RELATIONSHIP BETWEEN FRUSTRATION AND

BEHAVIOURAL
PROBLEMS AMONG EARLY ADOLESCENT STUDENTS.

By : Saritha Manoharan M.Sc, M.Ed, NET

The study examines the relationship between

Frustration and Behavioural problems among students belong to early
adolescent periods. For the purpose, the author employed two tools first
one was a Frustration inventory scale –A modified tool based on the
frustration test questionnaire prepared and standardized by Chowhan
and Tiwari in the year 1999 to measure the Frustration among teenagers,
second tool employed was a self developed Behavioural Problem
Identification Test (BPIT) to identify the Behavioural problems in the
teenagers. Sample of the study were 300 students belonging to early
adolescent period from the schools of Kollam district in Kerala. Results
revealed that Frustration and Behavioural problems are positively
correlated (ie. when one variable increases other also increases) in the
adolescent students.

According to Chandra “Frustration is an emotion that occurs in

situations where one is blocked from reaching a personal goal”, and
Behavior is something which constitutes one’s personality. It is the manner
in which one behaves and it is a mean of evaluation by others. Behavioural
Problem can be defined as a deviation from the accepted pattern of
behaviour. A frustrated adolescent may express his Frustration in the form
of certain defective Behaviors some of them are Temper tantrum,
Negativism, Truancy, Specific fear, Lack of confidence, Learning problem,
and Selfishness.
 “Adolescence is the life stage that bridges childhood and adulthood”.
For most of the individuals, it is a period of serious emotional disturbances
and it occurs from the age of 13 to 19. It is one of the life’s fascinating and
perhaps most complex stages, a time when young people take on new
responsibilities and experiments with independence. They search for
identity, learn to apply values acquired in early child hood and develop
skills that will help them become caring and responsible adults.

When adolescents are supported and encouraged by caring adults

they thrive in unimaginable ways, becoming resourceful and contributing
members of families and communities. Thus young people can change the
world in astonishing ways using their creativity, energy and enthusiasm.

Unfortunately at present most of our youngsters are not blessed with

the support of adults, conflict between an adult and an young is not a new
thing, teenagers and their parents often blames each others behavior,
parents feel they have lost any sort of control or influence over their child.
Adolescents wants their parents to be clear and consistent about rules and
boundaries, but at the same time may resent any restrictions on their
growing freedom and ability to decide for them selves, as a result feelings
like stress, strains and Frustrations became an inseparable part of our
youngsters life.

Stanleyhall calls adolescence as a period of great stress and strain,

storm and strife. Holling worth calls this as period of temporary insanity. In
the view of Morgan and associates, there may be various causes of
Frustration and related stresses like environmental, physical, or it may be
people like parents, teachers or other elders. Some times the individual may
set his eyes on a certain goal which is beyond his ability to achieve. And in
other cases the parents may be over aspiring about the children, in such
cases both parents and child suffer Frustration
 If Frustration continues, our body enters the second stage- resistance.
Body attempts to adjust to the stress. These Frustrations threaten the
individual’s psychological balance. Psychologists opined that an upset or
Frustrated adolescent may express his negative feelings with sulky
behaviors rather than obvious distress.

So considering this situation the study was intended to find out the
probable relationship between Frustration and Behavioural Problems
among adolescent students. The following questions were raised in the
mind of the researcher while selecting the problem.

1. What is the level of Frustration and Behavioural problems among

adolescent students?

2. Is there any relationship between Frustration and Behavioural

Problems?

There have been many studies conducted on selected variables

separately. But no study has been done on all the selected variables
simultaneously.

OBJECTIVES :

 To study the level of Frustration among adolescent students.

 To study the level of Behavioural Problems among adolescent

students.

 To study the relationship between Frustration and Behavioural

Problems of adolescent students for the total sample and the sub
samples with respect to, (a)Gender, (b)Locality of school, (c)Type
of Management of school.
METHODOLOGY:

Considering the nature of the study the investigator had selected

normative survey method to study the problem. The aspects of the
methodology followed are tools, population, sample, and statistical
techniques.

i) Tools:

Tools are the techniques used in the data gathering process, which
may vary in their complexity, design, administration and interpretation.
Tools used in the present study were:

• Frustration Inventory Scale

A standardized tool of ‘Frustration Inventory’ based on the

Frustration test questionnaire prepared and standardized by Chowhan and
Tiwari (1999) was used in the study.

