Agtarap, Renan., & T.Miranda, A. (2022) The Mediating Effect of Students’ Resiliency on the Relationship of Self-Concept and Mathematics Performance.
Asian Journal of Education and Social Studies, 36 (2).
http://dx.doi.org/10.9734/ajess/2022/v36i2772
Aiken, RL. (2000). Psychological testing and assessment. 10th Ed, Boston: Allyn and Bacon.
Ariapooran, S., & Karimi, M. (2021). Mathematics Anxiety in Male High School Students in the Outbreak of COVID-19: The Role of Mathematics Motivated Strategies and Mathematical Resilience.
Journal of Educational Research ,8 (42), 115-140.
http://dx.doi.org/10.52547/erj.8.42.115
Ashcraft, M. H (2002). Math anxiety consequences Curr. Dir. Psychol. Sci 181–185
Ayodele, O. (2011). Self-concept and Performance of Secondary School Students in Mathematics.
Journal of Educational and Developmental Psychology, (1).
https://doi.org/10.5539/jedp.v1n1p176
Babajani Gorji, L., Hejazi, M., Maroufi, Z., & Yousefi Afrashteh, M. (2019). The Mediating Role of Academic Self-Efficacy in the Relationship between Academic Resilience and Academic Engagement in Medical and Paramedical Students.
Journal of Jandi Shapur Educational Development, 10(4), 294-305.
https://sid.ir/paper/360540/fa
Betz, N. E., & Hackett, G. (1983). The Relationship of Mathematics Self-Efficacy Expectations to the Selection of Science-Based College Majors.
Journal of Vocational Behavior, (23), 329-345.
https://doi.org/10.1016/0001-8791(83)90046-5
Bron, J. (2022). Relationship Between Mathematics PST' Self-Efficacy and Anxiety: Investigating the Mediating Role of Mathematical Resilience.
Psych Educ,
https://doi.org/10.5281/zenodo.7071771
Chou, C. P., & Bentler, P. M. (1995). Estimates and Tests in Structural Equation Modeling. In Rick H.
Farahani, M. N., & Karami, H. (2002). Examining the Relationship between Self-Efficacy and Attitude and Academic Performance in Mathematics in Third Grade Middle School Students in Tehran. Al-Zahra Human Sciences, 12(42), 105-124.
https://sid.ir/paper/13888/fa
Fardaei Benam, K., & Farzad, V. (2012). Structural Validity of the ICON Science Attitude Scale.
Journal of Applied Psychology, 6(2), 84-69.
https://www.sid.ir/paper/151693/fa
Greene, B., Miller, R., Crowson, H., Duke, B., & Akey, K. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation.
Contemporary Educational Psychology, 29, 462-482.
https://doi.org/10.1016/j.cedpsych.2004.01.006
Greenlee, L., Barth, J., Guadagno, R., Smith, G., & McCallum, D. (2012). The Role of Social Support in Students' Perceived Abilities and Attitudes Toward Math and Science.
Journal of youth and adolescence, 42.
https://doi.org/10.1007/s10964-012-9801-8
Gürefe, N., & Akçakin, V. (2018). The Turkish Adaptation of the Mathematical Resilience Scale: Validity and Reliability Study.
Journal of Education and Training Studies, 6(4), 38-47.
http://dx.doi.org/10.11114/jets.v6i4.2992
Hatcher, L. (1994). A step-by-step approach to using the SAS® system for factor analysis and structural equation modeling. Cary, NC: SAS Institute
Hejazi,E., & Naghsh, Z. (2007). The Relationship between Mathematical Self-Efficacy, Perceived Usefulness of Mathematics, and Self-Regulation Strategies with Mathematics Achievement in Students: A Gender Comparison.
Women's Studies Research Journal, 1(2), 84-102.
https://sid.ir/paper/133268/fa
John, A., McKenna, J., & Dominey. (2014). Degrees of resilience: Profiling psychological resilience and prospective academic achievement in university inductees.
British Journal of Guidance and Counselling, 42.
https://doi.org/10.1080/03069885.2013.793784
Kheir, M., Chahri, M. H., & Bahrani, M. (2012). The Relationship between Mathematical Self-Efficacy Biases and Motivation, Emotions, and Academic Performance in Middle School Students in Shiraz.
Educational Psychology (Psychology and Educational Sciences), 8(24), 143-166.
https://sid.ir/paper/471509/fa
Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling. New York: The Guilford Press.
