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Journal of Psychoeducational Assessment
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Relationships between Temperament and Classroom Behavior, Teacher Attitudes, and Academic Achievement

Roy P. Martin

University of Georgia

Richard Nagle

University of South Carolina

Kathy Paget

University of South Carolina

This paper investigates the concurrent validity of the Teacher Form of the Temperament Assessment Battery. This questionnaire was designed to measure activity level, adaptability, approach/withdrawal, emotional intensity, distractibility, and persistence in children 3 to 7 years of age. In study 1, significant correlations were obtained between several temperament dimensions and observed classroom behavior among first-grade children. Study 2 focused on the relationships between teacher attitudes (attachment, indifference, concern, rejection) and temperament variables. Children nominated for three of the four attitude groups were found to be differentiated from their nonnominated peers by temperament ratings. Finally, correlations between achievement and temperament variables were obtained in study 3.

Journal of Psychoeducational Assessment, Vol. 1, No. 4, 377-386 (1983)
DOI: 10.1177/073428298300100407
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This article has been cited by other articles:


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 Journal of Psychoeducational AssessmentHome page
R. P. Martin and J. Holbrook
Relationship of Temperament Characteristics to the Academic Achievement of First-Grade Children
Journal of Psychoeducational Assessment, June 1, 1985; 3(2): 131 - 140.
[Abstract] [PDF]