This study examines behavioral predictors of academic success among seventh graders enrolled in the Russian School of Mathematics, a rigorous extracurricular mathematics program. Using a comprehensive set of engagement and homework indicators available for the online portion of our classes, multiple regression models were applied to explore how persistence, time management, and participation predicted performance across three curriculum levels, namely Accelerated, Advanced, and Honors. Accelerated and Honors students exhibited similarly strong work habits but required different types of instructional support. Advanced-level students were further distinguished into “progressing” and “plateaued” groups, each with unique behavioral profiles. Across levels, several habits such as starting homework promptly, revisiting unsolved problems, and providing detailed work were consistently associated with higher achievement. These findings highlight the value of differentiated instruction and targeted feedback, particularly in mixed-ability classrooms. By identifying the behaviors most closely linked to success, this work offers actionable insights for fostering self-regulated learning in middle school mathematics.
Kosogorova et al. (Fri,) studied this question.
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