Temperament in the school context: A historical review

European Journal of Psychology of Education

Volumn 28, Issue 3, 2013, Pages 923-944

  Fernández Vilar, Ma Angeles ^a   Carranza, Jose Antonio ^a  

^a UNIVERSITY OF MURCIA   (Spain)

Author keywords

Academic skills; School achievement; School performance; Social emotional adjustment; Temperament

Indexed keywords

EID: 84892369735     PISSN: 02562928     EISSN: 18785174     Source Type: Journal    
DOI: 10.1007/s10212-012-0147-0     Document Type: Article

References (140)

1. Achenbach, T. M. (1991a). Manual for the child behavior checklist 4-18 and 1991 profile. Burlington: University of Vermont Department of Psychiatry.
2. Achenbach, T. M. (1991b). Manual for the teacher's report form and 1991 profile. Burlington: University of Vermont Department of Psychiatry.
3. Asendorpf, J. B. (1994). The malleability of behavior inhibition: a study of individual development functions. Developmental Psychology, 30, 912-919.
4. Asendorpf, J. B., & van Aken, A. G. (1994). Traits and relationship status: stranger versus peer group inhibition and test intelligence versus peer group competence as early predictors of later self-esteem. Child Development, 65, 1786-1798.
5. Asendorpf, J. B., & van Aken, A. G. (1999). Resilient, overcontrolled, and undercontrolled personality prototypes in childhood: replicability, predictive power, and the trait-type issue. Journal of Personality and Social Psychology, 77, 815-832.
6. Bayley, N. (1969). Bayley scales of infant development. New York: Psychological Corp.
7. Belsky, J., Hsieh, K. H., & Crnic, K. (1998). Mothering, fathering, and infant negativity as antecedents of boys' externalizing problems and inhibition at age 3 years: differential susceptibility to rearing experience? Development and Psychopathology, 10, 301-319.
8. Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences. doi:10.1016/j.lindif.211.01.007. Advance online publication.
9. Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviour and the teacher-child relationship. Developmental Psychology, 34, 934-946.
10. Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647-663.
11. Bradley, R. H., Corwyn, R. F., Burchinal, M., McAdoo, H. P., & García Coll, C. (2001). The home environments of children in the United States: part 2. Relations with behavioral development from birth through age 13. Child Development, 72, 1868-1886.
12. Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: family and classroom predictors of developmental trajectories. Journal of School Psychology, 40(5), 415-436.
13. Burk, E. (1980). Relationship of temperamental traits to achievement and adjustment in gifted children. Unpublished doctoral dissertation, Fordham University.
14. Cadima, J., Leal, T., & Burchinal, M. (2010). The quality of teacher-student interactions: associations with first graders' academic and behavioural outcomes. Journal of School Psychology, 48, 457-482.
15. Cameron, C. E., Connor, C. M., & Morrison, F. J. (2005). Effects of variation in teacher organization on classroom functioning. Journal of School Psychology, 43, 61-85.
16. Carey, W. B., Fox, M., & McDevitt, S. C. (1977). Temperament as a factor in early school adjustment. Pediatrics, 60, 621-624.
17. Caspi, A., Henry, B., McGee, R. O., Moffitt, T. E., & Silva, P. A. (1995). Temperamental origins of child and adolescent behavior problems: from age three to age fifteen. Child Development, 66, 55-68.
18. Checa, P., Rodríguez-Bailón, R., & Rueda, R. (2008). Neurocognitive and temperamental systems of self-regulation and early adolescent's social and academic outcomes. Mind, Brain, and Education Society, 2, 177-187.
19. Chess, S., & Thomas, A. (1989). Temperament and its functional significance. In S. I. Greenspan & G. H. Pollock (Eds.), The course of life vol. 2 (pp. 163-227). Madison: International Universities Press.
20. Crowe, E. C., Connor, C. M., & Petscher, Y. (2009). Examining the core: relations among reading curricula, poverty, and first through third grade reading achievement. Journal of School Psychology, 47, 187-214.