Kline, R.B. (2011) Principles and Practice of Structural Equation Modeling. Guilford Press, New Kooken, Janice; Welsh, Megan E.; Mccoach, D. Betsy; Johnson-Wilder, Sue and Lee, Clare (2013). Measuring mathematical resilience: an application of the construct of resilience to the study of mathematics. In: American Educational Research Association (AERA) 2013 Annual Meeting: Education and Poverty: Theory, Research, Policy and PraxisYork.
http://www.aera.net/EventsMeetings/PreviousAnnualMeetings/2013AnnualMeeting/tabid/14923/Default.aspx
Kooken, J, Welsh, M., McCoach, D. B., Johnston-Wilder, S., & Lee, C. (2015). Development and Validation of the Mathematical Resilience Scale.
Measurement and Evaluation in Counseling and Development.
https://doi.org/10.1177/0748175615596782
Kung, H. Y., & Lee, C.-Y. (2016). Multidimensionality of parental involvement and children's mathematics achievement in Taiwan: Mediating effect of math self-efficacy.
Learning and Individual Differences, 47.
https://doi.org/10.1016/j.lindif.2016.02.004
Kung, H.-Y. (2009). Perception or Confidence? Self-Concept, Self-Efficacy and Achievement in Mathematics: A Longitudinal Study. Policy Futures in Education, 7, 387.
https://doi.org/10.2304/pfie.2009.7.4.387
Madadpour, P., Mohammadi Far, M. A., & Mohammad Rezaei, A. (2016). The Role of Epistemic Beliefs, Motivational Beliefs, and Mathematical Self-Efficacy in Predicting Mathematical Achievement.
Journal of School and Educational Psychology, 5(1), 81-100.
https://jsp.uma.ac.ir/article_420.html
Mansfield, C., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidenced informed framework.
Teaching and Teacher Education, 54, 77-87.
https://doi.org/10.1016/j.tate.2015.11.016
McAllister CJ. (2005). Developing preservice teachers' procedural and conceptual understanding of fractional number concepts. Dissertation submitted for University of Missouri-Saint Loui.
McFadden KS. (2001). An investigation of attitudes, anxiety, and achievement of college algebra students using brain-compatible teaching techniques. ETD Collection for Tennessee State University.
Morales, H., & DiNapoli, J. (2018). Latinx Bilingual Students’ Perseverance on a Mathematical Task: A Rehumanizing Perspective.
Journal of Research in Mathematics Education, 7(3):226.
http://dx.doi.org/10.17583/redimat.2018.3274
Pajares, F., & Miller, M. D. (1997). Mathematics self-efficacy and mathematical problem solving: Implications of using different forms of assessment.
Journal of Experimental Education, 65(3), 213–228.
https://doi.org/10.1080/00220973.1997.9943455
Soltani Nejad, M., & Mahmoudi, K. (2018). The Mediating Role of Task Value in the Relationship between Self-Efficacy and Attitude toward Mathematics.
Journal of Educational Systems, 12(40), 91-105.
https://doi.org/10.22034/jiera.2018.64743
Suhr, D. D. (2006). Exploratory or Confirmatory Factor Analysis. Cary, CN: SAS Institute Inc.
Taghizadeh, H., Abdolkhdaei, M. S., & Karshki, H. (2014). The Role of Cognitive Styles, Achievement Goals, and Mathematical Self-Efficacy in the Mathematical Achievement of High School Students in Mashhad Public Schools.
Journal of Educational and Online Learning, 2(6), 41-58.
https://sid.ir/paper/262945/fa
Usán Supervía, P., Salavera Bordás, C., & Quílez Robres, A. (2022). The Mediating Role of Self-Esteem in the Relationship Between Resilience and Satisfaction with Life in Adolescent Students.
Psychology research and behavior management, 15, 1121–1129.
https://doi.org/10.2147/PRBM.S361206
Vergara, C.R. (2021) Mathematics Resilience and Achievement Goals: Exploring the Role of Non-Cognitive Factors to Mathematics Performance of University Students amidst of Pandemic.
Open Access Library Journal, 8, 1-10.
https://doi.org/10.4236/oalib.1108166
Yushau B. (2006). The effects of blended e-learning on mathematics and computer attitudes in pre-calculus algebra.
