1

FRUSTRATION TOLERANCE AMONG SENIOR SECONDARY

SCHOOL STUDENTS IN RELATION TO FAMILY ENVIRONMENT

A Dissertation Submitted to

School of Education

In partial fulfillment of the requirements for the award of degree

of

Master of Education

By

Avtar Singh

Regd No.11510835

School of Education

Lovely Professional university Phagwara, Punjab

(India) 2017

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DECLARATION

I hereby declare that this dissertation entitled Frustration Tolerance among Senior Secondary

School Students In Relation to Family Environment is a record of first hand research work done

by me during the period of my study in the year 2016-2017 and that this dissertation has not

formed the basis for the award of any other Degree, Diploma, Associate ship, Fellowship, or

other similar title.

Place: Jalandhar Signature of the Candidate

Date:

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CERTIFICATE

I hereby certify that the dissertation entitled Frustration Tolerance among Senior Secondary

School Students In Relation to Family Environment by Avtar Singh for the award of M.Ed

degree is a record of research work done by the candidate under my supervision during the

period of her study (2016-2017) and that the dissertation has not formed the basis for the award

of any other Degree, Diploma, Associate ship, Fellowship or other similar title and that this

dissertation represents independent work on the part of the candidate.

Place: Jalandhar Supervisor:

Date Dr. Preeti Bala

(Assistance Professor)

(School of Education)

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ACKNOWLEDGMENT

My sincere gratitude is to my supervisor Dr. Preeti Bala under whose expert guidance, I

have completed this dissertation. It would have been very difficult to complete the project

without her valuable support and guidance. She had been very helpful to me in giving valuable

suggestion in my research project. I would also like to thank Dr. P.P.Singh, HOS and Dr.Vijay

Chechi, Head of the Department of Education for their support and valuable advice. I owe my

greatest debt to my parents who encouraged me to work hard. And I would like to thank my

family for their love, affection, support and constant encouragement without which it would have

been impossible for me.

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ABSTRACT

The present study was conducted to investigate into frustration tolerance among senior

secondary school students in relation to family environment. Descriptive survey method

was used in this study to obtained pertinent and precise information. The objectives of the

study were to explore the level of frustration tolerance among senior secondary school

students, to find out the types of family environment of the senior secondary school

students, to find out difference between senior secondary school students boys and girls

in their frustration tolerance and family environment and to study the relationship

between frustration tolerance and family environment of the senior secondary school

students. The sample of present study consisted of 300 senior secondary school students

were divided into 150 female and 150 male from Jalandhar and Kapurthala districts of

Punjab. Schools were randomly selected from Jalandhar and Kapurthala districts. In this

study, two standardized scale were administered. For collection of data the investigator

used frustration tolerance test which was developed by S.N. Rai and family environment

scale developed by Dr. Harpreet bhatia and and N.K. Chadha. The collected data was

analyzed by using t-test, coefficient of correlation and percentage based and results were

interpreted. Bar graph, line graph, pie chart was used as graphical technique. The

results of the study revealed that frustration tolerance is significant to family

environment.

Keywords: frustration tolerance, family environment

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TABLE OF CONTENTS DESCRIPTION PAGE NO. DECLARATION I

CERTIFICATE II

ACKNOWLEDGEMENT III

ABSTRACT IV

TABLE OF CONTENTS V

List of tables VII

CHAPTER NO. DESCRIPTION PAGE

NO.

Chapter-I Introduction Of The Problem 1-22

1.1 Theoretical Orientation of The Problem 2- 19

1.2 Significance of The Problem 19-21

1.3 Statement of The Problem 21

1.4 Operational Definition 21

1.5 Objective of The Study 21-22

1.6 Hypotheses of The Study 22

1.7 Delimitations of The Study 22

CHAPTER-II Methodology 23-31

2.1 Method 23

2.2 Research Method 23

2.3 Sample 23

2.4 Sampling Design 24

2.5 Tools of data collection 24

2.6 Distribution of tools 25

2.6(a) Frustration tolerance test 24-28

2.6(b) Family Environment scale 28-31

2.7 Procedure of data collection 31

2.5 Statistical Techniques 31

CHAPTER –III Analysis And Interpretation 32-39

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3.1 Result pertaining to difference in the levels of frustration

tolerance in senior secondary school students.

32-34

3.2 Result pertaining to difference between the types of family

environment of senior secondary school students.

34-35

3.3 Result pertaining to difference in frustration tolerance

among male and female of senior secondary school students

35-37

3.4 Result pertaining to difference in family environment

among male and female of senior secondary school students

37-38

3.5 Result pertaining to difference in family environment

among male and female of senior secondary school students

39

CHAPTER- IV Conclusion, Recommendation, Suggestions And

Limitations

40-42

4.1 Conclusions 40-41

4.2 Recommendations 41

4.3 Limitation of The Study 42

4.4 Suggestions Further of Study 42

5 References 43-45

6 Appendices

Bibliography

Appendices

1. Frustration Tolerance Test by S. N. Rai (Retd.) Professor and Head Department of

Psychology C.C.S. University Meerut (U.P), (1989)

2. Manual for Family Environment Scale (FES) by Dr. Harpreet Bhatia and Dr. N. K.

Chadha Department of Psychology University of Delhi. (1998)

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List of Tables

Table no. Description Page no.

2.7(b) Score of positive and negative item of family environment 30

2.7(c) Reliability measure for FES 30

3.1(a) Table - Showing the Percentage of Frustration Tolerance of

Senior Secondary School Students

33

3.2(a) Table - Showing the Percentage of Family environment of

Senior Secondary School Students

34

3.3(a) Table - Score of Mean, Standard Deviation, t-value of

Frustration Tolerance among Male and Female Senior

Secondary School Students.

36

3.4(a) Table - Score of Mean, Standard Deviation, t-value of Family

Environment of Male and Female Senior Secondary School

Students.

37

3.5(a) Correlation between Frustration Tolerance and Family

Environment of Senior Secondary School Students

39

List of Graph

Graph Graph no. Page no.

Fig. 2.4 Distribution of sample

24

Graph 3.1(b)

Showing the Percentage of

Frustration Tolerance of

Senior Secondary School

Students

32

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Graph 3.2(b) Showing the Family

Environment of Senior

Secondary School

Students

35

Graph 3.3(b)

Mean and S.D. difference

in Frustration Tolerance

among Male and Female

Senior Secondary School

Students.

36

Graph 3.4(b) Showing Mean and S.D

difference in Family

Environment among Male

and Female Senior

Secondary School Students.

38

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Chapter – I

Introduction of problem

1.1 Theoretical Orientation of the Problem

Education is as old as humankind. It is endless procedure of human development and

advancement. Its period extends from support to grave. Education is the most talked about today

as it is thought to be as an instrument for the improvement of human resources.

Education in its general sense is a form of learning in which the knowledge, skill, and

habits of group of people are transferred from one generation to the next through teaching,

training, or research. Right education should help the student, not only to develop his capacities,

but to understand his own high interest. Rabindranath Tagore says that the highest education is

that which does not merely give us information but makes our life in harmony with all existence

and makes an individual a social personality in society. Education is the process of change. It

includes all those activities which are required to become a useful member of society.

Adolescence is the most important period of human life. Significance of adolescence

stage has been recognized right from the ancient times, but the scientific study of adolescence is

very recent. At present time considerable, importance has been accorded to the adolescence

phase of life which is described as a transitional phase between childhood and adulthood from a

total dependence to full independence. In this transitional phase considerable changes take place

in an individual‟s physical built, intellectual ability, social skill and emotional maturity and

expectation from and society. At this level, adolescents face some sort of anxiety.

Frustration occurs when a person is unable to reach the desired goal on account of some barrier

or other, or due to the absence of desired and appropriate goals. Barriers may be external such as

wars, draught, earthquake, storms or fire etc. Economic fluctuation can also thwart the

achievement of desired goals and may create frustrations. The source of frustration may be

internal also, resulting from his own incapability and inadequacy. Inability to achieve one‟s goal

may also lead to self-devaluation and inferiority.

Frustration is an elaborated phenomenon of motivation. Unless a man is motivated he

can‟t be frustrated (Karen and weitz , 1955). Frustration is generally understood as the condition

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of being thwarted in the satisfaction of a motive (Harriman 1947) or any interference with a goal

response or with the instrumental act leading to it (Sears 1946).

1.1(a) Frustration Tolerance

Frustration is normal passionate feeling or reaction of restriction disappointment and

emerges when something is not occurred as per our desires or wishes. Frustration is a sentiment

of disturbance that happens when something doesn't go as one anticipates. Frustration has

various inner and outside causes. Frustration emerges from outrage, disappointments, individual

will, individual objective, wishes, strife, lacks, intellectual discord, forceful inactive conduct and

so forth. Frustration is the slant disturbed or upset, disillusionment is fundamental energetic

feeling or response of limitation frustration, and develops when something not happened by our

yearnings, needs. A couple conditions that make one feel baffled, the shirking of propel

accomplishment, or fulfilment of something or unsettling impact in consistently routine work.

Frustration is a feeling bother that happens when something doesn't go as we or you suspect.

