Investigating the Relationship between Assertive Behavior and Problem-Solving Abilities among University-Level ESL Students

Abstract

The present study investigates the relationship between assertive behavior and problem-solving abilities among university-level ESL students in Pakistan. A quantitative research design was employed, and a sample of undergraduate ESL learners was selected from public and private sector universities using random sampling techniques. Data were collected through standardized instruments measuring assertive behavior and problem-solving abilities. Statistical analyses, including mean scores, standard deviations, and inferential tests, were conducted using SPSS to examine differences across varying levels of assertiveness (high, average, and low). The findings revealed statistically significant differences in problem-solving abilities among ESL students with different levels of assertive behavior, indicating that higher assertiveness is associated with stronger problem-solving skills. The results underscore the role of assertive behavior in enhancing cognitive and academic competencies among university-level ESL learners. The study highlights the pedagogical importance of fostering assertiveness in ESL classrooms to support effective problem-solving and academic success. Further research is recommended to explore this relationship across diverse academic disciplines and socio-cultural contexts within Pakistani higher education.