cognitive and non cognitive attributes

1. A COMPARATIVE STUDY OF FRUSTRATION
AMONG ADOLESCENT BOYS AND GIRLS IN
RELATION TO CERTAIN COGNITIVE AND NON
COGNITIVE ATTRIBUTES
DEPARTMENT OF EDUCATION
UNIVERSITY OF LUCKNOW
SESSION : 2022-2023
SUBMITTED BY :
NANCY YADAV
ROLL NO : 2222330388

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
1) EISENBERG 2015 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
2) ZEMAN 2019 Another study found that emotional
regulation skills, including emotion expression and
emotion regulation strategies, were associated with
lower levels of frustration among adolescents .
3) HUANG 2020 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 .

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
1) To find out the frustration level of
adolescent boys and girls.
2) To compare the frustration levels of
adolescent boys at high and low level
of academic achievement.
3) To compare the frustration levels of
adolescent girls at high and low level of
academic achievement.
4) To compare the frustration levels of
adolescent boys & girls at high and low
level of academic achievement.

8. HYPOTHESIS
1) There is no significant difference in
frustration levels of adolescent boys and
girls.
2) There is no significant difference in
frustration at different levels of academic
achievement of adolescent boys.
3) There is no significant difference in
frustration at different levels of academic
achievement of adolescent girls.
4) There is no significant difference in
frustration at different levels of academic
achievement of adolescent boys& girls.

9. DEFINITION OF KEY TERMS
1) Frustration - Frustration is an emotional response to
a situation in which an individual is blocked from
achieving a goal or fulfilling a need.
2) 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.
3) 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
1) The scope of the study is delimited to
the students of lucknow city only.
2) The study will be conducted on the
student’s of private higher secondary
level.
3) The study will be delimited to the
students in private schools affiliated
to CBSE only

11. RESEARCH METHODOLOGY
This is a descriptive type of research
(quantitative) and survey method, will be
used for collecting the data.
VARIABLES
1) Dependent Variable - The dependent
variable of the proposed study is
frustration.
2) Independent Variable - The
independent variables in the proposed
study are certain cognitive and non-
cognitive attributes, as well as gender.

12. DATA COLLECTION
POPULATION
1) A population is the number of people
who live in a particular area .
2) In this present study the population
consists of students of private schools
of Lucknow city only.
TOOL
1) Frustration test developed by N.S.
Chouhan and D. Govind Tiwari
2) General mental ability test constructed
and standardized by S.Jalota

13. SAMPLING
1) Sampling means selecting the group
that you will actually collect data from in
your research. Thus, sampling is a
smaller representation of the
population.
2) In this present study simple random
sampling will be adopted. One private
school will be randomly selected as a
sample to the study.
3) 100 samples of students will be
selected for the study

14. STATISTICAL METHOD
1) Appropriate statistical method will be
used in this study. The data collected
will undergo statistical techniques to
give the results. For this study, the
statistical method used are given
below –
2) Mean (M)
3) Standard Deviation (S.D.)
4) T-Test

15. THANK YOU