Frustration is an opinion disillusionment that results when our yearnings are not comprehended

or fulfilled. Frustration has different internal and outside causes.

All individual at one time or another time, in greater or lesser amount have to tolerate

frustration in their life. Frustration tolerance refers to the capacity of the individual to show

persistence in efforts despite repeated failures and antagonistic environment. Thus it is necessary

to tolerate the frustration resulting from such events as failure in examination, loss of status, etc

to maintain the integration of the personality.

Both biologically and psychologically people differ greatly in their general vulnerability

to stress as well as in general vulnerability to the type of stress which they are most prone.

Individual‟s frustration tolerance may also differ as a function of the intensity of arousal

condition available response to the condition and perceived consequences of failure to remove

impinging arousal condition and socialization process.

In the present day time the necessities wishes and longings have duplicated, and there is

rivalry in each field. Everyone is attempting to supersede and outperform the other in training,

position, esteem, cash, status etc. The satisfaction of a more prominent number of necessities

would require more noteworthy endeavours and capacity which will bring about more

hindrances, subsequently more frustration. The quick or quick advance in logical information

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and innovation has made new needs, in that way more grounds and new fields for frustrations

emerge. Present day age has reshuffled our social life quickly, which needs new alterations while

confronting a contention or conflict with the old and changing condition and consequently it

should be all the more disappointing. Disappointed conduct needs objective introduction,

sentiment escalated require hardship and has an alternate arrangement of conduct system, which

seems pretty much silly because of enthusiastic nature (Malavia , 1977). Freud (1933) was the

first to have built up causal connection amongst frustration and conduct issue.

The frustration may stick a person to more prominent and all the more efficient

endeavours, resolved to make extreme progress and fulfilment. As Wright (1937) likewise

communicates that it might expand the quality of the thought process and try harder to proceed

with the blocked line of movement.

As accomplishment of a particular objective is over and again foiled, many individuals

steadily capitulate to lost certainty. A man with no trust in his capacity to finish an objective

regularly makes a self-satisfying prediction by putting less exertion into accomplishing said

objective. An individual may abandon the objective totally. A few people who keep on being

baffled in their endeavours to accomplish their objectives wind up plainly pushed. Their body

goes into battle or-flight mode when they can neither battle the stressor nor escape it. Stretch

causes cerebral pains, stomach throbs, hypertension, nervousness, ulcers and even heart assaults.

Other people who are ceaselessly baffled create sorrow, which influences each feature of one's

day by day life, or pointless propensities like drinking and doing drugs, particularly in the event

that they are disappointed from multiple points of view while endeavouring to get different

objectives.

Anitei et al (2013) investigated the impact of Frustration tolerance among Romanian

mental students. Participants were 60 college students. Findings revealed that a statistically

significant on tolerance to frustration among young Romanian psychological students. The

tolerance to frustration mean is higher by a statistically significant margin for experimental

group than the control group.

Easvaradoss et. al (2015) conducted a study on impact of subjective conduct assemble

treatment on the mental working of youths from double worker families. The goal was to

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investigate the effect of subjective conduct amass treatment (CBGT) on frustration tolerance and

parental and peer connection in teenagers from double worker families. The specimen comprised

of 50 people. Frustration tolerance, parent and companion connection scores prior and then

afterward the mediation. It was observed that subjective conduct aggregate mediation has

enhanced the mental working of young people of double worker families. The effect of the

intercession on the reliant factors will be talked about.

According to the perspective of Dollard (1939) that frustration is an obstruction with the

event of an actuated objective reaction at its legitimate time in the conduct grouping. Along these

lines, frustration is the obstruction of conduct before it can come full circle in the

accomplishment of the objective. The inclination or feeling goes with a blocking (brief or

changeless) of a continuous persuaded movement. Desiderato (1976) infers that obstructing of

objective coordinated conduct initiates frustration. Disappointed conduct needs objective

introduction, sentiment extraordinary need hardship and has an alternate arrangement of conduct

instrument, which seems pretty much silly because of impulsive nature according to perspective

of Chouhan and Tiwari, (1973).

As indicated by Stagner (1961) frustration is a condition of enthusiastic anxiety described

by perplexity, inconvenience and outrage. Intrusion to objective looking for conduct causes

frustration. According to the view of Carter V Great frustration implies enthusiastic strain

coming about because of the obstructing of cravings or necessities. As per Kisker, (1964)

Frustration is Psychological state which comes about because of the hindering of an objective –

coordinated movement. Chouhan and Tiwari, 1973 mentioned frustrated conduct needs objective

introduction, sentiment escalated require hardship that frustration is the the sentiment being

blocked or impeded in fulfilling a need or accomplishing an objective that the individual sees as

critical depicted by Walter B. Kolinsky. Barnay Katz and G. F. Lehner portrayed that Frustration

relapse to inability to fulfill essential need as a result of either condition in the individual or outer

impediments

Frustration tolerance is expected to face that sort of circumstances that emerges from

the frustration and makes challenges, troubles of individual to deal with or outperform these

undesirable circumstances those are bad in the life or side of a person. Frustration tolerance

power is exceptionally basic in each person; particularly in children‟s life frustration tolerance

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plays an extremely enormous and essential part in identity improvement and keeps up all their

scholastic and in addition social exercises.

Gulzar Shazia et al (2012) investigated on frustration among university students in

Pakistan. The specimen of the study comprised of 120 people, men 78 and ladies 42 from various

colleges of Lahore city. The outcomes about length of frustration among college students have

identified that the majority of the students confront frustration only for one month or for short

time.

The thought "Frustration tolerance" was proposed at first by USA clinician Rosen Zweig

in 1941. Frustration tolerance generally infers dealing with frustration, shock and frustration

unequivocally, the word frustration, implies the state of some person who denies himself, or who

is denied, drive satisfaction. Frustration tolerance is the ability to drive forward in completing an

endeavour stuck in an unfortunate situation. Individuals with a poor frustration tolerance will

routinely decay to complete errands which are even a smidgen troublesome. It is the level of a

man's ability to withstand frustration, frustration, without making inadequate strategies for

response, for instance, "going to peace" deep down. Frustration tolerance insinuates the cut off of

the individual to show innovation in attempts paying little respect to repeated frustrations and ill-

disposed condition. Support, Frustration tolerance is the limit which engages a man to continue

on through the weight and to secure tranquillity when met with obstacles.

Chand Lakhmi (2015) examined the frustration tolerance in relation to achievement

motivation and sports achievements. 50 male high achiever sportspersons and 50 low achiever

sportspersons from various games were picked as sample. Results designate considerable key as

well as interface effect of achievement motivation and sports achievement on frustration

tolerance capacity of male sportspersons. It was accomplished that high achiever sportspersons

with superior achievement motivation possesses enhanced excellence to tolerate frustrating

condition as compared to low achiever sportspersons with poor achievement motivation.

Zalk van et al (2013) conducted a study on Xenophobia and Tolerance toward

immigrants in adolescence. These inquiries were inspected by 1,472 friendship network of

adolescents. The present outcomes recommend that intercessions ought to recognize tolerance

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and xenophobia, as these seem to speak to two separate measurements that are each affected in

particular courses by friend‟s tolerance and xenophobia.

Frustration tolerance is the capacity to withstand obstructions and unpleasant circumstances.

Frustration tolerance is the capacity to acknowledge frustration without participating in

maladaptive or troublesome conduct. The level of frustration tolerance differs from individual to

person. The idea of frustration tolerance, notwithstanding, has a critical bearing upon the flow of

human identity, in as much as it demonstrates the significance or falsely instigated (Malavia,

1977). Rosenzweig (1944) has presented this idea of frustration tolerance to assign watched

contrasts.

Wilde (2012) researched the connection between frustration tolerance and scholarly

accomplishment in school. This sample including 105 college students planned to examine the

connection between frustration tolerance and academic achievement. It was concluded that

second best indicator of review point normal was passionate bigotry. It was uncovered that

students who had brought down scores on the frustration inconvenience scale had a higher

general school review point normal.

All people at one time or other, in more prominent or lesser sum need to endure

frustration in their life. Frustration tolerance alludes to the measure of stress one can endure,

before his incorporated working is truly disabled. Along these lines, it is important to endure the

frustration coming about because of such occasions as frustration in examination, loss of status,

and so on, to keep up the reconciliation of the identity. It is found that the individual who

proceeds with his endeavours might be said to have more frustration tolerance than the one, who

ends his endeavours. Diagrammatically it can be spoken to in the accompanying way. The people

who demonstrate bring down limit of frustration tolerance experience issues in perusing

capacities. The low frustration tolerance likewise prompts liberality in against social conduct or

in other maladaptive conduct. Most depressed people and psychotics demonstrate lack in their

ability to endure frustration.

Yao (2010) conducted a study on the effect of different stress stimulation on frustration

tolerance of female college students with different temperament, 145 female college students

were chosen to perform four different training programs of aerobics, and then the frustration

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tolerance was investigated and analysed. The results showed that frustration tolerance of female

college students with phlegm temperament significantly increased with increasing stress

stimulation.

