Rhodes, S.Bryck, R.Gutierrez de Blume, A.DePiro, A.2024-03-122024-03-122023https://hdl.handle.net/20.500.14099/31We report the results of a study that employed a hierarchical linear regression analysis to examine the factors that influenced the problem-solving scores in a sample of 213 sixth and seventh grade students. Results support theoretical predictions that metacognition, executive function, student beliefs, and content knowledge all relate to problem solving proficiency.enAttribution-ShareAlike 3.0 United StatesCueThinkEF+ R&D Project TeamMathematics AchievementMathematics Identity & BeliefsMetacognitionExecutive FunctionOther