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Frustration Reaction and Emotional
Intelligence of Orphan Students
ParthaSarathi Panda1and Dr. Abhijit Guha2
1
(Ph.D. Scholar, RKM Sikshanamandira, Belur Math, Howrah)
(Associate Professor, RKM Sikshanamandira, Belur Math, Howrah)
2
Abstract:Orphanages are the only places where children without parents get love, affection, and kindness. Due
to lack of parental love, support and social ignorance they often experience psychological issues and social
problems. The present study was aimed to discover the difference between frustration reaction and emotional
intelligence on the basis of gender and educational level. The study was conducted at various orphanages of
West Bengal. The data were collected from 361 orphan students as respondents. The data were divided into
three groups of boys and girls; secondary and higher secondary and govt. and non-govt. orphan students.
Reactions to Frustration Scale (RFS), Dixit & Srivastava, 2011 and Emotional Intelligence Scale- Situational
(EISS), Srinivasan & Murugesan, 2013 adopted by the present researcher in Bengali version to ease the
situation. Difference between the scores was found through t-test and Pearson Correlation Coefficient. The
findings of the study revealed a significant difference between Govt. and Non-Govt. orphan students on
Frustration Reaction but on the other side no significant difference when compared to boys and girls and
secondary and higher secondary orphan students. A significant difference can also be seen from the findings of
the study between boys and girls on emotional intelligence, whereas there was no significant difference on
emotional intelligence between secondary and higher secondary and Govt. and Non-Govt. orphan students. The
results of the study also showed that frustration reaction and emotional intelligence are positive and
significantly related to each other. Hence, present researcher concludes that, orphan students who are high on
frustration reaction are more emotionally intelligent.
Keywords: Frustration Reaction, Emotional Intelligence, Orphan Student
INTRODUCTION
Man is a social animal and he wants proper love and care for his finest growth. Without suitable
nourishment and social support it is quite impossible for being a human. But some time due to some
unavoidable circumstances the situation induces them to deprive of all kinds of social support. This situation
makes them away from the mainstream of society and leads to frustration, depression, maladjustment and many
more. Children those who have lost their parents and reside in orphanages are in extreme trouble.
An orphan is defined as a child under the age of 18 years whose mother,father, or both biological
parents have died (including those whose living status isreported as unknown), but excluding those whose living
status is, unspecified (Meintjes& Hall, 2012).A maternal orphan is a child whose mother has died but whose
father is alive;a paternal orphan is a child whose father has died but whose mother is alive;a double orphan is a
child whose mother and father have both died.A single orphan is therefore a maternal orphan or a paternal
orphan.
Every child requires basic needs to develop and grow to a healthy and responsible adult (UNICEF,
2016). A child requires parental love, care and protection in the early stages of development. The immediate
family and environment of a child is critical in determining how that child develops because it is in this
environment that they get nurtured, thereby experiencing love and acceptance, a sense of belonging, safety and
security as well as developing trust, respect and confidence. Orphan children fall in the category of the
disadvantaged group, United Nations Children’s Education Fund (UNICEF 2016). Access to food, shelter and
education remains a key challenge for the Orphan children. This is due to the fact that their helplessness has
greatly been heightened by lack of supportive socioeconomic factors such as quality health and demographic
changes.
REVIEW OF RELATED LITERATURE
Feelings of frustration are also stimulated when things do not work out as planned (Amsel, 1998). The
low frustrated scheduled caste students were better adjusted in comparison to high-frustrated scheduled caste
students when levelled on two levels of socio-economic status and sex (Chand, 2005). A significant difference
of frustration tolerance found between the people living in spiritual and normal environment (Gailora and Sodhi,
2009). As a reaction to frustration mostly students face difficulty in making right decisions (Gulzar et al., 2012).
The study found out significant difference between the students of Arts, Science and Commerce in
their Emotional Intelligence (Moorjaniet al., 2002). Gender had no significant main effect while medium of
instruction and grade had significant main effect on all the components of Emotional Intelligence (Tiwari and
Srivastava, 2004). There was no significant difference between emotional intelligence of male and female, arts
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and science student teachers. There was significant relationship between emotional intelligence and academic
achievement of student teachers. But this correlation was very slight (Patil and Kumar, 2006). It was also seen
that girls belonging to rural area were more emotionally intelligent than the girls belonging to urban area.
