In this paper, we describe the relationship between the creativity attitude and the scholastic achievement of mathematics learning. The experiment involved 103 participants from the first grade junior high school students. For the creativity attitude measurement, we used a Creativity Attitude Scale (CAS) that was developed by Saito, N. For the scholastic achievement, we used the 5th test score with "the plane figure" as the test content, and average mark from five tests that are performed by the students within a year. We examined the correlation coefficient, the causal relationship and the regression line between the creativity attitude scale score and the scholastic achievement test score. The results are as follows: - The correlation coefficient between the creativity attitude scale score and the scholastic achievement test score is very low. - There is a casual relationship between the creativity attitude scale score and scholastic achievement test score i. e. the students that get higher creativity attitude scale score also get higher scholastic achievement test score. However it does not occur conversely. - As for the students that get higher creativity attitude scale score, the scores of all factors that composed the creativity attitude get higher. - The level of the logic, the identity and the precision within seven factors of the creativity attitude have great influence on the scholastic achievement.