21. Dennis, T. A., Brotman, L. M., Huang, K.-Y., & Gouley, K. K. (2007). Effortful control, social competence, and adjustment problems in children at risk for psychopathology. Journal of Clinical Child and Adolescent Psychology, 36, 442-454.
22. Duncan, G. J., & Brooks-Gunn, J. (2000). Family poverty, welfare reform, and child development. Child Development, 71(1), 188-196.
23. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., et al. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446.
24. Eisenberg, N., Fabes, R. A., Guthrie, I. K., & Reiser, M. (2000). Dispositional emotionality and regulation: their role in predicting quality of social functioning. Journal of Personality and Social Psychology, 78, 136-157.
25. Eisenberg, N., Cumberland, A., Spinrad, T. L., Fabes, R. A., Shepard, S. A., Reiser, M., Murphy, B. C., Losoya, S. H., & Guthrie, I. K. (2001). The relations of regulation and emotionality to children's externalizing and internalising problem behavior. Child Development, 72, 1112-1134.
26. Eisenberg, N., Pidada, S., & Liew, J. (2001). The relations of regulation and negative emotionality to Indonesian children's social functioning. Child Development, 72, 1747-1763.
27. Eisenberg, N., Smith, C. L., Sadovsky, A., & Spinrad, T. L. (2004). Effortful control: relations with emotion regulation, adjustment and socialization in childhood. In R. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation (pp. 259-282). New York: Guilford.
28. Eisenberg, N., Valiente, C., Spinrad, T. I., Cumberland, A., Liew, J., Reiser, M., et al. (2009). Longitudinal relations of children's effortful control, impulsivity, and negative emotionality to their externalizing, internalising and co-occurring behavior problems. Developmental Psychology, 45, 988-1008.
29. Eisenberg, N., Vaugham, J., & Hofer, C. (2009). Temperament, self-regulation, and peer social competence. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 473-489). New York: Guildford.
30. Ellis, L. K., & Rothbart, M. K. (2001). Revision of the Early Adolescent Temperament Questionnaire. In Poster presented at the 2001 Biennial Meeting of the Society for Research in Child Development, Minneapolis, Minnesota.
31. Entwisle, D. R., & Alexander, K. L. (1999). Early schooling and social stratification. In R. C. Pianta, S. Rimm-Kaufamn, & M. Cox (Eds.), The transition to kindergarten (pp. 13-38). Baltimore: Brookes.
32. Fabes, R. A., Martin, C. L., Hannish, L. D., Anders, M. C., & Madden-Derdich, D. A. (2003). Early school competence: the roles of sex-segregated play and effortful control. Developmental Psychology, 39, 848-858.
33. Fagan, J. (1990). The interaction between child sex and temperament in predicting behavior problems of preschool-age children in day care. Early Child Development and Care, 59, 1-9.
34. Fernández-Vilar, M. A. (2011). Relaciones del temperamento con el ajuste y rendimiento escolar: Temperamento en la Educación Primaria. Madrid: Editorial Académica Española.
35. Gartstein, M. A., & Rothbart, M. K. (2003). Studying infant temperament via the Revised Infant Behavior Questionnaire. Infant Behavior & Development, 26, 64-86.
36. Gest, S. D. (1997). Behavioral inhibition: stability and associations with adaptation from childhood to early adulthood. Journal of Personality and Social Psychology, 72, 467-475.
37. Gibbs, S., & Powell, B. (2011). Teacher efficacy and pupil behaviour: the structure of teacher's individual and collective beliefs and their relationships with number of pupils excluded from school. British Journal of Educational Psychology. doi:10.1111/j.2044-8279.2011.02046.x. Advance online publication.
38. Gray, J. A. (1991). The neuropsychology of temperament. In J. Strelau & A. P. Angleitner (Eds.), Explorations in temperament (pp. 105-128). New York: Plenum.
39. Guerin, D. W., Gottfried, A. W., Oliver, P. H., & Thomas, C. W. (1994). Temperament and school functioning during early adolescence. Journal of Early Adolescence, 14, 200-225.
