The objectives of study were: (1) To study the impact of home environment on the attitude towards education of boys / girls belonging to early adolescence stage, different levels of socio-economic status, intelligence and scholastic achievements. (2) To study the impact of home environment on the attitude towards education of boys / girls belonging to middle adolescence stage, different levels of socio-economic status, intelligence and scholastic achievements. (3) To study the impact of home environment on the attitude towards education of boys / girls belonging to late adolescence stage, different levels of socio-economic status, intelligence and scholastic achievements. (4) To study the impact of school environment on the attitude towards education of boys / girls belonging to early adolescence state, different levels of socio-economic status, intelligence and scholastic achievements. (5) To study the impact of school environment on the attitude towards education of boys / girls belonging to middle adolescence state, different levels of socio-economic status, intelligence and scholastic achievements.  (6) To study the impact of school environment on the attitude towards education of boys / girls belonging to late adolescence state, different levels of socio-economic status, intelligence and scholastic achievements. (7) To study the impact of mass media on the attitude towards education of boys / girls belonging to early adolescence state, different levels of socio-economic status, intelligence and scholastic achievements. (8) To study the impact of mass media on the attitude towards education of boys / girls belonging to middle adolescence state, different levels of socio-economic status, intelligence and scholastic achievements. (9) To study the impact of mass media on the attitude towards education of boys / girls belonging to late adolescence state, different levels of socio-economic status, intelligence and scholastic achievements. (10) To study the impact of neighborhood environment on the attitude towards education of boys / girls belonging to early adolescence state, different levels of socio-economic status, intelligence and scholastic achievements. (11) To study the impact of mass media on the attitude towards education of boys / girls belonging to middle adolescence state, different levels of socio-economic status, intelligence and scholastic achievements. (12) To study the impact of mass media on the attitude towards education of boys / girls belonging to late adolescence state, different levels of socio-economic status, intelligence and scholastic achievements. 

The hypotheses of study were: (1) There is a significant difference between the mean scores of effect of different levels of modern environment (home, school, mass media and neighborhood) on the attitude towards education of boys belonging to different levels of adolescence stage (early, middle, late). (2) There is a significant difference between the mean scores of effect of different levels of modern environment (home, school, mass media and neighborhood) on the attitude towards education of girls belonging to different levels of adolescence stage (early, middle, late). (3) There is a significant difference between the mean scores of affect of different levels of socio-economic status, intelligence, scholastic achievement on the attitude towards education of boys belonging to different stages of adolescence. (Early, middle and late). (4) There is a significant difference between the mean scores of affect of different levels of socio-economic status, intelligence, scholastic achievement on the attitude towards education of girls belonging to different stages of adolescence (early, middle and late). 

The sample comprised of 936 adolescents studying in standard VII, IX and XI in English medium high schools of Greater Mumbai with Junior Colleges attached to them. The technique used was stratified random sampling and simple random sampling. Multistage sampling technique was also used for selection of schools for the study and purposive sampling for selection of students.

 The tools used were: Nafde’s Non-verbal Test of Intelligence; Kalliath’s Socio - economic Status Scale; and Sheelu Rao’s Home Environment. Environmental Scale (LET-Learning Environment Inventory, Influence of Mass Media-MM and Neighborhood scale); Students’ perception towards the Environment Scale (Reliability coefficient=0.61); Attitude towards Education (Reliability coefficient=0.65); and Interview Schedule (students, teachers and parents) were developed by the researcher. Reliability coefficients of LEI and its sub scales were 0.76 to 0.79. Reliability coefficient for MM was 0.61, and Reliability coefficient of neighborhood scale was 0.65. 

The descriptive correlation survey method was adopted for the present study. 

Statistical techniques used were four way analysis of variance, multiple classification analysis and Duncan’s multiple ranges Test. 

