Attitude toward School and Learning and Academic Achievement of Adolescents

In the paper we highlight the significance of attitudes toward school and learning (ATSL) as a significant predictor of academic achievement. We also looked for an answer to the question whether there are intersexual differences in attitude toward school and learning in adolescents. The sample consisted of 269 adolescents studying at secondary schools (146 girls, 123 boys). Among adolescent boys and girls we noted significant differences in the ATSL in favour of a more positive ATSL for girls (t=-2.862, p=.005). The analysis of the internal components of ATSL shows significant differences between girls and boys in cognitive component (t=-3,044, p=.003) and behavioural component (t=-4,299, p=.000) of ATSL (more positive attitude among girls). We identified a significant relationship between ATSL and GPA (r = -.312**, p =.000), We have found that the more positive is the ATSL of adolescents, the more positive is academic achievement expressed by GPA at the end of the school year. Analysing the relationship of the components of ATSL we have established the identical findings thatthere is a significant relationship between affective component and GPA (r= -.267**, p=.000), between behavioural component and GPA (r = -.265**, p=.000), and between cognitive component and GPA (r= -.276**, p=.000). In the field of predictive relationship we note that the attitude toward school and learning is an important predictor of academic achievement (R²=.098, beta =-.312, t=-5,373, p=.000).