ABSTRACT
We have now become acquainted with the fun-seeking group in Burleigh High. It has been argued that they had a well thought out theory about school, and their actions were the means for translating this theory into practice. It has been established that there were two dimensions to their thinking about school, and that they were operating on the basis of long and short-term plans. Their short-term goals were concerned with making life in school easy and enjoyable amongst a multitude of friends who respected and admired them. Their long-term goals were decided on a more individual level, and were closely related to their future career plans. The effort to balance and to satisfy both sets of goals was seen to absorb a great deal of their time and effort. The same balancing effort was seen to be the clearest indicator of their ability and skill, and to attract the respect of their peers and the occasional friendly attention of teachers. We have thus achieved a better understanding of those pupils’ deviant behaviour in school. It is time to examine the behaviour of group B, the troubled group, and show what the motivation behind their actions was.