Emotional intelligence between boys and girls of urban/rural was similar and emotional intelligence of rural
students was found greater than urban students (Singh, 2006). Parental encouragement had a positive effect on
the emotional intelligence of boys and girls both without any gender discrimination. Whereas gender difference
exists with regards to emotional intelligence Girls were found better on emotional intelligence as compared to
boys (Varshney, 2009). The girls were found to be higher in their Emotional Intelligence than boys (Reddy and
Venu, 2010). Emotional Intelligence has no relationship with Academic Achievement of student teachers.
Emotional Intelligence can be learned and gradually developed (Vandana et al.,2010).
OBJECTIVES OF THE STUDY
O1:
O2:
O3:
To compare the frustration reaction of orphan students with respect to Gender, Educational Level and Type
of Orphanages.
To compare the emotional intelligence of orphan students with respect to Gender, Educational Level and
Type of Orphanages.
To find out the relationship between frustration reaction and emotional intelligence of orphan students.
HYPOTHESIS OF THE STUDY
HO1: There is no significant difference between Boys and Girls Orphan students with respect to their frustration
reaction.
HO2: There is no significant difference between Secondary and Higher Secondary Orphan students with respect
to their frustration reaction.
HO3: There is no significant difference between Govt. and Non-Govt. Orphanages students in respect to their
frustration reaction.
HO4: There is no significant difference between Boys and Girls Orphan students with respect to their emotional
intelligence.
HO5: There is no significant difference between Secondary and Higher Secondary Orphan students with respect
to their emotional intelligence.
HO6: There is no significant difference between Govt. and Non-Govt. Orphanages students with respect to their
emotional intelligence.
HO7: There is no significant correlation between frustration reaction and emotional intelligence of Orphan
students.
SIGNIFICANCE OF THE STUDY
Orphans are at increased risk of losing stabilities for school, healthcare, growth, development,
nutrition, and shelter. Moreover, with the death of parents, children experience profound loss, grief, anxiety,
fear, and hopelessness with continuing penalties such as depression, maladjustment, frustration, learning
disabilities and disturbed social behaviour. Such a child tends to behave uncaringly and develops loneliness,
non-adjustment, excessive crying, anger and fear. He thinks that he is an unwanted component of the society.
The study has assessed the status and relationship on frustration reaction and emotional intelligence. The study
expected to give a deeper insight into the various psycho-social problems experienced by the orphan children
and its influence upon their emotional intelligence.
METHODOLOGY
Population
Present study was attempted to find out the status and relationship on frustration reaction and emotional
intelligence and its related issues. Thus the target group of this study is the Orphan students, who are residing
and studying in different registered Govt. and registered Non-Govt. Orphanages of West Bengal are considered
as the population of the present study.
Sampling Procedure
The researcher selected the districts from the southern part of West Bengal through random basis. After
obtaining the list of random orphanages the researcher was attained the orphan students from those
orphanage/child homes. Researcher was attained 361 Orphan students as respondents through stratified
sampling.
Sample
Sample was confined with six (06) districts from southern part of West Bengal (viz. Kolkata, Howrah,
Hooghly, Nadia, North and South 24 Parganas). Orphanages were selected on random basis. Researcher was
attained 361 Orphan students as respondents through stratified sampling.
Tools
For the present study Researcher had used two types of tools- one was Reactions to Frustration Scale
(RFS), constructed and validated byDixit and Srivastava, 2011, Second scale was Emotional Intelligence ScaleSituational (EISS), constructed and validated by Srinivasan and Murugesan, 2013. All the tools were published
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by National Psychological Corporation, Agra, India in English version. All the standardized tools were
translated in Bengali version to ease the situation.
Statistical Techniques Used
The quantitative data collected through the administration of the tools on selected samples were raw.
These data were to be tabulated, organized, analysed and interpreted for drawing sound conclusions and valid
generalization. The statistical method applied for analysis of data included descriptive statistics and inferential
statistics.
The collected data were analysed through IBM Statistical Package for Social Science (SPSS) version
20.0. Descriptive statistics included calculation of mean, mean rank and standard deviation of the tabulated data.
Inferential statistics included t-test and Pearson Correlation was calculated in this study. All analyses carried out
at 0.01 and 0.05 margin of error.On the basis of the findings from the statistical analysis appropriate conclusions
were drawn.
