A Comparative Study of Frustration Among Adolescents Boys And Girls In Relation To Their Certain...

IRJMSH Volume 5 Issue 2 [Year 2014] online ISSN 2277 – 9809

International Research Journal of Management Sociology & Humanity 12

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A Comparative Study of Frustration Among Adolescents Boys And Girls

In Relation To Their Certain Cognitive Attributes.

Arti Pasricha

Asstt. Professor

S.P.College of Education

Rewari

The conduct of human nature does not only focus on achieving personal goals (those

things a man aspires to), but also in avoiding the things that are negative and a person feels

threatened by them. It is impossible to always obtain what we want (reaching a goal or running

away from something), because there are moral or physical obstacles that will be in the middle.

This fact is known as frustration. Frustration is a common emotion for teens. Adolescents face

the stress of school, parental expectations, the need to fit in with a peer group and the desire to

find their place in society. Although frustration is a normal part of growing up, learning to cope

with frustration constructively is challenging for some teens. Frustration may be adolescent’s

most significant obstacle in achieving their goals. Now-a-days educators are concerned not only

with the student’s intellectual growth or class achievement but also with their social and

emotional adjustment, defenses, anxiety, neuroticism, introversion, ego-function, self-concept,

and other factors involved in personality development. Indian education Commission observed

that education should no longer be taken as concerned primarily with imparting of knowledge

but with the awakening of the curiosity, the development of the proper interests, attitudes and

values and building of such essential skills and independent study and capacity to think and

judge for oneself. Viewed from this angle demand of modern education rests not only upon the

high academic achievement and growth of intelligence, but also upon the well knit personality of

the students coming out of the educational institutions.

INTRODUCTION

Human behavior is goal oriented and is directed by various environmental forces and

internal qualities (of the individuals) such as their attitudes, aptitudes, interests, likings and

various other personality traits. However, motivated behavior frequently fails to achieve its

object without interruption. Physical or social obstacles intervene, and caused delay or even

complete failure and whenever one is unsuccessful to achieve one’s goals, one become

unsatisfied. With the continued experience of such failure and consequent non satisfaction, one

experiences frustration through the thwarting of motivation and the situation is sometimes said to

create psychological stress. Thwarting may also occur when there is conflict of motivation; when

http://www.psychologytoday.com/basics/motivation


International Research Journal of Management Sociology & Humanity Page 113

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two or more incompatible types of motivated behavior exists which can not be pursued

simultaneously. Frustration is a state of emotional stress characterize by confusion, annoyance

and anger. Interruption to goal seeking behavior causes frustration. The person’s awareness of

his in ability to satisfy his drives and failures to reach the goals he has set for himself makes him

helpless and he suffered from injured pride leading to frustration. Frustration is expressed in

various modes- Aggression, Resignation, Fixation and Regression.

Frustration has been defined as psychological state which results from the blocking of a goal-

directed activity (Kisker, 1964); thwarting of need and desire (Coleman, 1974); as a hypothetical

construct produced either by some type of inhibitory condition or by an excitatory tendency

leading to accumulation of strength (Brown and Farber, 1951). Frustration behavior lacks goal-

orientation, feeling of intensive need deprivation and have a different set of behavior mechanism,

which appears to more or less senseless due to compulsive nature( Chauhan and Tiwari, 1973).

Different individual react to them differently depending upon the circumstances of each

individual. Psychologists have differentiated between Primary Frustration and Secondary

Frustration. Primary frustration is stated to involve the shear existence of an active need,

characterized by tension and subjective dissatisfaction due to the absence of end situation

necessary for quiescence. Secondary frustration is the result of the existence of a more or less

insurmountable obstacle or obstruction in the path of attainment of certain need or goal.

In general, older and more mature people are better able to tolerate obstruction and failure and

adjust to it successfully than are younger, less mature less stable personality. Younger and less

mature people tend more readily to react to failure mal-adaptively. They are less able to think out

an appropriate course of action, and indeed to tolerate any delay of immediate action to achieve

success, or any state of uncertainty. They may try to avoid a situation in which failure is

probable. This naturally occur more in children adolescence.

