Grade 12 Math Achievement Predictors Across Study Levels

A 2026 study by Yechiel Tanami analyzes data from 409 twelfth-grade students across low, medium, and high academic study levels. It investigates how metacognitive and behavioral regulation executive functions predict mathematics achievement, with math self-efficacy examined as a mediating factor. Path analyses and Structural Equation Modeling were conducted separately for each student group.

Use Cases

• Modeling the direct effect of metacognitive executive functions (working memory, planning/organizing) on math achievement for low study level students.
• Predicting math achievement from behavioral regulation executive functions (response inhibition) within the high study level group.
• Analyzing the mediating role of math self-efficacy scores between executive functions and math achievement for medium and high study level groups.
• Comparing path analysis results for the relationships among EF components, MSE, and math achievement across three distinct study level cohorts.

Strengths

• Sample includes 409 twelfth-grade students
• Analysis performed separately for three distinct study level groups (low, medium, high)
• Uses validated instruments: BRIEF-SR and a math self-efficacy measure

Limitations

• Small dataset (168.7 KB) with limited scope
• Sample limited to 12th-grade students from unspecified geography, limiting generalizability
• Data format is a DOCX document, requiring extraction for quantitative analysis

Provenance

Source

Yechiel Tanami via figshare

Collection Method

Survey data collection using the Behavior Rating Inventory of Executive Function-Self Report (BRIEF-SR) and a math self-efficacy measure.

Time Range

Study conducted in 2026

Freshness

Last updated April 2026