Adversity Quotient, Emotional Quotient, and Working Memory of Junior High School  Students of Panorama  Montessori School Inc.

Maureen Eden Fajardo San Juan; Lourdes P. Jusay

doi:10.36948/ijfmr.2026.v08i03.78272

Adversity Quotient, Emotional Quotient, and Working Memory of Junior High School Students of Panorama Montessori School Inc.

Author(s)	Ms. Maureen Eden Fajardo San Juan, Lourdes P. Jusay
Country	Philippines
Abstract	This study investigated the levels of Adversity Quotient (AQ), Emotional Quotient (EQ), and Working Memory (WM) among Junior High School students and examined relationships among these variables within a psychological framework. Grounded in resilience theory, emotional intelligence theory, and cognitive psychology, the study sought to understand how students’ adaptive capacity, emotional functioning, and cognitive processes interact in academic contexts. A descriptive-correlational design was used, with participants selected via stratified random sampling. Standardized instruments were used, including an Adversity Quotient Profile, The Schutte Self-Report Emotional Intelligence Test, and a 5 Digit Span Test for Working Memory assessment. Data were analyzed using the weighted mean to determine levels and Spearman’s rho to assess relationships. Findings revealed that the junior high school students generally showed an average level of AQ, indicating average ability to cope with challenges and adversity. In contrast, EQ levels were relatively high, particularly in empathy and social interaction, reflecting strong emotional awareness and interpersonal skills. Similarly, WM levels were high, suggesting effective information processing, retention, and cognitive control. Correlation analysis showed a statistically significant but weak relationship between AQ and WM, implying that resilience contributes modestly to cognitive functioning. Conversely, a moderate and significant relationship was found between EQ and WM, underscoring the role of emotional regulation and awareness in enhancing attention, focus, and overall cognitive efficiency during learning tasks. Overall, the findings of the study emphasizes the interconnectedness of resilience, emotional intelligence, and cognitive processes in educational settings. The study accentuates the importance of holistic interventions that, beyond cognitive development, encompasses the refinement of emotional competence and resilience. These integrative approaches may enhance students’ academic performance, psychological well-being, and adaptive functioning.
Keywords	adversity quotient, emotional quotient, working memory, junior high school students
Field	Sociology > Philosophy / Psychology / Religion
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-15
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.78272

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Adversity Quotient, Emotional Quotient, and Working Memory of Junior High School Students of Panorama Montessori School Inc.

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