This study examines the concepts of mathematical anxiety and mathematical resilience as manifested in the research literature and the lived experiences of students, college teachers, curriculum specialists, and lab instructors working in a state college’s developmental mathematics program. The researcher used an Emotional Intelligence in Learning Mathematics conceptual model focused on raising developmental mathematics students’ metacognitive comprehension of emotional intelligence and constructivist strategies applied to mathematical learning. The model used research literature findings suggesting an inverse relationship between math anxiety and math resilience, indicating that high math anxiety tends to be associated with low levels of math resilience, including student avoidance of math courses and tendencies toward low levels of course persistence. This project used student surveys presenting an adaptation of a Mathematics Anxiety Scale that measures mathematical anxiety and a Mathematical Resilience Scale as a constructed measure assessing responders’ assessments of the concepts of value, struggle, and growth in the context of learning developmental mathematics. The researcher applied statistical correlation analysis to measure direction and strength of three correlational relationships: mathematical anxiety with mathematical resilience (-0.425, moderate to strong negative correlation), emotional intelligence with mathematical anxiety (-0.310 moderate negative correlation) and emotional intelligence with math resilience (0.690, strong positive correlation). The study also used faculty and lab instructor protocol-driven interviews to code perception data on developmental mathematics curriculum with related social emotional topics and metacognition strategies. The study’s qualitative and quantitative data presented findings that student learning in developmental mathematics is impacted by students’ emotional intelligence, mathematical anxiety, and mathematical resilience. The conclusion recommended developmental mathematics program changes focused on a constructivist instructional approach with three recommended teaching strategies and accompanying professional development activities for faculty and lab instructors.
","abstract_html":"<p>This study examines the concepts of mathematical anxiety and mathematical resilience as manifested in the research literature and the lived experiences of students, college teachers, curriculum specialists, and lab instructors working in a state college’s developmental mathematics program. The researcher used an Emotional Intelligence in Learning Mathematics conceptual model focused on raising developmental mathematics students’ metacognitive comprehension of emotional intelligence and constructivist strategies applied to mathematical learning. The model used research literature findings suggesting an inverse relationship between math anxiety and math resilience, indicating that high math anxiety tends to be associated with low levels of math resilience, including student avoidance of math courses and tendencies toward low levels of course persistence. This project used student surveys presenting an adaptation of a Mathematics Anxiety Scale that measures mathematical anxiety and a Mathematical Resilience Scale as a constructed measure assessing responders’ assessments of the concepts of value, struggle, and growth in the context of learning developmental mathematics. The researcher applied statistical correlation analysis to measure direction and strength of three correlational relationships: mathematical anxiety with mathematical resilience (-0.425, moderate to strong negative correlation), emotional intelligence with mathematical anxiety (-0.310 moderate negative correlation) and emotional intelligence with math resilience (0.690, strong positive correlation). The study also used faculty and lab instructor protocol-driven interviews to code perception data on developmental mathematics curriculum with related social emotional topics and metacognition strategies. The study’s qualitative and quantitative data presented findings that student learning in developmental mathematics is impacted by students’ emotional intelligence, mathematical anxiety, and mathematical resilience. The conclusion recommended developmental mathematics program changes focused on a constructivist instructional approach with three recommended teaching strategies and accompanying professional development activities for faculty and lab instructors.</p>","abstract_has_math":false,"creators":["Diouri, Meriem"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Teaching and Learning","degree_department":null,"school":null,"contributors":["Dr. Stuart Carrier","Dr. Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-09-01T07:00:00Z","date_published":"2022-09-01T07:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["Curriculum and Instruction","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/694","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Stuart Carrier","Dr. Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["Diouri, Meriem"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-09-22T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching and Learning"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Curriculum and Instruction","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/694"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examines the concepts of mathematical anxiety and mathematical resilience as manifested in the research literature and the lived experiences of students, college teachers, curriculum specialists, and lab instructors working in a state college’s developmental mathematics program. The researcher used an Emotional Intelligence in Learning Mathematics conceptual model focused on raising developmental mathematics students’ metacognitive comprehension of emotional intelligence and constructivist strategies applied to mathematical learning. The model used research literature findings suggesting an inverse relationship between math anxiety and math resilience, indicating that high math anxiety tends to be associated with low levels of math resilience, including student avoidance of math courses and tendencies toward low levels of course persistence. This project used student surveys presenting an adaptation of a Mathematics Anxiety Scale that measures mathematical anxiety and a Mathematical Resilience Scale as a constructed measure assessing responders’ assessments of the concepts of value, struggle, and growth in the context of learning developmental mathematics. The researcher applied statistical correlation analysis to measure direction and strength of three correlational relationships: mathematical anxiety with mathematical resilience (-0.425, moderate to strong negative correlation), emotional intelligence with mathematical anxiety (-0.310 moderate negative correlation) and emotional intelligence with math resilience (0.690, strong positive correlation). The study also used faculty and lab instructor protocol-driven interviews to code perception data on developmental mathematics curriculum with related social emotional topics and metacognition strategies. The study’s qualitative and quantitative data presented findings that student learning in developmental mathematics is impacted by students’ emotional intelligence, mathematical anxiety, and mathematical resilience. The conclusion recommended developmental mathematics program changes focused on a constructivist instructional approach with three recommended teaching strategies and accompanying professional development activities for faculty and lab instructors.
"]},{"key":"dc:title","label":"Title","values":["Emotional Learning in Developmental Mathematics: Mathematical Anxiety and Resilience"]}]}],"canonical_facts":{"dc:contributor":["Dr. Stuart Carrier","Dr. Elizabeth Minor"],"dc:creator":["Diouri, Meriem"],"dc:date.available":["2022-09-22T07:00:00Z"],"dc:description.abstract":["This study examines the concepts of mathematical anxiety and mathematical resilience as manifested in the research literature and the lived experiences of students, college teachers, curriculum specialists, and lab instructors working in a state college’s developmental mathematics program. The researcher used an Emotional Intelligence in Learning Mathematics conceptual model focused on raising developmental mathematics students’ metacognitive comprehension of emotional intelligence and constructivist strategies applied to mathematical learning. The model used research literature findings suggesting an inverse relationship between math anxiety and math resilience, indicating that high math anxiety tends to be associated with low levels of math resilience, including student avoidance of math courses and tendencies toward low levels of course persistence. This project used student surveys presenting an adaptation of a Mathematics Anxiety Scale that measures mathematical anxiety and a Mathematical Resilience Scale as a constructed measure assessing responders’ assessments of the concepts of value, struggle, and growth in the context of learning developmental mathematics. The researcher applied statistical correlation analysis to measure direction and strength of three correlational relationships: mathematical anxiety with mathematical resilience (-0.425, moderate to strong negative correlation), emotional intelligence with mathematical anxiety (-0.310 moderate negative correlation) and emotional intelligence with math resilience (0.690, strong positive correlation). The study also used faculty and lab instructor protocol-driven interviews to code perception data on developmental mathematics curriculum with related social emotional topics and metacognition strategies. The study’s qualitative and quantitative data presented findings that student learning in developmental mathematics is impacted by students’ emotional intelligence, mathematical anxiety, and mathematical resilience. The conclusion recommended developmental mathematics program changes focused on a constructivist instructional approach with three recommended teaching strategies and accompanying professional development activities for faculty and lab instructors.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/694"],"dc:subject":["Curriculum and Instruction","Educational Leadership"],"dc:title":["Emotional Learning in Developmental Mathematics: Mathematical Anxiety and Resilience"],"thesis:degree_discipline":["Teaching and Learning"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}