The frustration tolerance is the character structure of the basic variables, and it is the

emotional well-being scale. It directly affects students learning inspiration all the while,

conviction, reluctance and self-propelled. Furthermore, it additionally influences the students'

knowledge, capacity of the ordinary play and advancement; and it even influences the children's

mental wellbeing level and identity flawlessness. Diminished frustration tolerance is a typical

conduct issue of individuals. Low frustration tolerance can be an immediate aftereffect of mind

harm and in addition an auxiliary response to the way of life changes. Conceptualized as an

official working hindrance, low frustration tolerance is seen as an issue with self-control.

Behavioural indications incorporate fractiousness, hostility, obligation, and refusal to take an

interest. Similarly as with other conduct issues, challenges with frustration tolerance are

frequently exacerbated by exhaustion.

Natoshia Raishevich (2007) conducted a study on the relationships among aggressive

functions, family factors, and internalizing and externalizing symptoms in youth. The study

included a sample of 135 children and their parents who completed several self-report measures.

The findings did not support the hypotheses, though there was mixed support for the relationship

between the aggressive functions and internalizing and externalizing symptoms. It was predicted

that reactive aggression would be related to internalizing symptoms and inattention, and these

relationships would be moderated by family conflict, cohesion, and control.

Dragomir et al (2011) analysed pre-adult's frustration tolerance for viciousness based

movies. This study aimed at comparing the frustration tolerance of criminal adolescents as well

as non-criminal ones, participants in the research. It was concluded that viewing the motion

pictures had brought down frustration tolerance as well as encouraged it because of eradication.

The criminal adolescents‟ frustration tolerance was significantly lower in comparison with non-

criminal adolescents. It was observed that watching the movies had not only lowered frustration

tolerance but it had also strengthened it due to catharsis.

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By these all perspective and comprehension about frustration its causes impacts and

disturbances in our day by day life circumstances and the estimation of frustration tolerance now

we ready to comprehend that frustration tolerance is imperative in individual's life. There are

numerous straightforward way of life changes we could make, for example, solid and legitimate

eating routine, teach and, getting a decent rest that can diminish our frustration and give us the

capacity to be more tolerant.

Mahdieh adroom (2016) examined the relationship between frustration tolerance and

tendency to drug abuse among students from Payame Noor University Zahedan. In this 170

students were arbitrarily chosen for inspecting. The outcomes demonstrates that the frustration

tolerance and the size of the medication has a tendency to be certain and huge. The results show

that the failure tolerance and the scale of the drug tend to be positive and significant.

Low frustration tolerance identifies with distant and other versatile practices moreover. It

is likewise called attention to that most depressed people and psychotics demonstrate lacks in

their ability to endure frustration. Guys are found to endure frustration more than females (Rai,

1997). Capacity to endure frustration is influenced by the nature of the stressor and its power,

span, consistency and control as per (Glass and Singer, 1974; Cohen and Weinstein, 1981).

Harrington (2006) researched the connection between a multidimensional Frustration Discomfort

Scale (FDS) and measures of discouraged state of mind, uneasiness and outrage in a clinical

populace. Comes about demonstrate that FDS sub-scales are diversely identified with particular

feelings, free of confidence and negative impact. The privilege subscale is extraordinarily

connected with outrage, uneasiness, bigotry with discouraged mind-set, and enthusiastic narrow

mindedness with tension and gloom.

Frustration Tolerance is a characteristic Phenomenon of human life, since frustration is seen

in enlightened world as a typical affair. Frustration is all the time felt because of many reasons

like social limitation deterrent or hindrances in life and ties. So Frustration Tolerance relies on

upon the circumstance, where an individual is disappoints or endures the baffled circumstance. A

No. of purposes for the frustration in this age like family environment, peer push, objectives of

life, and numerous things behind this.

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Filippello et al (2014) explored the relationship between frustration intolerance and

emotional-behavioural problems. The sample comprised of 250 clinical students. The discoveries

bolstered a multidimensional model of frustration narrow mindedness and the connection

between particular frustration bigotry convictions and enthusiastic behavioural issues.

The findings supported a multidimensional model

of frustration intolerance and the relationship between specific frustration intolerance beliefs and

emotional-behavioural problems.

There are such a variety of studies that show many components influencing frustration

tolerance. Today by virtue of urbanization and westernization, natural burdens have expanded.

As a result, the ability to endure frustration has likewise been impacted. Specialists have

effectively found that frustration tolerance differs from country to urban range. In an

investigation of child or adolescent abusers, kid abusers are observed to be more needy and

lower in frustration tolerance than non-abusers (Kertznann, 1978). Culture additionally

influences the frustration tolerance. In a few societies, youngsters are kept in such a climate,

where they figure out how to endure frustration more than the offspring of different societies. As

indicated by Reek, McCarry and Weatherly, 1969, Tsubouchi and Jenkins, 1969 It is found, that

the age, sex and identity of the individual influence the frustration tolerance. The individual who

are gay, chipper, solid and social, have a more prominent level of frustration tolerance. As per

Rosenzweig (1944) frustration tolerance increments with development and age, yet he

additionally says that there is some kind of ideal measure of frustration that an individual ought

to involvement with a specific formative level keeping in mind the end goal to achieve maximal

frustration tolerance.

Kumari Archana (2015) investigated to correlate frustration tolerance with emotional

intelligence. A 120 youths were chosen in Jaipur city in the age gathering of 12-19 years. Young

ladies have high enthusiastic insight and in addition frustration tolerance when contrasted with

young men. A critical contrast was found in enthusiastic knowledge and frustration tolerance at

various ages. Girls have high emotional intelligence as well as frustration tolerance as compared

to boys. A significant difference was found in emotional intelligence and frustration tolerance at

different age.

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Urmil Sethi (2015) investigated spiritual intelligence and frustration tolerance among

students. Information was gathered by arbitrary examining procedure from a sample of 200

students. Results showed that there exists significant correlation between spiritual intelligence

and frustration tolerance among students. It was found that there exists no noteworthiness

distinction in otherworldly knowledge and frustration tolerance in connection to sexual

orientation and district.

In spite of the fact that guys should endure frustration all the more, however females have

established higher frustration tolerance than guys. There are numerous different factors, which

influence the frustration tolerance. These are assignment challenges, achievement trials, support,

instruction level, financial status, mentality of guardians, mother's part, significance of work or

any errand and so forth

Shafaq Saeed (2013) examined tolerance towards frustration, confidence, tension and

wretchedness in physically crippled people. For this reason, a specimen of 15 physically crippled

ladies and 45 men with an age range of 18-25 years from various recovery focuses of Lahore city

was taken. The outcomes demonstrated that confidence of physically debilitated patients was not

low but rather they were having low frustration tolerance. The outcomes additionally

demonstrated a noteworthy negative connection between low frustration tolerance and

confidence and also negative connection amongst nervousness and confidence.

Frustration tolerance is affected by a no. of elements and different factors like culture,

family environment; peers amass condition and so on. Family environment particularly assumes

a vital part in building and advancing the frustration tolerance level and power in children's or

youngsters' life. Since children is begins to learning things, exercises from the family and

conduct more often than not learn by children in the family. Their identity's most variables

created or impacted by the family. Children's are spending or remaining the greater part of their

time in the family that is the reason family's every last movement impact children's advancement

from the majority of the aspect's.

Ijaz et al (2009) researched the connection between perceived child rearing styles and

frustration tolerance in female students. Seen parenting style scale was administered on 232

female students. Results showed a weak positive relationship between parental authoritarianism

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and depression and Anxiety but a strong relationship with LFT (low frustration tolerance). These

discoveries are talked about with reference to social contrasts in view of child rearing styles.

Family environment at first impact the children's frustration tolerance power and level.

Family's condition like guardians, kin, monetary condition, grandparents, societies of family, all

condition in which youngster is staying is impacts the frustration tolerance power and level of

children. Thus, this review depends on this that frustration tolerance in students is especially

affected by the family environment since he/she can invest the greater part of their energy in the

family. Study is about frustration tolerance among senior optional school students in connection

to family environment. Frustration tolerance and family environment and impact of family

environment in frustration tolerance level in senior optional school students, that frustration

tolerance level is pretty much in connection to family environment, since family and its

condition assumes an extremely enormous part in children's life and moulding their inside and

out identity. Frustration tolerance and family environment are affected by each other. Scientist

examined that how family environment assumes an imperative part in students‟ life to increment

or lessening frustration tolerance level and power.

1.1(b) Family Environment

Family environment surrounding means the atmospheric condition and around the home

where one lives. It refers to various aspects of people‟s domestic lives that contribute to their

living condition and their behaviour. It includes social, physical and emotional environment. It

means the surrounding and everything which influences an individual at home. Family

environment consists of social and economic status of the family, number of siblings, facilities

available at home, attitude of the parents and children interaction etc. All these factors in a

combined way constitute the Family environment.

Family environment is the core of all other social organizations. The family cooperation‟s

assume a vital part in the advancement of a person. The sound working of these collaboration

designs improves emotional well-being of the person. There are some vital interactional impacts

amongst family and its individuals at various formative stages. It impacts the entire existence of

the immature. It is the essential and imperative social condition to which a pre-adult is

uncovered. A positive, steady, passionate bond between the family and youthful is an essential

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defensive element for their wellbeing and improvement. An unmistakable and unambiguous

comprehension of parts with regards to family capacities is essential in moulding the immature.

