The Assertiveness of Adolescents with Normal and Impaired Development and Teachers in Various Educational Institutions

The methods and results of a study of adolescents living at home and in boarding schools with normal and impaired mental development are described. The various manifestations of adolescent assertiveness (determination, willpower, self-confidence, persistence) are discussed. The influence of mental retardation among students, influence of educators’ teaching style as well as influence of living conditions on the formation of assertiveness of adolescents is shown. The status of this issue is described in the modern science; the main area of focus of domestic and foreign scientists is presented. The concept of assertiveness is described, the structure of assertive personality traits is allocated, the influence of different living and educational conditions is shown, and the subject-subject conditionality is noted that affects the formation of assertive behavior. The content of the properties are considered, their manifestations levels are determined and the relationship of adolescents and their teachers on their assertiveness levels are considered. We describe in which cases students reflect by their personality characteristics of their teachers, how activity of the teacher stimulates activity of students, how a proactive teacher leads the students, creating the elements of prestige, competition, leadership and ultimately success achievement in the educational activity. The assertiveness is conditioned not only to the personality characteristics and activities of the adolescents, but also to the specific personality and activity of teachers who work with them.