FRUSTRATION AND EDUCATIONAL MOTIVATION IN CHILDREN OF MIGRANT FAMILIES
Abstract
This article examines the cognitive and emotional characteristics of frustration observed among children growing up in migrant families and analyses its psychological influence on educational motivation. Based on empirical data, the study explores how frustration impacts self-assessment, personal stability, and social adaptation. The research involved children aged 12–16 from migrant families. Rosenzweig’s Picture–Frustration Study was used to assess frustration reactions; the Rogers–Dymond method to evaluate self-esteem; the Spielberger–Khanin anxiety scale to measure emotional instability; and Rean’s method to assess educational motivation. The results demonstrate that the level of frustration among children of migrant families is significantly higher, leading to reduced learning motivation, lower self-esteem, and heightened emotional instability. Statistical analysis revealed a negative correlation between frustration and educational motivation (r = –0.61; p < 0.01). The article discusses the psychological mechanisms underlying this relationship and proposes psycho-pedagogical strategies to mitigate frustration and enhance learning motivation.
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