This is one of a series of reports on the National Longitudinal Study of Mathematical Abilities (NLSMA). This report examines measures of attitude, self-concept, and anxiety as outcomes of mathematics instruction for students in grades 4-12. (NLSMA Reports Nos. 1-7 and 9 provide background information on the measures and the population.) Specific area analyzed were (1) grade distribution and stability of attitudes, (2) patterns of intercorrelation among attitude variables, (3) correlation of attitude with achievement and intelligence, and (4) comparison of attitude profiles for sex and textbook groups. One significant result presented is that student attitudes toward mathematics peaked near the beginning of junior high school. The attitude, self-concept, and anxiety scales are included in the document. For related documents, see ED 044 277 - ED 044 283, ED 044 310, ED 045 447, and SE 016 669 - SE 016 691. (LS)