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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
10
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
11
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.
12
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),
13
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.
14
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.”
15
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.
16
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.
17
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
18
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
19
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
20
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
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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:
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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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