Problem-Solving Appraisals as Predictors of Mathematics Performance among College Students

Abstract

This study explored the relationship between problem-solving appraisals and mathematics performance among first-year college students using a descriptive correlational design. Data were gathered from 329 students through a survey. The mean, Spearman correlation analysis, and multiple regression analysis were used to analyze the data.  The findings revealed that students exhibited a moderate level of problem-solving appraisals overall, with high confidence in problem-solving, but moderate levels in approach-avoidance style and personal control. Students generally demonstrated strong mathematics performance, with most achieving a "very good" level, though few reached a superior level of achievement. Correlation analysis indicated positive relationships between problem-solving confidence, approach-avoidance style, personal control, and mathematics performance, with confidence showing the strongest link. Regression analysis further identified problem-solving confidence, approach-avoidance style, and personal control as significant predictors of mathematics performance, explaining 21% of the variance. These results highlight the importance of building problem-solving confidence, promoting proactive engagement with challenges, and enhancing students' sense of control to improve their mathematics outcomes.