Frick S B
J Sch Health. 1985 Sep;55(7):254-7. doi: 10.1111/j.1746-1561.1985.tb04136.x.
An instrument was developed to determine if middle-school children could be diagnosed as being in a bored, confused, or adaptive state of mind. Boredom and confusion were viewed as maladaptive states. Reliability was demonstrated for the boredom, confusion, and adaptation subscales. Indications of validity were obtained for the three subscales. Boredom, confusion, and adaptation subscale scores were correlated with standardized achievement test scores and with teacher grades in academic subject areas for 136 sixth and seventh grade students. Confusion scores correlated significantly and negatively with eight of nine standardized achievement test scores, and with two of four teacher grades in academic subject areas. All correlations obtained were in the expected directions. Implications for interventions, especially in the diagnosis of confusion, are discussed.
开发了一种工具，以确定中学生是否可被诊断为处于无聊、困惑或适应状态。无聊和困惑被视为适应不良状态。已证明无聊、困惑和适应分量表具有可靠性。获得了这三个分量表的效度指标。对136名六年级和七年级学生的无聊、困惑和适应分量表得分与标准化成绩测试得分以及学术学科领域的教师评分进行了相关性分析。困惑得分与九个标准化成绩测试得分中的八个以及学术学科领域四个教师评分中的两个显著负相关。所有得到的相关性均符合预期方向。讨论了干预措施的意义，特别是在困惑诊断方面。
