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In this study, more than 1700 answers of Slovak students paired with their teachers' views are processed to quantify the influence of predictors (attributes of teacher and environment) on their performance and tendency to cheat. For this reason, several multiple linear regression models were created. Respondents answered questions considering subject Mathematics. Findings point to aspects of educational process, which deserve higher attention from the perspective of performance maximization, effective acquisition of mathematical competence (and related literacy). Most significant impacts are demonstrated for following predictors: quality of student-subject and teacher-subject relationship and subjectively perceived classroom popularity. [ABSTRACT FROM AUTHOR]