A Quasi Experimental Study: Cultivating Mathematical Resilience via Intervention in Chinese classrooms
Introduction: This study evaluates the efficacy of a culturally adapted Chinese Resilience Intervention Module in enhancing mathematical resilience among university students, grounded in the Sidek resilience framework. Methods: Mathematical resilience was measured using the validated Chinese Mat...
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| Main Authors: | , |
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| Format: | Article |
| Language: | en |
| Published: |
Frontiers Media SA
2026
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/51324/2/A%20quasi-experimental.pdf http://ir.unimas.my/id/eprint/51324/ https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2026.1745726/full https://doi.org/10.3389/fpsyg.2026.1745726 |
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| Summary: | Introduction: This study evaluates the efficacy of a culturally adapted Chinese Resilience Intervention Module in enhancing mathematical resilience among university students, grounded in the Sidek resilience framework.
Methods: Mathematical resilience was measured using the validated Chinese Mathematical Resilience Scale. The intervention underwent expert validation for cultural and pedagogical relevance. A quasi experimental design compared outcomes between intervention and control groups, with a one month retention test assessing sustainability.
Results: Results demonstrated sustained improvements in resilience scores for the experimental group, persisting through follow up assessments.
Discussion: The findings support the intervention’s potential for identifying at risk learners and informing targeted support strategies in STEM education. Limitations include geographical specificity to Eastern China and short term follow-up. This work advances interdisciplinary approaches to resilience focused pedagogy, advocating for integrated teaching assessment systems to mitigate mathematical learning barriers. |
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