Prediction of Elementary School Achievement from Preschool Temperament: Three Studies
Abstract
The utility of the Temperament Assessment Battery — Teacher Form (TAB) in predicting academic achievement over intervals of 1 to 4 years was investigated using samples of young children aged 46 to 94 months. The Stanford Achievement Test (SAT), Peabody Individual Achievement Test (PIAT), and the Metropolitan Achievement Test (MAT) were used as measures of achievement in studies 1, 2, and 3, respectively. Also, teacher assigned grades and data reflecting scholastic aptitude were collected for each study. Results revealed that even with the effects of aptitude controlled, temperament ratings (Distractibility, Persistence, and Activity) were predictive of group measures of achievement (i.e., SAT and MAT) and teacher assigned grades. Results document the utility of temperament ratings in predicting achievement over considerable time intervals and lends support to the incremental validity of the Teacher Form of the TAB.
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Early studies found that high positive emotionality and low distractibility are associated with better adjustment to kindergarten.
“A number of early studies focusing on temperament found not unsurprisingly that high levels of positive emotionality and low levels of distractibility are associated with better adjustment to kindergarten”
From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Martin et al. 1988
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Blair, C., & Razza, R. P. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.01019.x · Cited by 3,140 · see citing works
School Readiness and Self-Regulation: A Developmental Psychobiological Approach
Blair, C., & Raver, C. C. (2015) · Annual Review of Psychology · doi:10.1146/annurev-psych-010814-015221 · Cited by 1,240 · see citing works
- Authors
- Martin, R. P., Drew, K. D., Gaddis, L. R., & Moseley, M.
- Affiliations
- University of Georgia (US)
- Richmond County Schools
- ORCID
- Martin, Roy P.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 1988-03-01
- Volume
- 17
- Issue
- 1
- Pages
- 125-137
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W1716537421
- Cited by
- 90
- References
- 0
- Citations by year
- 2024: 1 · 2023: 2 · 2021: 5 · 2020: 3 · 2019: 3 · 2018: 1 · 2017: 2 · 2016: 1 · 2015: 4 · 2014: 4 · 2013: 5 · 2012: 8
- FWCI
- 2.47
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Review (publishedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- temperament, student performance prediction, preschool children, distractibility, persistence, activity level, incremental validity, teacher ratings, academic aptitude
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