RESULTS
Testing of H01 to H03
Table 1: Group Statistics of Frustration Reaction of Orphan Students with respect to Gender,
Educational Level and Type of Orphanages
Std.
Std. Error
Variations
N
Mean
Deviation
Mean
Boys
255
102.5216
7.97280
.49928
Gender
Girls
106
103.5283
7.26401
.70554
Secondary
228
103.0614
7.56387
.50093
Frustration
Educational
Reaction
Level
Higher Secondary
133
102.3985
8.13610
.70549
Govt.
111
101.1802
6.89954
.65488
Type of
Orphanages
Non-Govt.
250
103.5440
8.04006
.50850
From the table 1; it is observed that, there are slight differences in the mean scores and standard
deviation of scores of frustration reaction with respect to the categorical variables Gender (Boys & Girls),
Educational Level (Secondary & Higher Secondary) and Type of Orphanage (Govt. & Non-Govt.). Therefore, it
is decided to find out whether this difference is statistically significant or not. For this purpose independent
sample ‘t’ test is employed to find out the Levene’s Test for Equality of Variance and ‘t’ test for Equality of
Means. The result is presented in the following table;
Table 2: Independent sample ‘t’- test of frustration reaction of orphan students in respect of Gender,
educational level and type of orphanages
Levene’s Test for Equality of Variance
‘t’ test for Equality of Means
Frustration Reaction
Sig.
F
Sig.
t
df
(2-tailed)
Gender
(Boys vs Girls)
Equal variances
assumed
2.144
.144
1.121#
359
.263
Educational Level
(Secondary vs Higher
Secondary)
Equal variances
assumed
1.038
.309
.781#
359
.435
Type of Orphanages
(Govt. vs Non-Govt.)
Equal variances not
assumed
5.804
.016
2.851*
243.523
.005
(* Significant at .05 level and # Not Significant at .05 level)
The analysis of Table 2 shows that, in case of Levene’s Test for Equality of Variance the F value are
2.144, 1.038 and 5.804 and corresponding p value are .144 (p > .05), .309 (p > .05) and .016 (p < .05) for the
variations in respect of gender, educational level and type of orphanages respectively. Here, for frustration
reaction the variability in the two conditions is the same in gender and educational level, thus equal variance can
be assumed for all these purposes. But in case of type of orphanages, variability in the conditions is not same,
thus equal variance not assumed here.
This table also shows that, in case of comparing the mean score of frustration reaction between boys
and girls orphan students, the calculated ‘t’ (359) value is 1.121 and p = .263 ( p > .05). Hence, ‘t’ is not
significant at .05 level. So, H01 is not rejected and it can be said that, the boys students (M = 102.5216) are not
significantly different from the girls students (M = 103.5283) with respect to the frustration reaction of orphan
students.
In case of comparing the mean score of frustration reaction between secondary level and Higher
Secondary level orphan students, the calculated ‘t’ (359) value is .781 and p = .435 ( p > .05). Hence ‘t’ is not
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significant at .05 level. So, H02 is not rejected and it can be said that, the secondary level (M = 103.0614) are
not significantly different from the higher secondary level (M = 102.3985) with respect to the frustration
reaction of orphan students.
In case of comparing the mean score of frustration reaction between govt. and non-govt. orphanage
students, it is observed that equal variances between the groups cannot be assumed. In such case, SPSS adjust
the df of the sample, there by calculate ‘t’ which is accordance with the welch test. Here the adjusted df is
changed from 359 to 243.523. The result shows that the calculated ‘t’ (243.523) value is 2.851 and p = .005 ( p
<.05). Hence, ‘t’ is significant at .05 level. So, H03 is rejected and it can be said that, the govt. orphanage
students (M = 101.1802) are significantly different from the non-govt. orphanage students (M = 103.5440) with
respect to the frustration reaction.
Testing of H04 to H06:
Table 3: Group Statistics of Emotional Intelligence of Orphan Students with respect to Gender,
Educational Level and Type of Orphanages
Std.
Std. Error
Variations
N
Mean
Deviation
Mean
Boys
255
21.1137
4.10861
.25729
Gender
Girls
106
20.0189
4.54602
.44155
Secondary
228
20.7412
4.11601
.27259
Emotional
Educational
Higher
Intelligence
Level
133
20.8797
4.52273
.39217
Secondary
Govt.
111
20.7748
4.61753
.43828
Type of
Orphanages
Non-Govt.