Analysts have reliably demonstrated that both general family framework working and parental

practices are emphatically identified with youthful prosperity (Grotevant, 1998; Karavasilis et

al., 2003; Muris et al., 2004; Wolfradt et al., 2002).Consciously, or unwittingly the home

environment shape the conduct, identity, and disposition, level of desire, fitness, confidence and

increment frustration tolerance level of the juvenile.

The main focus of this study is to know how family environment influences deviant

behaviour, frustration tolerance level in their adolescents. It is believed that a parent will directly

affect deviant behaviour through parenting and the family structure, while indirectly affecting the

behaviours through the adolescent‟s community and their choice of peers. Although parental

power might decline during the adolescent years, parents continue to have an important influence

on their children. Siblings are family members but might also be peers. Siblings are not chosen

as are friend but generally might have frequent contact with each other. Adolescents are exposed

to older siblings‟ attitudes and behaviours even if they do not participate with those siblings in

their activities. For those reasons, older siblings can serve as role models for younger siblings,

particularly if both siblings are of the same gender or if the older sibling is a brother.

Dena Aufseeser et al (2006) conducted a study on the family environment and pre-adult's

prosperity: Exposure to positive and negative family impact. Over three-quarters of parents

(generally mothers) reported having very close relationships with their adolescents ages 12 to 17

(79%). Reported closeness was lowest in families where there was a step-parent present: 72%

among adolescents living with one biological parent and one stepparent, followed by 78% for

those living with single mothers, and 82% for those living with two biological parents. Reported

closeness was slightly lower for parents with older children (82% for children ages 12 to 14

compared with 76% for those ages 15 to 17). Conclusion demonstrate that the family

environment can be a solid wellspring of support for creating teenagers, giving cosy connections,

solid child rearing aptitudes, great correspondence, and displaying positive practices.

The Family is the single most significant environment factors in enabling children to

develop the trust, attitude and skill that will help them to learn and engage positively with the

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world, a process that starts at birth if not before. A good Family environment provides love,

security, stimulation, encouragement and opportunities that help children to grow and develop.

The Family Environment implies the family foundation of the individual/students, this

incorporate all the human and material assets show at the home or in the family that impact an

individual or children's training, living or whatever other needs. A Family is a place where

students live with their folks or watchman and where they are prepared. Here they beginning

taking in the standards the estimations of society in which they get themselves. The family is a

social unit in any general public and the wellspring of early incitement and involvement in them.

Burges Juliana et al (2012) investigated on family environment and psychological

adaptation in adolescents. In this study participants were 656 students aged between 12 and 18

years old from public schools. Outcomes demonstrated that the family environment (union,

support and low clash) was a critical indicator of mental adjustment. This inferred that useful

family connections are critical for the outflow of positive mental qualities during pre-adulthood.

David (1994) explored on effects of family environment and parent-child relationships on

school adjustment among the transition to early adolescence. This exploration researched the

connection between family encounters and school modification in youth. Study comprised 159

youth. The dialog considers the versatile importance of family encounters among the move to

early youthfulness. The discussion considers the adaptive significance of family experiences

during the transition to early adolescence.

The Family Environment recommends the family foundation of the individual, this wire

all the human and material assets show up at the home or in the family that impact an individual

or youngsters' rule, living or whatever distinctive needs. A Family is a place where understudies

live with their kin or watchman and where they are prepared. Here they beginning taking in the

models the estimations of society in which they get themselves. The family is a social unit in any

general populace and the wellspring of early inciting and incorporation in them.

By movement and by case, gatekeepers shape the lives of their children from birth

through adulthood. In pre-adulthood, the effect of buddies and partners go up against more

conspicuous importance, yet ask about doubtlessly displays the continued with significance of

watchmen in framing the practices and determinations of young people as they face the troubles

23

of growing up. Close parent/young associations, incredible tyke raising capacities, shared family

activities and positive parent part showing all have particularly recorded effects on adolescent

prosperity and progression. These are similarly domains where watchmen can settle on choices

to take off positive upgrades for their children, and where social course of action can help

reinforce gatekeepers in making such walks. Data on high researchers experiences in their

families with a particular focus on complexities transversely over parties

Since youngsters' lives are focused at first inside their families, the family environment

turns into the essential operator of socialization. The family environment includes the conditions

and social atmosphere conditions inside families. Since every family is comprised of various

people in an alternate setting, every family environment is one of a kind. The situations can

contrast from numerous points of view.

Rodriguez et al (2013) examined differences in the relationship between family

environments and self-determination among Anglo, Latino, and Female students with

disabilities. Sample of 157 Latino and Anglo students with inabilities was taken by applying the

"Family Environment Scale" and the "Circular segment Self-Determination Scale." Results

demonstrated Latino and female students revealed altogether more elevated amounts of self-

assurance than Anglo male students. Contrasts were additionally found among Latino, Anglo,

and female students in the connection between saw family situations and self-assurance.

B.Sathyabama (2014) examined family environment and its impact on psychological

well-being of juvenile young. 90 youthful young ladies were picked through unbalanced testing

system in Government Higher Secondary School. The discoveries of the study comprehend the

part of family environment to empower the youthful young ladies to adapt to the difficulties that

emerge in these basic transitional periods.

Henderson et al (1994) inspected that a new generation of evidence: the family is critical

to student achievement. The exploration is partitioned into two classifications: (1) ponders on pro

jects and mediations from early youth through secondary school, including school arrangement;

and (2) contemplates on family forms. Significant discoveries demonstrate that the family makes

basic commitments to understudy accomplishment from the most punctual adolescence years thr

24

ough secondary school, and endeavours to enhance kids' results are a great deal more powerful w

hen the family is effectively included.

Plomin Robert et al (1989) conducted a study on genetic influence on adult's ratings of

their current family environment. 50 sets of indistinguishable twins raised separated, 92 sets of

indistinguishable twins raised together, 129 sets of intimate twins raised separated, and 115 sets

of brotherly twins rose together. Raised together twins were not any more comparable than

raised separated twins, proposing that nature in which they are raised has little impact on grown-

ups' appraisals of their family environment.

The impact of family procedures amid human advancement is broadly perceived in the

mental writing (Collins and Laursen, 2004 Smetana, Campione-Barr and Metzger, 2006). In late

decades, there has been amassing of proof recommending the relationship between useless

family connections and change issues in youth and immaturity (Chedid, Romo, and Chagnard,

2009). Also, the developing extension of the field of Positive Psychology has progressively

driven analysts to research the effect of the family on mental change. A few reviews have

demonstrated that good attributes of family collaborations and child rearing are related with the

nearness of positive mental conditions, for example, impression of higher confidence (Bean and

Northrup, 2009; Frank, Plunkett, and Otten, 2010; Musito, Jiménez, and Murgui, 2007). Among

the family attributes that are important to the investigation of mental measurements, those

identified with the family environment or atmosphere are highlighted, the individual's view of

the nature of connections inside the family (Teodoro, Allgayer, and Land, 2009). Evaluation of

family environment is generally performed in light of measurements, for example, union,

progressive system, support, and strife (Björnberg and Nicholson, 2007; Teodoro et al., 2009).

Attachment is the enthusiastic bond that associates relatives, which means the levels of warmth,

fellowship, and closeness shared. Order alludes to the structure of energy and control between

people, which for the most part mirrors the more noteworthy impact of more established

individuals on family choices. Support is the view of the material and passionate strengthens

gotten from the family in face of difficulties and issues. Concerning strife, it includes an

arrangement of negative sentiments among people, which can make stretch, antagonistic vibe,

feedback, and animosity inside the family. A few reviews have proposed that family strife is

conversely identified with union and support; nonetheless, there is no accord whether union and

25

pecking order are free or related viewpoints in the progression of family cooperation‟s (Teodoro

et al., 2009; Wood, 1985).

Learning is perplexing, it starts during childbirth and proceeds all through life. Guardians

are the main instructors and good examples for their kids and in this manner impact their

learning. Guardians don't know about the significance they play in their youngster's training and

have a restricted comprehension of their part in their kids' learning. Families and guardians are

basic to kids' accomplishment. Parental association in their child or adolescent's proficiency

rehearses decidedly influences youngsters' scholastic execution and is a more intense drive for

scholarly accomplishment than other family foundation factors, for example, social class, family

size and level of parental instruction. The house is critical. Guardians have the best impact on the

accomplishment of youngsters through supporting their learning in the home as opposed to

supporting exercises in school.

Pena et al (2011) explored on Familism, Family Environment, and Suicide Attempts

among Latina Youth. Latina adolescent attempter's are 109 and non-attempter's are 107 were

enlisted from the New York City range. The outcomes recommend that familism may secure

against suicide conduct among Latinas by means of its impact on family environment.

The family environment can be referred to many things such as the learning environment,

the supportive environment, the caring environment; all has independent effects on our children.

It is truly said that family is the first school of the child from where children learn many thing.

