Hidayat, W. and Prabawanto, S. (2018) Improving Students’ Creative Mathematical Reasoning Ability Students through Adversity Quotient and Argument Driven Inquiry Learning. Journal of Physics: Conference Series, 948, Article ID: 012005.
https://doi.org/10.1088/1742-6596/948/1/012005

has been cited by the following article:

• TITLE: The Analysis of Mathematics Adversity Quotient of Left Behind Junior High School Students in Rural Areas

  AUTHORS: Le Qin, Ying Zhou, Wijaya Tommy Tanu

  KEYWORDS: Mathematics Adversity Quotient, Left-Behind Junior High School Students, Non-Left-Behind Junior High School Students, Mathematics Education, Home Education

  JOURNAL NAME: Open Journal of Social Sciences, Vol.7 No.10, October 25, 2019

  ABSTRACT: As a non-intellectual factor, Mathematics Adversity Quotient plays a crucial role in students’ learning of mathematics. This study adopts the modified mathematics adversity quotient table measuring left-behind and non-left-behind students’ Adversity Quotient in Chetian Minority Junior High School in Ziyuan, Guilin, Guangxi. It is found that the mathematics Adversity Quotient of non-left-behind junior high school students is generally higher than that of left-behind students, so there is a significant difference between them. Based on this situation, questionnaire survey and in-depth interview are adopted to explore the factors affecting the Adversity Quotient of left-behind junior high school students. Finally, it is concluded that home-school communication, teachers’ and parents’ care in school education have a significant influence on student’s Mathematics Adversity Quotient.