Resilience in Learning: Investigating the Impact of Adversity Quotient on Academic Burnout among Madrasah Aliyah Students

Nor Diana Fitriyah; Arina Mufrihah; Zacky Achmed Phahlevi Anami

Authors

Nor Diana Fitriyah Universitas Islam Negeri Madura
Arina Mufrihah Universitas Islam Negeri Madura
Zacky Achmed Phahlevi Anami Al-Azhar University

Keywords:

Adversity Quotient, Academic Burnout, Female Students, Madrasah Aliyah, Islamic School

Abstract

This study investigates the relationship between adversity quotient and academic burnout among female students at Madrasah Aliyah Ummul Quro Putri. The research objective was to determine the extent to which internal resilience, specifically the capacity to overcome difficulties, correlates with the level of academic exhaustion experienced in a high-pressure educational setting. Employing a quantitative correlational design, the study utilized a saturated sampling technique, involving the entire population of 70 female students from the 2024–2026 academic year as data sources. Data collection was executed through structured questionnaires based on the CO²RE framework for adversity quotient and the four dimensions of academic burnout, with analysis performed using the Pearson Product Moment Correlation via IBM SPSS Statistics. The main findings revealed a significant and strong negative correlation between the two variables, demonstrating that higher levels of adversity quotient are consistently associated with lower levels of academic burnout. These results indicate that a student’s internal ability to manage stress and perceive challenges as surmountable serves as a critical protective factor against academic burnout. The significance of this study lies in its empirical evidence that burnout is not merely a product of external workload but is deeply tied to internal resilience. The implications suggest that educational institutions, particularly Islamic schools, should prioritize resilience-building programs to enhance students' psychological hardiness, thereby ensuring long-term academic productivity and well-being.

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