250
20.8000
4.10798
.25981
From the table 3; it is observed that, there are slight differences in the mean scores and standard
deviation of scores of emotional intelligence with respect to the categorical variables Gender (Boys & Girls),
Educational Level (Secondary & Higher Secondary) and Type of Orphanage (Govt. & Non-Govt.). Therefore, it
is decided to find out whether this difference is statistically significant or not. For this purpose independent
sample ‘t’ test is employed to find out the Levene’s Test for Equality of Variance and ‘t’ test for Equality of
Means. The result is presented in the following table;
Table 4: Independent sample ‘t’- test of emotional intelligence of orphan students in respect of Gender,
educational level and type of orphanages
Levene’s Test for Equality of Variance
‘t’ test for Equality of Means
Emotional Intelligence
F
Sig.
t
df
Sig.
(2-tailed)
Gender
(Boys vs Girls)
Equal variances
assumed
3.077
.080
2.234*
359
.026
Educational Level
(Secondary vs Higher
Secondary)
Equal variances
assumed
1.322
.251
.297#
359
.766
Types of Orphanage
(Govt. vs Non-Govt.)
Equal variances
assumed
2.700
.101
.052#
359
.959
(* Significant at .05 level and # Not Significant at .05 level)
The analysis of Table 4 shows that, in case of Levene’s Test for Equality of Variance the F value are
3.077, 1.322 and 2.700 and corresponding p value are .080 (p < .05), .251 (p > .05) and .101 (p > .05) for the
variations in respect of gender, educational level and types of orphanage respectively. Here, for frustration
reaction the variability in the two conditions is the same in gender, educational level and type of orphanages,
thus equal variance can be assumed for all those purposes.
This table also shows that, in case of comparing the mean score of emotional intelligence between boys
and girls orphan students, the calculated ‘t’ (359) value is 2.234 and p = .026 ( p < .05). Hence, ‘t’ is significant
at .05 level. So, H04 is rejected and it can be said that, the boys students (M = 21.1137) are significantly
different from the girls students (M = 20.0189) with respect to the emotional intelligence of orphan students.
In case of comparing the mean score of frustration reaction between Secondary level and Higher
Secondary level orphan students, the calculated ‘t’ (359) value is .297 and p = .766 ( p > .05). Hence ‘t’ is not
significant at .05 level. So, H05 is not rejected and it can be said that, the secondary level (M = 20.7412) are not
significantly different from the higher secondary level (M = 20.8797) with respect to the emotional intelligence
of orphan students.
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In case of comparing the mean score of frustration reaction between govt. and non-govt. orphanage
students, the calculated ‘t’ (359) value is .052 and p = .959 ( p >.05). Hence, ‘t’ is not significant at .05 level. So,
H06 is not rejected and it can be said that, the govt. orphanage students (M = 20.7748) are significantly different
from the non-govt. orphanage students (M = 20.8000) with respect to the emotional intelligence.
Testing of H07
Table 5: Correlation Matrix of Frustration Reaction and Emotional Intelligence of Orphan Students
Frustration Reaction
Emotional Intelligence
Pearson
1
.240**
Correlation
Frustration Reaction
Sig.(2-tailed)
.000
N
361
361
Pearson
**
.240
1
Correlation
Emotional Intelligence
Sig.(2-tailed)
.000
N
361
361
**Correlation is significant at the 0.01 level (2-tailed).
The analysis in the Table 5 shows that, correlation coefficient i.e. ‘r’ between frustration reaction and
emotional intelligence is .240. This indicates that a positive correlation existed between those variables. The ‘p’
value is less than 0.001 which is significant at 0.01 level. Hence, H07 is rejected. Therefore it can be said that,
there existed positive and significant relationship between score of frustration reaction and emotional
intelligence of orphan students.
DISCUSSION
Study on testing H01, it is observed that, frustration reaction is not significantly different with respect
to the gender (boys & girls) of orphan students. Hence, it is concluded that, boys orphan students and girls
orphan students are similar in respect of their frustration reaction. The finding of the present study is not in
agreement with earlier studies conducted by Gyananiet al. (2001)found that, sex had little differential effect on
frustration reaction pattern. Similar finding was reported by Chand (2005), Gyanani, (1998) most of the subjects
of the parent population were not very aggressive or passive in frustrating situations.
