A STUDY OF THE EFFECT OF REACTION TO FRUSTRATION ON VALUES, PERSONALITIES AND

SOCIAL ADJUSTMENT OF THE ADOLESCENT STUDENTS.

SYNOPSISSUBMITTED TO I.A.S.E UNIVERSITY

FOR PARTIAL FULFILLMENTSOF THE DEGREE OF

Ph.D. (Edu)

Research Guide Research Scholar Dr. Harpal Singh Sumati Paliwal(M.A. M.Ed., Ph.D.)

BASIC TEACHER’S TRAINING COLLEGEGANDHI VIDYA MANDIR,

SARDARSHAHRYear 2008

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1. Name of the Scholar : SUMATI PALIWAL

2. Topic of the Research work: A STUDY OF EFFECT OF

REACTION TO FRUSTRATION ON

VALUES, PERSONALITIES AND

SOCIAL ADJUSTMENT OF

ADOLESCENT STUDENTS.

3. Location: Basic Teacher’s Training College,

Gandhi Vidya Mandir, Sardarshahr.

Rajasthan.

4. Field of the Research Study: Educational Psychology

5. Objective of the Research Study: -

1. To compare the effect of Reaction to Frustration on values of

adolescent girls and boys of Government, Aided and Private school,

IIT-JEE, CPMT, AIEEE, PMT & PET Coaching Institutes.

2. To compare the school/college problems related to Frustration on

values of adolescent girls and boys of Government, Aided and Private

school, IIT-JEE, CPMT, AIEEE, PMT & PET Coaching Institutes.

3. To compare the personal problems, family problems and over

sensitivity related to Frustration on values of adolescent girls and boys

of Government, Aided and Private school, IIT-JEE, CPMT, AIEEE,

PMT & PET Coaching Institutes.

4. To compare the Personalities of adolescent girls and boys of

Government, Aided and Private school, IIT-JEE, CPMT, AIEEE,

PMT & PET Coaching Institutes.

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5. To study the relationship between various components of

Personalities of Adolescent students.

6. To study the relationship between Frustration on Values and

academic achievement.

7. To study the relationship between Frustration on Values and social

adjustment.

8. To study the relationship between social adjustment and its

components.

9. To study the relationship between academic achievement and social

adjustment.

6. Importance of the Research : -

The frustration experienced by man today must be different from that

experienced in the past, and the frustration experienced by a member of a

developed industrial society different from that experienced by a member of

a developing and predominantly rural society. Perhaps in the past men were

mainly concerned for their physical survival; they worried about the source

of their next meal, about shelter, and about not being killed. Their most

pressing wants were basic physical needs. In some societies this changed

with development, and today, for some, physical needs are not a day-to-day

concern. Industrialized man worries about problems of a more psychosocial

nature, problems which are perhaps higher in his hierarchy of needs. This is

probably not so for those, or at least some of those, living in developing

societies.

If today problems for industrialized man are indeed higher-order problems

then an interesting argument can be advanced. The removal of physical and

psychological threat has allowed this type of man to become concerned with

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threats, which were hitherto perceived as of secondary importance. Is it

possible that this type of man is actually experiencing less frustration than

ever before? He now lives longer (for various reasons) and enjoys a

relatively high standard of living. His luxurious and comforts would far

exceed the imagination of his ancestors. However, living longer does not

necessarily mean a healthier life, simply a medico social system that is

effective in keeping people alive. A high standard of living does not

necessarily guarantee that the quality of life is good. Frustration is a threat to

the quality of life and to physical and psychological well-being. Frustration

is a problem for all types of society.

For some time now, children have been falling prey to frustration disorders

of various kinds. This is because formal education is an anxiety driven

enterprises. The education system harbors inbuilt frustration providing

situations, which children have to wade through. Right from the procedures

of selective entry into schools till the reality of examinations every year,

frustration engulfs many a tender mind and body and affects the physical,

mental and social health of young students. Educational stressors,

frustrateors, depending upon their nature, duration and intensity, pose a

potential hazard to the student’s health and personality in varying ways,

thought the damage may or may not be explicitly visible immediately.

Ramachandra Rao has highlighted the ancient Indians contribution as an

alternative way of thinking about frustration so that a comprehensive

conceptual model of frustration and stress culturally specific to India can be

developed. Confining himself to the indigenous systems known as Samkhya,

Yoga and Ayurveda, Ramachandra Rao highlights two Indians concepts,

namely Klesa and Dukha, which correspond not only to the concept of

frustration in common use but also, to an extent, to the concept in its

technical sense. The concept of Klesa, as crystallized in the Yoga

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framework, refers largely to the frustration in common use but also, to an

