Relationship of Boredom to Emotional Maturity and Classrroom Climate

Factors such as emotional immaturity and inappropriate classroom and school environment influence student’s boredom. The aim of the present study is investigation of the relationship of boredom with "emotional maturity and classroom-school environment" among high school female students in Tehran. The method of this research was descriptive (correlation) and regressiona nalysis. The sample was selected by multi-stage cluster sampling. The subjects were 367 third gradefemale students with the average age of 17 years. The research instruments were the short of Boredom Questionnaire, (farhadi), Emotional Maturity Questionnaire (EMS), and Classroom and School Environment Questionnaire (CSEI). The results shoed that there is a significant correlation between boredeom-emotional maturity and classroom-school community scores. Also, regression analysis showned that classroom-school learning, schools social support, emotional instability, emotional regression, social incompatibility and personality collape have the most important roles in explanation and prediction of the boredom among student. Besides, classroom and school community and emotional immaturity intensify boredom among students.