• Behavioural Problem Identification Test (BPIT)

The investigator prepared the tool to find out the Behavioural

Problems in adolescent students. The face validity of the tool was
established with the help of experts. The reliability of the tool was
determined by split half method.

ii) Population of the study

A population refers to any collection of specified group of human

beings or of non-human entities such as objects, educational institutions,
time units, geographical areas, prices of wheat or salaries drawn by
individuals. Population in the present study consisted of whole adolescent
students in the Kollam district.
iii) Sample of the study

The representative proportion of the population is called a

sample.The present study consisted of a sample of 300 adolescent students
in Kollam district.

iv) Statistics used in the study

Statistics is the science of computation. In this study the investigator

used different statistical methods like Mean, Median, Standard
deviation, Skew ness, Pearson’s Product Moment Correlation, and t-
test were used.

RESULT

Analysis of the Frustration scores

The statistical constants namely mean, medium, standard deviation

and skew ness were computed for the Frustration scores. The results of
preliminary analysis are given in the following table.

Table 1

Statistical constants of Frustration scores

Number of Mean Median Standard Skewness

Sample (Md) Deviation(SD)
Students (N) (M)

Total 300 86.70 89 13.43 -0.53

Boys 150 85.25 88 13.58 -0.89

Girls 150 88.15 89 13.15 -0.14

Urban 150 88.27 90 12.57 -0.47

Rural 150 85.14 88 14.10 -0.53

Aided 150 87.11 89 12.91 -0.38

Unaided 150 86.29 88 13.95 -0.65
The mean, median and standard deviation of the total samples were
calculated and their scores are, 86.70, 89, and 13.43 respectively. In the
above statistical table all the sub variables are negatively skewed. It means
that there are many individuals in the sub variables with their scores higher
than the average score of the particular group.

• Details about the level of Frustration among the sample

The investigator found the mean and standard deviation of adolescent

student’s Frustration. Then the investigator classified the students in to
below average, average and above average based on the formula x + 1 σ
and x-1 σ . The students who lie between x + 1 σ and x – 1 σ are average
students, those above x +1 σ are above average students and those below x
-1 σ are below average students.

Table 2

Classification of students in terms of Frustration inventory scores

Below average Average Above average

15% 72% 13%

Of the 300 samples 15% are in below average Frustration, 72% are in
average Frustration and 13% are in above average Frustration

Analysis of the Behavioural Problems scores.

The statistical constants namely mean, median, standard deviation

and skew ness were computed for the Behavioural problem scores. And the
results are shown below.
 Table 3

Statistical constants of Behavioural Problem scores

Number of Mean Median Standard Skewness

Sample Students (M) (Md) Deviation (SD)
(N)

Total 300 11.18 11 3.00 +0.25

Boys 150 11.47 11 2.98 +0.27

Girls 150 10.88 11 2.99 +0.25

Urban 150 11.43 11 3.00 +0.26

Rural 150 10.93 11 2.98 +0.25

Aided 150 11.20 11 3.01 +0.30

Unaided 150 11.16 11 2.99 +0.21

The scores obtained for mean, median and standard deviation of the
total samples are 11.18, 11, and 3.00 respectively. And all the sub variables
are having positive skew ness value. Hence it is inferred that there are many
individuals in a sub variable who score less than the average score of that
particular group.
 • Details about the level of Behavioural Problems among the
sample.

The investigator found the mean and slandered deviation of

adolescent student’s Frustration. Then the investigator classified the
students in to below average, average and above average based on the
formula x+1 σ and x-1 σ . The students who lie between x+1 σ and x–1
σ are average students, those above x +1 σ are above average students
and those below x -1 σ are below average students.

