This study concerns the explanation of sex differences that typically occur from adolescence onwards and favour males in achievement and participation in mathematics. In the absence of conclusive biological evidence, social, emotional, and attitudinal factors were investigated in this regard. The subjects were 1 605 Afrikaans-speaking Std 5 and Std 7 students and 2 506 of their parents. Cognitive measures included mathematics achievement and several aptitude tests. Also measured were attitudinal variables such as confidence and enjoyment of mathematics, perception of the attitudes of significant others towards self, personal and general usefulness of mathematics, and the stereotyping of mathematics. For Std 7 students, but not for Std 5 students, significant differences favouring males were found in spatial abilities and several attitudinal variables. The intention to continue participation in mathematics was accurately predicted by attitudinal variables in the case of Std 7 females, but not males.
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