extent, to the concept in its technical sense. The concept of Klesa, as

crystallized in the Yoga framework, refers largely to the stressors,

frustrateors aspect, and the concept of Dukha in the Samkhya more to the

phenomenon of frustration itself. The Samkhya system news Dukha to

signify the stress that the individual experiences in the course of his

interaction with the world around him. It describes an orgasmic state

involving the experience of emotions and is characterized by an urge to

escape or avoid. On the basis of a painstaking review of ancient Indian

Literature, Ramachandra Rao concludes that the broad based conceptual

model of frustration, provided by the Yoga-Sutra relies on the cognitive

appraisal constitutes the functional frame work for the conceptual model of

frustration, not only in Samkhya-Yoga system, but also in Vedanta and

Buddhism. In another article, Ramachandra Rao has discussed frustration

with reference to situations in the Gita and Ayurveda, claiming that the Gita

provides an excellent illustration of frustration and how it is to be handled;

and that the main importance of the Gita is to redefine the major aspects of

frustration in life situations. Adopting the conceptual model provided by the

Yoga-Sutra, it brings out the importance of the individuals perception of

himself in his role-status, and of the objective environment, including the

task as assigned to or as accepted by him. Ramachandra Rao has also

outlined on elaborate ideology of frustration based on Ayurveda, the Indian

system of medicine, which relies on the Samkhya school for its general

theoretical orientation. In fact, the concept of cognitive structuring, threat,

emotional involvement, organic reactions and coping activity can be found

in the discussion of frustration in Indian thoughts. It has been demonstrated

that such a conceptual model of frustration concerns itself much more with

cognitive processes than the western models of frustration. Thus,

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Ramachandra Rao convincingly brings to light the ancient Indian

contribution to the understanding of the frustration phenomenon on the basis

of which a comprehensive model of frustration culturally specific/typical to

India can be developed.

Adolescence in human life is the stage when rapid changes take place. The

individual’s mental, social, moral and spiritual outlook undergoes

revolutionary changes. Such changes during adolescence are more rapid than

during infancy or childhood. Due to these rapid changes the adolescent

develops heightened emotionally. Secondly, the rapid changes that

accompany sexual maturity make young adolescents unsure of themselves

and there capacities. They have strong feeling of instability which are often

intensified by the ambiguous treatment they receive from there parents and

teachers. At this stage rapid bodily change occurs and most adolescents are

ambivalent about changes.

At this stage the adolescents are confined with many problems. It’s a time

for search of identify. However, the ambiguous status of the adolescent

presents a dilemma that greatly contributes to the adolescent “Identity crisis”

or the problem of ego identity. Adolescents generally have unrealistic

attitude towards life. They have unrealistic aspirations, not only for

themselves but also for their family and friends.

In our society adolescence has traditionally been viewed as a time of greater

storm and frustration than other periods of life. Due to physical and

glandular body changes adolescent faces heightened emotional tension. It is

seen not all adolescents by any means, go through a period of exaggerated

storm and frustration. But most of them do experience emotional instability

from time to time which is logical consequence of the necessity of making

adjustments to new patterns of behavior and to new social expectations.

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Adolescent emotions are often intense, uncontrolled and seemingly

irrational. These problems lead to frustration in adolescent life.

All of us face frustration in our lives; in facts, some psychologists believe

that daily life is full of frustration. It is clear, however that there are

conspicuous signs of tension in adolescence. Sometimes frustration is more

severe or longer lasting, adaptation requires major effort and may produce

physiological and psychological responses that result in health problems.

However, continued exposure to frustration results in a decline in body’s

overall level of biological functioning because of the continued secretion of

stress related hormones. Frustressful reactions can promote actual

deterioration of body tissues such as blood vessels and the heart. Ultimately,

we become more susceptible to disease as our ability to fight with germs is

lowered (Kiecolt-Glaser and Glaser, 1986; Scheiderman,1983).

Importance of the problem:

Adolescence is known as a traditional period the individual’s status is vague

and there is confusion about the roles the individual is expected to play. The

adolescent at this is neither a child nor an adult. As adolescence progress,

many of the interests that were carried over from childhood are replaced by

more mature interests. At this stage adolescent develops a strong desire for

independence. This leads to many clashes with parents and other adults in

authority. It is seen that adolescents complain about schools in general and

about restrictions, housework, required courses and in the way the school is

run. The attitude of adolescents towards education is greatly influenced by

their vocational interests. Boys and girls of this age begin to think seriously

about their future. Nowadays, everyone seems to be talking about frustration.

One hear if not only in daily conversation but also through television, radio,

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the newspaper and the ever increasing number of conferences and university

courses devoted to the topic. Although it has become part of our daily

vocabulary. In today’s world of competitiveness there is not a single

individual who is devoid of ambition in some or other form. Adolescents

tend to aspire unrealistically high. Therefore they often do not get

satisfaction from their achievements when they fail to reach their goals; their

achievements bring them little satisfaction.

Although some individual have greater difficulty than other, the frustration

on most adolescents are real. Some of these frustrations are physical like

puberty and other are environmental like rejection by peers, tough exams and

bad marks and demands by parents. Even the most competent children may

become unpredictable in adolescence.

