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The influence of adversity quotient and self-efficacy on the development critical thinking skills in high school.

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Název: The influence of adversity quotient and self-efficacy on the development critical thinking skills in high school.
Autoři: Hamidah, Dewi, Irmawanti, Laili, Pranyata, Yuniar Ika Putri, Wahab, Abdul, Hanggara, Yudhi
Zdroj: AIP Conference Proceedings; 2025, Vol. 3333 Issue 1, p1-7, 7p
Témata: SELF-efficacy, CRITICAL thinking, STRESS tolerance (Psychology), TEACHING methods, HIGH schools, MATHEMATICS education, QUANTITATIVE research, EDUCATIONAL support
Abstrakt: Mathematics education will reach its ideal state when students are supported to have strong self-confidence, as well as the critical thinking skills and mental resilience necessary for success in mathematics. However, in reality, students still require additional support to develop their critical thinking skills, particularly in enhancing self-efficacy, as current education has not yet fully leveraged the potential of AQ and self-efficacy optimally. This research examines the influence of adversity quotient and self-efficacy on high school students' critical thinking skills in mathematics. Using a quantitative correlational design, data were collected from 115 students through validated questionnaires and critical thinking tests. The findings show that adversity quotient does not have a significant effect on critical thinking, as demonstrated by a t-value of 1.471 and a p-value of 0.144, both of which fall below the significance levels. Conversely, self-efficacy demonstrated a modest but positive effect, accounting for 10.9% of the variance in critical thinking skills. Furthermore, the combined influence of adversity quotient and self-efficacy explained 16.7% of the variance in students' critical thinking skills. These findings suggest that while self-efficacy plays a role in enhancing critical thinking, other factors must be considered in educational strategies to effectively develop this skill in mathematics. Future research should explore additional variables that may contribute to critical thinking in academic settings. [ABSTRACT FROM AUTHOR]
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Databáze: Complementary Index
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Abstrakt:Mathematics education will reach its ideal state when students are supported to have strong self-confidence, as well as the critical thinking skills and mental resilience necessary for success in mathematics. However, in reality, students still require additional support to develop their critical thinking skills, particularly in enhancing self-efficacy, as current education has not yet fully leveraged the potential of AQ and self-efficacy optimally. This research examines the influence of adversity quotient and self-efficacy on high school students' critical thinking skills in mathematics. Using a quantitative correlational design, data were collected from 115 students through validated questionnaires and critical thinking tests. The findings show that adversity quotient does not have a significant effect on critical thinking, as demonstrated by a t-value of 1.471 and a p-value of 0.144, both of which fall below the significance levels. Conversely, self-efficacy demonstrated a modest but positive effect, accounting for 10.9% of the variance in critical thinking skills. Furthermore, the combined influence of adversity quotient and self-efficacy explained 16.7% of the variance in students' critical thinking skills. These findings suggest that while self-efficacy plays a role in enhancing critical thinking, other factors must be considered in educational strategies to effectively develop this skill in mathematics. Future research should explore additional variables that may contribute to critical thinking in academic settings. [ABSTRACT FROM AUTHOR]
ISSN:0094243X
DOI:10.1063/5.0290004