Examining the Correlation between Mathematical Resilience, Achievement Goals, and Mathematics Performance of Engineering Students

Abstract

This paper explores the relationship between mathematical resilience, achievement goals, and mathematics performance among engineering students. This study utilized 287 responses from the 945 students in the various engineering programs at Camarines Sur Polytechnic Colleges, Philippines. Questionnaires were adopted from the Mathematics Resilience Scale (MRS) and Achievement Goal Questionnaire-Revised (AGQ-R). The results show varying levels of performance. The study reveals a negative correlation between mathematics performance and resiliency, along with value and struggle. Likewise, there is a positive correlation between academic performance and mathematical resiliency related to growth, indicating that students who believe in their ability to improve will achieve better results and academic success. Findings also reveal that there is no significant correlation between academic performance and achievement goals. These results suggest that these goals shape attitudes but do not directly affect mathematics performance. Based on the findings of the study, there is a need for policies to enhance engineering students’ mathematics resilience in the institution. Relevant educational policies may be crafted, including but not limited to integrating growth mindset principles into the curriculum, promoting mentorship programs for struggling students, and prioritizing resilience and emotional well-being, thereby enhancing academic performance and the overall learning experience.