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Background:
The need of the individual and the requirements of the society are never identical. But the flexible person is resolving the two demands into an acceptable synthesis. In every School, we can perceive adolescents who differ greatly in their School, we can get adolescent who differ greatly in their tolerance of frustration and conflicts and in the type of adjustment without under stress and strain. Aims: The main intention of research exertion is to estimate the various problems of adolescence and their effect on the behavior of the individual. Research Design: The present study was a descriptive survey, which was conducted on schools students of the Kalahandi District. The investigator classified the sample into two by randomly selecting equal number of students from urban schools and from rural schools. Population: For the present research work High school students of various part of Kalahandi District, Odisha constitutes the population. Sample & Sampling: Samples of 60 students from schools of Kalahandi District were randomly selected. Out of selected students, 30 were taken from urban schools and 30 were from rural schools. Out of 30 students from rural school, 15 males and 15 females were selected. Similarly, 15 males and 15 females were selected from urban school. Research Tools: Guide to using Nairashya Maapa (Frustration Test) Constructed and validated by N.S Chauhan and G.P Tiwari (1972) and Adolescence Problems Inventory by Dr. Mrs. M. Verma (1971). Statistical Techniques: The coefficient of correlation was calculated to know the relationship between the variables. The significance between means worked out to know the sex difference and t-ratio was calculated. Results: There exists a significant relationship between adolescent problems and frustration, there exists no significant difference in mean scores of frustration with respect to gender and there exists a significant difference in mean scores of adolescence problems of students of schools of Kalahandi District with respect to gender. Conclusions: The findings of the investigation may provide help to the parents and school teachers to help the students of channelizing their energy into useful and productive areas. The present study offers some significant relationships between adolescent problems and frustration.
Keywords: Adolescence Problems, Frustration, Adolescents
Introduction
The adolescent undergoes a continuous process of adjustment. His personal and social behavior does not develop in a vacuum. Those interests and modes of behavior that are particularly the result from the relationship that exists between his personal desires, needs or inherit potentialities and existing environmental conditions by which he is stimulated. Frustrations and conflicting situations may confront the adolescent almost continuously in his growing up process. In his attempts to meet his personal and social needs the adolescent makes a variety of adjustments. He may satisfy his own need and those of society. He may experience inadequate adjustment. He may fail so completely to adjust the emotional or mental breakdown results.
A psychologist is called upon not only to understand people, but also to help them modify their behavior. It is better to be happy than hinder the adjustment of other persons. A teacher or psychologist should understand and appreciate the needs of human beings because every person is urged upon to act by these needs and desires. He is never completely at rest with himself, as his life is a continuous struggle for food warmth, achievement, affection, recognition and economic and emotional security. The need of the individual and the requirements of society are never identical. But the flexible person is able to resolve the two demands into an acceptable synthesis. In every School, we can see female students who differ greatly in their tolerance of frustration and conflicts and in the type of adjustment without under stress and strain. School students who adjust well can be regarded as a young person who experiences relatively little tension in his daily activities contrariwise, a school student who habitually adjusts poorly tends to experience tension to a marked degree.
Teachers, parents, commercial and government leaders agree that we need to develop people with healthy or high self-esteem, which are generosity and respect for others, which institutions have done for their work Accept responsibility for them, there is truth in them, be proud of their deeds, who are willing to take risks, willingly take risks, capable of dealing with criticism, love and love , Seek challenge and the excitement of meaningful and demanding goals, and the order and control of their life, in other words, we need to help promote the growth of those who have healthy or authentic self-esteem, because they themselves Confirmation, relying on being creative, responsible and trustworthy.
Education today is not a question of purely early years education; This is a question of parental education because so many parents have lost their hold on their children. The reason for this once is that they insist on adopting the law without the permission of free intellectual exchange of ideas between themselves and the younger generation. As we grow up we get some knowledge, but we can not take it for granted that our wisdom will be accepted by the younger generation. We simply can not expect them to say, ‘Our big people have experience and they have proven themselves for some things, so they are right.’ They are fully prepared to talk to the elderly who are surprised by their thoughts, nor do they want to talk to older people who are not realistic.
Parental apathy, problems in schools, problem due to teachers, social inferiority, personal obstacles, problems of adolescence are the problems faced by adolescents. The question is whether youth is a pleasure or a burden has been thought by many psychologists and many teenagers. One study has shown that people were most confused in their adolescents and their morale was at their youngest age. While trying to get recognition from the partners of their own opposite sex, they maintained such difficulties, which were causing pressure from their parents to scholars and social achievements, and financially dependent on their parents were trying to establish their independence.