The Montana Mathematics Enthusiast, 3(2), 176-183.
http://dx.doi.org/10.54870/1551-3440.1048
Agtarap, Renan., & T.Miranda, A. (2022) The Mediating Effect of Students’ Resiliency on the Relationship of Self-Concept and Mathematics Performance.
Asian Journal of Education and Social Studies, 36 (2).
http://dx.doi.org/10.9734/ajess/2022/v36i2772
Aiken, RL. (2000). Psychological testing and assessment. 10th Ed, Boston: Allyn and Bacon.
Ariapooran, S., & Karimi, M. (2021). Mathematics Anxiety in Male High School Students in the Outbreak of COVID-19: The Role of Mathematics Motivated Strategies and Mathematical Resilience.
Journal of Educational Research ,8 (42), 115-140.
http://dx.doi.org/10.52547/erj.8.42.115
Ashcraft, M. H (2002). Math anxiety consequences Curr. Dir. Psychol. Sci 181–185
Ayodele, O. (2011). Self-concept and Performance of Secondary School Students in Mathematics.
Journal of Educational and Developmental Psychology, (1).
https://doi.org/10.5539/jedp.v1n1p176
Babajani Gorji, L., Hejazi, M., Maroufi, Z., & Yousefi Afrashteh, M. (2019). The Mediating Role of Academic Self-Efficacy in the Relationship between Academic Resilience and Academic Engagement in Medical and Paramedical Students.
Journal of Jandi Shapur Educational Development, 10(4), 294-305.
https://sid.ir/paper/360540/fa
Betz, N. E., & Hackett, G. (1983). The Relationship of Mathematics Self-Efficacy Expectations to the Selection of Science-Based College Majors.
Journal of Vocational Behavior, (23), 329-345.
https://doi.org/10.1016/0001-8791(83)90046-5
Bron, J. (2022). Relationship Between Mathematics PST' Self-Efficacy and Anxiety: Investigating the Mediating Role of Mathematical Resilience.
Psych Educ,
https://doi.org/10.5281/zenodo.7071771
Chou, C. P., & Bentler, P. M. (1995). Estimates and Tests in Structural Equation Modeling. In Rick H.
Farahani, M. N., & Karami, H. (2002). Examining the Relationship between Self-Efficacy and Attitude and Academic Performance in Mathematics in Third Grade Middle School Students in Tehran. Al-Zahra Human Sciences, 12(42), 105-124.
https://sid.ir/paper/13888/fa
Fardaei Benam, K., & Farzad, V. (2012). Structural Validity of the ICON Science Attitude Scale.
Journal of Applied Psychology, 6(2), 84-69.
https://www.sid.ir/paper/151693/fa
Greene, B., Miller, R., Crowson, H., Duke, B., & Akey, K. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation.
Contemporary Educational Psychology, 29, 462-482.
https://doi.org/10.1016/j.cedpsych.2004.01.006
Greenlee, L., Barth, J., Guadagno, R., Smith, G., & McCallum, D. (2012). The Role of Social Support in Students' Perceived Abilities and Attitudes Toward Math and Science.
Journal of youth and adolescence, 42.
https://doi.org/10.1007/s10964-012-9801-8
Gürefe, N., & Akçakin, V. (2018). The Turkish Adaptation of the Mathematical Resilience Scale: Validity and Reliability Study.
Journal of Education and Training Studies, 6(4), 38-47.
http://dx.doi.org/10.11114/jets.v6i4.2992
Hatcher, L. (1994). A step-by-step approach to using the SAS® system for factor analysis and structural equation modeling. Cary, NC: SAS Institute
Hejazi,E., & Naghsh, Z. (2007). The Relationship between Mathematical Self-Efficacy, Perceived Usefulness of Mathematics, and Self-Regulation Strategies with Mathematics Achievement in Students: A Gender Comparison.
Women's Studies Research Journal, 1(2), 84-102.
https://sid.ir/paper/133268/fa
John, A., McKenna, J., & Dominey. (2014). Degrees of resilience: Profiling psychological resilience and prospective academic achievement in university inductees.
British Journal of Guidance and Counselling, 42.
https://doi.org/10.1080/03069885.2013.793784
Kheir, M., Chahri, M. H., & Bahrani, M. (2012). The Relationship between Mathematical Self-Efficacy Biases and Motivation, Emotions, and Academic Performance in Middle School Students in Shiraz.
Educational Psychology (Psychology and Educational Sciences), 8(24), 143-166.
https://sid.ir/paper/471509/fa
Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling. New York: The Guilford Press.
