EDUCATORS and parents are becoming increasingly aware of the importance of student attitudes. The child is often expected not only to learn the required subject matter, but also to enjoy school and to look forward to learning new things. Also, there is concern among industrial leaders as well as educators that children appreciate the benefits of technology and that they not be afraid of the many machines in their environments. Previous studies (Coleman, Campbell, Hobson, McPartland, Mood, Weinfeld, and York, 1966) have shown that student attitudes are related to school achievement. In their massive studies of United States schools, Coleman, et al. found that attitudes towards school and learning were significant indicators of verbal skills in sixth graders. Other studies have shown positive, but often nonsignificant relationships between grades and achievement scores and attitudes (Jackson and Lahaderne, 1967;Brodie, 1964). Even with the increasing interest in measures for assessing student attitudes, there are few existing instruments in the literature. Many of those which do exist are parts of larger instruments. Often these subtests do not have tested reliability or validity as independent measures (Coleman, et al., 1966). Other instruments measure only attitudes towards school (Flanders, 1965;Jackson and Getzels, 1959) and often do not report validity data. Thus, there is a need for reliable and validated instruments to measure various important school attitudes. The present study involved the

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