40. Guerin, D. W., Gottfried, A. W., & Thomas, C. W. (1997). Difficult temperament and behaviour problems: a longitudinal study from 1.5 to 12 years. International Journal of Behavioural Development, 21, 71-90.
41. Guerin, D. W., Gottfried, A. W., Oliver, P. H., & Thomas, C. W. (2003). Temperament: infancy through adolescence. New York: Kluver Academic.
42. Gumora, G., & Arsenio, W. F. (2002). Emotionality, emotion regulation, and school performance in middle school children. Journal of School Psychology, 40, 395-413.
43. Hall, R. J., & Cadwell, J. (1984). Temperament influences in cognition and achievement in children with learning problems. In Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
44. Hamre, B., & Pianta, R. C. (2001). Early teacher-child relationships and children's social an academic outcomes through eighth grade. Child Development, 72(2), 625-638.
45. Hamre, B., & Pianta, R. C. (2005). Can instructional and emotional support in the first grade classroom make a difference for children at risk of school failure? Child Development, 76, 949-967.
46. Hegvik, R. L. (1984). Three-year longitudinal study of temperament variables, academic achievement and sex differences. In Paper presented at the Saint Louis Conference on Temperament in Educational Process, Saint Louis.
47. Hegvik, R. L., McDevitt, S. C., & Carey, W. B. (1982). The Middle Childhood Temperament Questionnaire. Developmental and Behavioral Pediatrics, 3, 197-200.
48. Holbrook, J. (1982). Pupil temperament characteristics, teacher appraisal of intelligence, and assigned grades. Unpublished dissertation, University of Georgia.
49. Hughes, J. N., Gleason, K. A., & Zhang, D. (2005). Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students. Journal of School Psychology, 43, 303-320.
50. Janson, H., & Mathiensen, K. S. (2008). Temperament profiles from infancy to middle childhood: development and associations with behavior problems. Developmental Psychology, 44, 1314-1328.
51. Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies. Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9, 131-155.
52. Kaplan, A., Gheen, M., & Midgley, C. (2002). Classroom goal structure and student disruptive behavior. British Journal of Educational Psychology, 72, 191-211.
53. Keogh, B. K. (1983). Individual differences in temperament: a contribution to the personal, social, and educational competence of learning disabled children. In J. D. McKinney & L. Feagens (Eds.), Current topics in learning disabilities (pp. 34-35). Norwood: Ablex.
54. Keogh, B. K. (1986). Temperament and schooling: meaning of "goodness of fit". In J. V. Lerner & R. M. Lerner (Eds.), Temperament and social interaction in infants and children. New directions for child development (No 31) (pp. 89-108). San Francisco: Jossey-Bass.
55. Keogh, B. K. (1989). Applying temperament research to school. In G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart (Eds.), Temperament in childhood (pp. 437-450). New York: Wiley.
56. Keogh, B. K. (2003). Temperament in the classroom. Understanding individual differences. New York: Brookes.
57. Keogh, B. K., & Burnstein, N. D. (1988). The relationship of temperament to preschool children's interaction with peers and teachers. Exceptional Children, 54(5), 456-461.
58. Keogh, B. K., Pullis, M. E., & Cadwell, J. (1982). A short form of the teacher temperament questionnaire. Journal of Educational Measurement, 19, 323-327.
59. Klein, H. A., & Ballantine, J. H. (1988). The relationship of temperament to adjustment in British Infant School. The Journal of Social Psychology, 128, 585-595.
60. Kochanska, G., & Knaack, A. (2003). Effortful control as a personality characteristic of young children: antecedents, correlates and consequences. Journal of Personality, 71, 1087-1112.
61. Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: continuity and change, antecedents and implications for social development. Developmental Psychology, 36, 220-232.
62. Kochanska, G., Aksan, N., & Carlson, J. J. (2005). Temperament, relationships, and young children's receptive cooperation with their parents. Developmental Psychology, 41, 648-660.