Parents, who provide warm, responsive and supportive family environment, encourage

exploration, stimulate curiosity and provide play and learning materials accelerate their

children‟s intellectual development (Meese 2002). Parents are responsible for ensuring that their

children are well-rested, happy and calm. According to the Arkansas state parental information

and resource centre, creating a positive physical and mental atmosphere in the home helps

prepare students to be ready and able to learn. These all factors of family environment are very

helpful in boosting frustration tolerance level.

The family is the main socially perceived connection for youngster bearing and the basic

organization for kid raising, socialization, and acquainting the kid with the way of life of the

general public, in this manner moulding the fundamental character structure of our way of life

26

and framing the kid's identity. (Straight to the point, 1948) The new-born child starts his life

under the cultivating warmth and care of his folks and other precious ones who are related with

the family. As he develops, he gets the primary lesson of life in his family and tries to ingest the

propensities, goals and examples of conduct of his relatives. Along these lines, family

persistently impacts him for the duration of his life. For the childhood of the kid, there is no

preferred establishment over the family. Every one of the individuals from the family

demonstration and respond and this procedure of compromise educate numerous things to the

kid. To sum things up, every individual from the family has a vital part to impact the identity of

the kid.

A parent-child relationship characterized by nurturing, acceptance and encouragement, as

well as parent‟s responsiveness to the child‟s needs, correlates with positive frustration tolerance.

According to the University of Minnesota Extension, parental over protectiveness,

authoritarianism, disapproval and punishment often have a negative correlation with students‟

level of frustration tolerance.

It is in the family, where the establishment of a solid or unfortunate identity is set down.

It is the family which fulfils the greater part of the essential human needs physical, mental and

social. A kid needs a suspicion that all is well and good physical as well as enthusiastic. He

should have the capacity to underestimate finish friendship from all individuals from the family

additionally have the capacity to express his adoration in different ways. At exactly that point a

feeling of being needed creates. Upbeat and concordant connection amongst youngsters and

guardians and different individuals from the family add to the advancement of suspicion that all

is well and good. Through this, kid builds up a feeling of belongingness. He needs a place in the

family structure and be perceived as an individual and must be regarded. Kid's needs and

sentiments ought to nor be underestimated or overlooked. Each adolescent simply like a grown-

up necessities acknowledgment for his accomplishment and accomplishment from the

individuals from his family. Applaud, consolation, consideration and acknowledgment should be

given really and often. The family gives chances to the youngster to experience achievement.

The experience of accomplishment independent from anyone else gigantically adds to the

development and advancement of a child or adolescent.

27

Marcynyszyn et al (2008) researched on Family Instability within Early and Middle

Adolescence. Sample was comprised 141 M age is 15.23 years in study 1, and study 2 have 225,

M age is 13.37 years, Results indicate that a more theoretically coherent measure of family

instability, which is distinct from negative life events, may prove valuable in understanding the

potentially adverse influence of instability on youth.

Chen Xinyin et al (1995) conducted a study on depressed mood in Chinese children:

Relations with school performance and family environment. Scholastic challenges were prescient

of later sorrow just for youngsters from families in which the mother was dismissing and

guardians had a conflictual relationship. At long last decrease in social and scholarly execution

was identified with discouraged effect.

Family environment has far reaching affect in helping the children to achieve their goals

of life. Home plays a vital role in our life. We can‟t do anything without our home and at the

every step of our life our family gives us support. Family also affects the health of child, because

there are so many parenting styles and every parent is different in its compartment. So frustration

tolerance power is good or high if this type of environment found to student. In recent years, the

effect of family relationship has been a commanding study of the society. It has been found that

most of children who are successful and well-adjusted come from families where a wholesome

relationship exists between children and their parents. Adolescence is a time of rapid change. In

adolescence (Age11-17), youth experience puberty develops abstract thinking abilities and

transition into and out of middle school and then high school that‟s why family environment is

keen healthy for good frustration tolerance level.

Guardians with more elevated amounts of instruction will have kids who are better taught

(Black, Devereux, and Salvanes, 2003; Oreopolous, Page, and Stevens, 2003). Since family

atmosphere and parent inclusion has been appeared to be a vital positive drive in a kid's life, one

would expect that among Adolescence which is a basic and requesting stage the two most

essential situations in child or adolescent improvement, home and school, would build their joint

effort. The inverse however is valid: As kids advance through school, parent inclusion decays

drastically (Zill and Nord, 1994). To be effective in school and in life, young people require

trusting and minding connections. They likewise require chances to shape their own particular

characters, connect with Parenting in self-sufficient self-expression, and participate in testing

28

encounters that will build up their skill and confidence (Roeser, Eccles, and Sameroff, 2000).

Young people crave self-governance, freedom, and time with companions, however in the

meantime, they keep on relying on direction from guardians and other relatives (Eccles, 1999).

Family contribution in scholastics and learning stays critical in the immature years.

Kour (2014), conducted a study on obedient and disobedient tendencies among senior

secondary school students in relation of their Family environment and peer influence. Data was

collected on a total sample of 200 senior secondary students. Findings of this study state that

there exists no significant difference between senior secondary school Student having obedient

and disobedient tendencies with respect to different dimensions of family environment except

the dimension of protectiveness punishment there exists significant difference between senior

secondary student having obedient and disobedient tendencies with respect to peer influence

Family Environment is assuming an exceptionally tremendous part in an individual's life. It

influences the every single part/corner in human's life. In this way, it's vital to have harmonious

condition for each youngster. As indicated by Ekanem, (2004) The Family impact the youngster

and no soonest imaginable a great time when his brain is generally open. The youngster regularly

observes the guardians, kin and things in their prompt condition to be most huge and they are

equipped for advancement or decreasing him in self-esteem and scholarly execution. According

to the perspective of Ogbemudia and Aiasa, (2013) portrayed that the earth is the prompt

surroundings in which the students get themselves it is likewise alludes to as the physical and

mental conditions that impact kids.

1.2 SIGNIFICANCE OF THE STUDY

The adolescent undergoes a continuous process of adjustment. His personal and social

behaviour does not develop in a vacuum. Those interests and modes of behaviour that are

particularly the result from the relationship that exists between His/her personal desires, needs or

inherit potentialities and existing environmental conditions by which he/she is stimulated. An

individual is the primary unit of society. The harmonious development of individual s personality

as an integrated human being depends upon the wider process of education. This takes care of

various dimensions of personality i.e. physical, intellectual and emotional as well as society. The

education system help the individual to move towards knowledge and thus towards wisdom.

Adolescents in this era, potentially face negative skills at younger ages than even before such as

29

drugs, suicide and violence consequently, it is suitable to identify the factors which support to

protect adolescents from these negative experiences. Developing theories of youth progress such

as tolerance, self-efficacy, and risk caring factors have tensed frustration tolerance as the main

aspect of successful adolescent development.

Frustrations and clashing circumstances may defy the youthful persistently in his growing

up process. In his endeavours to meet his own and social needs the immature makes an

assortment of modifications. He may fulfil his own Need and those of society. He may encounter

lacking adjustment.

Those student, who are not satisfied become victim of psychological problem. It is

necessary to develop positive attitude among secondary school student so that they feel

comfortable in their family environment and gaining frustration tolerance level. Present study

helps not only parents, teachers, society but each and every individual who face the problem of

low frustration tolerance and family environment. The foundation of the growth of personality

lies in the warmth of the family, henceforth, family serves as an effective agent of socialization a

process of growing up and learning the norms of society where a child acquires a few workable

assumptions about world and is apt to become a competent and useful member of society and

these all also very helpful to increase level of tolerance. The child uses his parents as models for

his adjustment to life and fundamental pattern once established at home, cannot be eradicated

completely yet modified or changed as the child grows up thus, relationship between parents and

the child happens to be a central factor in the social uplift of individual and promoting frustration

tolerance power in child. Parents are supposed to create a most congenial, happy democratic,

lucid and warm atmosphere where a child can blossom his own hidden potentialities and may

also develop social communication skills, frustration tolerance level as well.

The need of the individual and the prerequisites of the general public are never

indistinguishable. Be that as it may, the adaptable individual can resolve the two requests into an

adequate blend. In each School, we can see female students who contrast incredibly in their

tolerance of frustration and clashes and in the sort of alteration without under anxiety. School

students who modify well can be viewed as a youngster who encounters moderately minimal

pressure in his/her every day exercises contrariwise, school students who routinely changes

ineffectively tends to experience strain to a stamped degree. In the fundamental objective of my

30

study is to assess the carious issues of immaturity and their impact on conduct of the Individual

and improve family environment so that boosting frustration tolerance in adolescents.

It was quite clear from related literature, through numbers of studies were conducted in

the area of frustration tolerance and family environment, but to the best of the knowledge of

investigator the frustration tolerance of senior secondary school students had not been adequately

explored in relation to family environment. Hence due to paucity and rareness of time and

greater concern for the future generation, offering them a better quality of family environment,

life and like skills, and to explore which type of family environment strengthens frustration

tolerance in adolescents inspired to investigator to undertake the present study. The study is

extremely useful for future social scientist to investigate the frustration tolerance in students and

family environment that is especially essential and assumes a major part in expanding and

diminishing the level energy of frustration tolerance. Research is likewise exceptionally

supportive to think about challenges and qualities of family environment to know how frustration

tolerance is expanded and what procedures can be used to enhance family environment that

advance and teach the frustration tolerance control in the students.

