Abstract
The purpose of the study was to scrutinize relations among attitudes toward school mathematics in the sense of Osgood, and categories 1.0, 2.0, 3.0, 4.0 stated by Krathwohl in the affective domain of educational objectives. For measuring attainment to each category, I used category scales of the instrument FA which was developed following Taxonomy of Educational Objectives (Affective Domain) by Krathwohl et al., and as an attitudinal scale, I used the MSD-A which was recently developed for measuring attitudes toward school mathematics. I obtained the result that the coefficient of correlation between the scale of attitudes and the scale of category 1.0 was significantly lower than those among attitudes and other categories. Moreover, there was a similar tendency among these categories and items highly loading on each of the four factors predicted from the factor analysis of the MSD.
