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

1
 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:

2
 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 32-34
tolerance in senior secondary school students.
3.2 Result pertaining to difference between the types of family 34-35
environment of senior secondary school students.
3.3 Result pertaining to difference in frustration tolerance
35-37
among male and female of senior secondary school students
3.4 Result pertaining to difference in family environment 37-38
among male and female of senior secondary school students
3.5 Result pertaining to difference in family environment 39
among male and female of senior secondary school students
CHAPTER- IV Conclusion, Recommendation, Suggestions And 40-42
Limitations
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 33
Senior Secondary School Students

3.2(a) Table - Showing the Percentage of Family environment of 34

Senior Secondary School Students

3.3(a) Table - Score of Mean, Standard Deviation, t-value of 36

Frustration Tolerance among Male and Female Senior
Secondary School Students.
3.4(a) Table - Score of Mean, Standard Deviation, t-value of Family 37
Environment of Male and Female Senior Secondary School
Students.
3.5(a) Correlation between Frustration Tolerance and Family 39
Environment of Senior Secondary School Students

List of Graph

Graph Graph no. Page no.

Fig. 2.4 Distribution of sample 24

Graph 3.1(b) Showing the Percentage of 32

Frustration Tolerance of
Senior Secondary School
Students

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Graph 3.2(b) Showing the Family 35
Environment of Senior
Secondary School
Students
Graph 3.3(b) Mean and S.D. difference 36
in Frustration Tolerance
among Male and Female
Senior Secondary School
Students.
Graph 3.4(b) Showing Mean and S.D 38
difference in Family
Environment among Male
and Female Senior
Secondary School Students.

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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

10
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

12
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

13
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

14
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

15
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.

17
 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.

18
 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

19
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

20
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

21
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

22
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

23
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

24
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

25
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.

26
 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

27
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

28
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

29
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

30
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

31
 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

32
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

150 Boys 150 Girls

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)

33
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

34
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,

35
 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

36
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 -

37
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.

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 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

39
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.

40
 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

41
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

Low 22.66
300 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.

42
 Graph 3.1(b)

Showing the Percentage of Frustration Tolerance of Senior Secondary School Students

23%

55%
22%

low high averege

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

Poor 23.66 %
300 Average 52.33 %
Good 24 %

43
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

23.66%

poor
good
52.33%
averege

24%

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.

44
Table 3.3(a) Score of Mean, Standard Deviation, t-value of Frustration Tolerance among
Male and Female Senior Secondary School Students.
Sample N Mean S.D t-value Remarks
Group
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.

250

200

150
female
100 male

50

0
mean s.d

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.

45
 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 N Mean S.D t-value Remarks

Group
Girls 150 213.80 16.35
0.71 Insignificant
Boys 150 212.27 20.36

Insignificant at 0.05 and 0.01 level.

46
Graph 3.4(b) Showing Mean and S.D difference in Family Environment among Male and
Female Senior Secondary School Students.

female, mean, 213.8 male, mean, 212.27

female
male

female, s.d, 16.5 male, s.d, 20.36

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

47
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 Remarks
correlation
Frustration Tolerance
Family Environment 300 - 0.004 Insignificant
(low degree of
correlation )

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.

48
 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

49
 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

50
 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

51
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