1.3 STATEMENT OF THE PROBLEM

The study was conducted to find out the relationship between family environment and

frustration tolerance among senior secondary school student. Hence the study is entitled as

“Frustration Tolerance among senior secondary school students in relation to their family

Environment”.

1.4 OPERATIONAL DEFINITIONS

Frustration Tolerance - Frustration tolerance is expected to face that sort of circumstances that

emerges from the frustration and makes challenges, troubles of individual to deal with or

outperform these undesirable circumstances those are bad in the life or side of a person.

Frustration tolerance is the capacity to withstand deterrents and unpleasant circumstances.

Family Environment – Family environment means the surrounding and everything which

influences an individual at home. Family environment consists of social and economic status of

31

the family, number of siblings, facilities available at home, attitude of the parents and children

interaction etc. All these factors in a combined way constitute the Family environment.

1.5 OBJECTIVES

1. To find out the level of frustration tolerance among senior secondary school students.

2. To find out the types of family environment among senior secondary school students.

3. To find out the difference in the frustration tolerance among male and female of senior

secondary school students.

4. To find out the difference in the family environment among male and female of senior

secondary school students.

5. To explore the relationship between frustration tolerance and family environment of the

senior secondary school students.

1.6 HYPOTHESIS

1. There exists no difference in the level of frustration tolerance in senior secondary school

students.

2. There exists no difference in the type of family environment of senior secondary school

students.

3. There exists no significant difference in frustration tolerance among male and female

senior secondary school students.

4. There exists no significant difference in family environment among male and female

,msenior secondary school students.

5. There exists no significant relationship between frustration tolerance and family

environment of senior secondary school students.

1.7 DELIMITATIONS

Study was delimited to Kapurthala and Jalandhar district only

Only sample of 300 senior secondary school students was taken

32

CHAPTER – II

METHOD AND PROCEDURE

The present chapter deals with the method and procedure of the study, which covers

simple design of the study, development and description of the tools, procedure and statistical

techniques used for analysis of the data. In the past section we talk about presentation of part,

what is frustration, frustration tolerance and which elements affecting the frustration tolerance,

what is family and how it impact in frustration tolerance level in students. Hugeness of the

review, targets, speculation, delimitations of the review, and audit of related writing were talked

about.

2.1 METHOD

Method is a way that implies on orderly logical arrangement of parts or steps to

accomplish. It is a set of prescribed actions or events that must be enacted or take place to

achieve certain results, method and procedure of the study depend on the type and scope of the

problem. Researcher used method because rationale for the study needs to be specific and

ideally it gives a right direction to research or accurate data related to research work.

2.2 RESEARCH METHOD

In the present study investigator used descriptive survey method. Descriptive survey

research studies are designed to obtain the persistent and precise information concerning the

current status of phenomenon and, whatever possible, two draw valid conclusions from the facts

discovered.

2.3 SAMPLE

Sampling is the process of selecting units from a population so that by studying the

sample one may fairly generalize their result back to the population from which they were

chosen. The main consideration in the selection of the sample was its representativeness.

Stratified random sampling is stratified random sampling is a method of sampling that

involves the division of a population into smaller groups known as strata. In stratified random

sampling, the strata are formed based on members shared attributes or characteristics. A random

33

150 Boys 150 Girls

sample from each stratum is taken in a number proportional to the stratum's size when compared

to the population. These subsets of the strata are then pooled to form a random sample.

2.4 SAMPLE DESIGN

The present study has conducted on senior secondary school students of districts

Kapurthala and Jalandhar of Punjab by applying stratified random sampling technique wherein

the sample of 300 senior secondary school students (150 Boys + 150 Girls) was selected for

study.

FRUSTRATION TOLERANCE AMONG SENIOR SECONDARY SCHOOL STUDENTS

IN RELATION TO FAMILY ENVIRONMEN

Fig. 2.4 Distribution of sample

300 Senior Secondary School Students

2.5 TOOLS OF DATA COLLECTION

For the data collection purpose two tools used –

3. Frustration Tolerance Test by S. N. Rai (Retd.) Professor and Head Department of

Psychology C.C.S. University Meerut (U.P), (1989)

4. Manual for Family Environment Scale (FES) by Dr. Harpreet Bhatia and Dr. N. K.

Chadha Department of Psychology University of Delhi. (1998)

34

2.6 DISCRIPTION OF TOOLS

2.6(a) FRUSTRATION TOLERANCE TEST

Nowadays everyone is affected by frustration in life. That‟s why frustration tolerance is

very much essential for each individual to cater the need and happy life. Freud (1933) was the

first to have built up causal connection amongst frustration and conduct issue. Frustration

tolerance is a vital part of life. This is a component of healthy identity (Tallent, 1978).

Frustration tolerance alludes to the limit of the person to show steadiness in exertion in spite of

rehashed frustrations and opposing condition (Rai and Gupta, 1988).

2.6(b) Concept of frustration

Frustration occurs when a person is unable to reach the desired goal on account of some

barrier or other, or due to the absence of desired and appropriate goals. Barriers may be external

such as wars, draught, earthquake, storms or fire etc. Economic fluctuation can also thwart the

achievement of desired goals and may create frustrations. The source of frustration may be

internal also, resulting from his own incapability and inadequacy. Inability to achieve one‟s goal

may also lead to self-devaluation and inferiority.

Frustration is an elaborated phenomenon of motivation. Unless a man is motivated he

can‟t be frustrated (Karen and weitz, 1955). Frustration is generally understood as the condition

of being thwarted in the satisfaction of a motive (Harriman 1947) or any interferences with a

goal response or with the instrumental act leading to it (Sears 1946).

2.6(c) Frustration tolerance

All individual at one time or another time, in greater or lesser amount have to tolerate

frustration in their life. Frustration tolerance refers to the capacity of the individual to show

persistence in efforts despite repeated failures and antagonistic environment. Thus it is necessary

to tolerate the frustration resulting from such events as failure in examination, loss of status, etc

to maintain the integration of the personality.

Both biologically and psychologically people differ greatly in their general vulnerability

to stress as well as in general vulnerability to the type of stress which they are most prone.

Individual‟s frustration tolerance may also differ as a function of the intensity of arousal

35

condition available response to the condition and perceived consequences of failure to remove

impinging arousal condition and socialization process.

2.6(d) Variables Affecting Frustration Tolerance

A large number of independent variables related to frustration tolerance have been

studied. These variables can be divided into the following categories:

(i) Organismic Variables – The person who are gay, cheerful, healthy and social have a

great degree of frustration tolerance. Age (Feiring and Lewis 1979, Rao and

Ramalingaswami, 1974) and sex (Feiring and Lewis 1979, Rosenweig 1969 a, 1969

b) and personality (Lckes, Espiti, and Glorig, 1979, Stolorowm and Harrison, 1975)of

the individual also affect frustration tolerance. Males are supposed to tolerate

frustration more than females. Extroverts are supposed to tolerate frustration more

than introverts and neurotics.

(ii) Environmental variables – if the environment is not suitable and interferes in the

achievement of desired goals, it will create frustration , (Wohlwill, nasar, Dijoy and

Foruzani, 1976). Intensity duration, predictability and control of stressor also affect

frustration tolerance (Cohen and Weinstein 1981). Frustration tolerance increases

with the predictability and perceived control of the stressor, (Glass and Singer, 1973).

Quality of the stressor also affects the ability to tolerate the frustration.

(iii) Task Characteristics – if the task is simple it will not create frustration. Frustration

tolerance decreases as the level of task difficulty increases (Andreanska, 1974; Cohen

and Spacpan, 1978; kucek, 1976).

(iv) Cultural Variables – Frustration tolerance varies from culture to culture, (Reek, MC

Cary and Weatherly, 1969). Mother‟s role is an important factor responsible for the

development of the ability to tolerate frustration (Tsubouchi and Jenkins, 1969). In

some culture, children are kept in such an atmosphere where they learn to tolerate

frustration more than the children of other culture.

The attitudes of parent, teachers and their peers also have an influence on the

ability of the children to tolerate frustration (Thompson, 1977). Frustration tolerance also

varies from rural to urban area. Today on account of urbanization and westernization,

36

environmental stresses have increased. As consequences the capacity to tolerate frustration

has also been influenced.

(v) Other Variables – Success in any task increases the ability to tolerate frustration

(Dyck, Stove and Lawrence, 1973). Reinforcement also affects frustration tolerance.

When a person is rewarded for showing tolerance to frustration, his capacity/

persistence to tolerate frustration increases (Nelson, 1969).

2.6(e) Method

Materials

Following materials are used:

1. Frustration Tolerance booklet.

2. Stop watch to measure the time taken by the subject.

3. Pen or pencil

2.6(f) Description

To test the degree of frustration tolerance a scale constructed by Dr. S.N. Rai has been used. This

scale can be used on every age group but here this used on senior secondary school students to

check the frustration tolerance. The subjects tries the puzzles to solve by drawing the figures

with the help of a pen or pencil. In these two puzzles are soluble, i.e., II and IV and two are

insoluble puzzles, i.e., puzzle number I and III. Frustration Tolerance Test: It has 4 figures with

31 blank squares, which are against each figure on the page.