Kline, R.B. (2011) Principles and Practice of Structural Equation Modeling. Guilford Press, New Kooken, Janice; Welsh, Megan E.; Mccoach, D. Betsy; Johnson-Wilder, Sue and Lee, Clare (2013). Measuring mathematical resilience: an application of the construct of resilience to the study of mathematics. In: American Educational Research Association (AERA) 2013 Annual Meeting: Education and Poverty: Theory, Research, Policy and PraxisYork.
http://www.aera.net/EventsMeetings/PreviousAnnualMeetings/2013AnnualMeeting/tabid/14923/Default.aspx
Kooken, J, Welsh, M., McCoach, D. B., Johnston-Wilder, S., & Lee, C. (2015). Development and Validation of the Mathematical Resilience Scale.
Measurement and Evaluation in Counseling and Development.
https://doi.org/10.1177/0748175615596782
Kung, H. Y., & Lee, C.-Y. (2016). Multidimensionality of parental involvement and children's mathematics achievement in Taiwan: Mediating effect of math self-efficacy.
Learning and Individual Differences, 47.
https://doi.org/10.1016/j.lindif.2016.02.004
Kung, H.-Y. (2009). Perception or Confidence? Self-Concept, Self-Efficacy and Achievement in Mathematics: A Longitudinal Study. Policy Futures in Education, 7, 387.
https://doi.org/10.2304/pfie.2009.7.4.387
Madadpour, P., Mohammadi Far, M. A., & Mohammad Rezaei, A. (2016). The Role of Epistemic Beliefs, Motivational Beliefs, and Mathematical Self-Efficacy in Predicting Mathematical Achievement.
Journal of School and Educational Psychology, 5(1), 81-100.
https://jsp.uma.ac.ir/article_420.html
Mansfield, C., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidenced informed framework.
Teaching and Teacher Education, 54, 77-87.
https://doi.org/10.1016/j.tate.2015.11.016
McAllister CJ. (2005). Developing preservice teachers' procedural and conceptual understanding of fractional number concepts. Dissertation submitted for University of Missouri-Saint Loui.
McFadden KS. (2001). An investigation of attitudes, anxiety, and achievement of college algebra students using brain-compatible teaching techniques. ETD Collection for Tennessee State University.
Morales, H., & DiNapoli, J. (2018). Latinx Bilingual Students’ Perseverance on a Mathematical Task: A Rehumanizing Perspective.
Journal of Research in Mathematics Education, 7(3):226.
http://dx.doi.org/10.17583/redimat.2018.3274
Pajares, F., & Miller, M. D. (1997). Mathematics self-efficacy and mathematical problem solving: Implications of using different forms of assessment.
Journal of Experimental Education, 65(3), 213–228.
https://doi.org/10.1080/00220973.1997.9943455
Soltani Nejad, M., & Mahmoudi, K. (2018). The Mediating Role of Task Value in the Relationship between Self-Efficacy and Attitude toward Mathematics.
Journal of Educational Systems, 12(40), 91-105.
https://doi.org/10.22034/jiera.2018.64743
Suhr, D. D. (2006). Exploratory or Confirmatory Factor Analysis. Cary, CN: SAS Institute Inc.
Taghizadeh, H., Abdolkhdaei, M. S., & Karshki, H. (2014). The Role of Cognitive Styles, Achievement Goals, and Mathematical Self-Efficacy in the Mathematical Achievement of High School Students in Mashhad Public Schools.
Journal of Educational and Online Learning, 2(6), 41-58.
https://sid.ir/paper/262945/fa
Usán Supervía, P., Salavera Bordás, C., & Quílez Robres, A. (2022). The Mediating Role of Self-Esteem in the Relationship Between Resilience and Satisfaction with Life in Adolescent Students.
Psychology research and behavior management, 15, 1121–1129.
https://doi.org/10.2147/PRBM.S361206
Vergara, C.R. (2021) Mathematics Resilience and Achievement Goals: Exploring the Role of Non-Cognitive Factors to Mathematics Performance of University Students amidst of Pandemic.
Open Access Library Journal, 8, 1-10.
https://doi.org/10.4236/oalib.1108166
Yushau B. (2006). The effects of blended e-learning on mathematics and computer attitudes in pre-calculus algebra.
The Montana Mathematics Enthusiast, 3(2), 176-183.
http://dx.doi.org/10.54870/1551-3440.1048