Frustration in relation to study involvement of visually challenged and sighted school students

Students with visual impairments form a disadvantaged lot in terms of their information and awareness due to their visual perceptual loss. Their limited experience and lack of environmental stimulation has a direct bearing on their level of frustration and study involvement. Present study focuses on the relationship between frustration and study involvement of visually challenged and sighted school students. It was hypothesized that there exists a significant relationship between frustration and study involvement of visually challenged and sighted school students. A purposive sample of 120 secondary school students (60 visually challenged and 60 sighted) were selected from the schools situated in Kurukshetra, Panipat and Chandigarh. Frustration and study involvement of visually challenged and sighted students were measured. Self-concept and emotional intelligence of visually challenged and sighted students were found to be significantly related.