Mathematical Resilience, Problem-Solving Confidence and Performance of College Students

Abstract

This study examined the levels and relationships among mathematical resilience, problem-solving confidence, and mathematics performance of college students. Using a quantitative descriptive-correlational design, the study involved 224 first-year undergraduate students enrolled in a local higher education institution in the Negros Island Region, Philippines, during the first semester of academic year 2025–2026. Data were collected through researcher-made instruments measuring mathematical resilience and problem-solving confidence, while mathematics performance was determined from students’ final course grades in GE 4 – Mathematics in the Modern World course. Results revealed that students demonstrated high levels of mathematical resilience and problem-solving confidence, as well as good performance in mathematics. Mathematical resilience was not significantly related to mathematics performance, and problem-solving confidence likewise showed no significant relationship with mathematics performance. However, mathematical resilience and problem-solving confidence had a significant moderate positive relationship. The findings indicate that although resilience and confidence are associated with one another, neither variable independently corresponded with students’ mathematics performance. The study underscores the need for instructional and student-support initiatives that strengthen resilience and problem-solving confidence while also addressing cognitive preparation, strategic competence, and other determinants of mathematics achievement.