<![CDATA[Adversity Quotient (AQ) is a non-cognitive factor that reflects an individual’s ability to respond to and persist in facing difficulties and challenges. In mathematics learning, students’ resilience may influence their ability to overcome complex problems and sustain effective problem-solving processes. This study aims to examine the relationship between Adversity Quotient and mathematical problem-solving ability among pre-service mathematics teachers.A quantitative approach with a correlational research design was employed. The participants were undergraduate students enrolled in a mathematics education program at a university in Indonesia and were selected using purposive sampling. Data were collected using two instruments: an Adversity Quotient Questionnaire and a Mathematical Problem-Solving Test. The AQ questionnaire measured students’ adversity responses based on the CORE dimensions, namely Control, Origin and Ownership, Reach, and Endurance, while the problem-solving test assessed students’ ability to solve non-routine mathematical problems based on Polya’s problem-solving stages. Both instruments were validated by experts and tested for reliability before data collection. The data were analyzed using descriptive statistics and the Pearson Product-Moment correlation test. The results revealed a positive and statistically significant relationship between Adversity Quotient and mathematical problem-solving ability. This finding indicates that pre-service mathematics teachers with higher levels of AQ tend to demonstrate better mathematical problem-solving performance. It can be concluded that Adversity Quotient is significantly associated with mathematical problem-solving ability. Therefore, developing students’ resilience and persistence may support their ability to deal with complex and challenging mathematical problems.]]>
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