This study examines the prevalence and correlates of frustration among university students, focusing on factors such as academic pressure, social relationships, and personal goals. Using a sample of [specify sample size, e.g., 200] undergraduate students from various disciplines, this correlational research investigates how demographic factors (e.g., age, gender), academic variables (e.g., GPA, workload), and psychological attributes (e.g., coping strategies, resilience) relate to self-reported levels of frustration. Data were collected using a structured questionnaire comprising standardized measures of frustration, academic stress, and coping mechanisms. Statistical analyses, including Pearson correlation and multiple regression, were conducted to identify significant relationships between frustration levels and the selected variables. Results indicate a strong correlation between academic workload and frustration, with social support acting as a moderating factor. Findings suggest that frustration among university students is multidimensional and influenced by a combination of personal and environmental factors. These insights underscore the importance of targeted interventions to mitigate frustration, improve academic resilience, and promote mental well-being among university students.