<![CDATA[Adversity Quotient (AQ) and self-confidence are assumed to contribute to students’ mathematical literacy, but empirical evidence supporting this assumption in Indonesian junior high schools remains limited. This study aimed to examine whether AQ and self-confidence predict the mathematical literacy of eighth-grade students at SMPN 1 Wonoasri (n = 152), both partially and simultaneously, using a quantitative ex post facto design. Data were collected through a 12-item AQ questionnaire (α = 0.789), a 17-item self-confidence questionnaire (α = 0.885), and a three-item open-ended mathematical literacy test (α = 0.817) based on the three PISA processes: formulate, employ, and interpret. Data were analyzed using multiple linear regression in JASP 0.17.3 after testing the classical regression assumptions. The results showed that neither AQ (β = 0.140; p = 0.180) nor self-confidence (β = 0.008; p = 0.937) significantly predicted mathematical literacy, either partially or simultaneously (F(2, 149) = 1.605; p = 0.204; adjusted R² = 0.008). The two variables explained only 0.8% of the variance in mathematical literacy. Despite students’ relatively high AQ and self-confidence levels, neither variable demonstrated significant predictive power. These findings suggest the need to investigate cognitive and external factors, such as conceptual mastery and instructional quality, to better understand students’ mathematical literacy.]]>
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