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Inate temperament explains too much from a student's school achievement?
pp. 31-40
Abstrakt
A contribution of temperament in schooling started with quite a simple and innocent question of some young researchers. They asked teachers what are the children like who are actually having trouble in school, and what are the children like that are getting well (e.g., for review see Martin, 1989). The teachers did not respond with cognitive terms, but described the students' temperaments. They didn't attribute an academic success or lack of it to motivation, intelligence or cognitive skills but to a student's temperament.
Publication details
Published in:
Lauriala Anneli, et al. (2011) Navigating in educational contexts: identities and cultures in dialogue. Rotterdam, SensePublishers.
Seiten: 31-40
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DOI: 10.1007/978-94-6091-522-2_2
Referenz:
Keltikangas-Järvinen Liisa, Mullola Sari (2011) „Inate temperament explains too much from a student's school achievement?“, In: A. Lauriala, R. Rajala, H. Ruokamo & O. Ylitapio Mntyl (eds.), Navigating in educational contexts, Rotterdam, SensePublishers, 31–40.