Analysis of Influential Factors in the Mathematical Performance of Salvadoran 8th Grade Students: Exploration of Motivational and Behavioral Aspects of Students in Relation to Academic Self-Regulation and Homework Management, and Teachers’ Mathematical Knowledge for Teaching

This study investigates factors influencing the mathematics performance of 8th-grade Salvadoran students, focusing on their academic self-regulation, homework management skills, and teachers’ Mathematical Knowledge for Teaching (MKT). Scores from all assessments were proportionally converted to a 0?10 scale to enable direct comparison across instruments. Results revealed that, despite students reporting high levels of self-regulation and homework management, their mathematics performance was low, particularly in tasks requiring complex reasoning. Teachers demonstrated strong foundational knowledge but showed weaknesses in understanding student thinking and linking mathematical concepts. Correlation analysis showed weak to moderate relationships among self-regulation, homework management, and MKT, while structural equation modeling failed to establish these as primary determinants of mathematics achievement. These findings highlight the need for a multifaceted approach to improve math outcomes, addressing classroom dynamics, instructional quality, teacher training, and school leadership practices.