It is seen that adolescents need a lot of social adjustment to the increased

influence of the peer group, changes in social behavior, new social

groupings, new values in friendship selection, new values in social

acceptance and rejection.

Frustration on Values, Personalities, Academic Achievement are the most

studies variables in the measurement tradition; yet none has studies the

relationship of stress with the social adjustment of adolescent students.

The casual connection between frustration in life and illness is hardly a new

idea. Physicians, Philosophers and persons concerned about health have long

wondered about the etiological significance of stressful and frustrated life

events. The distinctiveness of recent research lies in its attempt to define and

measure frustration of life. Studies in India prior to 1977 were mainly

concerned with acculturative frustration due to migration from rural to urban

settings (Bhaskaran, R.C. Seth and Yadav, 1970; Channabasavanna Rao

Embar and Sharieff, 1970; K.C. Dube, 1970; B.P. Sethi, G.C. Gupta,

Mahendru and Kumari, 1972; Thacore, 1973). All these studies found a

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higher rate of morbidity among the migrant population. Further, K.C. Dube

(1970), and Thacore, G.C. Gupta, and Suraiya (1971) concluded that the

joint family system produces a greater amount of frustration. But Verghese,

Beig, Senseman, S.S.S. Rao, and Benjamin(1973), and B.P.Sethi, G.C.

Gupta, Mahendru, and Kumari (1974) cited that the nuclear family created

more frustration for individuals. In an excellent study of three contrasting

communities of Kota situated in South India (Brahmins, Bants and Mogers),

Carstairs, and Kapur (1976) documented as how to socio-cultural and

economic changes induce frustration and mental disorders in a rural

community. For example, male Bants, who were mainly tenant farmers, were

found to have a higher rate of mental disorder than Brahmins and Mogers.

The investigators explained these findings in terms of traditional competition

of Bants with Brahmins, who were farmers like them; the growing threat to

their social status from Mogers who were growing richer and the no

materialization of benefits in terms of land ownership rights expected from

the Indian Land Act. Among the female Bants, the changes in the conjugal

residential pattern, i.e., change over to matrilineal system of residence

appeared to be a greater source of frustration and consequent somatic and

psychological symptoms than the insecurity concerning the socio-economic

status which influenced their male counterparts. However, the family

constitution, joint or nuclear, did not significantly influence the mental

disorder rate among them.

Studies conducted in India have used life events lists prepared in other

countries either without change (R.Prakash, Trivedi and B.B. Sethi, 1980;

Venkoba Rao and Nammalvar, 1976) or after modification (Chatterjee, S.P.

Mukherjee and Nandi, 1981 S. Dube, Sundaram, Mohan and Jain, 1980; wig,

Menon and Chawla, 1980). L.N. Gupta, Bhatia, Godara, Vyas and

Singhal(1981), however, used only a “subjective report” of the patient in a

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specific area without the help of an event list. A major methodological

advancement in this area was made by Holmes and Rahe (1967), and

Holmes and Masuda (1974). The instrument constructed by these researchers

was called the schedule of recent Experiences (SRE) . in India, S. Dube et.

Al. (1980), and G. Singh, D. Kaur and H. Kaur (1981) made the most

systematic attempts in the scaling of stressful and frustrated life events. Dube

et. Al. (1980) studied 110 normal persons for their severity ratings on a 7-

point scale for readjustment required by life events. They reported only

moderate consensus among their subjects and drew up a hierarchical list of

events based on their perceived stressfulness. They added new items on

issues like joint family, dowry, spiritual search, and dropped items on dating

and breaking engagement. In another sample of 200 normal subjects from

the metropolitan city of Delhi, means, standard deviations and rank order of

52 life events clearly showed that subjects within a shared frame of socio-

culture background can scale, with moderate consensus, the degree of

stressfulness on a 7-point rating scale. G. Singh et. al. (1981) Shave also

constructed the frustration events scale for use in India.

Relevance of the problem:

In India most of the researchers in the field of frustration are of occupational

frustration. Frustration concerned with adolescent frustration in there

school/college/coaching time is very little studied. A review of related

literature showed that most of the studies which are studied with frustration

are of values, personalities and aspiration but none is of social adjustment.

Social adjustment is a very important factor to be studied. Frustration may

effect the social adjustment of the adolescent. By studying it many

behavioral and emotional problems can be looked into and counseling can be

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given to the low achievers, remedial programmes can be made for

personality development. Through case study and interview method social

adjustment can be made better. Suggestion can be given to the teachers and

administrators of schools organization for devising school curriculum in

such a way that the frustration is minimized.

Frustration is now a burning problem. Due to more scientific advancement

and rapid changes in our life style, adolescent faces many problems. Now

parents have become more ambitious. New variety of fields, have developed

and it leads to more confusion and frustration in one’s life. Therefore, this

research problem is undertaken for the study. Hence, the study, title of which

it states below was undertaken for research.

Title :-

“A study of effect on reaction to frustration on values,

personalities, and social adjustment of the adolescent students.”