As we know, an adolescent often finds that the attitudes of his enlarging social group differ greatly from those that he has acquired in the home. Some of these differences may be relatively insignificant, but to the adolescent they may take catastrophic proportions. The conflicts that arise between an adolescent and his parentages do not limit themselves to differences of opinion a large issues. There often is constant argument concerning matters that may seem relatively trivial to the parent although they loom large in the mind of the developing adolescents. Conflicts may arise between the adolescent and his families that are different to resolve if neither is willing or able to negotiation. The conflicts may be due to a number of factors already discussed involving the maturation of the adolescents and the maturation of the parents: the biological changes of puberty, cognitive changes involving increased idealism and logical reasoning, social changes focused on impendence and identity, violated expectations and physical, cognitive and social changes in parents associated with middle adulthood. Moreover, there is often a lack of communication between mature adults and adolescents. We have a number of desires, which are not fulfilled due to certain obstacles. There is more or less minor frustration, which is encountered every day – a person misses the bus; causing a late arrival for an appointment; the office assistant is ill; delaying the preparation of an important report. There is, of course, much greater frustration in life. A boy who always wanted to marry his childhood beloved is jilted for another. A student fails in the school entrance examination and is denied admission. A sense of psychological disorder interrupts a brilliant career. According to Freud (1920), “Frustration occurred when ever pleasure seeking or pain avoiding behavior was blocked.” Rosenweig (1944), “Frustration occurs wherever the organism meets a more or less instrumental obstacle or obstruction in its route to the satisfaction of the vital needs.” The obstacle may be of active or passive sort. Harriman (1946) said that frustration is defined as, “the condition of being thwarted in the satisfaction of motive.” Maier (1949) defined, frustration as change in the conditions of the organism and through it a different set of behavior mechanism is set into operation.
The source of frustration may be either real or imagined. The conditions that thwart purposive behavior may actually exist, or they may be fantasies or the imaginations. One salesman may be frustrated because there is little market for his product, while another may be frustrated because he falsely believes no market exists and hence does not exert the needed effort. Whether the cause real or imagined the frustration is a real one for the individual concerned. It is too easy to accuse the frustrated individual indulging in unrealities, pointing out that the sources of frustration are false. To make this interpretation indicates a lack of insight into the motivational dynamics involved and prevents effective steps from being taken towards the readjustment of the individual.
Furthermore, many situations are anomalous. The different interpretations that may be applied to the same state of affairs may be equally sound. For example, workers may complain that there is little opportunity for promotion in an organization. Management may respond by saying that this is not true since each year 5% of line workers do receive promotions. Who is to say such a promotion rate is a small or large? It will depend upon the individual and his system of values of values. As a result it is necessary to be causations in categorizing a source of frustration as real or imagined in a situation that allows honest differences of opinion. Symonds (1939) stressed in his study that a rejected and over anxious child is likely to become more aggressive and hostile and may resort to truancy lying and stealing. Baldwin (1949) conducted a study on school children to study their home atmosphere and it is impact on child behavior and concluded that children from democratic homes were more outgoing, active, competitive, and resourceful and hence less stressed and frustrated. Mohsin (1951) found that the effect of frustration on problem-solving behavior repeated experience of failure of goal-directed activity produces frustration. Mithal (1975) in his study found that the frustrated students expressed their aggression mainly towards to the external environment or towards self. Reddy (1978) in his study on adolescent adjustment observed a significant relationship between adjustment and level of frustration. Veereshwar (1979) studied, “The mental health and adjustment problems of school going girls, urban and rural” and found that adjustment problems for girls existed in all areas but the percentage of extreme eases was average. Family problems, educational problems and personals were shown less by urban girls and the difference was significant. Bhatia (1984) found that family atmosphere was more tense and unhappy for girls in Indian environment. In many families, parents were more favorably inclined towards boys. Balbir (1987) studied that over chosen children are less frustrated. They possess a power of abstract thinking and socially desirable traits. They possess a power of abstract thinking and socially desirable traits. They are emotionally stable, most zestful and like group action. They are adjustable and submissive. Under chosen students possess socially undesirable traits. They are affected by feeling emotionally stable. In order to get attention they become aggressive, stubborn and dominant. Kashyp (1989) in her investigation reported that adolescent problems were positively related to anxiety, frustration insecurity and emotional immaturity and negatively to intelligence. Monaco (2000) indicates that marital discord, disruption of family social life, frustration and financial strain commonly result for the stress OCD (obsessive Compulsive Disorder) places on the family. Regression analysis indicated or depression. Denial or disengagement coping strategies mediated the relationship between psychological adjustment variables and hope.
