InternationalJournalofHumanities andSocialSciences(IJHSS)
ISSN(P):2319–393X;ISSN(E):2319–3948
Vol.11,Issue2,Jul–Dec2022;1–6 ©IASET
REACTIONSTOFRUSTRATIONOFADOLESCENTSACROSSGENDER
ChokchimsaWegaraR.Marak1,Dr.Anshu2&Dr.AnjaliMathur3
1ResearchScholar,DepartmentofHumanDevelopmentandFamilyStudies,SHUATS,Prayagraj,India
2AssociateProfessor,DepartmentofHumanDevelopmentandFamilyStudies,SHUATS,Prayagraj,India
3AssistantProfessor,DepartmentofHumanDevelopmentandFamilyStudies,SHUATS,Prayagraj,India
ABSTRACT
Anexploratoryresearchwasconductedtofindthereactiontofrustrationofadolescentswiththefollowingobjective:To assessfrustrationreactionsofadolescentsacrossgenders.Sampleconstitutedof150adolescents,fromwhich75 adolescentgirls(25eachfromupper,middleandlowersocio-economicstatus)and75adolescentboys(25eachfrom upper,middleandlowersocio-economicstatus)wereselectedthroughstratifiedrandomsampling.Socioeconomicstatus ofthesamplewasascertainedusingKappuswamySocio-EconomicScale(1962)revisedbySharma(2019)and frustrationreactionswereassessedwiththehelpofReactionstoFrustrationscaleconstructedandvalidatedbyDixitand Srivastava(2005).Frequencies,percentages,standarddeviationandANOVAwereusedforanalysingthedataand drawingtheinferences.Itwasconcludedfromthefindingsofthestudythatirrespectiveofthesocioeconomicgroup,the adolescentsshowedaveragefrustrationinthem.Thefindingsofthestudyalsoindicatedsignificantgenderdifferencesin frustrationreactionwhereboyswerefoundwithgreaterfrustrationreactionsthanthegirls.Thefindingsalsoindicated thattherearenosignificantdifferencesinreactionstofrustrationacrosssocioeconomicgroupstherebydepictingthat adolescentsirrespectiveoftheirsocioeconomicbackgroundshavesimilarfrustrationreactions.Therefore,itis recommendedtoadolescentstoadaptcalmingtechniquesandpayattentiontointerpersonalrelationshipsandbeaway fromthegizmoasmuchaspossible.
KEYWORDS:AdolescentsacrossGenders,ReactionstoFrustrationScale,FrustrationofAdolescents
ArticleHistory
Received:02Jul2022|Revised:02Jul2022|Accepted:07Jul2022
INTRODUCTION
Lifeisfulloffrustrations.Thecourseoflifeisnotalwayssmooth.Wehaveanumberofdesires,whicharenotfulfilled duetocertainobstacles.Harriman(1946)definesfrustrationas,conditionofbeingthwartedinthesatisfactionofmotive. ThewordfrustrationhasbeenderivedfromaLatinword‘Frusta’means‘obstruct’.Thetermfrustrationreferstothe blockingofbehaviourdirectedtowardsthegoal.It’sacommonfeelingthateveryonewillexperienceintheirlifefromthe minorirritationsoflosingsomethingtothemajorproblemofcontinuedfailuretowardsadesiredgoal.Frustrationisan emotionthatoccursinsituationswhereapersonisblockedfromreachingadesiredoutcome.Someofthetypical responsestofrustrationincludeanger,quitting(burnoutorgivingup),lossofselfesteemandselfconfidence,stressand depression,ironicallymostofthesefeelingsareverycommonduringadolescence.
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Frustrationresultsinvarioustypesofreactionsaccordingtoitsintensityandnatureoftheindividualexperiencing frustration.Somehavefrustrationtolerancetotheextentthattheybeartheconsequenceswithalittleinjurytotheselfor society,whileothersbecometooviolentandaggressive.Frustrationhasadifferentsetofbehaviourmechanism.Itis expressedinvariousmodeswhichareaggression,resignation,fixationandregression.
Thusfrustrationhasitsownsystem.Ithasfourmodesofreactionstoasituation–aggression,resignation,fixation andregression.Aggressionindicatesfrustrationdynamicsinhostilesituation,resignationistheextremeescapismfrom reality,regressionistheconditiontogobackandfixationisthecompulsivetypeofbehaviourItcanbesaidthat frustrationiscloselyrelatedwithproblemsofadjustment,changepersonality,developmentorgrowth.
Adolescenceisatransitionalstageofphysicalandpsychologicaldevelopmentthatgenerallyoccursduringthe periodfrompubertytolegaladulthood.Adolescenceisusuallyassociatedwiththeteenageyears,butitsphysical, psychologicalorculturalexpressionsmaybeginearlierorlater.Theadolescentperiodisverycriticalintermsofsocial adjustmentsandmaturation.Anadolescentworldisdifferentfromothersandhe/sheisfullofenergiesandambitionsfor futurelifeanddevelopspositivevaluesystem.
Theadolescentsfaceproblemsasaresultofparentalindifference,probleminschools,problemduetoteachers, socialinferiorities,personalhandicapsconstituteadolescenceproblems.Theymaintainsuchdifficultiesasstrivingfor recognitionfrompeersoftheirownoppositesexbeingunderanxietyproducingpressuresfromtheirparentsforscholastic andsocialachievementsandtryingtoestablishtheirindependencewhilebeingfinanciallydependentontheirparents.So, theyfaceanumberofproblemsandfailures.
RESEARCHMETHODOLOGY ResearchDesign
Basedonthenatureofthestudy,exploratoryresearchdesignwasadoptedforthestudy.