7. Review of Related Studies:-

Gupta A. (1979) studied “Frustration and psychological stress related to

level of aspiration and achievement motivation.” The sample was taken from

class XI and P.G. students. The major findings are as follows:-

a). There existed significantly high positive relationship in between

frustration, psychological stress and achievements motivational, educational

and occupational aspiration.

b). All the extreme groups ie: high achievement motivation, high educational

aspirations and high occupational aspiration groups were under the greatest

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frustration, psychological stress, while the low achievement motivation, low

educational aspiration and low occupational aspiration groups, the least.

c). Students studying in post graduate classes significantly outscored the

students in grade XI on all measures of frustration, psychological stress;

students offering science and art as their academic streams did not differ

significantly.

d). Students studying in post graduate classes significantly outscored the

students in grade XI on all measures of frustration, psychological stress;

students in academic stream did not differ significantly on any of the

measures of psychological stress except anxiety, wherein the arts students

scored significantly higher than the science students.

e). Frustration and Psychological stress found to be independent of caste

hierarchy.

f). The difference between the means of the urban and the rural students on

Frustration and Psychological Stress were found to be highly significant.

Bisht, A.R. (1980) studied “stress in relation to school climate and academic

achievements:, the significant results of the study were

a). All the distribution of the different variables were almost normal

b). Mean scores of academic frustration and stress and school climate did not

differ. Students sex-wise but the male students differ from female students

significantly on the need for academic achievement and academic stress.

c). Age-wise there is no difference on the mean scores of these variables.

d). All the three independent variables were positively and significantly

correlated.

e). Only school climate and academic achievements correlated variance with

other variables were partially out.

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f). The need for academic achievement was the second best predictor but for

males it was best predictor.

g). The school climate was found to be a significant predictor of institutional

frustration and academic frustration and it was also the best predictor except

for the male sample.

h). Although academic achievement predicted institutional frustration and

academic frustration. Significantly, it ceased to be so when its correlated

variance with the need for academic achievement and the school climate

parted out.

Rangnathan, Namita (1988) studied “Stress and Frustration among school

children” and the major findings were as follows

a). The factors in Frustration and Stress constituted psychomotor symptoms,

mental symptoms, low self-esteem, withdrawal symptoms, attention

symptoms, hostility and anger symptoms.

b). In general, the children in government run schools were found to have a

high degree of stress than children in other schools.

c). Boys were found to have a higher degree of stress than girls.

d). The standard in which a child studied was not found to influence stress.

e). Stress and Frustration were negatively related to academic performance.

f). Academic performance varied as a function of type of school.

g). Stress and Frustration were positively and significantly correlated with

the organizational climate in the schools.

Gunthey, Ravi and Jain, Manisha (1998) studied “Use of drugs in relation

to family environment, ego-strength and life”, stress as well as frustration in

20 drug users and 20 non drug users (age 18-25 years). Ss were administered

the Hindi adaptation of Family Environment Scale (Joshi and Vyas, 1987),

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the Ego-strength Scale (Hasan, 1970), and the Life Stress Scale (Gunthey

and Loonber, 1992). Drug users showed impaired interpersonal relationship

and ego functioning. They were also more aggressive, lacked social and

personal competence and acceptance, and were irresponsible and isolated as

compared to non-drug users.

A. Studies showing the impact of personalities on students –

Gupta, M.A. (1979) in his topic entitled “A study of relationship between

locus of control, anxiety, level of aspiration, personality and academic

achievement.” Major findings were :

a). Locus of control was found to correlate negatively and significantly with

academic for the achievement for the total sample.

b). Anxiety was found to have significant negative correlation with academic

achievement for the total sample.

c). Level of aspiration correlated negatively and significantly with academic

achievement for the total sample.

d). Socio-economic status was found to have a significantly positive

correlation with academic achievement for the total sample.

Kaur, Kanwaljeet and Goyal, Geeta (1997) studied “academic aspirations

of rural tenth class girls.” Major findings were :

a). Majority of the students had low academic performance.

b). It revealed that 76.86% students wanted to continue their studies. Almost

equal percentage wanted to stay at home or join some service.

c). As regards choice of specific areas of study under degree programmes, it

was found that the first three programmes were B.Sc., B.A., and M.A. and

other choices were M.B.B.S and B.Ed.

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Shukla, S.K. and Agarwal, Archana (1997) studied “socio-economic

status, intelligence, occupational aspirations, self-concept and academic

achievement of scheduled caste and non-scheduled caste students”. Major

findings were:

a). SC students were low for socio-economic status as compared to non SC

students.

b). No significant difference was found between SC and non SC students in

their level of intelligence.

c). The boys of both, SC and non SC had low level of self-concept to their

girl counterparts.

d). The level of academic achievement of SC students was lower as

compared to non SC students.

B. Studies showing the impact of academic achievement on students -

Kemchandani S. Beena (1996) studied “comparative study of academic

achievement of boys and girls of SSC exam.”

