Abstract
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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