Review of literature: Perseverance (PERSEV), openness to problem-solving (OPENPS) and use of ICT at home for school-related tasks (HOMSCH) are potential problem-solving disposition and task engagement variables predictive of student problem-solving performance. Research question: At the low-achieving end of the digital problem-solving ability continuum, after controlling for the effect of gender of student, what are the effects of problem-solving disposition and task engagement variables (i.e. PERSEV, OPENPS, and HOMSCH) on digital problem-solving ability? Research methodology: Quantile regression is conducted using PERSEV, OPENPS and HOMSCH as predictors, individually as a start and later jointly in the final full model. Research results: After controlling for the effect of gender of student, the independent effect of PERSEV on digital problem-solving ability at the 10th, 25th and 50th percentile of the low end of the digital problem-solving ability continuum are all statistically significant (p<.05). The same is true for OPENPS and HOMSCH. Amongst the three disposition and task engagement variables, the effects concerned are largest for OPENPS. Conclusion: Students should be provided with ample opportunities to engage in the use of ICT at home for school-related tasks, and the tasks assigned should afford students ample opportunities to solve problems with an open mind.