliness. Handbook of individual differences in social behavior, 227-
240. Retrieved from [Link]
Mamak, H. (2018). DETERMINATION OF ASSERTIVENESS AND LONELINESS STATUS OF STUDENTS AT ÖMER
HALISDEMIR UNIVERSITY PHYSICAL EDUCATION AND SPORTS TEACHING AND COACHING EDUCATION
DEPARTMENT. European Journal of Physical Education and Sport Science, 4(6). Retrieved from
[Link]
Panayiotou, M., Badcock, J.-C., Qualter, P., Lim, M.-H., & Banissy, M.-J. (2022). Measuring Loneliness in
Different Age Groups: The Measurement Invariance of the UCLA Loneliness Scale. Assessment Sage Journal,
30(5). doi:10.1177/10731911221119533
Amity Institute of Psychology and Allied Sciences
Susan, R., Grace, A., Santhosh, A., Anna, V., & Nair, D.-S. (2022). ASSERTIVENESS AND PERCEIVED SOCIAL
SUPPORT AMONG COLLEGE STUDENTS. International Journal of Engineering Technology and
Management Sciences, 6(5). doi:10.46647/ijetms.2022.v06i05.084
Weiss, R. (1973). Loneliness: The experience of emotional and social isolation. The MIT Press.
Yanguas, J., Pinazo-Henandis, S., & Tarazona-Santabalbina, F. (2018). The complexity of loneliness. Acta
Biomed., 89(2), 302-314. doi:10.23750/abm.v89i2.7404
Zoengpari, H. M., & Pachuau, S. (2016). Assertiveness and Interpersonal Communication Skills In Relation To
Psychological Well-Being of College Students In Aizawl. International Journal of Life Skills
Education, 2(1). Retrieved from [Link]
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