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ERIC Number: ED316564
Record Type: Non-Journal
Publication Date: 1989-Aug
Pages: 21
Abstractor: N/A
Reference Count: N/A
Potential Indirect Genetic Effects on Learning: A Longitudinal Study of Temperament Effects on Achievement in Elementary School.
Martin, Roy P.; Gaddis, Lena
The relatively long-term effects of temperament on classroom achievement were studied in a cohort of elementary students while accounting for variation in cognitive ability, previous achievement, and gender. The existence of long-term effects would support the hypothesis that indirect genetic effects on learning are mediated by temperament. Initial participants were 104 children from six first-grade classrooms in one elementary school in Georgia. Scholastic aptitude was assessed in grade 1, and achievement was assessed in grades 1 and 5. Temperament measurements were obtained from the Temperament Assessment Battery for Children--Teacher Form (TABC) of R. P. Martin (1988). Achievement data were recorded for 77 of the original students when they were in fifth grade. Results indicate that distractibility, activity level, and approach tendency were related to achievement in both years, with the relationship for distractibility most evident. Results support the hypothesis that temperament has important effects on learning, suggesting that high distractibility and activity level in the first grade are risk factors for poor achievement in later elementary school grades. Two tables and four flowcharts provide study data. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A