ReviewJournal of education and health promotion2026
Improving students' perspective psychology in learning outcomes through adversity quotient and independent learning.
Review in Journal of education and health promotion, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
3 authors.
Funding
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Abstract
backgroundMany 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. MATERIALS AND
methodsThe 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.
resultsThe regression analysis indicated a positive and significant relationship between adversity quotient (AQ) and mathematics learning outcomes (
conclusionThe 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.
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Registered trials
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