Maikuri, R. and Pande, Shashi Kiran (1997) studied “ self-concept of

adolescents in relation to their academic achievement.”

Gupta, Anshika (1998) studied “anxiety level and scholastic achievement

amongst adolescents.”

Verma, B.P. and Sheikh, G.Q. (1998) studied “personality traits and needs

as correlates of academic achievement.”

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Suneeta, B., and Mayuri, K. (1999) studied “ effect of familial factors on

academic achievement of school children.”

Swain, Santanu Kumar, Mishra, Aswana studied “ effect of intelligence,

language usage and sex on academic achievement of secondary school

students.”

Taj, Haseen (1999) studied “ academic achievement as function of social

class, parent child interaction, dependency behavior and school

management.”

C. Studies showing the impact of social adjustment on students-

Bharadwaj, S.K. (1997) studied on the topic entitled “a psycho-social study

of adjustment amongst adolescents.” The tools used to collect data included

Junior Eysenck Personality Inventory by Helode and adjustment inventory

by Mittal. The major findings were “

a). Extraversion and neuroticism were found to have a powerful impact over

global, as well as area wise (home, social, school, emotional and health)

adjustment among adolescents.

b). Gender and mother’s employment were not related to adolescent’s global

as well as area wise adjustment.

c). It was found that global adjustment scores were influenced by the

extraversion and neuroticism dimensions of personality.

d). The interaction effects were not found to be significant on ant\y factor.

e). It was found that home adjustment was influenced by extraversion and

neuroticism dimensions of personality.

f). Extraversions, neuroticism and gender had significant effect on health and

emotional adjustment.

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Frustration with life Events: Group Comparisons

Venkoba Rao and Nammalvar (1976) found that depressive experienced an

average of 12.82 events compared to 11.72 experienced by controls.

However, they did not specify as to where their control groups were taken

from. R.N. Chatterjee et al. (1981) found significant differences only for

personal health, bereavement and interpersonal social events using the ENT

patients as controls. In a study by S. Saxena, Mohan, D. Dube, Sundaram,

and Chawla (1983b), Psychiatric outpatients were compared with normal

subjects, 14 out of 44 events showed significant differences in their

frequencies between the group. The mean number of events experienced by

patients was more than 24 times that experienced by normal controls.

Moreover, all the categories of events (personal, occupational, financial,

familial and marital) were experienced by a significantly greater number of

patients of patients than controls. Chaturvedi (1983) concluded that patients

with stress disorders cognize their life events as more distressing than

normal controls. As stated earlier, gender differences in the perception of

stressful life events have been found (S. Dube et al . 1980; G. Singh et

al,1980 ). A significantly large number of patients suffering from coronary

heart disease report a major change in work responsibility and the death of a

close relative as compared to normal controls (S.C. Bhargava, S.N. Sharma

and B.V. Agarwal, 1962). Recently, Chattopadhyay and Das (1983) showed

that neurotics displayed significantly higher life stress scores than psychotics

and Normals with regard to both recent and remote events (mostly

concerning undesirable events). Normals showed higher stress scores on

desirable events only, whereas for psychotics no such difference could be

found either with regard to recent-remote or desirable undesirable events.

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Frustration on Values, Life, Health and Psychiatric Symotomatology:

Researches has been done in India on the correlation between experience of

life events and the development on precipitation of physical and psychiatric

illness, particularly depression (R.N. Chatterjee et al., 1981; L.N.Gupta et al.

1981; R.Prakash et al. 1980; Venkoba Rao and Nammalvar, 1976).

Frustration relating to life events has also been demonstrated to be associated

with coronary heart disease (S.C. Bhargava, S.N. Sharma and B.V. Agarwal,

1982), alcoholism (Rangaswami, 1983), and ulcerative colitis (Chakraborty,

Shah and Parik, 1983; Khorana, 1983). While Christopher (1979) reported a

significant correlation between breast cancer and the occurrence of

subjectively stressful events up to 15 years before the appearance of breast

cancer; Udupa (1980) observed that frustration plays an important role in the

development and progress of carcinoma (a cancer) in various parts of the

body. L.N. Gupta and D. Srivastava (1983) studied the effect of frustrated

life events on the course of pulmonary tuberculosis and concluded that

patients who face continued frustrated situations responded poorly to

treatments as compared to those who were free from such situations.

Another group of studies has focused on the stressors inherent in marital life

or the family setup. A.K. Agarwal, Mehta and S.C. Gupta (1978) observed

that the spouses of neurotic patients suffered from anxiety neurosis and

neurotic depression to a moderate degree. Further, they concluded that

spouses from nuclear families reported significantly more psychiatric illness

than those belonging to joint families. It seems that the support of a joint

family acted as a buffer against the stress of the husband’s illness. However,

Sampurna, Ansari, P. Agarwal and Udupa (1979) reported that the joint

family system gives rise to stress disorders like hypertension peptic ulcer,

bronchial asthma, anxiety neurosis and thyrotoxicosis more often than the

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intermediate or nuclear family. J.R. Srivastava and S.B. Singh (1979)

highlighted the importance of the parents personality, especially that of the

mother, in producing psychosomatic disorders in children to a large extent.

