Resilience Towards Mathematics and Adjustments to College among Freshmen Students: A Basis For an Intervention Program
DOI:
https://doi.org/10.65141/sjter.v3i1n3Keywords:
Resilience Towards Mathematics, College Adjustment, Freshmen Students, Academic Resilience, Descriptive-Correlational StudyAbstract
This study examined the relationship between resilience towards mathematics and college adjustment among 187 freshmen students in the Philippines. Employing a quantitative descriptive-correlational design with proportionate stratified random sampling, data were gathered using the revised Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1989; Yaranay et al., 2021) and the Resilience Towards Mathematics Questionnaire (Atahan & Mert Uyangör, 2024).
Findings showed high levels of agreement in resilience towards mathematics, particularly in the Value and Growth dimensions. Participants demonstrated favorable academic, social, and institutional adjustment, but experienced moderate personal-emotional adjustment. Significant differences were observed in personal-emotional adjustment by sex, in the Growth dimension across senior high school strands, and in Struggle, Growth, and personal-emotional adjustment across academic programs. All dimensions of resilience towards mathematics were significantly and positively correlated with all dimensions of college adjustment.
The results indicate that resilience towards mathematics serves as a protective psychological resource that supports holistic college adjustment during the critical first-year transition. To address identified challenges, particularly in personal-emotional adjustment and tolerance for mathematical struggle. Ultimately, the study proposed the PROJECT M.I.R.A.C.L.E. (Mathematics Intervention for Resilience and Adjustment in College Learning Enhancement), a theory-driven program targeting growth mindset, coping strategies, and emotional regulation.
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