Linking Adversity Quotient to Reflective Thinking in Mathematics: A Qualitative Analysis of Student Problem-Solving Behavior

This study analyzes students' reflective thinking abilities in solving mathematical problems concerning their Adversity Quotient (AQ). Reflective thinking is essential for students to understand problems, explore solution strategies, and evaluate outcomes, while AQ reflects a student's resilience in facing challenges. This qualitative descriptive research involved three students representing each AQ category—climber, camper, and quitter—determined using the Adversity Response Profile (ARP) questionnaire. Data were collected through written tests and semi-structured interviews and then analyzed based on three reflective thinking indicators: reacting, comparing, and contemplating. The findings revealed that climber-type students fulfilled all reflective thinking indicators with minor errors, indicating high persistence and cognitive flexibility. Camper-type students showed moderate reflective thinking, partial fulfillment of indicators, and occasional errors. Quitter-type students demonstrated limited reflective thinking and struggled with problem-solving processes. These results highlight the influence of AQ on students' reflective thinking and suggest the need for instructional approaches that build resilience and metacognitive skills.