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Reliability was supported by Cronbach's alpha of 0.704.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-development-of-the-mathematical-resilience-scale-validity-and-reliability-study/588292/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-development-of-the-mathematical-resilience-scale-validity-and-reliability-study/588292.png","ImageObject",300,407,{"name":42,"@type":43},"Aditya","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main aim of this study?","Question",{"text":63,"@type":64},"To develop a measurement tool that provides a valid and reliable assessment of secondary school students' mathematical resilience skills.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was construct validity of the scale evaluated?",{"text":68,"@type":64},"Construct validity was tested using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA).",{"name":70,"@type":61,"acceptedAnswer":71},"What reliability result was reported for the scale?",{"text":72,"@type":64},"The Cronbach's alpha coefficient was calculated as 0.704, supporting the scale's reliability.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588292,1792171204,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","THE DEVELOPMENT OF THE MATHEMATICAL RESILIENCE  \nSCALE: VALIDITY AND RELIABILITY STUDY  \nŞeyma ATAHAN, Sevinç MERT UYANGÖR  \nAbstract: In this study, the aim was to develop a measurement tool that would provide a valid and reliable assessment of secondary school students' mathematical resilience skills. The research was conducted with a sample of 229 students. To ensure the content and face validity of the scale, expert opinions were initially sought, and the scale was revised based on their suggestions. The scale was then administered to the student group, to evaluate the construct validity of the measurements, both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed. The EFA results indicated that the scale comprised 14 items grouped into four sub-dimensions, labeled as 'value,' 'struggle,' 'growth,' and 'culture.' These factors accounted for 57.667% of the total variance. Regarding reliability, the Cronbach's alpha coefficient was calculated as .704. Additionally, CFA confirmed the four-factor structure of the scale. These results indicate that the developed scale is a valid and reliable tool for measuring students'mathematical resilience skills.  \nKey words: Mathematical resilience, Secondary school, Scale development  \nIntroduction  \nThere are many definitions of resilience in literature. According to Grotberg (1995), resilience is characterized as a human capability that allows individuals to confront challenges in life, overcome them, and potentially emerge from these experiences with greater strength. Walsh (2006) defines resilience as \"an active process that enables one to come out of a difficulty in a stronger way, to develop in a crisis situation and to be resilient\" . In mathematics education, the importance of resilience skills is increasingly emphasised. Mathematical resilience skill is a fundamental factor affecting the motivation and achievement of students who face mathematical difficulties (Sarıçam & Çakıcı, 2019) . Mathematical resilience refers to the determination of certain students to engage with mathematics confidently, persist through challenges, and actively participate in discussions, reflection, and research (Johnston-Wilder & Lee, 2010) .  \nMathematical resilience empowers learners to navigate and overcome challenges they may encounter in mathematics. Students study, Johnston-Wilder and Lee (2010) argue that the whole learning process requires resilience, but that the resilience required to learn mathematics often emerges as a result of various factors such as the teaching approach used, the nature of mathematics and common beliefs about mathematical ability, and that students may experience failure and difficulties in the learning process, but for students with mathematical resilience skills, negative effects can be eliminated.  \nStudents who have developed mathematical resilience will be capable of understanding what an exam question is asking of them. Additionally, they will have the ability to apply mathematical concepts in real-life situations beyond school and will be motivated to continue their mathematical growth when necessary. The development of mathematical resilience also encourages students to adopt a more reflective and critical approach to learning mathematics. Resilient students know that they can handle seemingly complex ideas and problems by thinking carefully, engaging in discussions with others, and reflecting on their knowledge (Johnston-Wilder & Lee, 2010) .  \nIt is emphasised that resilience skills help students build a strong academic background in mathematics education and forms a fundamental basis for their future success. Research shows that resilience skill plays a critical role in increasing students' success in mathematics (Mert, 2018) . In this context,  \nresilience skill encourages students to seek solutions instead of giving up when faced with mathematical difficulties, which helps to enhance their problem-solving skills (Kılıç, 2","cbCaiiSij8ofptyB","https://ap.wps.com/l/cbCaiiSij8ofptyB","pdf",358832,12,"English","# Introduction\n## Definitions of resilience and mathematical resilience\n## Role of resilience in motivation and achievement\n## Effects on learning processes and academic success","[{\"question\":\"What is the main aim of this study?\",\"answer\":\"To develop a measurement tool that provides a valid and reliable assessment of secondary school students' mathematical resilience skills.\"},{\"question\":\"How was construct validity of the scale evaluated?\",\"answer\":\"Construct validity was tested using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA).\"},{\"question\":\"What reliability result was reported for the scale?\",\"answer\":\"The Cronbach's alpha coefficient was calculated as 0.704, supporting the scale's reliability.\"}]","THE DEVELOPMENT OF THE MATHEMATICAL RESILIENCE SCALE - VALIDITY AND RELIABILITY STUDY | PDF",1792064931]