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Maths attitudes, school affect and teacher characteristics as predictors of maths attainment trajectories in primary and secondary education.

ABSTRACT: 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.

SUBMITTER: Evans D

PROVIDER: S-EPMC7657886 | biostudies-literature | 2020 Oct

REPOSITORIES: biostudies-literature

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Maths attitudes, school affect and teacher characteristics as predictors of maths attainment trajectories in primary and secondary education.

Evans Danielle D Field Andy P AP

Royal Society open science 20201007 10

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 ...[more]

PMID: 33204463

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Project description:Background Adolescents are often required to wear footwear that adheres to uniform guidelines at secondary school. There is a paucity of literature on factors influencing school footwear choice and what drives the development of school footwear guidelines. The aims of this study were to describe (i) current school footwear guidelines in secondary schools across Australia, (ii) factors that influence footwear choice in secondary school students and their parents, and (iii) principals, parents, and students’ beliefs on factors which contribute to school footwear guidelines. Methods An online survey was distributed to principals, secondary school students (aged 14–19 years) and their parents across Australia. The survey included questions on current school footwear guidelines, factors influencing footwear choice (for students and parents), participants beliefs on the effect footwear has on musculoskeletal health, current and previous lower limb pain, and beliefs on factors that contribute to school footwear guidelines. Parent and student responses to factors that influence their footwear choice were compared using proportional odds logistic regression. Students and parents’ responses to factors influencing footwear guidelines were compared to principal responses using proportional odds logistic regression. Significance was set at an alpha of < 0.05. Results Eighty principals, 153 parents and 120 secondary school students responded to the survey. 96% (77/80) of principals reported that their schools have set guidelines for school footwear. 88% of principals considered comfort to be important when developing school footwear guidelines. Proportional odds logistics regression showed that parents and students were 3.4 and 4.9 times more likely, respectively, than principals to rate comfort as being important when schools develop footwear guidelines. More than 40% of students reported experiencing musculoskeletal pain, and 70% of these students reported the pain to be exacerbated when in their school shoes. Less than a third of participants considered healthcare recommendations important to the development of footwear guidelines. Conclusions Nearly all principals that participated in this survey had set guidelines for school footwear. There is a discord between parents, students, and principals on the importance that factors such as comfort, play in the development of school footwear guidelines. Supplementary Information The online version contains supplementary material available at 10.1186/s13047-023-00624-0.

Dataset Information

Maths attitudes, school affect and teacher characteristics as predictors of maths attainment trajectories in primary and secondary education.

Publications

Maths attitudes, school affect and teacher characteristics as predictors of maths attainment trajectories in primary and secondary education.

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