Abstract
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.
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Keltikangas-Järvinen, L., Mullola, S. (2011). Inate Temperament Explains Too Much From a Student’s School Achievement?. In: Lauriala, A., Rajala, R., Ruokamo, H., Ylitapio-Mäntylä, O. (eds) Navigating in Educational Contexts. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-522-2_2
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DOI: https://doi.org/10.1007/978-94-6091-522-2_2
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