The role of undesirable parental models, death of parents, or demanding,

strict and disciplinarian parents in causing psychosomatic (stress) disorders

has also been documented by Chaturvedi (1983). He has further

demonstrated the distressful impact of unhappy and hazardous married life,

death of spouse or offspring, and hazardous family relations on

psychosomatic disorders. In another study the role of marital stress on

anxiety neurosis has also been reported (V.N. Rao, Channabasavanna and

Parthasarthy, 1982). Marital disharmony is also associated with ulcerative

colitis (Khorana, 1983).

In a different group of studies, personality variables have been considered

along with stress measuresor diagnosis. Verma (1977) reported that

psychosomatic patients were characterized by mantel withdrawal, apathy and

logical contradiction. Ansari, Sampurna, Udupa and P. Agarwal (1979)

showed that patients with stress disorders had a high level of anxiety as well

as stronger achievement motive than controls. Chaturvedi’s (1983) study

revealed that patients with frustration and stress disorders tended to be aloof,

pessimistic, tender-minded, apprehensive, and had undisciplined self-

concepts. Nathawat and Tiwari (1983) found a consistent tendency among

persons with stress intrapunitiveness and hopelessness as compared to their

surgical counterparts who served as controls. According to Naidu (1983), the

profile of high level of frustration indicates that they generally think

positively about themselves and other, believe in the existence of God and

take life to be meaningful. They also engage relatively more in task relevant

than in defensive behaviors. Other studies have focused on specific life

stressors like the effects of postpartum sterilization and medical termination

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of pregnancy (Ammal and George, 1980; S.C. Saxena Ghosh and C.

Srivastava, 1979; Sreedevi, 1983) and approaching surgery or anesthesia

(Paul, 1981). While S.B. Chatterjee (1978) has discussed the role of

environmental situations like military aggression, economic conditions,

industrialization and social change as possible stressors leading to

psychosomatic illness, Bhujanga and Zubair (1979) have studied the impact

of cyclonic stress on psychiatric morbidity. It has also been reported that

psychic stress plays an important role in the precipitation of thyrotoxicosis

(Udupa, 1971) where neurotransmitters are considered to be transducers of

the various changes in the body following stress. It has further been reported

that the melatonin level and its synthesizing enzyme activity increases after

stress (P.M. Singh, 1980). In another study P.M. Singh, R.C. Gupta, G.C.

Prasad and and Udupa (1980) have confirmed that there is a final response to

psychic frustration.

Not much has been published on the techniques of coping with frustration.

Udupa (1979), while discussing the management of frustration and it’s

disorder, has recommended the use of ancient Indian methods, especially the

practice of Yoga, as an adjunct to existing therapeutic regimes. In a study on

frustration and coping mechanisms of orthopedically handicapped children.

Srivastava (1981) concluded that those who cope more effectively with their

stresses are people with more positive orientation to life in general and

employ a judicious mixture of coping and defense responses.

8. Chapter wise distribution of Proposed Research

8.1 Chapter 1.:- Background of the Study

8.1.1 Introduction

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8.1.2 Significance of the Study

8.1.3 Hypothesis

8.1.4 Clarification of the words used in topics

8.1.5 Delimitation of the Study

8.2 Chapter 2 :- Review of the Related Study

(i) Studies completed in India

(ii) Studies completed in Abroad

8.3 Chapter 3 :- Research Design

8.3.1 Research Method

8.3.2 Sample & Sampling method

8.3.3 Used Tools

8.3.4 Administration

8.3.5 Data Collection & its method

8.3.6 Used Statistics

8.4 Analysis & Interpretation of Data

8.5 Results, Conclusion & Suggestions

Hypothesis of the study:

In experimental psychological research formulating a hypothesis is very

important. It is a type of a suggestion which can be put to a test to find its

validity. Experimenters form a probable notion of what they expect to

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discover and express this expectation in formal prediction. The researcher

may be able to explain the collected data according to the hypothesis

propounded by him and the results then support the hypothesis. The

formulated hypothesis may prove to be correct on testing but the chances are

that the results may not favor the hypothesis.

In the present work Null hypothesis will be used as this hypothesis is

supposed to be the best hypothesis because it is not prejudiced on either side

whether the results are positive or negative.

The following null hypothesis will be tested in the present investigation:-

1. There is no difference in the effect of Reaction to

Frustration on values of adolescent girls and boys of Government,

Aided and Private school, IIT-JEE, CPMT, AIEEE, PMT & PET

Coaching Institutes.

2. There is no difference in family and personal

problems of adolescent girls and boys of Government, Aided and

Private school, IIT-JEE, CPMT, AIEEE, PMT & PET Coaching

Institutes.

3. There is no difference in the school/college

problems of adolescent girls and boys of Government, Aided and

Private school, IIT-JEE, CPMT, AIEEE, PMT & PET Coaching

Institutes.

