The effect of the adversity quotient on student performance, student learning autonomy and student achievement in the COVID-19 pandemic era: evidence from Indonesia

Abstract

This research investigates the effects of the adversity quotient introduced by Paul G. Stoltz on students achievement motivation, student learning autonomy and student performance. The study was conducted through an online survey with 218 participants from selected students of two Islamic senior high school in Indonesia. Data and information gathering from respondent analyzed by partial least square structural modelling using SmartPLS. This research revealed that adversity quotient were significant constructs affected on students achievement, students learning autonomy and student performance. This research opens a new paradigm for studying the adversity quotient and its implication for other educational aspects.

Students’ academic procrastination during the COVID-19 pandemic: How does adversity quotient mediate parental social support?

“…In other words, the adversity quotient helped students respond to difficulties in online learning positively, hence minimizing academic procrastination behavior. This finding supported earlier research on 218 state Madrasah Aliyah students in Pontianak, Indonesia, according to which adversity quotient influenced students' adaptability from offline to online learning, including in terms of the ability to access and use online learning to establish a learning standard (Safi'i et al, 2021). Students with a higher adversity quotient found it easier to deal with any problems (Parvathy and Praseeda, 2014).…”

“…In contrast, those with low adversity quotients will tend to give up and yield easily display pessimism, and exhibit a negative attitude (Stoltz, 2006). Earlier research findings showed that the adversity quotient affected students' ability to adapt to online learning from offline learning, not excluding the ability to access and use online learning to establish a learning standard (Safi'i et al, 2021).…”

“…Students need an adversity quotient to successfully deal with problems and fulfill their tasks and responsibilities in the online learning Field (Safi'i et al, 2021) and tackle academic issues (Parvathy and Praseeda, 2014). Students with high adversity quotients have a better self-motivation ability.…”

Systematic Literature Review: Adversity Quotient Dan Kemampuan Pemecahan Masalah Pada Pembelajaran Matematika

“…AQ juga berpengaruh pada kemampuan siswa dalam pemahaman konsep matematis, pemecahan masalah, berpikir kritis, berpikir kreatif, penalaran kreatif, prestasi belajar, kepercayaan diri, kemandirian belajar, dan motivasi berprestasi (Annikmah et al, 2020;Ardyanti & Harini, 2015;Darmawan et al, 2019;Dewanto et al, 2019;Handayani & Ramadhani, 2020;Lusiana et al, 2021;Nahrowi et al, 2020;Rahayu & Alyani, 2020;Safi'i et al, 2021;Suhandoyo, 2016).…”

“…Selain itu, AQ dan kreativitas dapat mempengaruhi pemecahan masalah (Suhendri & Ningsih, 2018). Penelitian lainnya menunjukkan bahwa AQ merupakan konstruk yang berpengaruh terhadap prestasi, kemandirian, serta motivasi berprestasi belajar (Safi'i et al, 2021). Dengan demikian, kesuksesan siswa mempelajari matematika dipengaruhi oleh AQ.…”