Relationship between Study Habits and Learning Attitudes of IX Girl Students in Salem District

The current research investigated the study habits and learning attitudes of IX standard female students in the Salem district through a survey methodology. A total of 500 students were selected through stratified random sampling from government, government-aided, and private schools. Study habits were measured using the standardized study habits scale by Asha Bhatnagar (1986), while learning attitudes were assessed using a researcher-developed scale containing fifty items. The reliability coefficients of the tools were 0.869 and 0.781, respectively, ensuring strong internal consistency. Descriptive and inferential statistics such as mean, standard deviation, t-test, F-test, and Pearson’s correlation were used for data analysis. The findings showed that students' study habits did not differ significantly dependent on where they lived or what type of school they went to. However, significant differences in learning attitudes were found between rural and urban students in the affective and behavioural dimensions, though cognitive, social, and motivational components did not differ significantly. No significant differences in learning attitudes were observed across different school types. Further, the study established a significant positive relationship between study habits and learning attitudes. The findings highlight the importance of strengthening learning attitudes and promoting effective study practices among girl students to enhance their academic engagement and achievement.