63. Lengua, L. J. (2007). Family disruptions and parenting as predictors of the development of executive functioning. In Paper presented at the Biennial Meeting for the Society of Research on Child Development, Boston, MA.
64. Lengua, L. J. (2008). Effortful control in the context of socioeconomic and psychosocial risk. In Invited paper for the symposium: New directions in psychological science and their implications for dissemination. Paper presented at the American Psychological Association's fourth annual Science Leadership Conference Designing the Future: Innovations in Knowledge Dissemination for Psychological Science, Tempe, AZ.
65. Lerner, J. V. (1983). The role of temperament in psychosocial adaptation in early adolescence. A test of a "Goodness of fit" model. Journal of Genetic Psychology, 143, 149-157.
66. Lerner, J. V., Lerner, R. M., & Zabski, S. (1985). Temperament and elementary school children's actual and rated academic performance: a test of a "goodness of fit" model. Journal of Child Psychology, 26, 125-136.
67. Loukas, A., & Murphy, J. L. (2007). Middle school student perceptions of school climate: examining protective functions on subsequent adjustment problems. Journal of School Psychology, 45(3), 293-309.
68. Marsh, H., & O'Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: unidimensional and multidimensional perspectives of self-concept. Personal and Social Psychology Bulletin, 34(4), 542-552. doi:10.1177/ 0146167207312313.
69. Martin, R. P. (1982). Manual for the temperament assessment battery. Unpublished manuscript, University of Georgia, Georgia, U.S.
70. Martin, R. P. (1988). The temperament assessment battery for children: manual. Brandon: Clinical Psychology.
71. Martin, R. P. (1989). Activity level, distractibility, and persistence: critical characteristics in early schooling. In G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart (Eds.), Temperament in childhood (pp. 451-461). New York: Wiley.
72. Martin, R. P. (1994). Child temperament and common problems in schooling: hypotheses about causal connections. Journal of School Psychology, 32, 119-134.
73. Martin, R. P., & Holbrook, J. (1985). Relationship of temperament characteristics to the academic achievement of first-grade children. Journal of Psychoeducational Assessment, 3, 131-140.
74. Martin, R. P., Nagle, R., & Paget, K. (1983). Relationships between temperament and classroom behavior, teacher attitudes and academic achievement. Journal of Psychoeducational Assessment, 1, 377-386.
75. Martin, R. P., Drew, K. D., Gaddis, L. R., & Moseley, M. (1988). Prediction of elementary school achievement from preschool temperament: three studies. School Psychology Review, 17, 125-137.
76. Martin, R. P., Olejnik, S., & Gaddis, L. (1994). Is temperament an important contributor to schooling outcomes in elementary school? Modeling effects of temperament and scholastic ability on academic achievement. In W. B. Carey & S. C. McDevitt (Eds.), Prevention and early intervention: individual differences as risk factors for the mental health of children: a Festchrift for Stella Chess and Alexander Thomas (pp. 59-68). New York: Brunner/Mazel.
77. Matheny, A. P. (1989). Temperament and cognition: relations between temperament and mental test scores. In G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart (Eds.), Temperament in childhood (pp. 265-282). New York: Wiley.
78. Maziade, M., Cote, R., Boutin, P., Boudreault, M., & Thivierge, J. (1986). The effect of temperament on longitudinal academic achievement in primary school. Journal of the American Academy of Child Psychiatry, 25, 692-696.
79. Maziade, M., Cote, R., Boutin, P., Bernier, H., & Thivierge, J. (1987). Temperament and intellectual development: a longitudinal study from infancy to four years. The American Journal of Psychiatry, 144, 144-150.
80. McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21(4), 471-490.
81. McClowry, S. G., Snow, D. L., & Tamis-LeMonda, C. S. (2005). An evaluation of the effects of INSIGHTS on the behavior of inner city primary school children. Journal of Primary Prevention, 26(6), 567-584.
82. Miklewska, A., Kaczmarek, M., & Strelau, J. (2006). The relationship between temperament and intelligence: cross-sectional study in successive age groups. Personality and Individual Differences, 40(4), 643-654.
