General Satisfaction and Boredom at School as a Function of the Pupils’ Personality Characteristics

Abstract Gjesme, T. 1977. General Satisfaction and Boredom at School as a Function of the Pupils’ Personality Characteristics. Scandinavian Journal of Educational Research, 21 113‐146. It is assumed that the heterogeneous classroom situation generates medium subjective probability of success (Ps) in moderate‐ability boys and high‐ability girls. Atkinson's theory states that pupils of moderate Ps should have their achievement motives most strongly aroused. Consequently, the motives should be most influential in determining satisfaction as well as boredom at school for moderate‐ability boys and high‐ability girls, i.e. individuals with a strong motive to approach success and a weak motive to avoid failure (approach‐oriented) should experience the maximum of satisfaction and the minimum of boredom, while those with the opposite motive constellation (avoidance‐oriented) should experience the minimum of satisfaction and the maximum of boredom at school. None of the other ability‐by‐sex combination groups should be strongly influenced by motives. The pattern of results, based on 639 sixth graders, was mostly in accordance with the expectations.