A STUDY OF THE EFFECT OF REACTION TO FRUSTRATION ON VALUES, PERSONALITIES AND SOCIAL ADJUSTMENT OF THE ADOLESCENT STUDENTS.

SYNOPSIS
SUBMITTED TO I.A.S.E UNIVERSITY FOR PARTIAL FULFILLMENTS OF THE DEGREE OF Ph.D. (Edu)

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

Research Scholar Sumati Paliwal

BASIC TEACHERS TRAINING COLLEGE GANDHI VIDYA MANDIR, SARDARSHAHR Year 2008

1. Name of the Scholar : 2. Topic of the Research work:

SUMATI PALIWAL A STUDY OF EFFECT OF AND OF REACTION TO FRUSTRATION ON VALUES, SOCIAL PERSONALITIES ADJUSTMENT

ADOLESCENT STUDENTS. 3. Location:

Basic Teachers 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.

5. 6.

To study the relationship between various components of Personalities of Adolescent students. 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

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 students 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

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,

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 individuals 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. Its 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.

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 bodys 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 individuals 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,

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 todays 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

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

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 7point 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 socioculture 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 ones 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 studentsBharadwaj, 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 mothers employment were not related to adolescents 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 husbands 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. Chaturvedis (1983) study revealed that patients with frustration and stress disorders tended to be aloof, pessimistic, tender-minded, apprehensive, and had undisciplined selfconcepts. 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 its 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

21

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 components of Frustration. is no relationship between various

22

6. 7. 8. 9. Social Adjustment. 10.

There is no relationship between Frustration on Values and Personalities. There is no relationship between Frustration on Values and social adjustment. There is no relationship between social adjustment and its components. There is no relationship between Personalities and 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.

23

The main variables of the study are: a) Frustration, b) c) Personalities, 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.

24

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 everchanging 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.

25

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

3. Government Aided : 5. AIEEE, PET (C.I.*): 6. CPMT , PMT (C.I.*): * [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 Pearsons 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.

27

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;

28

4. Procedure and data collection; 5. Statistical techniques;

9. Exact duration of the course :

Description of Consumed Time :-

24 months 3 months 6 months 6 months 3 months 3 months 3 months

1. Revision and Collection of Related research 2. Collection of Data 3. Indexing & Specification of Research work 4. Conclusion & Suggestions 5. Writing of Research work 6. Typing & Binding

10. Facilities available for the work: Facilities available by

the Principal

11. References & Bibliography

1. Best John W. 2. Biswas A and Agrawal J. C. 3. Colemen James C Research in Education, third edition, Prentice Hall. (1978) Encyclopedic dictionary and directory of education Vol I, The academic publishers (India) (1971) Abnormal Psychology and modern Life, Fifth Edition, D.B.Taraporeval and sons Co. Pvt. Ltd. (1976) 4. Eysenck H.J., Arnold w, 5. Berne Search Meili Wurzburg. (1972) Encyclopedia of Psychology Vol. 1 Press London

29

6. Fieldman, Robert S 8. Garrett Henry E 9. Good, Carter V: 10. Harriman 11. Hurlock, E.B. 12. Jersild Arthur, T, Brook Judiths and Brook David W 13. Jersild Arthur, Telford Charles, W and Sawrey Jones, M 14. Kaplan Paul S., 15. Kinney Fred Mc. 16. Malviya, D. 17. Martineau 18. Moshman David, Glover John, A. and Broning Roger, H:

Elements of Psychology, (1997) Statistics in Psychology and

Education, Kalyani Printers. (1987) Dictionary of Education, McGrawHill Book Co. 1954. Encyclopedia of Psychology, Philosophical Library Inc. (1946) Child Development, Mc Graw-Hill. (1978) The Psychology or Adolescence, Third Edition, Macmillan Publishing Co. Inc. (1978) Child Psychology, Prentice Hall of India. (1975) Psychology of Adjustment, Jean Stein, Wadsworth Inc. (1984) Psychology to personal AdjustmentBy John Wiley and Sons, Inc. (1960) Reactions to Frustration. New Delhi Research Foundation. (1977). Psychology of Adolescent, Prentice Hall Inc.; New Jersey. (1966) Development Psychology

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 Mullers Lyer illusion in high and low students. Ind. Psy. Rew. Vol. 30 (1986)

21. Phares and Jerry, E

Introduction to Personality Edition, Scott Foresman Company. (1988)

Second and

22. Ram Chandra Rao S.K.,

The conception of frustration in Indian (1983) thought: The practical involvement in Gita and Ayurveda.

23. Steward Alison Clark and Friedman Susan 24. Sudha G.S.

Child Development Infancy through Adolescence John Wiley and Sons Inc. (1987) Organizational Behavior (A Psychological Framework), National Pub. house, Jaipur. (1996)

25. Thakur Devendra 26. Tiwari, Manorama.

Research

Methodology

in

Social

Sciences, Deep and Deep pub. (1993) Modes of frustration as function of personality 27. Wolman Benjamin B factors, sex and adolescent. PhD thesis, (1981) Dictionary of Behavioral Science, Litton Educational Pub. Inc. (1973)

31

28. Worchel Stephen, Goethals George

Adjustment Pathways to Personal growth, Prentice Hall, Inc. (1985)

Outline of the Synopsis approved

Signature of Supervisor with date

Signature of the candidate with date

32