Investigation of the relationship between students' mathematical resilience, self-regulated learning strategies, and parental academic pressure and support

The aim of this study was to investigate the relationships between mathematical resilience, self-regulated learning strategies related to mathematics courses, and perceived parental support and pressure among middle school students. The study employed a relational survey model, and the sample group was selected through a cluster random sampling method from students attending public secondary schools in a central district of the Mediterranean region. Conducted during the 2023–2024 academic year, the study included 580 secondary school students. Data were collected using the Academic Resilience in Mathematics Scale (ARMS) to assess students' mathematical resilience, the Self-Regulatory Learning Strategies Scale-Mathematics (SRLSS-M) to evaluate self-regulation, the Parental Academic Achievement Pressure and Support Scale (PAAPSS) to measure perceived parental support and pressure, and a personal information form. The data were analyzed using correlation analysis, descriptive analysis, independent samples t-test, ANOVA, and post hoc multiple comparison techniques, including Tukey's test and Tamhane's T2 test. The findings revealed significant positive relationships between mathematical resilience and self-regulated learning strategies both overall and across all sub-dimensions. Mathematical resilience was positively associated with parental support and negatively associated with parental pressure. Furthermore, all subdimensions of self-regulated learning strategies and the overall scale showed positive correlations with parental support. However, except for the peer learning and help-seeking dimensions, self-regulated learning strategies and the overall scale demonstrated negative correlations with parental pressure.