Associations between Teacher-Rated versus Self-Rated Student Temperament and School Achievement

Autor/inn/en	Mullola, Sari; Hintsanen, Mirka; Jokela, Markus; Lipsanen, Jari; Alatupa, Saija; Ravaja, Niklas; Keltikangas-Järvinen, Liisa
Titel	Associations between Teacher-Rated versus Self-Rated Student Temperament and School Achievement
Quelle	In: Scandinavian Journal of Educational Research, 58 (2014) 2, S.147-172 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2012.725094
Schlagwörter	Correlation; Teacher Attitudes; Self Evaluation (Individuals); Personality; Grades (Scholastic); Mathematics Achievement; Native Language; Foreign Countries; Secondary School Students; Academic Persistence; Attention Control; Self Control; Emotional Response; Student Behavior; Inhibition; Teacher Education; Futures (of Society); Grade 9; Statistical Analysis; Factor Analysis; Factor Structure; Finland + Suchen Sie Ihr Suchwort? Korrelation; Lehrerverhalten; Personalität; Notenspiegel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Sekundarschüler; Aufmerksamkeitstest; Selbstbeherrschung; Emotionales Verhalten; Student behaviour; Schülerverhalten; Hemmung; Lehrerausbildung; Lehrerbildung; Future; Society; Zukunft; School year 09; 9. Schuljahr; Schuljahr 09; Statistische Analyse; Faktorenanalyse; Faktorenstruktur; Finnland
Abstract	This study examined whether teacher-rated versus self-rated student temperaments are different in relation to the school grades in Maths and Mother language (ML) instruction in a nationally representative sample of Finnish Secondary School students (n?=?1,063, mean age 15.1 years). The results indicated that teacher-rated temperament was more strongly associated with students' Maths and ML grades than self-rated temperament. All the teacher-rated temperament traits were associated with school grades, accounting for 38% and 45% of the variance in Maths and ML, respectively. Of the self-rated temperaments, high task orientation and its components, high persistence and low distractibility, were associated with better school grades both in Maths and ML. Low reactivity and low negative emotionality were associated only with better ML grades, whereas high inhibition was associated only with better Maths grades. A temperament-conscious education needs to be taken into account in future teacher training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10