SAGAING UNIVERSITY OF EDUCATION

DEPARTMENT OF EDUCATIONAL PSYCHOLOGY

An Investigation into Frustration and Its Impact on Cognitive

Functioning among Adolescents in Universities of Education

Presented By

Ma Linn Lat Htun

၁မဟ/ပည(စိတ်)-၁၅

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 Content
1. Introduction
2. Review of Related Literature
3. Methodology
4. Tentative Work Schedule

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 1. Introduction

1.1 Importance of the study

 In today’s world, changing needs of society and pressures of modern
life lead to rise sense of frustration.
 Frustration – prevalent in daily lives.
– also widespread among students.
 Students face challenges – lead to frustration.
 Adolescence : a critical development period by cognitive, emotional
and social changes.

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Cont’d

 Frustration : a common emotional response to perceived obstacles in

goal attainment – impact cognitive functioning.
 Understanding the complicated dynamics of frustration
Gain valuable insights into the hurdles.
Enable to support emotional well-being.
Enhance cognitive functioning.
 Many significant main effects of frustration on cognitive functioning
foster to become healthy, productive and happy individuals.

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 Aim of the study

Main Aim

To investigate frustration and its impact on cognitive functioning

among adolescents in universities of education

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 Specific Objectives

To determine the main academic and social factors that contribute to
frustration among adolescents in universities of education.
To measure the intensity and frequency of frustration experienced by
these students using validated psychological scales.

To investigate how varying levels of frustration affect specific

cognitive functions such as attention, memory, and problem-solving
abilities.
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Cont’d

To explore whether there are significant differences in how male and
female students experience frustration and how it impacts their cognitive
functioning.

To provide evidence-based recommendations for educational practices

and policies aimed at mitigating the negative effects of frustration and
enhancing cognitive functioning and emotional well-being among
students in universities of education
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 Definitions of Key Terms

Frustration : emotional experience that comes with being blocked in

our attempts to reach or achieve goals we believe we should be able to
attain (Anderson & Bushman, 2002).

Cognitive functioning : the ability to perceive and react, process and

understand, make decisions and produce appropriate responses to the
environment (Morley et al., 2015).

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 2. Review of Related Literature

Frustration-Aggression Hypothesis
According to Dollard et al., (1939)
Catharsis
Achieved once
aggression has
been released
Aggression

Obstacle to
Drive to Goal Frustration Anger
Goal

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Cognitive Behavioral Therapy (CBT)

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 Review of the Previous Research
Inferiority complex
& Rajeshwari. N. Significant positive
2012
Frustration Kenchappanavar correlation

Frustration
Significant negative
& Dr. Naresh Kumar 2021
correlation
Locus of Control

Frustration Significant negative

& Ms. Gurjit Kaur 2019 correlation
Academic Achievement

Academic Achievement Dr. Gagandeep Kaur Significant positive

& & 2022 correlation
Cognitive Ability Priyanka Prajapati

Cognitive Emotion Regulation Zhou Weidi Significant positive

& & 2023 correlation
Life Satisfaction Jeeching Pang
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 3. Methodology

Participants : Adolescents in universities of education

Research Design : Descriptive research design and quantitative survey
method
Instruments :
Reactions to Frustration Scale
i. By Dixit & Srivastava, 2005
ii. 24 items
iii. 4 dimensions (aggression, resignation, fixation, regression)
iv. 6 responses
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Cognitive Functioning Self-Assessment Scale
i. By Annunziata et al.,2012, 2018
ii. 18 items
iii. 1 dimension
iv. Five-point scale

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 4. Tentative work Schedule

1. Intensive reading 2024 June

2. Proposal writing 2024 June-July
3. Studying related literature 2024 July-August-September
4. Preparation instruments 2024 October
5. Quantitative study
• (a) Collecting the data 2024 December
• (b) Analyzing the collected data 2024 December
6. Data analysis and discussion 2025 January
7. Zero Draft 2025 February
8. Finalize the Thesis 2025 March

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THANK YOU

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