Prediction of math achievements by executive functions and math self-efficacy among grade 12 students in three study levels.

Introduction: Extensive research has established strong connections between
both general and specific executive functions (EFs) and students’ mathematics
achievement. However, less is known about whether different components of
EFs – specifically metacognitive skills and behavioral regulation – contribute
uniquely to math performance across varying academic levels, and whether
math self-efficacy (MSE) serves as a mediating mechanism. This study
examined the differential predictive roles of metacognitive and behavioral
regulation EFs on math achievement across three study levels and investigated
whether MSE mediates these relationships.
Methods: The sample included 409 12th-grade students representing low,
medium, and high study levels. Participants completed the Behavior Rating
Inventory of Executive Function-Self Report (BRIEF-SR) and a MSE measure.
Path analyses and Structural Equation Modeling (SEM) were conducted
separately for each study-level group to assess direct and mediated
relationships among EFs, MSE, and mathematics achievement.
Results: SEM revealed distinct patterns across the study levels. In the low study level
(LSL) group, metacognitive EFs – specifically working memory and planning/
organizing - significantly predicted mathematics achievement, while behavioral
regulation EFs showed no predictive value for this group. In the high study level
(HSL) group, behavioral regulation EFs – particularly response inhibition - were
the primary predictors. In the medium study level (MSL) group, both EF
components contributed to math performance. SEM further showed that MSE
directly predicted math achievement for all groups. Additionally, MSE mediated
the relationships between both EF components and math achievement in the
MSL and HSL groups, but no mediation effect was observed in the LSL group.
Discussion: The findings demonstrate that the influence of EFs on mathematics
achievement varies by students’ study level, and that MSE plays a critical role,
particularly for students in the MSL and HSL. The absence of mediation in the
LSL group may reflect long-standing academic challenges and persistent
feelings of failure among these students. The results highlight the need for
differentiated instructional approaches and targeted teacher training programs
that align math teaching practices with students’ EF profiles and study levels.
Such alignment may help bridge the gap between students’ cognitive needs
and the demands of mathematical tasks, ultimately supporting more effective
and equitable math learning.