4. There is no difference in the Personality level of

adolescent girls and boys of Government, Aided and Private school,

IIT-JEE, CPMT, AIEEE, PMT & PET Coaching Institutes.

5. There is no relationship between various

components of Frustration.

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6. There is no relationship between Frustration on

Values and Personalities.

7. There is no relationship between Frustration on

Values and social adjustment.

8. There is no relationship between social adjustment

and its components.

9. There is no relationship between Personalities and

Social Adjustment.

10. There is no difference in the components of

Frustration on Values of adolescent girls and boys of Government,

Aided and Private school, IIT-JEE, CPMT, AIEEE, PMT & PET

Coaching Institutes in terms of high as well as low level of aspiration.

DELIMITATIONS OF THE STUDY:

1. The study is limited to Kota Distt. only.

2. The sample for the present study will be 1200 students (boys and

girls) in the range of 16 to 20 years from Government, Government

aided, Private Schools and Pre IIT, PMT, CPMT, AIEEE and PET

coaching Institutes.

3. The study is limited to class XI, XII, Pre IIT, CPMT, AIEEE, PMT,

PET students.

4. The findings have been subjected to the limitations of tools used and

statistical treatment employed.

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The main variables of the study are:

a) Frustration,

b) Personalities,

c) Social Adjustment.

DEFINITIONS OF THE TERMS

1. FRUSTRATION :

R.S. Lazarus (1969) regards stress as an external circumstance that makes

unusual or extra ordinary demands upon the person.

According to Oxford English Dictionary, Frustration is –

1) Ineffective efforts, Prevent of achieving of purpose.

2) Negative force or pressure exercised on a person for the purpose of

compulsion or extortion.

A. The result of overpowering pressure of some adverse force or

influence.

B. A condition of things compelling or characterized by discouraged.

2. PERSONALITIES:

According to Dictionary of Education, Personalities is –

Characteristics and Qualities according Knowledge or skills develop

in school subject, usually designated by test scores or marks assigned

by teachers, or by both.

The individual personality of pupils in the so called “Man of different”

subjects, such as reading, arithmetic and history, as contrasted with

skills developed in such areas arts and physical education.

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ADOLESCENT:

The period of human life distinguished by the maturation of the organs

and functions of reproduction, extending from the onset of puberty to

adulthood.

The period during which behavior patterns such as finding a vocation,

mating and establishing independence of the family approach

maturity.

3. SOCIAL ADJUSTMENT:

The process whereby the individual attempts to maintain or further his

security, comfort, status or creative inclinations in the face of ever-

changing conditions and pressures of his social environment, or the

state or condition attained through such efforts.

The pattern of the modes of response built up the individual with

respect to his social environment and evaluated in terms of the

standards of his culture group as acceptable, desirable or successful.

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SAMPLE OF THE STUDY

The sample of the present study consists of 600 girls and boys of

Government, Government Aided, Private schools and IIT-JEE, CPMT,

AIEEE, PMT & PET. The students were of class XI in the age group of

16- 20 years of Senior Higher Secondary Schools of Kota city. The

sample was equally divided in three groups:-

1. Private : 100 girls 100 boys

2. Government : 100 girls 100 boys

3. Government Aided : 100 girls 100 boys

4. IIT-JEE (C.I.*) : 100 girls 100 boys

5. AIEEE, PET (C.I.*): 100 girls 100 boys

6. CPMT , PMT (C.I.*): 100 girls 100 boys

* [Coaching Institutes]

In this way sample has been selected from various schools.

Sampling Techniques:

In the present study, the random stratified sampling technique has been

used to select the sample. Thus the sample contains individuals drawn

from Government, Aided and Private school, IIT-JEE, CPMT, AIEEE,

PMT & PET Coaching Institutes.

Method:

The method in the present study is Normative Survey method. In a

normative survey we are concerned with conditions or relationships that

exist, practices that prevail, points of view or aptitudes that are held,

processes that are going on, influences that are felt and trends that are

26

developing. The survey method gathers data from a relatively large

number of cases at a particular time.

Tools of the Investigation:

It is a matter of general realization that tools serve the basis of reliability

of findings. Each tool is particularly appropriate for a particular kind of

data, yielding information in the form that would be most effectively

used. In the present investigation, the following tools have been used.

1. Reaction to Frustration test to be constructed by the investigator.

2. Level of Personalities Scale by M.A. Shah and Bhargava (1996).

3. Youth Problem Inventory by B.N. Verma (1996).

4. The position of Personalities leveled as indicated by the total score of

students in the public examination and after carrier object examinations.

Statistical Techniques:

The various descriptive techniques such as mean, standard Deviation and

Pearson’s product moment correlation and Inferential Statistical techniques

such as “t” test will be used for testing the hypothesis.

METHODOLOGY

After the problem of research has been started, the aim and objectives have

been fixed and the main hypotheses for investigation have been framed, it is

necessary to choose the design is very essential because it has the following

two basic purposes:-

1. It provides answer to research question.

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2. Research design helps the investigator to control experimental

extraneous and errors in variance of the particular research problem

under study.

