The students in the samples from Britain and Canada seemed to have a more positive attitude towards mathematics, than those from the other countries.   On the other hand, the differences over some of the statements may only be artificial, reflecting nuances in translation. However, roughly speaking, particular statements did yield different positions. Thus, the British students found statement 4 ("If I can't find the solution, I feel defeated.") particularly true for them. The students from the States strongly rejected statement 3 ("At the start of a mathematical problem, 1 feel as if !'m in front of a black hole.") Those from France were the only ones who agreed with statement 21 ("Working with mathematics allows you to acquire a well-balanced personality.") or statement 25 ("Those who do too much mathematics sometimes risk not having your feet on the ground.") The Québecois sample was the only one where a majority opted for statement 20 ("Mathematics means another world in which 1 feel at home."). The students from Ontario overwhelmingly agreed with statement 12 ("It is constantly discovering something new.")   To summarise in spite of the language differences: 1°) -the samples from Ontario and from Quebec were similar. These and the British sample were characterised by a greater homogeneity in the attitudes of the students than in other samples. The students in these three samples had generally a more positive attitude towards mathematics. The particular defence mechanisms involved here are introjection and reparation.   2°) -the samples from France and Belgium were also alike. They were characterised by a more heterogeneous attitude than was found in the previous samples. They contained a greater number of students displaying phobic attitudes towards mathematics. The particular defence mechanisms invoked here is projection. The French favoured most often the notion that mathematics balances the personality., but both the Belgian and the French samples included those who most strongly wanted to have nothing to do with mathematics.   3°) -the sample from the USA formed a sort of link between the two proceeding groups, though it was often closer to the French and Belgian samples than the others. It was these students who mostly found mathematics compulsive and not leaving room for personality. On the other hand, they were the ones who were least inclined to invoke mechanisms of avoidance - they did not feel mathematics to be a barrier, a black hole, an impossibility.

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