Table 4

Classification of students in terms of Behavioural problems score

Below average Average Above average

19% 65% 16%

Of the 300 samples 19% are in below average Behavioural Problems

65% are in average and 16% are in above average Behavioural
Problems.
 Table 5

Result of Relationship between Frustration and Behavioural Problems

among Adolescent Students in respect of Boys, Girls(Gender), Urban
Schools(locality of school), Rural Schools, Aided Schools and Unaided
Schools(type of management of school). (Consolidated)

Table value
Significant/ Not
Sample N r 0.05 0.01
significant
level level
15 0.21
Boys 0.159 0.208 Significant at 0.01 level
0 5
15 0.12 Not Significant at 0.05
Girls 0.159 0.208
0 3 level
15 0.16
Urban 0.159 0.208 Significant at 0.05 level
0 8
15 0.13 Not Significant at 0.05
Rural 0.159 0.208
0 2 level
15 0.09 Not Significant at 0.05
Aided School 0.159 0.208
0 7 level
Unaided 15 0.21
0.159 0.208 Significant at 0.01 level
School 0 2

The above table denotes that there is significant positive relationship

between Frustration and Behavioural Problems in Adolescent Boys,
Adolescent Urban School Students and Adolescent Unaided School
Students. Whereas, there is no significant relationship between Frustration
and Behavioural Problems in Adolescent Girls, Adolescent Rural School
Students and Adolescent Aided School Students.

FINDINGS:

Major findings of the study were

 • Of the 300 samples 15% were in below average Frustration, 72%
were in average Frustration and 13% were in above average
Frustration.

• Of the 300 samples 19% were in below average Behavioural

Problems 65% were in average and 16% were in above average
Behavioural problem.

• Regarding the relationship between variables there is significant

positive relationship between Frustration and Behavioural Problems
in Adolescent Boys, Adolescent Urban School Students and
Adolescent Unaided School Students. Whereas, there is no
significant relationship between Frustration and Behavioural
Problems in Adolescent Girls, Adolescent Rural School Students
and Adolescent Aided School Students

IMPLICATION

The findings of the study have direct implication to the field of

education. It is very clear from the study that Frustration and Behavioural
Problems is Correlated. It may be studied further because, today’s
adolescents are tomorrow’s adults and the future developments of our
Nation determines by them. Frustration is a feeling of powerlessness and
helplessness when something goes wrong in our lives or when the results of
a certain action do not meet our expectation. Frustration causes people to be
angry and rude it damages relationship and harms ones health and
personality. Today it has become a chronic problem among our adolescent
which prevent their wholesome development and it may affect the growth
of our nation inversely. By considering all the above mentioned reasons the
investigator suggest the following points as educational implications,
 • The school administrators and teachers should organize activities
that may foster the free interaction among students and teachers
and it will create a better understanding between them.

• Provide classes on personality development, which will promote

wholesome development of the student.

• Establishment of counseling zones in every school will help in

wiping out the negative outlook prevailing in the minds of
children.

• Quit corporal punishments from the schools, because corporal

punishments may affect the development of the students
adversely.

• The teacher should be sympathetic to the difficulties of the

students, which will create a good relation between student and
the teacher.

• Provide personal, educational, and vocational guidance to the

students and will create ‘hope for the future’

• Train students to set goals based on their desires and passions

and it will give self confidence in them.

• Avoid making comparison between students, and avoid giving

undue pressure on the students. Promote healthy competition
among students all the above will reduce the stress and strains in
the students.

CONCLUSION
Personality is an unique configuration of an individual’s characteristics and
mode of Behaviour that shape his adjustments to his environment.
Frustration is a negative feeling which may affect once personality
development adversely. Frustration is a feeling of powerlessness and
helplessness when something does not happen as per our expectation. In
addition to making people to be angry, rude, it spoil their relationship with
others, also it harms ones health and personality. Proper guidance and
counseling is the only way to tackle with the condition of negative feeling.
Today most of our youngsters are suffering from negative feeling due to
various reasons which inculcates awkward behaviour in their selves. The
aim of imparting guidance and counseling in educational institution is
saving our youngsters from the condition of negative feeling. So all
educators and school authority should take proper care to implement the
facilities for guidance and counseling in the school.

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