Frustration of Expectations and Aspirations in Pre-adolescents as a Cause of Emotional and Social Conflict
Journal of Education, Society and Behavioural Science,
Aims: The main aim of this article is to investigate the data on prevention and management of intrapersonal and interpersonal conflicts in the school environment, which can cause feelings of frustration of expectations in adolescence (11-13 years).
Study Design: The design of the research was based on the assumption that frustration is a powerful incriminating factor in causing conflicting behaviors between students and that frustration can be used as a teaching skill in the prevention and management of conflict situations. The research in related bibliography focused on specific theories and assumptions that constituted the theoretical framework of the research.
Place and Duration of Study: The sample of the research were students aged 11, 12 and 13, attending schools in the Ioannina and Thessaloniki prefectural administrations. The specific administrations were selected based on where the researchers came from (the "convenience sample").
Methodology: The sample consisted of 50 students 11, 12 y.o., respectively attending 5th, 6th grade and 50 students 13 y.o., attending the 1st year of Junior High. All students were selected in a statistically random way. Regarding the research methodology, the research instrument used was a structured questionnaire, based on the following psychometric tools: A) Peer Conflict Scale (PCS), B) The Frustration Discomfort Scale.
Results: The analysis of the research variables correlations showed that: a) Research subjects who will vigorously pursue something, want it vigorously and find it difficult to wait for things to be done now (positive, moderate correlation P< .001. b) When there is likely to be no tolerance, then the expression of the expectation frustration may lead to conflict so that the frustration is not consolidated and the expectation of desire or pursuit is reached (positive, moderate correlation P< .001. The subjects of the sample tend to avoid negative emotions but also the situations for which they feel will cause them irritation (positive, moderate correlation P < .001. d) Statistically significant (positive, moderate correlation P< .001 is the correlation of feeling that they are receiving the attention of others, in relation to their willingness to impose on others, in order to gain respect. This does not negate the statistically significant correlation for the subjects to even claim to conflict until something changes that bothers them (positive, moderate correlation P < .001.
Conclusion: The different types of frustration and the various ways of resolving conflicts (highlighting 'compliance' as the main way) form the final research outputs, which are in line with the researchers' latest positions on the 'cancellation-aggression' hypothesis.
How to Cite
Van Doorn MD, Branje SJT, Meeus WHJ. Conflict resolution in parent-adolescent relationships and adolescent delinquency. The Journal of Early Adolescence. 2008; 28:503-527.
Branje SJT, van Doorn MD, van der Valk IE, Meeus WHJ. Parent-adolescent conflict, conflict resolution, and adolescent adjustment. Journal of Applied Developmental Psychology. 2009;30:195-204.
Van Doorn MD, Branje SJT, Meeus WHJ. Developmental changes in conflict resolution styles in parent-adolescent relationships: A four-wave longitudinal study. Journal of Youth and Adolescence. 2011;40(1):97-107.
Berkowitz L. Frustration-aggression hypothesis: Examination and reformulation. Psychological Bulletin. 1989;106(1): 59-73.
Dollard J, Miller NE, Doob LW, Mowrer OH, Sears RR. Frustration and Aggression. New Haven: Yale University Press; 1939.
Herbert M. Psychological problems of childhood. Athens: Greek Letters; 1998.
Miller NE, Sears RR, Mowrer OH, Doob LW, Dollard JI. The frustration-aggression hypothesis. Psychological review. 1941;48 (4):337-342. doi:10.1037/h0055861
Parke RD, Slaby RG. The development of aggression. In: Mussen PH, editor. Handbook of child psychology: Socialization, personality and social behavior. New York: Wiley; 1983.
Amsel A. Frustration theory: An analysis of dispositional learning and memory. UK: Cambridge University Press; 1992.
Breuer J, Elson M. Frustration-Aggression Theory. In: Sturmey P, editor. The Wiley Handbook of Violence and Aggression. Chichester: Wiley Blackwell; 2017.
Smetana JG. Adolescents’ and parents’ reasoning about actual family conflict. Child Development. 1989;60:1052-1067.
Meeus WHJ, Akse J, Branje SJT, TerBogt T, Delsing M, Van Doorn MD. Codebook of the research project CONflict and Management of Relationships (CONAMORE). The Netherlands: Utrecht University; 2014.
Whitaker JL, Melzer A, Steffgen G, Bushman BJ. The allure of the forbidden: Breaking taboos, frustration, and attraction to violent video games. Psychological Science. 2013;24(4):507–513.
Jeronimus BF, Riese H, Oldehinkel AJ, Ormel J. Why does frustration predict psychopathology? Multiple prospective pathways over adolescence: A Trails study. European Journal of Personality. 2016;31 (1):85–103.
Laceulle OM, van Aken MAG. Transactions of personality and the social environment during development. In V. Zeigler-Hill, TK Shackelford (Eds.), The SAGE handbook of personality and individual differences. Los Angeles: Sage; 2017.
Laceulle OM, Jeronimus BF, Van Aken MAG, Ormel J. Why not everybody gets their fair share of stress: Adolescent’s perceived relationship affection mediates associations between temperament and subsequent stressful social events. European Journal of European Journal of Personality. 2015;29 (2):125–137.
Hubbard JA, McAuliffe, MD, Morrow MT, Romano LJ. Reactive and proactive aggression in childhood and adolescence: Precursors, outcomes, processes, experiences and measurement. Journal of Personality. 2010;78(1):95– 118.
Abstract View: 2052 times
PDF Download: 613 times