Statement of the problem
Formally stated the problem stands as follows:
“Is there any relationship between adolescence problems and frustration of school students in Kalahandi District?
Objectives
- To study the relationship between adolescence problems and frustration of students of schools in Kalahandi District.
- To study the difference in adolescence problems of students of schools of Kalahandi District with respect to gender.
- To study the difference in the frustration level of students of schools of Kalahandi District with respect to gender.
Research design
The present study was a descriptive survey, which was conducted on schools’ students of Kalahandi District. The investigator classified the sample into two by randomly selecting equal number of students from urban schools and from rural schools. These students were further categorized into male and female students.
Population
For the present research work High school students of various part of Kalahandi District, Odisha constitute the population.
Sampling
In present study keeping in view the limited sources of time and money only 60 students from schools of Kalahandi District were randomly selected. Out of selected students, 30 were taken from urban school and 30 were from rural school. Out of 30 students from rural school, 15 males and 15 females were selected. Similarly, 15 males and 15 females were selected from urban school.
Research tools
The following tools were selected and used in this study:
- Guide to using Nairashya Maapa (Frustration Test) by N.S Chauhan and G.P Tiwari (1972)
- Adolescence Problems Inventory by Dr. Mrs. M. Verma (1971)
Statistical techniques
The investigator measured adolescent problems in regard to frustration. The coefficient of correlation was calculated to know the relationship between the variables. The significance between means worked out to know the sex difference and t-ratio was calculated.
Hypothesis
- There is a significant relationship between adolescent problems and the frustration of students of schools in Kalahandi District.
- There is a significant difference in mean scores of frustration level of student of schools of Kalahandi District with respect to gender.
- There is a significant difference in mean scores of adolescent problems of students of schools in Kalahandi District with respect to gender.
Data collection
Tools used for collecting data were Frustration test by Dr. N.S. Chauhan and G.P. Tiwari and Adolescence Problems inventory by (Mrs.) M. Verma. Both the tests are group as well as individual tests. Students from high schools have been selected randomly for both the tests. Certain time gap was given between the administrations of both the test. A congenial atmosphere was provided to the students for properly administering the test and for getting the natural response from students. Instructions were given to students after developing rapport and confidence of results was ensured.
Analysis and interpretation of data
Total 60 students were selected from different schools and sample was taken randomly. The parental encouragement and adjustment test were taken.
Table 1: Mean Scores of Adolescence Problems of School Students of Kalahandi District
Variable N Mean SD
Adolescence Problems 60 139.85 11.08
Table 1 shows mean scores of adolescence problem of school students of Kalahandi District. The mean scores of adolescence problems of school students are 139.85 with SD 11.08. This reveals that school students have high adolescence problems.
Table 2: Mean Scores of Frustration of School Students of Kalahandi District
Variable N Mean SD
Frustration 60 111.32 9.47
Table 2 shows mean scores of frustration of school students of Kalahandi District. The mean scores of frustration of school students are 111.32 with SD 9.47. This reveals that school students have high frustration level.
Table 3: Coefficient of Correlation between Adolescence Problems and Frustration of School Students of Kalahandi District
Variable N r Significant
Adolescence Problems 60 .92** Significant
Frustration 60
** Significant at .01 level
Table 3 shows the coefficient of correlation between adolescence problems and frustration of school students of Kalahandi District. The coefficient of correlation is .92, which is significant at both levels of confidence i.e. .05 and .01 level. This indicates that there exists significant relationship between adolescence problems and frustration of school students of Kalahandi Districts. Hence, hypothesis stating “there will be significant relationship between adolescence problem and frustration of students of schools of Kalahandi District” stands accepted.
Table 4(a): Coefficient of Correlation between Adolescence Problems and Frustration of Male School Students of Kalahandi District
Variable N r Significant
Adolescence Problems 60 .52** Significant
Frustration 60
** Significant at .01 level
Table 4 (a) shows the coefficient of correlation between adolescence problems and the frustration of male schools students of Kalahandi District. The coefficient of correlations is .52, which is significant at both levels of confidence i.e.05 & .01 levels. This indicates that there exists significant relationship between adolescence problem and frustration of male school students of Kalahandi District.