2.6(g) Procedure

The subject is seated comfortably. A rapport is established. Instructions are given to

him/her. After making instructions clear, the subject is asked to start the work. When he starts

the work, stop watch is also started. Subject‟s work is observed throughout from a distance so

that he may not feel disturbed. If the subject works on the first puzzle up to 10 minutes, he/she

asked to move to the next puzzle since the time is up and 10 minutes time is noted. Sometime the

subject says that has solved the puzzle. At that time stop watch is stopped and he is asked to

draw the figure before the E (experimenter). Certainly he has drawn in a wrong manner since the

first and third puzzles are insoluble. The mistake is pointed out and if subject tries again to draw

37

the figure, stop watch is started again and both the times, for that puzzle are added and noted.

Then the subject moves to the next puzzle which is soluble. No time is noted for this puzzle.

Then subject moves to the third puzzle. Same procedure is followed as first puzzle. Time for this

puzzle also noted down. Then subject solve fourth puzzle which is soluble. This puzzle‟s time is

not note down. After this subject thanked for his cooperation in the experiment.

2.6(h) Scoring Procedure

The total score or frustration tolerance is 100. The experimenter will measure the degree of

frustration tolerance with the help of this booklet. Two sets of data are obtained from this test

(a) Time (in in mutes and seconds) devoted by the subject on two insoluble puzzles i.e., puzzle

number I and III.

(b) Number of attempts made for solving two insoluble puzzles, i.e., puzzles I and III.

The total time taken and the total number of attempts are obtained, and the meantime, the mean

number of attempts are calculated for each person to obtain the total frustration tolerance score.

Data obtained in this manner may be analysed by using further statistical applications

2.6(i) Reliability and Validity

The degree to which the result of a measurement, calculation, or specification can be depended

on to be accurate. The test has a test-retest reliability of 0.94 and an empirical validity of 0.78.

2.7 FAMILY ENVIRONMENT SCALE (FES)

2.7(a) Description

Family Environment Scale is based on the family environment scale by Moos (1974).

This scale consists of three of dimensions which are taken from Moos‟ scale. All the subscales in

each dimension were operationally defined with certain modifications of original definitions.

Three of the original subscales were dropped and one new subscale was added. The dimensions

along with their operational definitions and contents were given to eight judges. Only those

dimensions and contents of dimensions having at least 75% agreement were retained. These are -

38

Relationship Dimensions

1. Cohesion – Degree of commitment, help, and supports family members provide for one

another.

2. Expressiveness – Extent to which family members are encouraged to act openly and

express their feelings and thoughts directly.

3. Conflict – Amount of openly expressed aggression and conflict among family members.

4. Acceptance and caring – Extent to which the members are unconditionally accepted and

the degree to which caring is to expressed in the family.

Personal Growth Dimensions

5. Independence – Extent to which family members are assertive and independently make

their own decisions.

6. Active Recreational Orientation – Extent of participation in social and recreational

activities.

System Maintenance Dimensions

7. Organization – Degree of importance of clear organization structure in planning family

activities and responsibilities.

8. Control – Degree of limit setting within a family.

2.7(b) Item selection

It was decided to write 13 to 17 items under each subscale. Items were written subscale wise

to avoid overlapping among items. An Initial pool of 121 items was made ready for the entire

scale. Only those items with 75% approval of the experts were retained. Only 104 items were

subjected to item analysis.

Subjects was 17-50 years and they belong to the middle class, social, economic stata subjects

were asked to respond to the items by making any one of the 5 response options strongly agree,

agree, neutral, disagree and strongly disagree. The item were scored as.

39

Table 2.7(b)

Score of Positive and negative items of scale

Positive items Negative items

5 Strongly agree 1

4 Agree 2

3 Neutral 3

2 Disagree 4

1 Strongly disagree 5

On the basis of total score of subjects, the group was divided into two – a high score group and a

low score group.

2.7(c) Reliability

Split half reliability was found for the present scale. For this purpose, the present scale was spilt

into two halves. The score of each dimension were also spilt into two halves. The score for each

of these halves were then correlated. From this self-correlation of the half-tests, the reliability

coefficient of the whole test was estimated using the spearman- brown prophecy formula. The

reliability coefficient thus obtained are as follows:

Table 2.7(c) Reliability measure for FES

Sr. No. Sub Scale Reliability coefficient

1 Cohesion 0-92

2 Expressiveness 0-88

3 Conflicts 0-84

4 Acceptance and caring 0-86

5 Independence 0-70

6 Active-Recreational orientatio 0-48

7 Organization 0-75

8 Control 0-48

Overall Test Reliability coeff. 0.95

40

2.7(d) Validity:

Both face and content validity were tested by giving the scale to eighteen experts to

evaluate the test items. Only those items with at least 75% agreement among the judge were

retained.

For content validity, the dimensions of the family environment were selected and clearly

defined for the purpose of measuring the specific aspects of the environment, this definition were

also subjected to the judgement of the eight experts in the first step, and five experts in the

second step.

2.8 Procedure

For this proposed study first of all investigator prepared list of school where data

collection selected to completed. After getting permission from schools head data was collected

through standardized tools or questionnaires. The instructions of the tools were made clear to

them. Afterward that the tool was administered on them according to the instructions given in the

respective manual and the response sheets were collected. The same procedure was followed for

all the tools in all schools. After the collection of data statistical technique were applied to test

scoring done according to the instructions were given in the manual. Collected data was

tabulated and subjected to statistical analysis.

2.9 Statistical Analysis Technique

In the present research work, the data collected was tabulated and subjected to statistical

analysis. The data is analysed on the basis of these statistical techniques: for studying the

relationship between criterion variable (frustration tolerance and family environment) coefficient

of correlation was calculated.

For finding the difference with sample regard to frustration tolerance t-value was found

out, similarly to find out the difference among male and female of senior secondary school

students with regard to family environment again t-test was applied.

41

Chapter – III

Analysis and Interpretation

This chapter deals with analysis and interpretation to represent the application of

inductive and deductive logic to research process. A good research is characterized by the

appropriate analysis and interpretation of data. Analysis of the data means studying the organized

material in order to discover inherent facts. Analysis requires an alert, flexible and open minded

approach. It is worthwhile to plan of analysis before the actual collection of data.

Data once collected, should be analysed with the help of statistical techniques, which

yield certain results. This process leads researcher to draw a conclusion of the research problem.

Therefore, attempt has been made in the present chapter to deal hypotheses. Tabulated data is

analysed through statistical techniques to yield certain results. The depiction of results and their

interpretation is considered to be the most important by some dependable techniques. Analysis of

data means studying the tabulated material in order to determine inherent facts on meaning. It

involves breaking up the complex factors into simpler parts and putting them in new arrangement

for purpose of interpretation.

Once the data have been analysed, the researcher can proceed to stage of interpreting the

results, and then formulating concussions and generalization on the basis of these results. The

nature of the study, its objectives and hypotheses, data gathering tools and techniques and the

type of the sample must be kept in view by the researcher while drawing conclusions and

formulating generalizations. The present research was focused on “Frustration tolerance among

senior secondary school students in relation to family environment”. Analysis and interpretation

of data is covered under the following heads.

Interpretation

Hypothesis I – There exists no difference in the levels of frustration tolerance in senior

secondary school students.

First Hypothesis was to find out the level of the frustration tolerance in senior secondary

school students. For this purpose frustration tolerance test was administered on the students of

42

senior secondary school students. The results obtained have been presented in the under

mentioned table

Table 3.1(a) Showing the Percentage of Frustration Tolerance of Senior Secondary

School Students

N Frustration Tolerance Percentage of students

300

Low 22.66

Average 55.33

High 22

The table 3.1 shows the percentage of students of senior secondary school students

falling under different level of frustration tolerance in the students. As it is very much clear from

the table that out of 300 senior secondary school students 22.66 % had low frustration tolerance ,

55.33 % fall under the average level of frustration tolerance and 22 % were those students who

had high frustration tolerance level ( as shown in the graph). Hence it is clear from the data that

maximum no. of students had average frustration tolerance level. So it shows that there exists a

difference in the frustration tolerance of senior secondary school students therefore the

hypotheses i.e. there exists no difference in level of frustration tolerance of senior secondary

school students stands accepted. The investigator is of the view that such results came because

students have different frustration tolerance level.

The result shows that frustration tolerance level is found different in each and every

individual. Some people are frustrated with very simple situation and life problems, but some are

not frustrated easily or try to combat problem. It is evident from the data that only 22% of

students have high frustration tolerance level out of total sample. It indicates towards increasing

level of frustration among youth.

43

Graph 3.1(b)

Showing the Percentage of Frustration Tolerance of Senior Secondary School Students

3.2 Hypothesis II - There exists no difference in the types of Family Environment of Senior

Secondary School Students.

In second hypothesis researcher explored the difference in the types of family

environment of senior secondary school students. For this purpose researcher administered

Family Environment Scale (FES) on the students of senior secondary. The results have been

presented in under mentioned table.

