Abstract

The study attempted to investigate the secondary school students’ attitude towards school, their thinking styles and the relationship between their thinking styles and attitude. The quantitative research design was adopted to obtain the objectives. The Multidimensional students’ life satisfaction scale (MSLSS) prepared by Huebner (1991, 1994) was adopted for measuring the students’ attitude towards school. The rational experiential inventory for adolescents (REI-A) developed by Marks, Hine, Blore, and Phillips (2008) was adopted to investigate rational and experiential thinking of the students. Multiphase random sampling technique was used to select the 783 secondary school students who participated in the study. The study concluded that majority of the students reported a positive attitude towards school. The results indicated that girl students had comparatively better classroom norms than their boy fellows. The results also revealed that there was a significant relationship among different aspects of attitude and thinking styles of the students. The results reflected that the students of rural areas considered them safer in the school than their urban fellows. The presence of rational thinking among the students of rural areas was comparatively higher than the experiential thinking. The students of urban areas showed more experiential thinking attributes than the rural area students. The results demonstrated significant and direct correlation between students’ preferences of rational thinking and their morale; pleasure and sense of safety at school. The current study recommended possible measures to develop students’ positive attitude towards school.