83. Muris, P., & Ollendick, T. H. (2005). The role of temperament in the etiology of child psychopathology. Clinical Child and Family Psychology Review, 8, 271-289.
84. Muris, P., de Jong, P. J., & Engelen, S. (2004). Relationships between neuroticism, attentional control, and anxiety disorders in non-clinical children. Personality and Individual Differences, 37, 789-797.
85. Murray, C. (2008). Real education: four simple truths for bringing America's schools back to reality. New York: Crown Forum.
86. Naglieri, J. A. (2005). The cognitive assessment system. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment (pp. 441-460). New York: Guildford.
87. Nelson, B., Martin, R. P., Hodge, S., Havill, V., & Kamphaus, R. (1999). Modeling the prediction of elementary school adjustment from preschool temperament. Personality and Individual Differences, 26, 687-700.
88. Newman, J., Noel, A., Chen, R., & Matsopoulos, A. S. (1998). Temperament, selected moderating variables, and early reading achievement. Journal of School Psychology, 36(2), 215-232.
89. NICHD Early Child Care Research Network. (2003). Do children's attention processes mediate the link between family predictors and school readiness? Developmental Psychology, 39(3), 581-593.
90. Obradovic, J. (2010). Effortful control and adaptative functioning of homeless children: variable-focused and person-focused analyses. Journal of Applied Developmental Psychology, 31(2), 109-117. doi:10.1016/j.appdev.2009.09. 004.
91. Ormel, A. J., Oldehinkel, A. J., Ferdinand, R. F., Hartman, C. A., de Winter, A. F., & Veenstra, R. (2005). Internalizing and externalizing problems in adolescence: general and dimension-specific effects of familial loadings and preadolescent temperamental traits. Psychological Medicine, 35, 1825-1835.
92. Paget, K. D., Nagle, R. J., & Martin, R. P. (1984). Interrelationships between temperament characteristics and first-grade teacher-student interactions. Journal of Abnormal Child Psychology, 12, 547-560.
93. Petrill, S., & Thompson, L. A. (1993). The phenotypic and genetic relationships among measures of cognitive ability, temperament, and scholastic achievement. Behavior Genetics, 23, 511-518.
94. Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: standardized observation can leverage capacity. Educational Researcher, 38, 109-119.
95. Posner, M. I., & Rothbart, M. K. (2007). Educating the human brain.Washington, DC: American Psychological Association.
96. Presley, R., & Martin, R. P. (1994). Toward a structure of preschool temperament: factor structure of the Temperament Assessment Battery for Children. Journal of Personality, 62, 415-448.
97. Prior, M. R., Sanson, A. V., & Oberklaid, R. (1989). The Australian Temperament Project. In G. A. Kohnstamm, J. E. Bates, &M. K. Rothbart (Eds.), Temperament in childhood (pp. 537-554). New York:Wiley.
98. Pullis, M. (1985). Learning disability student's temperament characteristics and their impact on decisions by resource and mainstream teachers. Learning Disability Quarterly, 8, 109-122.
99. Pullis, M., & Cadwell, J. (1982). The influence of children's temperament characteristics on teacher's decisions strategies. American Educational Research Journal, 19, 165-181.
100. Putnam, S. P., Ellis, L. K., & Rothbart, M. K. (2001). The structure of temperament from infancy through adolescence. In A. Eliasz & A. Angleitner (Eds.), Advances in research on temperament (pp. 165-182). Lengerich: Pabst Science.
101. Raine, A., Reynolds, C., Venables, P. H., & Mednick, S. A. (2002). Stimulation seeking and intelligence: a prospective longitudinal study. Journal of Personality and Social Psychology, 82, 663-674.
102. Rende, R. D. (1993). Longitudinal relations between temperament traits and behavioral syndromes in middle childhood. Journal of American Academic Child and Adolescents Psychiatry, 32, 287-290.