MethodsusedforDataCollection
SelectionofResearchMethod:Surveymethodwasadoptedinthepresentstudyforthecollectionofinformation anddata.
SamplingMethod:Basedontheobjectivesofthestudy,stratifiedrandomsamplingmethodwasadoptedforthe sampleselectioninthestudy.
LocaleoftheStudy:StudywasconductedinTura,townofMeghalaya.
ImpactFactor(JCC):7.0987
NAASRating3.17
ConceptualModeloftheSample
SAMPLEDISTRIBUTION
Thesampleforthestudyconsistedof150adolescents:75boys(25eachfromupper,middleandlowersocio-economic status)and75girls(similarly,25eachfromupper,middleandlowersocio-economicstatus).Thesamplesweretaken from6schoolsofTura,Meghalaya,namely,St.Mary’sHigherSecondarySchool,BurnyHillsHigherSecondarySchool, Govt.BoysHigherSecondarySchool,DonBoscoHighersecondaryschool,P.ASangmaFoundationCollege,Tura GovernmentCollege.Permissionwastakenfromtheheadoftheinstitutionofeachschoolandcollegesbeforecollecting thedataandthen,therespondentswererequestedtoreadtheinstructionscarefullythathavebeengivenonthetitlepageof theScale.Whentheresearcherwassurethattherespondentshaveunderstoodthewayofrecordingtheirresponses,they wereaskedtobegintheactualwork.
Variables
Ineverystudytherearesetofdependentandindependentvariables.Inthepresentstudyindependentanddependent variableswereasfollows-
IndependentVariables
SocioEconomicStatus
UpperSocioEconomicStatus
MiddleSocioEconomicStatus
LowerSocioEconomicStatus
Gender
Maleadolescents
Femaleadolescents
DependentVariable–Reactiontofrustration.
ToolsusedforDataCollection
1.KappuswamySocio-EconomicScale
Kappuswamy’sSocio-EconomicScale(1962)revisedbySharma(2019)wasusedtoassessthesocioeconomicstatusof therespondents.Thescaleisathreefactorindexofsocio-economicstatuswhichusestheoccupational,educationaland economicallevelsofparentsineachhousehold.Eachofthethreevariablesisassignedscorestoobtaintotalscoreonsocio economicstatusoffamilies.Themaximumpossiblescoreonscaleis29;withaminimumof3.Onthebasisofscores obtained,thesubjectswerecategorizedinthreesubgroupsi.e.,uppersocio-economicstatus,middlesocio-economic status,andlowersocio-economicstatus.
2.ReactionstoFrustrationScale
ReactiontoFrustrationscaleconstructedandvalidatedbyDixitandSrivastava(2005)wasusedtomeasurethelevelof frustrationreactionamongadolescentboysandgirlsofdifferentSocio-EconomicStatus.ReactiontoFrustrationScale coversfourreactionsnamely-aggression,resignation,fixationandregression.Itconsistsof40itemsoutofwhicheach reactiontofrustrationhas10itemsequallydividedintopositiveandnegativeitems.Eachofthestatementcontainssix responsesintermsofdegreeoflikingordislikingcommencingfromMostliked,Muchliked,Liked,Disliked,Much dislikedandLeastDisliked.
RESULTSANDDISCUSSIONS
Resultsofstatisticaltestcomputedforreactiononfrustrationamongadolescentsinthestudyareaacrossthreesocio economicgroupsandgender.
Table1showstheanalysisofvarianceofreactiontofrustrationduetosocioeconomicstatusandgender.Thetable clearlydepictsasignificantdifferenceduetogenderasthecalculatedvalueofpwasfoundtobe0.037.Itwascalculatedthat reactiontofrustrationwasfoundsignificantlydifferentacrossthegenders.Theresultscouldbeattributedthetraumathatchildren faceduringthistransitionalphase.Girlsbeingclosertothemothersespeciallysharetheirfeelingswiththembutboysingeneral lackthatbondandareunabletosharetheirtraumawithanyoneandthusfeelmorefrustratedthangirls.Thefindingsofthestudy areinaccordancewiththefindingsofYodidaandBhalang(2014)whoreportedthatgenderaffectsthereactionstofrustration whichindicatethatmaleandfemalediffersignificantlyintheirreactionstofrustration.
Table1alsoshowstheanalysisofvarianceofreactiontofrustrationoftherespondentsduetosocio-economic status.Thetableclearlydepictsanon-significantdifferenceduetosocio-economicstatusasthecalculatedvalueofpwas foundtobe0.168.Thereasonfortheaboveresultscouldbeattributedtothefactthatchallengesofadolescentsarealikein allthesocioeconomicgroups.ThefindingsofthestudyareinaccordancewiththefindingofHarcharan(2016),who studiedfrustrationlevelamongadolescentsinrelationtotheirsocio-economicstatusandrevealedthatnosignificant
ImpactFactor(JCC):7.0987
NAASRating3.17
differencewasobservedinfrustrationscoresofadolescentsbelongingtodifferentsocio-economicstatusleadingtoinfer thatdifferenceinstatusisnotresponsibleforfrustrationamongadolescents.
CONCLUSION
Itcanbeconcludedfromthefindingsofthestudythatirrespectiveofthesocioeconomicgroup,theadolescentsshowed averagefrustrationinthem.Thefindingsofthestudyalsoindicatedsignificantgenderdifferencesinfrustrationreaction whereboyswerefoundwithgreaterfrustrationreactionsthanthegirls.Thefindingsalsoindicatedthatthereareno significantdifferencesacrosssocioeconomicgroupstherebydepictingthatadolescentsirrespectiveoftheirsocio economicbackgroundshavesimilarfrustrationreactions.
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