Improving students' perspective psychology in learning outcomes through adversity quotient and independent learning.

Authors

Ulfiani Rahman, Nurul Hikmah, Idham

Published in

Journal of education and health promotion. Volume 15. Pages 281. Epub Jun 30, 2026.

Abstract

Many students exhibit a psychological aversion to mathematics, often perceiving it as more challenging than other subjects, leading to lower learning outcomes. This study investigates the effects of the adversity quotient and independent learning on students' mathematics achievement.
The type of research used in this study is quantitative with the causality method. Employing descriptive statistics and multiple regression analyses, the study utilized the Adversity Response Profile (ARP) and a learning independence scale.
The regression analysis indicated a positive and significant relationship between adversity quotient (AQ) and mathematics learning outcomes (β = 0.248, P < 0.05). This suggests that students with higher AQ tend to perform better in mathematics. However, AQ alone contributed only 10% to the overall variance in mathematics learning outcomes, implying that additional factors influence student performance. The results of the study stated that the better the AQ of the students, the better the mathematics learning outcomes obtained.
The analysis revealed that AQ, independent learning, and outcomes were generally in the medium category; AQ positively influenced learning outcomes; independent learning had a significant positive effect; and both factors together significantly impacted learning outcomes.

PMID:
42555403
Bibliographic data and abstract were imported from PubMed on 06 Aug 2026.

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