The findings of study were: (1) There is significant very high relation between attitude towards education of boys belonging to early adolescence stage and the effect of modern environment. (2) There is significant very high relation between attitude towards education of boys belonging to early adolescence stage and different categories of home environment. (3) There is significant very high relation between attitude towards education of boys belonging to early adolescence stage and different categories of school environment. (4) There is significant very high relation between attitude towards education of boys belonging to early adolescence stage and mass media. (5) There is significant very high relation between attitude towards education of boys belonging to early adolescence stage and neighborhood environment. (6) There is a significant positive high relation between the attitude towards education of boys belonging to early adolescence stage and the effect of home environment. (7) There is a significant very high relation between the attitude towards education of girls belonging to early adolescence stage and the effect of modern environment. (8) There is a significant difference in the attitude towards education of girls belonging to early adolescence stage and the different categories of home environment. (9) There is a significant difference in the attitude towards education of girls belonging to early adolescence stage and the different categories of school environment. (10) There is a significant difference in the attitude towards education of girls belonging to early adolescence stage and the different categories of mass media. (11) There is a significant difference in the attitude towards education of girls belonging to early adolescence stage and the different categories of neighborhood environment. (12) There is a significant positive high relation between the attitude towards education of girls belonging to early adolescence stage and the effect of home environment. (13) There is a significant positive high relation between the attitude towards education of boys belonging to middle adolescence stage and the effect of modern environment. (14) There is a significant difference in the attitude towards education of boys belonging to middle adolescence stage and the different categories of home environment. (15) There is a significant difference in the attitude towards education of boys belonging to middle adolescence stage and the different categories of school environment. (16) There is a significant difference in the attitude towards education of boys belonging to middle adolescence stage and the different categories of mass media. (17) There is a significant difference in the attitude towards education of boys belonging to middle adolescence stage and the different categories of neighborhood environment. (18) There is a significant positive high relation between the attitude towards education of boys belonging to middle adolescence stage and the effects of school environment. (19) There is a significant positive high relation between the attitude towards education of girls belonging to middle adolescence stage and the effects of modern environment. (20) There is a significant difference in the attitude towards education of girls belonging to middle adolescence stage and the different categories of home environment. (21) There is a significant difference in the attitude towards education of girls belonging to middle adolescence stage and the different categories of school environment. (22) There is a significant difference in the attitude towards education of girls belonging to middle adolescence stage and the different categories of mass media. (23) There is no significant difference in the attitude towards education of girls belonging to middle adolescence stage and the different categories of neighborhood environment. (24) There is a significant positive very high relation between the attitude towards education of girls belonging to middle adolescence stage and the different categories of school environment. (25) There is a significant positive very high relation between the attitude towards education of boys belonging to late adolescence stage and the different categories of modern environment. (26) There is a significant difference in the attitude towards education of boys belonging to late adolescence stage and different categories of home environment. (27) There is a high significant difference in the attitude towards education of boys belonging to late adolescence stage and different categories of school environment. (28) There is a high significant difference in the attitude towards education of boys belonging to late adolescence stage and different categories of school environment. (29) There is a high significant difference in the attitude towards education of boys belonging to late adolescence stage and different categories of neighborhood environment. (30) There is a significant positive high relation between the attitude towards education of boys belonging to late adolescence stage and effect of school environment. (31) There is a significant positive very high relation between the attitude towards education of girls belonging to late adolescence stage and effect of modern environment. (32) There is a high significant difference in the attitude towards education of girls belonging to late adolescence stage and the different categories of home environment. (33) There is a high significant difference in the attitude towards education of girls belonging to late adolescence stage and the different categories of school environment. (34) There is no significant difference in the attitude towards education of girls belonging to late adolescence stage and the different categories of mass media. (35) There is no significant difference in the attitude towards education of girls belonging to late adolescence stage and the different categories of neighborhood environment. (36) There is a significant positive high relation between the attitude towards education of girls belonging to late adolescence stage and effect of home environment. (37) There is a high significant difference in the attitude towards education of boys belonging to early adolescent stages and different levels of SES. (38) There is no significant difference in the attitude towards education of boys belonging to early adolescent stages and different levels of intelligence. (39) There is a very high significant difference in the attitude towards education of boys belonging to early adolescent stages and different levels of scholastic achievement. (40) There is a positive high relation between scholastic achievement and attitude towards education of boys belonging to early stage. (41) There is a positive very high relation between SES and attitude towards education of boys belonging to early stage. (42) There is high significant difference in the attitude towards education of girls belonging to early adolescent stage and different levels of SES. (43) There is no significant difference in the attitude towards education of girls belonging to early adolescent stage and different levels of intelligence. (44) There is high significant difference in the attitude towards education of girls belonging to early adolescent stage and different levels of scholastic achievement. (45) There is a positive very high relation between scholastic achievement and attitude towards education of girls belonging to early achievement stage. (46) There is a positive very high relation between scholastic achievement and attitude towards education of girls belonging to SES. (47) There is high significant difference in the attitude towards education of boys belonging to middle achievement stage and different levels of SES. (48) There is no significant difference in the attitude towards education of boys belonging to middle achievement stage and different levels of intelligence. (49) There is a very high significant difference in the attitude towards education of boys belonging to middle achievement stage and different levels of scholastic achievement. (50) There is a positive high relation between scholastic achievement and attitude towards education of boys belonging to middle adolescence stage. (51) There is a negative very high relation between SES and attitude towards education of boys belonging to middle adolescence stage. (52) There is high significant difference in the attitude towards education of girls belonging to middle adolescence stage and different levels of SES. (53) There is no significant difference in the attitude towards education of girls belonging to middle adolescence stage and different levels of intelligence. (54) There is high significant difference in the attitude towards education of girls belonging to middle adolescence stage and different levels of scholastic achievement. (55) There is a negative very high significant difference between SES and different levels of scholastic achievement. (56) There is high significant difference in attitude towards education of boys belonging to late adolescence stage and different levels of SES. (57) There is no significant difference in attitude towards education of boys belonging to late adolescence stage and different levels of scholastic achievement. (58) There is high significant difference in attitude towards education of boys belonging to late adolescence stage and different levels of scholastic achievement. (59) There is a positive high relation between scholastic achievement and attitude towards education of boys belonging to late adolescence stage. (60) There is a negative very high relation between SES and attitude towards education of boys belonging to late adolescence stage. (61) There is a high significant difference in attitude towards education of girls belonging to late adolescence stage and different levels of SES. (62) There is no significant difference in attitude towards education of girls belonging to late adolescence stage and different levels of intelligence. (63) There high  significant difference in attitude towards education of girls belonging to late adolescence stage and different levels of scholastic achievement. (64) There is a positive very high relation between scholastic achievement and attitude towards education of girls belonging to late adolescence stage. (65) There is a positive very high relation between SES and attitude towards education of girls belonging to late adolescence stage.