Teacher-perceived temperament and educational competence as predictors of school grades |
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| Authors: | Sari Mullola Niklas Ravaja Jari Lipsanen Paula Hirstiö-Snellman Saija Alatupa Liisa Keltikangas-Järvinen |
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| Institution: | 1. Department of Natural Medicinal Chemistry, China Pharmaceutical University, Nanjing 210009, China;2. Department of Medical Science, Shunde Polytechnic College, Shunde, Guangdong 528333, China;1. University of Houston, United States;2. University of Texas, United States;1. Washington State University, Department of Psychology, P.O. Box 644820, Pullman, WA 99164-4820, USA;2. Bowdoin College, Department of Psychology, 6900 College Station, Brunswick, ME 04011, USA;1. Institute of Behavioural Sciences, University of Helsinki, Siltavuorenpenger 1A, P.O. Box 9, 00014 Helsinki, Finland;2. National Institute of Health and Welfare, P.O. Box 30, 00271 Helsinki, Finland;3. Department of Psychiatry, Jorvi Hospital, Helsinki University Central Hospital, P.O. Box 800, 00029 Espoo, Finland;4. Helsinki Collegium for Advanced Studies, P.O. Box 24, 00014 University of Helsinki, Finland;5. Research Centre of Applied and Preventive Cardiovascular Medicine, University of Turku and Department of Clinical Physiology and Nuclear Medicine, Turku University Hospital, Kiinamyllynkatu 10, 20520 Turku, Finland;6. Department of Psychiatry, University of Helsinki, Välskärinkatu 12, P.O. Box 22, 00260 Helsinki, Finland |
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| Abstract: | Associations between teacher-perceived temperament, educational competence (EC), and school grades in mother language (ML) and mathematics (Math) were assessed in 3212 students (1619 girls) in Secondary School (aged 13–19) taken from a nationally representative Finnish sample. Temperament was assessed with scales from the TABC-R and DOTS-R batteries. EC consists of cognitive ability, motivation, and maturity. Activity, persistence, distractibility, inhibition, and negative emotionality were significantly associated with both ML and Math grades. EC turned out to mediate the relationship between temperament and school performance and moderated the relationship of activity to Math. The findings show a high association between teacher-rated temperament and school performance and indicate a strong “halo effect” between temperament, EC, and school grades. |
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