Adversity Quotient and Metacognion as Related to Mathematics Performance
Keywords:
adversity quotient, metacognition, mathematics performance, correlation
Abstract
This descriptive ascertained the relationship of adversity quotient and metacognition to mathematics performance students. There were three hundred (300) respondents who were randomly selected from two high schools. Data gathering instruments used were adversity quotient and metacognitive awareness questionnaires. There was a significant strong significant relationship between adversity quotient and mathematics performance. Also, a strong positive correlation was recorded between metacognition and mathematics performance. Thus, the higher students’ adversity quotient and metacognition are associated with higher mathematics performance.
References
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11. Zulkiply, N. (2009). Metacognition and its relationship with students' academic performance. The International Journal of Learning, 15(11), 97-106.
2. Jaleel, S. (2016). A Study on the Metacognitive Awareness of Secondary School Students. Universal Journal of Educational Research, 4(1), 165-172.
3. Hastuti, T. D. (2018, March). Student profile with high adversity quotient in math learning. In Journal of Physics: Conference Series (Vol. 983, No. 1, p. 012131). IOP Publishing.
4. Karaali, G. (2015). Metacognition in the classroom: Motivation and self-awareness of mathematics learners. Primus, 25(5), 439-452.
5. Mwivanda, M., & UoN, P. K. (2018). Effects of Teachers Adversity Quotient on student academic Performance in Public Secondary Schools in Kenya. International Journal of Education and Social Science, 5(11).
6. Narang, D., & Saini, S. (2013). Metacognition and academic performance of rural adolescents. Studies on home and community science, 7(3), 167-175.
7. Ohtani, K., & Hisasaka, T. (2018). Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance. Metacognition and Learning, 13(2), 179-212.
8. Stoltz, P. G. (1997). Adversity quotient: Turning obstacles into opportunities. John Wiley & Sons.
9. Suryadi, B., & Santoso, T. I. (2017). Self-Efficacy, Adversity Quotient, and Students' Achievement in Mathematics. International Education Studies, 10(10), 12-19.
10. Van de Kamp, M. T., Admiraal, W., van Drie, J., & Rijlaarsdam, G. (2015). Enhancing divergent thinking in visual arts education: Effects of explicit instruction of meta‐cognition. British Journal of Educational Psychology, 85(1), 47-58.
11. Zulkiply, N. (2009). Metacognition and its relationship with students' academic performance. The International Journal of Learning, 15(11), 97-106.
Published
2022-06-08
How to Cite
[1]
Jemina, J.D. and Sulatra, J.R.S. 2022. Adversity Quotient and Metacognion as Related to Mathematics Performance. International Journal on Integrated Education. 5, 6 (Jun. 2022), 173-175. DOI:https://doi.org/10.17605/ijie.v5i6.3171.
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