Research designs are invented to enable the researchers to answer research

questions of validity objectivity, accurately and as economically as possible.

Designs are carefully worked out to yield dependable and valid answer to the

research questions epitomized by the hypothesis. Adequately planned and

executed design helps greatly in permitting to rely on both observations and

inferences.

Methods, tools and techniques are important constituents of investigation

and essential parts of the design and planning of the study. Therefore, a

careful selection of scientific and reliable tools and methods becomes very

essential for an investigator in order to make the investigation, successful

and useful. Young (1968) stated: “Most meaningful and revealing studies are

those that are consistent from a definite point of view and for the success of

any investigation careful planning is essential. Thus the procedure or the

design following which an investigator achieves his aims and objectives

includes in it all the tools, methods and techniques.”

The success of any investigation depends upon the selection of appropriate

methods and tools for the study of the problem. The method to be employed

always depends upon the nature of the related problem and the kind of data

necessary for its analysis and solution.

The present chapter deals with the method, sample, procedure, tools and

techniques which would be used in the study. The chapter includes:

1. Methodology;

2. Sample;

3. Tools used;

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4. Procedure and data collection;

5. Statistical techniques;

9. Exact duration of the course : 24 months

Description of Consumed Time :-

1. Revision and Collection of Related research – 3 months

2. Collection of Data – 6 months

3. Indexing & Specification of Research work – 6 months

4. Conclusion & Suggestions – 3 months

5. Writing of Research work – 3 months

6. Typing & Binding – 3 months

10. Facilities available for the work: Facilities available by

the Principal

11. References & Bibliography

1. Best John W. Research in Education, third edition,

Prentice Hall. (1978)

2. Biswas A and Encyclopedic dictionary and

Agrawal J. C. directory of education Vol I, The

academic publishers (India) (1971)

3. Colemen James C Abnormal Psychology and modern

Life, ‘Fifth Edition’, D.B.Taraporeval

and sons Co. Pvt. Ltd. (1976)

4. Eysenck H.J., Arnold w, Meili Wurzburg. (1972)

5. Berne Search Encyclopedia of Psychology Vol. 1

29

Press London

6. Fieldman, Robert S Elements of Psychology, (1997)

8. Garrett Henry E Statistics in Psychology and

Education, Kalyani Printers. (1987)

9. Good, Carter V: Dictionary of Education, McGraw-

Hill Book Co. 1954.

10. Harriman Encyclopedia of Psychology,

Philosophical Library Inc. (1946)

11. Hurlock, E.B. Child Development, Mc Graw-Hill.

(1978)

12. Jersild Arthur, T, The Psychology or

Brook Judith’s and Adolescence, Third Edition,

Brook David W Macmillan Publishing Co. Inc. (1978)

13. Jersild Arthur, Child Psychology,

Telford Charles, W Prentice Hall of India.

and Sawrey Jones, M (1975)

14. Kaplan Paul S., Psychology of Adjustment, Jean Stein,

Wadsworth Inc. (1984)

15. Kinney Fred Mc. Psychology to personal Adjustment-

By John Wiley and Sons, Inc. (1960)

16. Malviya, D. Reactions to Frustration. New Delhi

Research Foundation. (1977).

17. Martineau Psychology of Adolescent, Prentice

Hall Inc.; New Jersey. (1966)

18. Moshman David, ‘Development Psychology’

Glover John, A.

and Broning Roger, H:

30

19. Pandey Janak “ICSSR Committees for the Third

Survey of Research in Psychology”

Sage publications India Pvt. Ltd.

(1988)

20. Panday, R. P. et al. – The effect of frustration on the extent

of Muller’s Lyer illusion in high and

low students. Ind. Psy. Rew. Vol. 30

(1986)

21. Phares and Jerry, E ‘Introduction to Personality’ Second

Edition, Scott Foresman and

Company. (1988)

22. Ram Chandra The conception of frustration in

Rao S.K., Indian thought: The practical

involvement in Gita and Ayurveda.

(1983)

23. Steward Alison Child Development ‘Infancy

Clark and Friedman through Adolescence’

Susan John Wiley and Sons Inc. (1987)

24. Sudha G.S. Organizational Behavior (A

Psychological Framework),

National Pub. house, Jaipur. (1996)

25. Thakur Devendra Research Methodology in Social

Sciences, Deep and Deep pub. (1993)

26. Tiwari, Manorama. Modes of frustration as function of

personality factors, sex and

adolescent. PhD thesis, (1981)

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27. Wolman Benjamin B Dictionary of Behavioral Science,

Litton Educational Pub. Inc. (1973)

28. Worchel Stephen, Adjustment Pathways to

Goethals George Personal growth,

Prentice Hall, Inc. (1985)

Outline of the Synopsis approved

Signature of Supervisor Signature of the candidate

with date with date

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