Keywords
communication difficulties
academic adaptation
internet addiction
student
Spearman correlation
socio-psychological factors.
How to Cite
Abstract
This article presents an empirical analysis of the system of socio- psychological factors shaping the state of frustration among students. The study was conducted among university students and involved 334 respondents. The level of frustration was assessed using the Rosenzweig P–F test, communication difficulties were measured by the Ryakhovsky method, academic adaptation was evaluated using the Dubovitskaya– Krilova technique, and internet addiction was assessed through Young’s test. Spearman’s rank correlation coefficient was applied for statistical data analysis. The results revealed a strong positive relationship between frustration and communication difficulties (ρ=0.64; p<0.001), as well as a significant positive correlation with internet addiction (ρ=0.61; p<0.001). In contrast, a negative correlation was found between frustration and academic adaptation (ρ=−0.59; p<0.001). The findings confirm that student frustration should not be considered as an isolated psychological phenomenon, but rather as a complex system formed under the influence of interconnected communicative, academic, and digital factors. The results provide an important scientific and methodological basis for developing preventive and corrective psychological programs aimed at reducing student frustration.References
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