103. Reynolds, C. R., & Kamphaus, R. W. (1992). The Behavior Assessment System for Children. Circle Pines: American Guidance Services.
104. Rothbart, M. K. (2011). Becoming who we are. Temperament and personality in development. New York: Guilford.
105. Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon, R. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology: social, emotional, and personality development, vol. 3 (6th ed., pp. 99-106). New York: Wiley.
106. Rothbart, M. K., & Derryberry, D. (1981). Development of individual differences in temperament. In M. Lamb & A. Brown (Eds.), Advances in developmental psychology, vol. 1 (pp. 37-86). Hillsdale: Erlbaum.
107. Rothbart, M. K., & Jones, L. B. (1998). Temperament, self-regulation, and education. School Psychology Review, 27(4), 479-491.
108. Rothbart, M. K., Ahadi, S. A., & Hershey, K. L. (1994). Temperament and social behavior in childhood. Merrill-Palmer Quarterly, 40, 21-39.
109. Rothbart, M. K., Ahadi, S. A., Hershey, K. L., & Fisher, P. (2001). Investigations of temperament at 3-7 years: the Children's Behavior Questionnaire. Child Development, 72, 1394-1408.
110. Rothbart, M. K., Derryberry, D., & Hershey, K. L. (2001). Stability of temperament in childhood: laboratory infant assessment to parent report at seven years. In V. J. Molfese & D. L. Molfese (Eds.), Temperament and personality development across the life span (pp. 85-119). Hillsdale: Erlbaum.
111. Rowe, D. C., & Plomin, R. (1977). Temperament in early childhood. Journal of Personality Assessment, 41, 150-156.
112. Rudasill, K. M., Gallagher, K. C., & White, J. M. (2010). Temperamental attention and activity, classroom emotional support, and academic achievement in third grade. Journal of School Psychology, 48(2), 113-134.
113. Rueda, M. R., Rothbart, M. K., McCandliss, B. D., Saccomanno, L., & Posner, M. I. (2005). Training, maturation, and genetic influences on the development of executive attention. Proceedings of the National Academy of Sciences of the United States of America, 102(41), 14931-14936.
114. Rueda, M. R., Checa, P., & Santonja, M. (2008). Training executive attention: Lasting effects and transfer to affective self-regulation. In Paper presented at the Annual Meeting of the Cognitive Neuroscience Society, San Francisco, CA.
115. Ruff, H. A., & Rothbart, M. K. (1996). Attention in early development: themes and variations. New York: Oxford University Press.
116. Rutter, M., Tizard, J., & Withmore, K. (1970). Education, health, and behavior. London: Longman.
117. Sanson, A., Prior, M., Oberklaid, F., & Smart, D. (1999). Temperamental influences on psycho-social adjustment: from infancy to adolescence. Australian Educational and Developmental Psychologist, 15, 7-38.
118. Sanson, A. V., Smart, D. F., Prior, M., Oberklaid, F., & Pedlow, R. (1994). The structure of temperament from 3 to 7 years: age, sex, and sociodemographic influences. Merrill Palmer Quarterly, 40, 233-252.
119. Sektnan, M., McClelland, M. M., Acok, A., & Morrison, F. (2010). Relations between early family risk, children's behavioral regulation, and academic achievement. Early Childhood Research Quarterly, 25, 464-479. doi:10.1016/j.ecresq.2010.02.005.
120. Spinrad, T. L., Eisenberg, N., Cumberland, A., Fabes, R. A., Valiente, C., Shepard, S. A., et al. (2006). Relation of emotion-related regulation to children's social competence: a longitudinal study. Emotion, 6, 498-510.
121. Spinrad, T. L., Eisenberg, N., Gaertner, B., Popp, T., Smith, C. L., Kupfer, A., et al. (2007). Relations of maternal socialization and toddlers' effortful control to children's adjustment and social competence. Developmental Psychology, 43, 1170-1186.
122. Sternberg, R. J., Grigorenko, E. L., & Bundy, D. A. (2001). The predictive value of IQ. Merril Palmer Quarterly, 47, 1-41.
