Achievement Motivation And Emotional Intelligence As Predictors Of Mathematical Resilience Among Secondary School Students

Abstract

This study investigated achievement motivation and emotional intelligence as predictors of Mathematical resilience among senior secondary school students in Rivers Nigeria. Two research questions were answered and two hypotheses were tested at 0.05 alpha level. The population of the study comprised all 24,727 senior secondary school (SS2) students in the 247 public secondary schools in Rivers State. Sample size of 1690 was obtained using 20% of the population in simple random sampling technique. Three self-designed non-cognitive instruments titled Achievement Motivation Scale" (AMS), "Emotional Intelligence Scale" (EIS) and "Mathematical Resilience Scale" (MRS) were used for data collection. The AMS contained 14 items; EIS contained 17 items while MRS contained 20 items respectively. Face and content validities were carried out by the researchers along with three other experts in test, measurement and evaluation. The Cronbach reliability coefficient of 0.75, 0.72 and 0.77 were obtained for AMS, EIS and MRS respectively. Linear and multiple regressions were used to answer the research questions while t-test and ANOVA associated with linear and multiple regressions were used to test the null hypotheses. It was found among others that achievement motivation significantly predicted mathematical resilience. Emotional intelligence and achievement motivation jointly and significantly predicted mathematical resilience. It was recommended among others that guidance counselors should help students to reshape their minds from fixed to growth mindsets in order to become mathematical compliant as opposed to mathematical anxious.

Illuminating the landscape of mathematical resilience: A systematic review

“…This finding holds great importance, especially in light of Cropp's (2017) study that showed the efficacy of peer interventions in diminishing anxiety levels, thereby potentially enhance MR. Johnston-Wilder et al ( 2021) connect self-determination theory to MR promotion, highlighting the need for a supportive and independent atmosphere for students. This aligns with the positive correlations found between motivation, metacognitive strategies, and MR in several studies (Afriyanti et al, 2018;Joy & Obiagaeri, 2019;Trigueros et al, 2020). Nevertheless, Faradillah & Wulandari (2021a) posits that this correlation may not follow a linear pattern, depending on individual differences or contextual factors.…”

A Meta-Analysis: Emotional Intelligence and its Effect on Mathematics Achievement

“…Low emotional intelligence can lead to stress levels with high acculturation and usually procrastination so that student achievement can be hampered (Prentice et al, 2020;Fteiha & Awwad, 2020;Tam et al, 2021). The way students think is related to their emotional intelligence (Joy, 2019;Nugroho et al, 2019). To achieve good academic performance, students need to be assisted to be able to acquire strong emotional and mental skills in facing various challenges (Jan & Anwar, 2019;MacCann et al, 2019).…”

Faktor dan Implikasi Daya Tahan dalam Pembelajaran Matematik : Sorotan Literatur Bersistematik

“…Soal selidik yang digunakan menggunakan skala likert dengan lima mata (Attami et al, 2020;Harsela & Asih, 2020) dan skala likert empat mata (Findik, 2016;Id et al, 2019). Kajian mendapati penyelidik merujuk dan mengubah suai jenis skala bagi daya tahan seperti Mathematical Resilience Scale (MRS) (Gü 2018 ;Joy 2019). Penggunaan instrumen yang telah kukuh dapat memberi panduan kepada penyelidik bagi mengubah suai item mengikut kesesuaian populasi kaji supaya alat tersebut dapat mengukur apa yang sepatutnya diukur.…”

“…Guru perlu melakukan perubahan seperti pemilihan blended learning agar dapat meningkatkan ketahanan pelajar. perkara ini dapat menambah baik pencapaian akademik, memberi motivasi dan kestabilan emosi semasa mempelajari matematik (Fitri et al, 2019;Joy, 2019;Laelasari et al, 2019a).…”