IRJMSH Volume Issue [Year 2014] online ISSN 2277 – 9809 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 International Research Journal of Management Sociology & Humanity http:www.irjmsh.com Page 112 IRJMSH Volume Issue [Year 2014] online ISSN 2277 – 9809 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 goaldirected 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 goalorientation, 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 International Research Journal of Management Sociology & Humanity http:www.irjmsh.com Page 113 IRJMSH Volume Issue [Year 2014] online ISSN 2277 – 9809 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 To find out the frustration level of adolescent boys and girls To compare the frustration levels of adolescent boys at high and low level of academic achievement To compare the frustration levels of adolescent girls at high and low level of academic achievement To compare the frustration levels of adolescent boys & girls at high and low level of academic achievement To find out and compare the frustration levels of adolescent boys at high and low levels of intelligence To find out and compare the frustration levels of adolescent girls at high and low levels of intelligence To find out and compare the frustration levels of adolescent boys& girls at high and low levels of intelligence HYPOTHESES OF STUDY There is no significant difference in frustration levels of adolescent boys and girls There is no significant difference in frustration at different levels of academic achievement of adolescent boys There is no significant difference in frustration at different levels of academic achievement of adolescent girls There is no significant difference in frustration at different levels of academic achievement of adolescent boys& girls There is no significant difference in frustration at different levels of intelligence of adolescent boys There is no significant difference in frustration at different levels of intelligence of adolescent girls International Research Journal of Management Sociology & Humanity http:www.irjmsh.com Page 114 online ISSN 2277 – 9809 Volume Issue [Year 2014] IRJMSH There is no significant difference in frustration at different levels of intelligence of 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: Frustration Test developed by N.S.Chouhan and D.GovindTiwari General mental ability test constructed and standardized by S.Jalota 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 Mean S.D SED Cases Value Male 100 150.7833 28.019 3.85 Female 100 153.5767 26.413 3.85 Df t-value Level of significance 198 0.72 Not significant 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) International Research Journal of Management Sociology & Humanity http:www.irjmsh.com Page 115 Volume Issue [Year 2014] IRJMSH Levels of No of Mean Value Academic S.D SED online ISSN 2277 – 9809 Df t-value Cases Level of significance Achievement Low 72 163.2907 22.766 High 28 153.5767 26.413 5.53 198 5.30 Highly significant 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 Academic of No of Mean Value S.D SED Df t-value Cases Level of significance Achievement Low 29 163.2326 23.263 High 71 146.2924 25.684 5.44 198 3.11 Highly significant 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 Academic of No of Mean Value S.D SED Df Cases t-value Level significance Achievement International Research Journal of Management Sociology & Humanity http:www.irjmsh.com Page 116 of Volume Issue [Year 2014] IRJMSH Low 101 163.2658 23.380 High 99 141.0201 26.310 3.52 online ISSN 2277 – 9809 198 6.32 Highly significant 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 No of Mean Value S.D Intelligence Cases Low 27 139.1575 20.515 High 73 159.3179 29.721 SED Df t-value Level of significance 5.26 198 3.83 Highly significant 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 No of Mean Value S.D Intelligence Cases Low 74 150.7356 21.971 High 26 157.5000 31.208 SED Df t-value Level of significance 6.63 198 International Research Journal of Management Sociology & Humanity http:www.irjmsh.com 1.02 Not significant Page 117 Volume Issue [Year 2014] IRJMSH online ISSN 2277 – 9809 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 No of Mean Value S.D Intelligence Cases Low 101 145.8505 22.089 High 99 158.5518 30.318 SED Df t-value Level significance 3.76 198 3.39 Highly significant 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: There is no difference of frustration between the male and female students Male students having low academic achievement are more frustrated in comparison to those who have high academic achievement Female students having low academic achievement are more frustrated in comparison to those who have high academic achievement Total students who have low academic achievement are more frustrated in comparison to those who have high academic achievement Male students having high intelligence are more frustrated in comparison to those who have low intelligence There is no difference of frustration at different levels of intelligence of adolescent girls Total students having high intelligence are more frustrated in comparison to those who have low intelligence CONCLUSION International Research Journal of Management Sociology & Humanity http:www.irjmsh.com Page 118 of IRJMSH Volume Issue [Year 2014] online ISSN 2277 – 9809 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 International Research Journal of Management Sociology & Humanity http:www.irjmsh.com Page 119 Volume Issue [Year 2014] IRJMSH online ISSN 2277 – 9809 REFERENCES Aggarwal , Y.P, Statistical methods concepts, Applications and Computation, Sterling Publishers, New Delhi, 1986 Bandura, A and Walters, R.H (1959), Adolescent Aggression, New York: Ronald Berkowitz,L.(1964), Encyclopedic Dictionary of Psychological Terms, New Delhi: M.D Publications Best, J.W (1987) Research in education, Prentice Hall USA Bhattacharya, P.N (1976) A text-Book of Psychology, New Delhi, Sterling Publishers Ltd Butcher, H.J Human Intelligence; Its Nature and Assessement, Methew and Co., London, 1962, 1972 Buch M.A (1983) Research in Education, Baroda Cattell, R.B.91950) Personality; A Systematic, Theatrical and factual study, Nw York McGraw Hill Book Co Coville W.J.(1963) Abnormal Psychology Barmer and Lourie, New York Crow L.D and Crow A(1956) Understanding our behavior, Algered Knoff, New York Freud McKinney(1966) Psychology of personal adjustment John Wiley and sons Inc New York, London, Sydney Garrett, H.E(1973)., Statistics in Psychology and Education, Vakils, Feffer and Simons, Bombay Good C.V (1959) Introduction to educational Research Appleton Century Crafts, New York J.F Cuiord (1978), Fundamental statistics in Psychology and education, McGraw Hill Ltd Kuhlen R.G.(1952) The psychology of adolescent development, Harper and Bros, New York Walia, J.S Foundation of Educational psychology, Paul Publishers, Jalandhear International Research Journal of Management Sociology & Humanity http:www.irjmsh.com Page 120 IRJMSH Volume Issue [Year 2014] online ISSN 2277 – 9809 Wolman, B.E.(1979) Contemporary Theories an Systems in Psychology, Freeman Book Co Delhi International Research Journal of Management Sociology & Humanity http:www.irjmsh.com Page 121