School-related factors contribute to students' attitudes towards mathematics through the environment, resources, and peer influences. A positive school environment with adequate facilities can create a supportive learning atmosphere that enhances students' interest in mathematics . Access to sufficient educational resources and materials is critical for reinforcing learning and improving attitudes . Additionally, peer influence can significantly affect attitudes, as support and encouragement from peers might increase motivation and interest in mathematics .

The combined effect of school environment and teacher competence significantly shapes students' attitudes towards mathematics. A conducive school environment provides the necessary infrastructure and resources, creating an atmosphere that encourages learning and curiosity . When combined with competent teachers who use effective teaching methods and maintain positive interactions with students, the resulting synergy further enhances students' engagement and interest in mathematics. Teacher competence ensures that learning is meaningful and impactful, which, in conjunction with a supportive school environment, facilitates a positive attitude towards mathematics .

Self-efficacy is significantly important in determining students' attitudes toward mathematics as it directly influences students' confidence in their ability to learn and succeed in the subject. High self-efficacy can lead to greater engagement, resilience, and positive attitudes, as students are more likely to tackle challenges and persist in learning tasks. Conversely, low self-efficacy can result in anxiety, lack of motivation, and a negative attitude towards mathematics . Self-efficacy also interacts with other factors such as prior achievement and teacher influence, making it a critical aspect of students' attitudes .

Teacher-related factors influence students' attitudes towards mathematics through teaching methods, teacher attitudes, competence, and interaction with students. Effective teaching methods enhance student engagement and understanding, fostering positive attitudes . A teacher's positive attitude and competence in mathematics can inspire students and boost their confidence in learning the subject . Furthermore, constructive teacher-student interactions can make the learning process more engaging, thus improving students' attitudes towards mathematics .

Peer influence shapes students' interest and attitudes towards mathematics by establishing social norms and providing support or encouragement. Positive peer interactions can foster a collaborative learning environment, increasing students' motivation and enthusiasm for mathematics. Peers can also offer academic assistance and reinforce positive attitudes through shared goals and study habits . Negative peer pressure, however, may lead to avoidance of mathematics if not properly managed .

There is a notable relationship between socioeconomic status (SES) and student attitudes towards mathematics. Students from higher SES backgrounds often have access to more educational resources, supportive learning environments, and enrichment opportunities, which can foster positive attitudes towards mathematics . In contrast, students from lower SES backgrounds might face challenges like limited resources and support, potentially leading to negative attitudes and lower performance in mathematics . SES can also affect parental involvement and educational expectations, further influencing students' attitudes .

Gender differences impact students' attitudes towards mathematics by shaping societal perceptions and expectations. Research indicates that gender-specific stereotypes can influence a student's self-concept and confidence in mathematics . For example, if society perceives boys as naturally better at mathematics, girls may internalize these beliefs, affecting their attitudes and performance negatively. Conversely, boys might develop a more positive attitude due to societal reinforcement of their perceived capabilities .

The Social Cognitive Theory (SCT) by Bandura (1986) provides a framework that explains the formation of students' attitudes towards mathematics by considering the interplay of personal, environmental, and behavioral factors. According to SCT, attitudes and behaviors are not just a result of individual traits but are shaped dynamically through interactions with the environment and personal experiences . For instance, a student's positive attitude towards mathematics could be influenced by personal factors like self-efficacy, environmental factors such as supportive school resources, and behavioral factors including interactions with competent and encouraging teachers .

Student motivation plays a crucial role in shaping attitudes towards mathematics by driving engagement and persistence in learning activities. High levels of motivation can lead to increased interest and enjoyment in mathematics, thereby developing a positive attitude towards the subject . Conversely, low motivation may lead to disinterest and negative attitudes, potentially affecting overall performance in mathematics . Motivation, combined with self-efficacy, contributes significantly to how students perceive and perform in mathematics .

The current literature on factors influencing students' attitudes towards mathematics highlights a lack of comprehensive research on the combined effects of various influencing factors in Gwagwalada Area Council. While individual factors such as teacher-related, student-related, and school-related influences have been studied, there is a need for research that examines how these factors interact collectively to affect students' attitudes . Such integrated studies are crucial for developing more effective educational strategies aimed at improving students' attitudes towards mathematics in this region .