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Abstract
The purpose of this study was to assess the dimensionality of attitude toward quantitative concepts. Subjects were 311 graduate students. The instrument employed was a semantic differential consisting of six quantitative concepts and 14 evaluative scales. The concepts were: Algebra, Statistics, Mathematics, Numbers, Calculations, and Formulas. An obliquely rotated principal factor analysis of the data yielded two categories of interpretable factors: (1) factors defined by all scales within one quantitative concept, and (2) factors defined by a sub-set of scales across quantitative concepts.