Post COVID-19 adversity quotient levels of kindergarten students and role of teachers in improving child adversity quotient

Abstract

This research examines the post-COVID-19 adversity quotient levels among kindergarten students and evaluates the pivotal role educators can play in enhancing this essential attribute. Amid the pandemic, kindergarten-level students transitioned to virtual learning environments, faced a potential impact on their adaptability when shifted back to in-person classes. Notably, students with a higher adversity quotient exhibit greater adaptability than those with lower levels. Consequently, this study undertakes an inquiry into the extent of students' adversity quotient and the intricate contributions of teachers in fostering this critical skill. Conducted in Pekanbaru, Riau Province, Indonesia, this research employed a saturation sampling approach, recruiting 151 students and 30 teachers from public kindergarten settings. Analytical methods encompassed descriptive quantitative analyses and t-tests with the help of SPSS 25. The findings revealed that students, on average, exhibited a high adversity quotient. This finding underscores their proficiency in dimensions such as control, origin/ownership, reach, and endurance when confronting challenges, both during and after the COVID-19 era. Additionally, the research unveiled a significant gender-based difference in adversity quotient levels, with male students outscoring their female counterparts. Moreover, the study underscored the commendable performance of teachers in fulfilling their roles to bolster students' adversity quotient. This observation implies that educators effectively assumed their responsibilities across each dimension of the adversity quotient, fostering a conducive learning environment characterized by sound practices during online and in-person instructional sessions, thus facilitating students' adaptability.