Abstract
The study attempted to delineate ability, achievement, and personality variables which differentiate students having positive attitudes toward school from those with negative attitudes. In constituting the attitudinal groups, the experimenter administered the California Study Methods Survey (CSMS) to students in three public high schools. Fifty-six students who scored at least 1.3 SDs above the national mean on the attitudes toward school scale of the CSMS constituted the positive group and sixty-five who scored at least 1.3 SDs below the normative mean the negative group. The findings indicate that students who were dissatisfied with school obtained significantly lower scores on all ability, achievement, and personality variables than students of positive orientation.
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