摘要：This study investigated the relationship between assertiveness and problem solving skills of 200 9th grade high school students from İzmir high schools. In addition to descriptive statistics, t-tests, Anovas, and a multiple regression were used to analyze the data. Findings indicated that assertiveness and general problem solving skills did not differ based on gender, school type. Assertiveness differed based on mother's and father's educational level. General problem solving skill differed on mother's educational level while it didn't differ father's educational level. Problem solving sub-dimensions differed significantly on gender, school type, and mother's educational level. Moreover, findings indicated that assertiveness had a significant low relationship with both general problem solving, as well as impulsive and monitoring dimensions. Multiple regression results indicated that impulsive, reflective and monitoring were significantly related to assertiveness level and these three variables together explained 12 % of the variance in assertiveness as the dependent variable.
