Abstract
The Study Orientation Questionnaire in Mathematics was developed as a diagnostic measure for teachers and counsellors to help students improve their orientation towards the study of mathematics and consequently achieve at a higher level. During the standardisation 60 students from all children in secondary schools in South Africa were administered the provisional questionnaire. Analysis showed students whose mother tongues were African languages in Grades 10 and 11 in general score as external on a measure of Locus of control in mathematics classes in South Africa. They displayed more positive study habits than their English- and Afrikaans-speaking peers.
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