Trend Analysis of Adversity Quotient (AQ) of Mathematics Teachers: A Systematic Literature Review

Abstract

Adversity Quotient (AQ) means the endurance of an individual in facing problems or hardships in his life. AQ is important in determining individual excellence in various aspects including in teaching and learning mathematics. However, the study of AQ in the mathematics context which focuses on the teachers is not systematically discussed. Therefore, the study was conducted using a systematic literature review (SLR) related to the analysis of the trend of AQ among mathematics teachers. The SLR survey was studied based on trends in the country of study, trends in the year of publication, and trends in relevant variables carried out throughout the main phases of planning, analysis, and reporting. This study used three databases to search for articles, namely Scopus, Web of Science, and Google Scholar based on Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA). The findings of the trend analysis of the study countries show that there are only seven countries that conduct research and Indonesia is ahead of them in the five years from 2017 to 2022. The findings of the publication year trends show that the number of related studies is still very low, where there are only 9 articles. The findings of the trend analysis of related variables further found that there are 12 variables related to mathematics teachers' adversity quotient, which are dominated by self-efficacy. The implication of this study is to provide an overview to new researchers related to the trend of the country of study, the year of publication, and related variables related to the AQ. More in-depth research can be carried out and further developed by future researchers to determine other factors that can be linked to the AQ of mathematics teachers, such as the socio-economic status of teachers, teaching strategies, and facilities in schools or educational institutions.