Academic anxiety, person/group relations, and subject satisfaction were investigated in three secondary schools in various stages of curriculum reform: a traditional school, a school in which a short-course elective program was being implemented, and a school in which such a program was fully implemented. Attitude measures were completed by 482 students. Academic anxiety was highest at the traditional school and next highest at the school in the process of implementing an elective program. Person/group relations and subject satisfaction were also higher in these schools, for college preparatory students. Results were interpreted as indicating that content fragmentation and frequent regroupings tend to desynthesize and depersonalize courses, and that a high degree of classroom camaraderie may be more essential to psychological adjustment than is course content or the school calendar. (AA)