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Findings indicate Moderate AQ (M=135, SD=14.4) and Very Good academic performance (GPA M=1.5, SD=0.190), with no significant relationship between AQ and academic performance, and none across control, ownership, reach, and endurance dimensions; a student-development program is 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is the main purpose of the study?","Question",{"text":61,"@type":62},"The study aims to determine Early Childhood Education pre-service teachers’ Adversity Quotient and analyze its relationship with their academic performance.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"How was Adversity Quotient (AQ) measured?",{"text":66,"@type":62},"AQ was measured using the revised Adversity Response Profile (ARP), with mean and standard deviation used to determine AQ levels.",{"name":68,"@type":59,"acceptedAnswer":69},"Is there a significant relationship between AQ and academic performance?",{"text":70,"@type":62},"No. The results show no significant relationship between participants’ AQ and academic performance (r(123) = -0.02, p = 0.831).",{"name":72,"@type":59,"acceptedAnswer":73},"Were any AQ dimensions found to relate to academic performance?",{"text":74,"@type":62},"No significant relationships were found in any of the four AQ dimensions—control, ownership, reach, and 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Bartolome 1, April Ann M. Curugan 1, Wilson Cordova2 Philippine Normal University – Manila1  \nDe La Salle University – Manila2  \n[bartolome.mt@pnu.edu.ph](bartolome.mt@pnu.edu.ph1)[1](bartolome.mt@pnu.edu.ph1) , [curugan.aam@pnu.edu.ph](curugan.aam@pnu.edu.ph2)[2](curugan.aam@pnu.edu.ph2) , [wilson.cordova@dlsu.edu.ph](wilson.cordova@dlsu.edu.ph3)[3](wilson.cordova@dlsu.edu.ph3)  \nReceived: 03 March 2023 ; Accepted: 10 December 2024; Published: 02 Januari 2025  \nTo cite this article (APA) : Bartolome, M. T., Curugan, A. A., & Cordova, W. Early childhood preservice teachers’ adversity quotient and academic performance. Southeast Asia Early Childhood Journal, 14(1), 1–17. [https://doi.org/10.37134/saecj.vol14.1.1.2025](https://doi.org/10.37134/saecj.vol14.1.1.2025)  \nTo link to this article : [https://doi.org/10.37134/saecj.vol14.1.1.2025](https://doi.org/10.37134/saecj.vol14.1.1.2025)  \nABSTRACT  \nThere is a growing number of studies which delved into the relationship ofAdversity Quotient (AQ) and academic performance ofstudents. To add to the growing body of literature on this field, this study aims to determine Early Childhood Education pre-service teachers’ AQ and its relation to their academic performance. One hundred twenty-five (125) second-and third-year BECEd students participated in the study. Descriptive correlationalsurvey design was implemented. The revised Adversity Response Profile (ARP) was utilized to gather data. Mean and Standard Deviation were used to determine the AQ and academic performance of students, Pearson productmoment correlation was used to determine the relationship between AQ and students’ academic performance, and content analysis were used to analyze students’ answer to the open-ended question. The findings show that BECEd pre-service teachers obtained an average score of 135 (SD = 14.4) which is interpreted as Moderate AQ. In terms of their academic performance, students obtained a grade point average of 1.5 (SD = 0.190) which is interpreted as Very Good. In addition, the result of the study reveals that there is no significant relationship between participants’AQ and academic performance, r (123) = -0.02, p = 0.831. Further, there is no significant relationship in any of the four dimensions (control, ownership, reach, endurance) ofAQ and their academic performance. Since the study reveals that the pre-service teachers have moderate AQ in which the majority of individuals fall on this range, it is recommended that a student-development program be created and implemented to strengthen BECEd students’ AQ.  \nKeywords: Academic Performance, Adversity Quotient, Early Childhood Education, Pre-service Teachers  \nINTRODUCTION  \nDue to the uncertainty that the COVID-19 pandemic brought to many people, education of the youth is adversely affected. According to Pokhrel and Chhetri (2021), this pandemic affects 1.6 billion learners in more than 200 countries and has created the biggest interference in the history of the education system. Different research studies state the weaknesses of teachers’limitation on online teaching, lack of infrastructures, non-conducive learning at-home, information gap, and academic excellence among higher education institutions (Pokhrel & Chhetri, 2021) . All these challenges created issues and concerns to the lives of students. With this, students need help to face varying adversity.  \nOne specific area of concern among educators in the higher education institution is the adversities that college students face in their life during their college years. Different studies show that college students encounter many adversities related to their studies. These adversities affect them. These intricacies in their program of study are part of students’ life in all levels with varying degrees which differ from the way students handle the situations (Laguador & Pesigan, 2013) . Studies show th","cbCaigiqSmN09xk3","https://ap.wps.com/l/cbCaigiqSmN09xk3","pdf",464533,17,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to determine Early Childhood Education pre-service teachers’ Adversity Quotient and analyze its relationship with their academic performance.\"},{\"question\":\"How was Adversity Quotient (AQ) measured?\",\"answer\":\"AQ was measured using the revised Adversity Response Profile (ARP), with mean and standard deviation used to determine AQ levels.\"},{\"question\":\"Is there a significant relationship between AQ and academic performance?\",\"answer\":\"No. The results show no significant relationship between participants’ AQ and academic performance (r(123) = -0.02, p = 0.831).\"},{\"question\":\"Were any AQ dimensions found to relate to academic performance?\",\"answer\":\"No significant relationships were found in any of the four AQ dimensions—control, ownership, reach, and endurance—when compared with academic performance.\"}]","Early Childhood Preservice Teachers’ Adversity Quotient and Academic Performance | PDF",1792038068,43]