Development of executive mathematics problem-solving self-assessment questionnaire for upper primary school students

This investigation developed and validated an Executive Mathematics Problem-Solving (EM-PS) self-assessment instrument for Thai upper primary students (Grades 4–6). Exploratory factor analysis (n = 330) identified six factors explaining 76.44 % of variance with excellent internal consistency (α = 0.844–0.983). Confirmatory factor analysis (n = 1916) demonstrated robust model fit (CFI = 0.910, RMSEA = 0.034). All 43 items exhibited significant factor loadings (ranging from 0.402 to 0.968, p < 0.001). The validated framework delineates distinct cognitive domains integrating executive functions with mathematical problem-solving processes. This empirically validated instrument provides educational practitioners with a theoretically grounded assessment tool for diagnosing and enhancing students’ mathematical problem-solving competencies through evidence-based pedagogical interventions. • Novel EM-PS framework delineates executive functions in mathematical cognition. • Validated instrument assesses executive mathematics problem-solving competencies. • Pedagogical implications for enhancing mathematical problem-solving proficiency. • Elucidates executive function-mathematics nexus in upper primary education. • Theoretical model bridges executive functions and mathematical problem-solving.