本研究旨在瞭解八十五學年度綜合高中實施背景及現況，以及綜合高中學生學習態度傾向，並探討影響綜合高中學生學習態度之相關因素，歸納研究發現，提出具體建議，俾供綜合高中試辦學校及主管教育行政機關參考。
首先探討相關文獻，作為研究的理論基礎，進而以『問卷調查』蒐集資料，研究對象為十三所綜合高中試辦學校所招收之學生；將調查所獲得資料，採用次數分配、百分比、平均數、標準差、一個母數ｔ考驗、單因子變異數分析及獨立樣本ｔ考驗等統計方法進行分析。
根據統計分析結果，獲得結論如下：
一、綜合高中學生學習態度，在『對學校環境的態度』為負面傾向。
二、綜合高中學生學習態度女生優於男生。
三、綜合高中學生學習態度以入學方式為『推薦甄選』者最佳。
四、『就讀綜合高中前曾詳細閱讀宣導手冊及相關報導』、『瞭解綜合高中的課程、目標及其未來進路』之學生學習態度具正面傾向。
五、未來希望選修課程為『學術導向』者，其學習態度優於希望選修課程為『職業導向』者。
六、父母親希望其畢業後的進路為『升大學院校』及『升四技、二專』者優於父母親希望其畢業後『就業』者。
七、私立學校學生的學習態度優於公立學校學生的學習態度。
八、『就讀前有教師為其解說、輔導』及『目前就讀學校有提供選課、學習、生活、生涯輔導等活動及課程』之學生學習態度較佳。

This research intends to study the experiment background and the present condition of the comprehensive high schools, and the tendencies of comprehensive high school students' learning attitudes of the school year of 1996. By doing an inductive research. this study discovers the relevant factors influencing the learning attitudes of the comprehensive high school students, discusses about them and proposes concrete suggestions as references for the comprehensive experimental high schools and the educational administrative institutions in charge.
First of all, this research studies relating works contributed to this field as the theoretical basis of this thesis. The next step is to collect information by carrying out a survey on the students solicited by the 13 comprehensive experimental high schools with questionnaires. Following that, this study employs statistic methods to analyze the data received from the survey such as frequency, percentage, mean, standard variance, one sample t-test, ANOVA and independent sample t-test.
According to the outcome of the statistic analyses, the conclusions are shown, as follows:
1. The comprehensive high school students incline to show negative learning attitude toward "school environments."
2. Girl students show a better learning attitude than boy students of the comprehensive high schools.
3. Those students who are admitted to the comprehensive high schools through selection from recommended students have the best learning attitude.
4. Those students who carefully studied guide books and relating news before they entered the comprehensive high schools and who have a better idea about high school curriculums, goals and prospects of their job opportunities possess more positive learning attitudes.
5. Those students who expect elective courses with academic preference show better learning attitudes than those who expect the elective courses with job preference.
6. Those students who bear the parental anticipation of entering a 4-year technological college or a 2-year junior college have better learning attitudes than those whose parents expect them to go right into the job market.
7. Those students who received counseling services before they entered the schools and whose present schools provide them with activities and curriculums such like counseling services for course selection, learning, daily life and career planning have a better learning attitude.