a comparative study of frustration among adolescents

1. A COMPARATIVE STUDY OF
FRUSTRATION AMONG
ADOLESCENT BOYS AND GIRLS IN
RELATION TO CERTAIN COGNITIVE
AND NON COGNITIVE ATTRIBUTES

2. INTRODUCTION
• Adolescence is a critical period of development characterized by
numerous physical, emotional, and cognitive changes.
• Adolescents face various challenges and stressors, including
academic pressures, social demands, and family conflicts, which can
lead to frustration when their goals and desires are blocked or
impeded.
• Frustration is a complex emotional response that can manifest in
various ways, including anger, irritation, and disappointment, and
can have significant negative consequences on adolescents' mental
health, academic performance, and social relationships.
• The expression of frustration is influenced by various cognitive and
non-cognitive factors, including executive function, emotional
regulation, and self-esteem.

3. ORIGIN OF THE PROBLEM
• Frustration is a common emotion experienced by
adolescents, but it can be particularly challenging for
this age group as they are still developing emotional
regulation and coping skills.
• Understanding the factors that contribute to
frustration can help identify potential interventions to
support adolescents in managing this emotion.
• Additionally, by examining potential gender differences
in the cognitive and non-cognitive attributes associated
with frustration, this study can contribute to our
understanding of potential gender-related disparities in
emotional regulation and coping among adolescents.

4. NEED AND SIGNIFICANCE OF THE
STUDY
• By understanding the factors that contribute to frustration in this
population, we can develop effective interventions to support
adolescents' emotional well-being.
• Understanding the role of these factors in frustration can help us to
identify potential targets for intervention.
• This study can contribute to our understanding of potential gender-
related disparities in emotional regulation and coping among
adolescents. This information can be used to develop targeted
interventions that address the unique emotional experiences of
adolescent boys and girls.
• By identifying the cognitive and non-cognitive attributes associated
with frustration among adolescents, we may gain a better
understanding of the underlying mechanisms that contribute to
emotional regulation and coping across the lifespan.

5. REVIEW OF RELATED LITERATURE
• One study found that adolescents' executive function, particularly
inhibitory control, was associated with frustration tolerance,
suggesting that adolescents with stronger inhibitory control may be
better able to regulate their emotional responses to frustrating
situations (Eisenberg et al., 2015).
• Another study found that emotional regulation skills, including
emotion expression and emotion regulation strategies, were
associated with lower levels of frustration among adolescents
(Zeman et al., 2019).
• Additionally, a meta-analysis found that interventions focused on
improving emotional regulation skills, such as cognitive-behavioral
therapy and mindfulness-based interventions, were effective in
reducing negative affect, including frustration, in adolescents
(Huang et al., 2020).

6. STATEMENT OF THE PROBLEM
• A comparative study of frustration among
adolescent boys and girls in relation to certain
cognitive and non cognitive attributes

7. OBJECTIVES
• To investigate the cognitive and non-cognitive
attributes associated with frustration among
adolescent boys and girls.
• To examine potential gender differences in the
cognitive and non-cognitive attributes
associated with frustration.
• To identify potential targets for intervention to
support adolescents' emotional regulation
and coping in frustrating situations.

8. HYPOTHESIS
• Adolescents with stronger executive function and
emotional regulation skills will report lower levels of
frustration in response to frustrating situations.
• There will be gender differences in the cognitive and
non-cognitive attributes associated with frustration,
with adolescent girls reporting higher levels of
frustration than boys.
• Executive function and emotional regulation skills will
mediate the relationship between gender and
frustration, such that the gender difference in
frustration levels will be reduced when controlling for
these factors.

9. DEFINITION OF KEY TERMS
• Frustration - Frustration is an emotional response to a
situation in which an individual is blocked from
achieving a goal or fulfilling a need.
• Adolescent - Adolescence is a developmental stage
that typically occurs between the ages of 10 and 19
years. It is characterized by physical, psychological, and
social changes, as children transition into young adults.
• Cognitive - Cognitive refers to the mental processes
involved in acquiring, processing, and using
information. This includes processes such as
perception, attention, memory, language, reasoning,
problem-solving, and decision-making.

10. DELIMITATIONS OF THE STUDY
• The scope of the study is delimited to the
students of lucknow city only.
• The study will be conducted on the student’s
of private higher secondary level.

11. RESEARCH METHODOLOGY
• The proposed research will use a quantitative,
cross-sectional design to test the hypotheses.
• The sample will consist of adolescent boys and
girls aged between 13 and 18 years.
• Participants will be recruited from schools in the
local area and will be asked to complete a set of
self-report questionnaires.
• Demographic information, such as age, gender,
and socio-economic status, will also be collected.

12. COLLECTION OF DATA
• The data for this study will be collected using a
self-report questionnaire that will be
administered to adolescent boys and girls.
• The questionnaire will be administered in a group
setting, such as a classroom, and participants will
be asked to complete it during a regular school
period.
• The questionnaire will be available in both paper
and electronic formats, to accommodate
participants who may have a preference for one
or the other.

13. VARIABLES
• Dependent Variable - The dependent variable of
the proposed study is frustration. Frustration is
the emotional response that the study is aiming
to investigate among adolescent boys and girls in
relation to certain cognitive and non-cognitive
attributes.
• Independent Variable - The independent
variables in the proposed study are certain
cognitive and non-cognitive attributes, as well as
gender.

14. POPULATION
• A population is the number of people who live
in a particular area .
• In this present study the population consists
of students of private schools of Lucknow city
only.

15. SAMPLE
• 100 samples of students will be selected for
the study
• MALE- 50
• FEMALE- 50