123. Straight, A. D., Gallagher, K. C., & Kelley, K. (2008). Infant temperament moderates relations between maternal parenting in early childhood and children's adjustment in first grade. Child Development, 2008 (79), 186-200.
124. Strelau, J., & Zawadzki, B. (1993). The Formal Characteristics of Behaviour - Temperament Inventory (FCB-TI): theoretical assumptions and scale constructions. European Journal of Personality, 7, 313-336.
125. Super, C. M., Axia, G., Harkness, S., Welles-Nyström, B., Zylicz, P. O., Parmar, P., Bonichini, S., Bermúdez, M. R., Moscardino, U., Kolar, V., Palacios, J., Eliasz, A., & McGurk, H. (2008). Culture, temperament and the difficult child: a study in seven Western cultures. European Journal of Developmental Science, 2, 136-157.
126. Talwar, R., Schwab, J., & Lerner, R. M. (1989). Early adolescent temperament and academic competence. Test of direct effects and developmental contextual models. Journal of Early Adolescence, 9, 291-309.
127. Teglasi, H., & McMahon, B. H. (1990). Temperament and common behaviors of children. Journal of Applied Developmental Psychology, 11, 331-349.
128. Thomas, A., & Chess, S. (1977). Temperament and development. New York: Brunner-Mazel.
129. Thomas, A., Chess, S., & Birch, H. G. (1968). Temperament and behaviour disorders in children. New York: New York University Press.
130. Valiente, C., Lemery-Chalfant, K., & Castro, K. S. (2007). Children's effortful control and academic competence. Merrill Palmer Quarterly, 53, 1-25.
131. Valiente, C., Lemery-Chalfant, K., Swanson, J., & Reiser, M. (2008). Prediction of children's academic competence from their effortful control, relationships, and classroom participation. Journal of Educational Psychology, 100(1), 67-77.
132. Valiente, C., Lemery-Chalfant, K., & Swanson, J. (2010). Prediction of kindergartners' academic achievement from their effortful control and emotionality: evidence for direct and moderated relations. Journal of Educational Psychology, 102(3), 550-560.
133. Van der Werfhorst, H. (1986). Temperament and teacher-child interaction. In G. A. Kohnstamm (Ed.), Temperament discussed: temperament and development in infancy and childhood (pp. 141-147). The Netherlands: University of Leiden.
134. Vitaro, F., Brendgen, M., Larose, S., & Tremblay, R. E. (2005). Kindergarten disruptive behaviors, protective factors, and educational achievement by early adulthood. Journal of Educational Psychology, 97, 617-629.
135. Wachs, T. D., & Gandour, M. J. (1983). Temperament, environment, and six-month cognitive intellectual developments: a test of the organismic specificity hypothesis. International Journal of Behavioral Development, 6, 135-152.
136. Wang, M. T. (2009). School climate support for behavioural and psychological adjustment: testing the mediating effect of social competence. School Psychology Quarterly, 24(4), 240-251.
137. Windle, M., & Lerner, R. M. (1986). Reassessing the dimensions of temperament individuality across the life span: the revised dimensions of Temperament Survey (DOTS-R). Journal of Adolescent Research, 1, 213-230.
138. Zalewski, M., Lengua, L. J., Wilson, A. C., Trancik, A., & Bazinet, A. (2011). Emotion regulation profiles, temperament, and adjustment problems in preadolescents. Child Development, 82, 951-966. doi:10.1111/j.1467-8624.2011. 01575.x.
139. Zhou, Q., Eisenberg, N., Wang, Y., & Reiser, M. (2004). Chinese children's effortful control and dispositional anger/frustration: relations to parenting styles and children's social functioning. Developmental Psychology, 40, 352-366.
140. Zhou, Q., Main, A., &Wang, Y. (2010). The relations of temperamental effortful control and anger/frustration to Chinese children's academic achievement and social adjustment: a longitudinal study. Journal of Educational Psychology, 102(1), 180-196. doi:10.1037/a0015908.