BOREDOM IN THE MIDDLE SCHOOL YEARS - BLAMING SCHOOLS VERSUS BLAMING STUDENTS
BOREDOM IN THE MIDDLE SCHOOL YEARS - BLAMING SCHOOLS VERSUS BLAMING STUDENTS
复制标题
DOI：
10.1086/443992
复制
发表时间：
1991-08-01
影响因子：
2.5
通讯作者：
RICHARDS, MH
中科院分区：
文献类型：
--
作者：
LARSON, RW;RICHARDS, MH
本文使用时间抽样数据来评估五至九年级学生的无聊经验，既作为一种状态，与特定的学校和非学校活动，并作为一种特质，与学生带到学校的个人倾向。数据来自一项研究，其中392名年轻人携带寻呼机，并在一周内随机报告他们的活动和情绪。结果表明，虽然在学校作业期间经常报告无聊，但在校外也很普遍，而且同一个人在这些环境中也报告无聊。高比率的无聊与高能力相关，当能力受到控制时，与对立行为相关，但与青春期的开始无关。这些发现表明，个人的性格是一个重要的贡献者无聊。尽管如此，在不同的学校任务情况下，学生的无聊率的变化表明，学校的结构可能会减少，但不能消除，学生的无聊。
This article uses time-sampling data to evaluate fifth to ninth graders' experiences of boredom both as a state, related to specific school and nonschool activities, and as a trait, related to individual dispositions that students bring to school. Data come from a study in which 392 youths carried pagers and reported on their activities and emotions at random times over a week when signaled. Results show that, while boredom is reported frequently during schoolwork, it is also prevalent outside school and the same persons report boredom across these contexts. High rates of boredom were correlated with high ability and, when ability is controlled, with oppositional behavior, but not with onset of adolescence. These findings suggest that individual dispositions are an important contributor to boredom. Nonetheless, variations in rates of boredom across school task situations suggest that schools might be structured to reduce, though not eliminate, student boredom.