The factorial validity of four of the nine Fennema-Sherman Mathematics Attitudes Scales (FSMASs) was examined for use in measuring fifth graders' interaction with a subject. The following four scales were assessed: (1) the Confidence in Learning Mathematics Scale; (2) the Attitude Toward Success in Mathematics Scale (ATSMS); (3) the Mathematics Anxiety Scale; and (4) the Effectance Motivation in Mathematics Scale (EMMS). Subjects included 59 males and 84 females (aged from 10 years 2 months to 13 years 9 months). Principal factor analysis was conducted to determine whether the 48 items of the four subscales measured the traits suggested by their placement on the scales. Three factors emerged from the analysis. The first was tentatively labelled mathematics anxiety or lack of confidence. The second was made up of items on the ATSMS, and the third included almost all of the items on the EMMS. For this fifth-grade population, two of the FSMASs appear to measure the expected traits, while the other two--confidence in learning mathematics and mathematics anxiety--appear to measure the same trait. (SLD)