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Sari Mullola Niklas Ravaja Jari Lipsanen Paula Hirstiö-Snellman Saija Alatupa Liisa Keltikangas-Järvinen 《Learning and individual differences》2010,20(3):209-214
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. 相似文献
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Sari Mullola Mirka Hintsanen Markus Jokela Jari Lipsanen Saija Alatupa Niklas Ravaja 《Scandinavian Journal of Educational Research》2014,58(2):147-172
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. 相似文献
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Liisa Keltikangas-Järvinen Helle Pullmann Laura Pulkki-Råback Saija Alatupa Jari Lipsanen Nina Airla Terho Lehtimäki 《Mind, Brain, and Education》2008,2(2):104-110
ABSTRACT— High parental socioeconomic status is known to have a positive effect on students' academic achievement. We examined whether variation in the dopamine receptor gene (DRD2 polymorphism, rs 1800497) modifies the association between parental educational level and school performance in adolescence. The participants were a randomly selected subsample of individuals participating in the Cardiovascular Risk in Young Finns study (921 girls and 742 boys) aged 12–15 years at the time school performance was assessed. The genotyping was performed using TaqMan 5'-nuclease assay. A significant interaction was found between childhood parental educational level and students' DRD2 polymorphism on academic achievement after adjustment for age, gender, household income, parental occupation, maternal nurturance, hyperactivity, and sociability. Parental educational level was significantly positively associated with school achievement in the A2/A2 ( n = 1,061) and the A1/A2 ( n = 529) genotype groups, but was negative and statistically insignificant in participants carrying the A1/A1 ( n = 73) genotype. It is concluded that the extent to which parental education status affects an individual's academic achievement may be dependent on the individual's genetic constitution. The findings may increase an acceptance of genetic influence in education, and, consequently, may increase accurateness of educational interventions. 相似文献
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Associations of student temperament and educational competence with academic achievement: The role of teacher age and teacher and student gender 总被引：1，自引：0，他引：1
Sari Mullola Markus Jokela Niklas Ravaja Jari Lipsanen Mirka Hintsanen Saija Alatupa Liisa Keltikangas-Jrvinen 《Teaching and Teacher Education》2011,27(5):942-951
We examined associations of teacher-perceived student temperament and educational competence with school achievement, and how these associations were modified by students’ gender and teachers’ gender and age. Participants were 1063 Finnish ninth-graders (534 boys) and their 29 Mother Language teachers (all female) and 43 Mathematics teachers (17 male) from a population-based sample. All temperament and educational competence traits were associated with both grades, but more clearly with Mathematics. Boys received systematically lower Mother Language grades but higher Mathematics grades than girls. Teacher gender had no effect on school grades, while teacher age had an effect only on Mother Language. 相似文献
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Mirka Hintsanen Saija Alatupa Markus Jokela Jari Lipsanen Taina Hintsa Mare Leino 《Learning and individual differences》2012,22(4):490-497
The current study examines associations between self- and teacher-rated temperament traits (activity, inhibition, negative emotionality, persistence, distractibility, and mood) and mathematics grades. The sample includes 310 ninth grade students (mean age 15.0) from several schools in Finland. Analyses were conducted with multilevel modeling. Except for mood, all temperament traits were associated with math grades independent of motivation and standardized cognitive ability test performance (intelligence). However, some relations were found only for teacher-reports and some only for student-reports. The rater dependent differences are of interest and emphasize a need for data from multiple raters before drawing conclusions on how temperament relates to school grades. The results suggest that temperament should be taken into account in schooling and in teacher education. 相似文献
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