A study on the attitude of the high school students toward school learning and its relationship to certain variables

This study was conducted to investigate the attitude toward school learning of the high school students and to evaluate the relationships between scores and certain variables. Two thousand and twenty five students were sampled from the 20 high schools by the cluster sampling method, in December 1987. Data were collected by administering the instruments, developed by the researcher for measuring the independent and dependent variables. The statistical techniques used in the study were frequency, percentile, arithmetic mean, standard deviation, one-way analysis of variance, Duncan's new multiple range test, Pearson's product moment correlation, canonical correlation analysis, and multiple regression analysis. The data were analyzed by SPSS (Statistical Package for the Social Scieces) utilizing HP3000 at the Computing Center of College of Agriculture Seoul, National University. The attitude toward school learning measuring instrument, the researcher developed, could measure the attitude toward school learning of the high school students, the half-split reliability of instrument was r= 88. The maximum scores of the instrument was 125, the highest scores of the student was 113, the lowest scores was 25, the mean scores was 72.38, and the standard deviation was 12.58. The attitude toward school learning scores were significant differed between the lowest achievement motivation scores group and others. The attitude toward school learning scores were positively correlated with the introversion tendency, internal locus of control, high stability, low impulsiveness, and dominance of personality. The intelligence quotient scores, sex, aptitude field, sociality, and activities of personality characteristics had no relation with the attitude toward school learning scores. All the adaptability scores of the high school students were positively correlated with the attitude toward school learning scores. The family psychological characteristics of the high school students were related with the attitude toward school learning scores