Extant literature has demonstrated the importance of individual and school-related factors in improving mathematics achievement. Despite this, there is still a gap in research to understand the mediating role of educational aspiration in mathematics achievement. The aim of the present study is to test the relationship between self-efficacy, school resources, positive school climate and mathematics achievement as mediated by learner aspirations. Using a nationally representative sample of 12,514 learners from the Trends in International Mathematics and Science Study and structural equation modelling, we determined the model fit of a mediated relationship between self-efficacy, school resources, positive school climate and mathematics achievement. Findings from the structural equation modelling in addition to good fit indices revealed that self-efficacy, learner aspiration and school resources were positively related to mathematics achievement. However, there was an unexpected negative relationship between positive school climate and achievement. Learner educational aspirations mediated the relationship between positive self-efficacy, positive school climate with achievement. In order to improve educational achievement, interventions must include both the school and individual factors where interactions between positive self-efficacy and aspirations contribute to improved learner achievement.

现有文献已经证明了个人和学校相关因素在提高数学成绩方面的重要性。尽管如此，在理解教育愿望在数学成就中的中介作用方面的研究仍然存在差距。本研究的目的是测试以学习者愿望为中介的自我效能、学校资源、积极的学校氛围和数学成绩之间的关系。使用来自国际数学和科学研究趋势和结构方程模型的 12,514 名学习者的全国代表性样本，我们确定了自我效能、学校资源、积极的学校氛围和数学成绩之间的中介关系的模型拟合。除了良好拟合指数外，结构方程模型的结果表明，自我效能感、学习者愿望和学校资源与数学成绩呈正相关。然而，积极的学校氛围与成就之间存在意想不到的负相关。学习者的教育愿望调节了积极的自我效能感、积极的学校氛围与成就之间的关系。为了提高教育成绩，干预措施必须包括学校和个人因素，其中积极的自我效能感和愿望之间的相互作用有助于提高学习者的成绩。学习者的教育愿望调节了积极的自我效能感、积极的学校氛围与成就之间的关系。为了提高教育成绩，干预措施必须包括学校和个人因素，积极的自我效能感和愿望之间的相互作用有助于提高学习者的成绩。学习者的教育愿望调节了积极的自我效能感、积极的学校氛围与成就之间的关系。为了提高教育成绩，干预措施必须包括学校和个人因素，其中积极的自我效能感和愿望之间的相互作用有助于提高学习者的成绩。