Boredom or Challenge for the Academically Talented in School

Abstract

This paper examines the hypothesis that gifted children are bored in the conventional classroom. A total of 227 students, identified as academically talented; and 226 not so identified were given a questionnaire which indicated that gifted students often begin with positive attitudes towards school but fail to maintain these attitudes because of the lack of appropriate challenge. However, there was no difference between the groups in level of boredom.