Exploring the interplay between abductive reasoning and mathematical problem-solving: the role of adversity quotient and gender in middle school students

Introduction. The interaction between Adversity Quotient (AQ) and mathematical problem-solving, considering gender differences, is significant in understanding how resilience and non-cognitive factors influence educational performance. This study aims to examine the influence of AQ and gender on abductive reasoning and mathematical problem-solving skills among middle school students. Study participants and methods. A total of 137 middle school students were assessed for mathematical problem-solving abilities, and a subset of 56 students was further evaluated for abductive reasoning. Students were categorized into three AQ groups: Climbers, Campers, and Quitters. Data were collected through problem-solving tests and essay-based abductive reasoning tasks, followed by descriptive and inferential statistical analysis, including multiple regression, ANOVA, and correlation analysis KEYWORDS Results. Findings revealed that Climbers significantly outperformed Campers and Quitters in both abductive reasoning and problem-solving tasks. Male students generally outperformed female students in both tasks, with performance gaps narrowing in the lower AQ groups. AQ emerged as a significant predictor of abductive reasoning, controlling for problem-solving ability (t-value = 4.256; p-value < .001). ANOVA indicated significant differences across AQ categories (F(2, 54) = 5.841; p-value = .004). Correlation analysis showed a strong positive relationship between AQ and abductive reasoning (r = .642; p-value < .001), and between AQ and problem-solving (r = .593; p-value < .001). Conclusion. The results underscore the critical role of resilience (AQ) in enhancing cognitive processes, particularly in mathematical contexts. Educational interventions aimed at fostering resilience could improve problem-solving abilities and reduce gender disparities in performance. Future research should focus on the long-term impact of resilience-building programs and their potential to narrow performance gaps in STEM fields.