Abstract
One of the problems of pedagogical research is associated with an implicit understanding of the cause of the feeling of frustration. Disappointment is a relatively little-studied part of learning in higher education systems. The state of frustration not only changes the mental state of students, but also affects academic performance and relationships with peers. There is a wide range of personal qualities and various factors contributing to the formation of feelings of disappointment. Academic pressure, constant difficulties and obstacles in learning, etc. situations lead to increased feelings of frustration, stress, low self-esteem and lack of motivation to learn. This article explores the relationship between frustration and its impact on students' motivation and academic performance. The article examines the content of the relationship between students in terms of the level of frustration and frustration. The article provides a comparative analysis of students' moods, identifies indicators of cases of frustration using the methods of the S. Rosenzweig frustration reaction test, R. Havighers and E. Erickson questionnaire. The study was conducted at Al-Farabi Kazakh National University, Faculty of Philosophy and Political Science, Department of Pedagogy and Management of Education. The study involved 68 students aged 17 to 27 years, including 44 girls and 24 boys, undergraduate and graduate students. Key words: frustration, disappointment, stress, motivation, analysis, personal qualities, pedagogical and psychological support of students.