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The Fennema-Sherman Mathematics Attitudes Scales were administered to 1541 junior high school students. To investigate the construct validity of the scales, factor analyses were performed on the responses to the 108 items comprising the scales. Additional factor analyses of the scale scores were performed, and a comparison was made with results reported by Fennema and Sherman (1976). Analysis of the items led to the interpretation of eight factors. The results generally provided empirical evidence to support the theoretical structure of the Fennema-Sherman Mathematics Attitudes Scales.

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Data were collected on the mathematics achievement, spatial visualization ability, student attitudes, sex, parent attitudes, and student career interests of 1982 seventh and eighth graders from 13 midwestern junior high schools. Parent attitudes and student career interests were significant predictors of mathematics achievement over and above the other variables. Sex was the only variable that did not make a unique contribution to the variance. Three canonical variates were identified between student attitudes and parent attitudes; three between student attitudes and student career interests; and one between student career interests and parent attitudes.