Among other factors that cause frustration in adolescents, there are certain cognitive attributes

that lead to frustration especially in the school setting. Prominent among these are intelligence

and academic achievements. It is of utmost importance for an educator to understand the

dynamic and potentialities of personality traits of the present day frustrated students, for they

may be helped to developed healthy personality traits to become productive and creative



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members of the society. It is also importance to know the extent to which a person is well

balanced adjusted to his environment as he has to face different kind of problems in hos day to

day life, to a great extent, depends upon the organization of one’s personality structure.

OBJECTIVES OF THE STUDY

1. To find out the frustration level of adolescent boys and girls.

2. To compare the frustration levels of adolescent boys at high and low level of academic

achievement.

3. To compare the frustration levels of adolescent girls at high and low level of academic

achievement.

4. To compare the frustration levels of adolescent boys & girls at high and low level of

academic achievement.

5. To find out and compare the frustration levels of adolescent boys at high and low levels

of intelligence.

6. To find out and compare the frustration levels of adolescent girls at high and low levels

of intelligence.

7. To find out and compare the frustration levels of adolescent boys& girls at high and low

levels of intelligence.

HYPOTHESES OF STUDY

1. There is no significant difference in frustration levels of adolescent boys and girls.

2. There is no significant difference in frustration at different levels of academic

achievement of adolescent boys.


achievement of adolescent girls.


achievement of adolescent boys& girls.

5. There is no significant difference in frustration at different levels of intelligence of

adolescent boys.


adolescent girls.



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adolescent boys &girls.

SAMPLE:

200 students (100 boys & 100 girls) of the age group above 13 years and below 15

years studying in High and senior secondary schools of Mahendergarh District,

Haryana constitute the population. Quota sampling technique was used for this

purpose.

TOOLS USED:

1. Frustration Test developed by N.S.Chouhan and D.GovindTiwari.

2. General mental ability test constructed and standardized by S.Jalota.

3. The mean score of the marks obtained by the subjects in their 8th

standards are being

taken as index scores of the academic achievement.

STATISTICAL TECHNIQUES USED:

To find out the significance of difference, t- value was calculated.

INTERPRETATION:

Table 1: t-test on Frustration (Total Sample)

Groups No. of

Cases

Mean

Value

S.D SED Df t-value Level of

significance

Male 100 150.7833 28.019 3.85 198 0.72 Not

significant Female 100 153.5767 26.413 3.85

The results of the t-test show that with the degree of freedom 198 the t-value is 0.72, which is

statistically not significant. Hence it may be stated that there is no difference of frustration

between the male and the female students.

Table 2: t-test on Academic Achievement (Male Sample)



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Levels of

Academic

Achievement

No. of

Cases

Mean Value S.D SED Df t-value Level of

significance

Low 72 163.2907 22.766 5.53 198 5.30 Highly

significant High 28 153.5767 26.413

The results of the t test show that with the degree of freedom 198 the t-value is 5.30,

which is statistically highly significant at .01 levels. Hence it may be stated that there is

significant difference of low and high academic achievement of the male students of frustration.

Further the higher mean value of low Academic Achievement indicates that there exists in

negative relationship between Academic Achievement and frustrations so far as the male

students are concerned.

Table 3: t-test on Academic Achievement (Female Sample)

Levels of

Academic

Achievement

No. of

Cases


significance

Low 29 163.2326 23.263 5.44

198 3.11 Highly


The results of the t test show that with the degree of freedom 198 the t-value is 3.11, which is

once again statistically highly significant at .01 levels. Hence like the male students female

students having low Academic Achievement are more frustrated in comparison to those who

have High Academic Achievement. Further the higher mean value of low Academic

Achievement indicates that there exists in negative relationship between Academic

Achievement and frustration so far as the female student is concerned.

Table 4: t-test on Academic Achievement (Total Sample)

Levels of

Academic

Achievement

No. of

Cases


significance



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Low 101 163.2658 23.380 3.52

198 6.32 Highly


The results of the t-test show that with the degree of freedom 198 the t-value is 6.32, which is

also statistically highly significant at .01 levels. Hence, it may be again safely concluded that

there is significant difference of low and high Academic Achievement in case of total sample as

well. Moreover, the higher mean value of Academic Achievement establishes a negative

relationship between Academic Achievement and frustration. This means that like the male and

female sample taken individually, the total sample register the same opposite trend.