Table 3.2(a) Showing the Percentage of Family environment of Senior Secondary

School Students

N Family Environment Percentage of students

300

Poor 23.66 %

Average 52.33 %

Good 24 %

23%

22%

55%

low high averege

44

The table 3.2 shows that out of 300 senior secondary school student researcher found 23.66 %

students have poor type of family environment, 52.33 % students fall under average type of

family environment and 24 % students belong from good family environment.

Hence it is clear from the data that maximum no. of students have average type of

family environment. So, it shows that there exists a difference in the type of family environment

of students of senior secondary belonged. Therefore the hypotheses i.e. there exists difference in

the type of family environment of senior secondary school students stands accepted. The

investigator is of the view that such results came because students have different type of family

environment.

Graph 3.2(b) Showing the Family Environment of Senior Secondary School Students

3.3 Hypotheses III - There exists no significant difference in Frustration Tolerance among

Male and Female of Senior Secondary School Students.

Another objective of the present study was to find out the difference in frustration

tolerance among male and female senior secondary school students. A scale of frustration

tolerance was administered on 300 senior secondary school students (150 boys and 150 girls) and

t-test was computed. The results have been mentioned table.

23.66%

24%

52.33%

poor

good

averege

45

Table 3.3(a) Score of Mean, Standard Deviation, t-value of Frustration Tolerance among

Male and Female Senior Secondary School Students.

Sample

Group

N Mean S.D

t-value Remarks

Female 150 9.38 4.57

0.32

Insignificant

Male 150 9.55 4.56

Graph 3.3(b) Mean and S.D. difference in Frustration Tolerance among Male and

Female Senior Secondary School Students.

Interpretation

The above mentioned table shows that the mean score for the difference in frustration

tolerance among male and female senior secondary school students came out to be 9.38 and 9.55

respectively. The calculated t- value for the frustration tolerance among male and female senior

secondary school students came out as a 0.32 whereas the table value is 1.96 and 2.98 at 0.05 and

0.01 levels of significance respectively. As the calculated value is smaller than the table value,

hence the hypotheses i.e. there exists no significant difference in frustration tolerance among

male and female senior secondary school students is accepted.

0

50

100

150

200

250

mean s.d

female

male

46

This shows that there exists no significant difference in frustration tolerance among male

and female senior secondary school students. The researcher is of the view that such results came

out because gender play significant role in determining frustration tolerance among senior

secondary school students.

Review of the related literature reveal that there lies a significant difference in frustration

tolerance among masses on the basis of gender as it has been found in few studies that girls are

good in comparison to boys regarding their frustration tolerance. The researcher is of the view

that such results came out as female students spend more time in family and handle a number of

tasks in the family that is why they have more frustration tolerance power whereas male students

spend less time in family and are also influenced with outside environment of family. So both the

gender of senior secondary school students differ significantly in their frustration tolerance.

3.4 Hypotheses IV –There exists no significant difference in family environment among

male and female senior secondary school students.

One of objective of the present study was to find out the difference in family environment

among male and female senior secondary school students. A scale of family environment was

administered on 300 senior secondary school students (150 boys and 150 girls) and t-test was

computed. The results have been mentioned in the table.

Table 3.4(a) Score of Mean, Standard Deviation, t-value of Family Environment of Male

and Female Senior Secondary School Students.

Sample

Group

N Mean S.D

t-value Remarks

Girls 150 213.80 16.35

0.71

Insignificant Boys 150 212.27 20.36

Insignificant at 0.05 and 0.01 level.

47

Graph 3.4(b) Showing Mean and S.D difference in Family Environment among Male and

Female Senior Secondary School Students.

Interpretation

The above mentioned table shows that the mean score for the difference in family

environment of male and female senior secondary school students came out to be 213.80 and

212.27 respectively. The calculated t- value for the family environment of male and female

senior secondary school students came out as a 0.71 whereas table value is 1.96 and 2.98

at 0.05 and 0.01 levels of significance respectively. As the calculated value is smaller than the

table value, hence the hypotheses i.e. there exists no significant difference in types of family

environment among boys and girls of senior secondary school students is accepted.

This shows that there exists no significant difference in Family Environment among male

and female senior secondary school students. The researcher is of the view that such results came

out because gender does not play any significant role in determining family environment of

senior secondary school students.

3.5 Hypotheses V - There exists no significant relationship between Frustration Tolerance

and Family Environment of Senior Secondary School Students.

Objective of this study was to explore the relationship between frustration tolerance and

family environment. For this purpose standardized scale of frustration tolerance and family

female, mean, 213.8

female, s.d, 16.5

male, mean, 212.27

male, s.d, 20.36

female

male

48

environment was administered on senior secondary school students and correlation was

computed. The results have been presented in the table given below.

Table 3.5(a) Correlation between Frustration Tolerance and Family Environment of

Senior Secondary School Students

Variables N Coefficient of

correlation

Remarks

Frustration Tolerance

300

- 0.004

Insignificant

(low degree of

correlation )

Family Environment

Interpretation

From the above mentioned table it is clearly evident that the „r‟ value for the frustration

tolerance and family environment of senior secondary school students is found to be -0.004

which stands insignificant at 0.05 and 0.01 level of significance.

In this hypothesis researcher examined that both variables are negatively correlated and

although this relationship is very low. The calculated value of correlation is lower than table

value of correlation. Hence the hypothesis that there exists no significant relationship between

frustration tolerance and family environment of senior secondary school students is accepted

which shows that there exist no significant correlation between frustration tolerance and family

environment of senior secondary school students.

49

Chapter – IV

Conclusion, Recommendations, Limitations and suggestions

4.1 Conclusions

The last stride of research requests basic and sensible thinking and condensing the

discoveries of the review. In the light of prior said exchange and understanding of the

information in current section, the primary discoveries of the review have been given

underneath:

The hypothesis that there exists no difference in the level of frustration tolerance among

senior secondary school students is accepted, it indicates that level of frustration

tolerance is different in senior secondary students. The result shows that frustration

tolerance level is found different in each and every individual. Some people get frustrated

very easily even in simple situation or life problems, whereas others may not get

frustrated easily rather they try their level best to combat the problem. Although it is

evident from the data that only 22% of students have high frustration tolerance out of

total sample. It indicates towards increasing level of frustration among youth. Erosion of

values, impact of media and changing social norms may be the probable reasons behind

such results.

The hypothesis that there exists no difference in the type of family environment of senior

secondary school students is accepted, it indicates that there is insignificant difference in

types of family environment of senior secondary school students. Although it is evident

from the data that only 24% of students have good family environment out of total

sample. The investigator is of the view that such results came because of difference in

Socio economic status, cultural patterns, family orientations and impact of media.

The hypothesis that there exists no significant difference in frustration tolerance among

male and female students of senior secondary school students is accepted, this shows that

there is insignificant difference in frustration tolerance among male and female senior

50

secondary school students. The researcher is of the view that such results came out

because today is the era of cut-throat competition in students due to which each and every

student ( irrespective of gender differences) is keen on putting effort to excel .

The hypothesis that there exists no difference in family environment among male and

female senior secondary school students is accepted. This shows that there is insignificant

difference in family environment among male and female senior secondary school

students.

The hypothesis that there exists no significant relationship between frustration tolerance

and family environment of senior secondary school students is accepted although

statistics reveals that there is very low degree of negative correlation or insignificant

relationship between both variables. Hence it can be concluded that there exists no

significant relationship between frustration tolerance and family environment of senior

secondary school students. Family environment effects frustration tolerance but this is not

only the factor that is correlated.

4.2 Recommendations

According to the mean outcomes it has been found that frustration tolerance is higher in

female of senior secondary school students than male students. On the premise of the

outcome analyst propose that it should be the obligation on the part of instructors,

guardians and society to improve the frustration toleranve among male students so that

their state of frustration tolerance may improve.

It has found that senior secondary school student level of frustration tolerance, types of

family environment and difference of male student is very less than female students. On

the basis of this result researcher suggests that it is the responsibility of teachers, parents

and society is to enhance the confidence level, provide guidance, to males to enable them

to confront the frustration tolerance family environment challenges with courage and

51

high zest. Male students should be oriented to maintain positive attitude, especially

during frustration with all around

4.3 Limitations

The research has always some limitation. This is true specially in the case of research studies.

Because at the time of data collection any individual can try to conceal his negative aspect. The

present study also has limitations which have been mentioned below:

1. The study is conducted on 300 students that may not be sufficient for a representative

research.

2. The study was delimited to Kapurthala and Jalandhar district only.

3. The tool of the study (frustration tolerance) is interesting but very time consuming

because of which there is possibility that few students may not have given their best ( due

to fatigue) while attempting Frustration Tolerance Scale

4.4 Suggestions for further study

Research is ceaseless process. The analyst by prudence of his involvement in the field of study

offers the accompanying proposals for the further specialist :

1. A comparative study to explore the frustration tolerance of students belonging to different

states of India can also be undertaken.

2. The sample size should be large in size in order to obtain more appropriate results.

3. The relationship or factors effecting frustration tolerance can also be studied with other

variables like emotional maturity, social acceptance, peer environment, self-competency

and other logical variables.

4. A comparative study can also be undertaken to explore the frustration tolerance and

family environment of rural and urban children

52

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