Study shows that, frustration reaction of orphan students is not significant difference in respect of
their educational level (secondary & higher secondary) variation (H02). Hence, it is concluded that, secondary
level orphan students and higher secondary level orphan students are similar in respect of their frustration
reaction. This finding contradicts with the result of Gailora& Sodhi (2009) who found that, a significant
difference of frustration between the people living in spiritual and normal environment.
Study reveals that, frustration reaction of orphan students is significant difference in respect of their
type of orphanages (govt. & non-govt.) variation (H03). Hence, it is concluded that, govt. orphanages students
and non-govt. orphanages students are not similar in respect of their frustration reaction. Therefore type of
orphanages has an effect on frustration reaction. The result is supported by the studiesGulzar et al. (2012) who
found that, a reaction to frustration mostly students face difficulty in making right decisions.
The result of testing H04, it is observed that, emotional intelligence is significantly different with
respect to the gender (boys & girls) of orphan students. Hence, it is concluded that, boys orphan students and
girls orphan students are not similar in respect of their emotional intelligence. The finding of the present study is
not in agreement with earlier studies conducted by Tiwari & Srivastava, (2004) who found that, gender had no
significant main effect on all the three components of Emotional Intelligence, i.e. Expression and appraisal,
regulation and utilization of emotions. Patil & Kumar, (2006) found that there was no significant difference
between emotional intelligence of male and female student teachers. Similar finding was reported by Reddy
&Venu, (2010) the girls were found to be higher in their Emotional Intelligence than boys.
Study shows that, emotional intelligence of orphan students is not significant difference in respect of
their educational level (secondary & higher secondary) variation (H05). Hence, it is concluded that, secondary
level orphan students and higher secondary level orphan students are similar in respect of their emotional
intelligence. This finding contradicts with the result of Moorjaniet al., (2002), Tiwari & Srivastava, (2004) who
found that, grade and stream had significant difference on Emotional Intelligence. The result is supported by the
studies Patil & Kumar, (2006), who stated that, grade had no significant difference on Emotional Intelligence.
Study reveals that, emotional intelligence of orphan students is not significant difference in respect of
their type of orphanages (govt. & non-govt.) variation (H06). Hence, it is concluded that, govt. orphanages
students and non-govt. orphanages students are similar in respect of their emotional intelligence. The finding
partially contradicts with thefinding of Rani (2011) who found that, students studying in integrated school
setting are emotionally more intelligent than their counterparts in segregated setting. The result is not supported
by the studiesPareeket al., (2005), Emotional intelligence is a set of abilities like emotional
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understanding,regulation and utilization rather than a personality trait. It is claimed asa learned behaviour and
thus can be improved upon.
Study shows that, frustration reaction and emotional intelligence are positive and significantly related
to each other (H07). The Correlation Coefficient (r) value between the score of Frustration Reaction and
Emotional Intelligence is .240 (r = .240) and the ‘p’ value is 0.001 (p<0.01) indicating positive relationship to a
slight extent is found to exist between Frustration Reaction and Emotional Intelligence of Orphan students.
Hence, present researcher concludes that, orphan students who are high on frustration reaction are more
emotionally intelligent. Here frustration reaction is an influential factor in the development of students’
emotional intelligence. This result is supported by the earlier studies reported by Sobha (2006) found that, the
positive correlation reveals that people with a high emotional intelligence can tolerate setbacks to a great
extent.Rambir (2007) found a positive and significant relationship of emotional intelligence with frustration and
mental health. But the contradiction with the finding of Sharma (2008) found a negative relationship of
emotional intelligence with frustration.
CONCLUSION
Based on the analysis, results can be presented some conclusions. Difference in gender and educational
level of orphan students are not vary in their frustration reaction but type of orphanage of orphan students are
vary in their frustration reaction. Differences in gender of orphan students are vary in their emotional
intelligence but educational level and type of orphanage of orphan students are not vary in their emotional
intelligence. Only gender difference is varying with emotional intelligence and frustration reaction varying with
type of orphanages only.On the other hand frustration reaction positively related with emotional intelligence of
orphan students. Hence the orphan students have high frustration reaction with high emotional intelligence.After
considering these, researcher may conclude that, frustration reaction and emotional intelligence are not vary
with educational level but somehow they are positively related to each with others. The frustration reaction has
played a significant role in determining the emotional intelligence of the future life of orphan students in the
main stream of the society.
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