Table 4(b): Coefficient of Correlation between Adolescence Problems and Frustration of Female School Students of Kalahandi District
Variable N r Significant
Adolescence Problems 60 0.145* Significant
Frustration 60
* Significant at .05 level
Table 4 (b) shows the coefficient of correlation between adolescence problems and frustration of female school students of Kalahandi District. The coefficient of correlation is 0.145, which is significant at .05 level of confidence. This indicates that there exits significant relationship between adolescence problems and frustration of female school students of Kalahandi District.
Table 5: Mean Scores of Frustration of School Students of Kalahandi District with Respect to Gender
Variable Gender N Mean SD SED t-value Significance
Frustration Male 30 111.72 33.26 4.695 0.17 Not Significant
Female 30 110.93 33.14
Table 5 shows the mean score of frustration of school students of Kalahandi District with respect to gender. The mean scores of frustration of male school students are 111.72 with SD 33.26 and mean score of frustration of female school students are 110.93 with SD 33.14. The value of t-ratio is 0.17, which is not significant at both levels of confidence i.e. 0.05 and 0.01. This indicates that there exists no significant difference in the mean scores of frustration of school students of Kalahandi District with respect to gender. Hence, the hypothesis stating, “There will be significant difference in mean scores of frustration level of students of schools of Kalahandi District with respect to gender” stands rejected
Table 6: Mean Scores of Adolescence Problems of School Students of Kalahandi District with Respect to Gender
Variable Gender N Mean SD SED t-value Significance
Adolescence Problems Male 30 136.74 11.69 1.67 3.73** Significant
Female 30 142.97 11.95
**Significant at .01 Level
Table 6 shows mean scores of adolescence problems of male school students of Kalahandi district with respect to gender. The mean scores of adolescence problems of male school students are 136.74 with SD 11.69 and mean scores of adolescence problems of female school students are 142.97 with SD 11.95. The value of t-ratio is 3.73, which is significant at both levels of confidence i.e. .05 and .01 level. This indicates that there exists significant difference in the mean scores of adolescence problems of school students with respect to gender. It is further observed that mean scores of female school students are more favorable as compared to male schools students. The reason may be restrictions and many physical changes. Hence, the hypothesis stating “there will be significant difference in mean score of adolescence problems of students of schools of Kalahandi District with respect to gender” stands accepted.
Conclusions
The analysis of data, their discussion and interpretation put forth the following conclusion.
- The coefficient of correlation between adolescence problems and frustration of students of schools of Kalahandi District is .92, which is significant at .01 level of confidence. So it is concluded that there exists significant relationship between adolescence problems and frustration of students of schools of Kalahandi District.
- The mean scores of frustration of students of schools of Kalahandi District with respect to gender are 111.72 and 110.93 respectively. The t value is calculated as 2.01, which is not significant. So it is concluded that there exists no significant difference in mean scores of frustration of students of schools of Kalahandi District with respect to gender.
- The mean scores of adolescence problems of students of schools of Kalahandi District with respect to gender are 136.74 and 142.97 respectively. The t-value is calculated as 2.01, which is significant at .01 level of confidence. So it is concluded that there exists significant difference in mean scores of adolescent problems of students of schools of Kalahandi District with respect to gender.
Educational implications
The findings of the investigation may provide help to the parents and school teachers to help the students of channelize their energy into useful and productive areas. The present study offers some significant relationship between adolescent problems and frustration.
This study would help to extent in reducing the problems of adolescence by emphasizing the need of congenial and non-frustrated situations. The study shows a significant difference in the frustration level of students belonging to urban and rural areas. The difference generally is due to social, psychological and economic conditions. Frustration shows almost the same level irrespective of gender bias. Girls show as much frustration as the boys.
Problems of adolescence show variation with respect to habitation as well as gender biasness. Girls have been found to have more problems than the boys. The reasons may be assorted. It may be due to the society’s attitudinal pattern in case of boys. As the study speaks conformity of high level of frustration and high level of adolescent problems among students of schools. So it will help parents and teachers to understand the personal problems of the children. The teachers can help them to apply positive goals without making them submit to resistance mechanism. The parents can also reduce the extent of frustration by looking after child properly and satisfying their needs.
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