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 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.