Table 5: t-test on Intelligence (Male Sample)

Levels of

Intelligence

No. of

Cases


significance

Low 27 139.1575 20.515 5.26 198 3.83 Highly


The higher mean value of intelligence of students with high level of intelligence reflects that

there is intimate relationship between intelligence and frustration on the sample of male

students. In other words, it may be stated that students having high intelligence are more

frustrated in comparison to those male students who have low intelligence.

The higher mean value of intelligence of students with high level of intelligence reflects that

there is intimate relationship between intelligence and frustration on the sample of male

students. In other words, it may be stated that students having high intelligence are more

frustrated in comparison to those male students who have low intelligence.

Table 6: t-test on Intelligence (Female Sample)

Levels of

Intelligence

No. of

Cases


significance

Low 74 150.7356 21.971 6.63 198 1.02 Not significant

High 26 157.5000 31.208



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This table reveals that the t-value is 1.02 which is statistically not significant at .01 levels.

Therefore in the case of female students, it may be stated that there is no difference of

frustration at different levels of intelligence of adolescent girls.

Table 7: t-test on Intelligence (Total Sample)

Levels of

Intelligence

No. of

Cases


significance

Low 101 145.8505 22.089 3.76 198 3.39 Highly


For degrees of freedom 198, the t-value is 3.39, which is, as has been the case in all the samples,

statistically highly significant at .01 levels. Hence, it may b safely concluded that there is

significant difference of low and high intelligence on frustration in the case of total sample.

Moreover, higher mean of high intelligent students reveals that for the total male and female

samples taken together, there exists a close relationship between intelligence and frustration. In

other words, those students who have high intelligence are more frustrated in comparison to

those having low intelligence.

MAIN FINDINGS:

1. There is no difference of frustration between the male and female students.

2. Male students having low academic achievement are more frustrated in comparison to

those who have high academic achievement.

3. Female students having low academic achievement are more frustrated in comparison to

those who have high academic achievement.

4. Total students who have low academic achievement are more frustrated in comparison

to those who have high academic achievement.

5. Male students having high intelligence are more frustrated in comparison to those who

have low intelligence.

6. There is no difference of frustration at different levels of intelligence of adolescent girls.

7. Total students having high intelligence are more frustrated in comparison to those who

have low intelligence.

CONCLUSION



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The first and basic goal of education is to develop a healthy and wholesome personality.

Education is the most effective solution to ease the frustration of aspiration among young

people. School and society plays an important role to reduce frustration among adolescents.

School is responsible for molding the behavior of the child with help of various

programmes. To enable students to compete in the present era of science and technology,

they are to be trained in proper direction in select to various vocational and professional

courses achievement of an individual age considered to be of immense value. The present

study throws adequate light upon the selected variables- frustration, intelligence and

academic achievement of the adolescents by establishing relationships and their relative

importance in the field of education. It has also been found that high frustrated adolescents

have showed significant difference on various cognitive factors.

We have to make separate arrangements for teaching sensitive students and those students

who get easily frustrated. It has also reflected that low frustrated students are more

intelligent than the high frustrated students. Thus they show significant difference on

intelligence i.e. on its various aspects. Therefore, the educationists should keep

intelligence as a screening device while admitting the students for various streams. The

low frustrated students have better academic achievement in comparison to the highly

frustrated students. The highly frustrated students are slow in learning and suffer from

anxiety and aggression. It is also essential to note that intelligence; academic

achievement, aggression and personality traits are responsible for frustration among

adolescents. We can also improve the tolerance to frustration, which is the level of

internal strength and balance that allows an individual to keep fighting for achieving the

goal he has set without being afraid of failure or frustration. An individual with a low

tolerance to frustration has a special sensibility for those things that are not nice. They

can be frequently found in a bad mood, sad, feeling anxiety or just angry because of the

bad luck they have had to face in life. The knowledge is also likely to be helpful to

teacher and educational administrators in their sympathetic understanding of the fact that

the unruly behavior of the students of certain categories is mainly rooted in their

unhealthy personality traits and needs proper psychological treatment rather than punitive

measures.



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