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Lee, C. and Johnston-Wilder, S. (2017) The Construct of Mathematical Resilience. In: Xolocotzin, U., Ed., Understanding Emotions in Mathematical Thinking and Learning, Academic Press, Cambridge, 269-291. https://doi.org/10.1016/B978-0-12-802218-4.00010-8

has been cited by the following article:

• TITLE: Mathematics Resilience and Achievement Goals: Exploring the Role of Non-Cognitive Factors to Mathematics Performance of University Students amidst of Pandemic

  AUTHORS: Christopher R. Vergara

  KEYWORDS: Mathematics Resilience, Achievement Goals, Mathematics Performance

  JOURNAL NAME: Open Access Library Journal, Vol.8 No.12, December 28, 2021

  ABSTRACT: The primary aim of this paper is to determine the association of non-cognitive factors and skills such as mathematics resilience and achievement goals to mathematics performance of the university students. The participants were 69 teacher education students enrolled in a calculus class. Descriptive-correlational research design was used in this study with survey questionnaire as primary tool for data gathering. Moreover, the researcher utilized frequency count, percentage, mean, standard deviation, and Pearson’s r to statistically analyze the data. The results revealed that respondents had good mathematics performance. In addition, majority of the students had high level of value and mastery-approach goals. Moreover, analysis reveals that value had significant association to mathematics performance. Mastery-approach and mathematics performance also indicate significant association.