Maths attainment is essential for a wide range of outcomes relating to further education, careers, health and the wider economy. Research suggests a significant proportion of adults and adolescents are underachieving in maths within the UK, making this a key area for research. This study investigates the role of children's perceptions of the school climate (children's affect towards school and student–teacher relationships), their attitudes towards maths and teacher characteristics as predictors of maths attainment trajectories, taking the transition from primary to secondary education into consideration. Two growth models were fit using secondary data analysis of the Avon Longitudinal Study of Parents and Children (ALSPAC). The first model, which looked at predictors of maths attainment in primary education, found significant associations only between positive maths attitudes and increased maths attainment. The second model, which looked at predictors of maths attainment in secondary education, found significant associations between increased maths attainment and positive maths attitudes, decreased school belonging, positive student–teacher relationships and increased teacher fairness. The findings suggest that the secondary education school environment is particularly important for maths attainment.

数学成绩对于与继续教育、职业、健康和更广泛的经济相关的广泛成果至关重要。研究表明，英国有很大一部分成年人和青少年的数学成绩不佳，这使其成为研究的关键领域。本研究调查了儿童对学校氛围的看法（儿童对学校和师生关系的影响）、他们对数学的态度和教师特征作为数学成绩轨迹预测因子的作用，并考虑了从小学到中学教育的过渡。使用雅芳父母和儿童纵向研究 (ALSPAC) 的二次数据分析拟合了两个生长模型。第一个模型着眼于小学教育中数学成绩的预测因素，发现仅在积极的数学态度和提高的数学成绩之间存在显着关联。第二个模型着眼于中学教育中数学成绩的预测因素，发现数学成绩的提高与积极的数学态度、学校归属感的下降、积极的师生关系和教师公平性之间存在显着关联。研究结果表明，中学教育学校环境对于数学成绩尤为重要。