The Turkish Adaptation of the Mathematical Resilience Scale: Validity and Reliability Study

Abstract

Persistent in mathematical studies is an important element allowing students to be successful in their STEM careers, and there is a need for affective measurement instruments to assess persistence in mathematics in spite of problems. For this reason, this study aims to adapt the Mathematical Resilience Scale developed to assess resilience, which is described as having a positive attitude towards mathematics, to Turkish. The fitness of the factor structure of the scale consisting of three factors was investigated using the confirmatory factor analysis. The reliability of the scale and its factors was assessed using the Cronbach’s Alpha reliability coefficient. The reliability value was found to be .92, .80, .76, and .87 for the value factor, the struggle factor, the growth factor, and the entire scale, respectively. The confirmatory factor analysis validated the factor structure of the scale, and the second-level confirmatory factor analysis was performed to show that the factors of the scale were components of resilience. As a result, it was found that the resilience consisted of three components, namely value, struggle, and growth, and the scale was capable of measuring mathematical resilience of undergraduate students validly and reliably.

A moderated mediation analysis on the relationship between metacognition and mathematical resilience of gifted students

“…MR Scale was developed by Kooken et al (2016) and adapted into Turkish by Gürefe and Akçakın (2018). There are a total of 19 items in the scale, which consists of three factors (value includes eight items, struggle includes six items, and growth includes five items).…”

“…GFIs were calculated as χ 2 = 168.041, df = 131, χ 2 /df = 1.28, p < .001, RMSEA = 0.038, SRMR = 0.045, NNFI = 0.95, CFI = 0.96, GFI = 0.91, AGFI = 0.89. Kooken et al (2016) and adapted into Turkish by Gürefe and Akçakın (2018). There are a total of 19 items in the scale, which consists of three factors (value includes eight items, struggle includes six items, and growth includes five items).…”

Resiliencia en aprendices de contenidos matemáticos

“…Otros casos poseen una resistencia psicológica que los protege de esas adversidades y los conducen a resultados positivos, a pesar de los riesgos (Wagnild y Young, 1993). Tales factores, denominados protectores, se concretan en actitudes y habilidades que conducen al éxito del estudiantado (Gürefe y Akçakın, 2018).…”

Reflective Thinking Skills and Attitude towards Problem-solving as Mediated by Mathematical Resilience of the Students

“…The outcome of this study's investigation into the number of students' mathematical resilience lines up with the findings of several other research on the subject of mathematical resilience. According to Gurefe and Akcakin [24], the ability to persevere when faced with a difficulty or issue is shown by students who have a high level of mathematical resilience. Students remain confident that they will be able to solve the problem even when they are in trouble if they have a good mathematical endurance because they have growth confidence that is related to their abilities [3].…”