Abstract
This study applies the grounded theory research method to closely understand the difficulties experienced and the coping mechanisms employed by students admitted to science high schools through the equal opportunity admission system in their mathematics learning. Specifically, in-depth interviews were conducted with eight graduating third-year students from a science high school, and the collected data along with the participants' math learning journals were analyzed following the procedures of grounded theory. The findings revealed that all participants experienced academic burnout in relation to their mathematics studies. The timing, pace of entering burnout, and recovery varied among the participants. Although this academic burnout seemed to naturally resolve to a significant extent during the third year due to reasons such as early graduation of top-tier students, some participants remained in a state of burnout. Based on the results of analyzing the difficulties and coping strategies in mathematics learning from the perspective of students in the equal opportunity admission system, this study proposes implications for the guidance and program development for these students.
Published Version
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