Abstract
The paper concerns problematics of boredom at school as a relevant motivational problem that is often connected with a range of negative phenomenas and whose consequences both on individual and social level are in major degree underestimated. Our attention is focused mainly on students' boredom coping strategies in educational process.
In this connection current theoretical conceptualisations of boredom coping relevant to educational context as well as concrete diagnostic measures applicable in school reality are presented. Further, some of the domestic research findings are discussed together with its' implications for further research as well as for educational practise.