Keogh B K
Ciba Found Symp. 1982;89:269-85. doi: 10.1002/9780470720714.ch17.
Findings from a series of studies of the educational implications of children's temperament patterns are summarized. This research has been guided by three hypotheses: (1) that there are real individual differences among children in behavioural styles or temperament; (2) that individual variations in children's patterns of temperament influence the nature of their interpersonal interactions; and (3) that perceived variations in temperament become especially powerful influences on adults' decisions when children are handicapped or at risk. Based on these assumptions, the study of temperament has followed two primary lines of research. in the first we have attempted to delineate the hypothesized link between perceived temperament variations and teachers' educational decisions. In the second we have attempted to determine the influence of perceived temperament variations on children's personal-social competence within intervention settings. Findings support a relationship between children's temperament and their achievement and adjustment in school. Temperament was related to measures of children's academic performance and to teachers' perceptions of other aspects of children's school adjustment. Further, teachers' ratings of children's temperament were related to their classroom management decisions. The results suggest that teachers' responses to children in the classroom are mediated by their perceptions of the children's temperament.
总结了一系列关于儿童气质类型的教育意义的研究结果。这项研究受到三个假设的指导：（1）儿童在行为风格或气质方面存在真正的个体差异；（2）儿童气质类型的个体差异会影响他们人际互动的性质；（3）当儿童有残疾或处于危险中时，所察觉到的气质差异对成年人的决策会产生特别强大的影响。基于这些假设，气质研究沿着两条主要的研究路线进行。第一条路线中，我们试图描绘出所察觉到的气质差异与教师教育决策之间的假设联系。第二条路线中，我们试图确定在干预环境中所察觉到的气质差异对儿童个人社交能力的影响。研究结果支持了儿童气质与其在学校的成就和适应之间的关系。气质与儿童学业成绩的衡量指标以及教师对儿童学校适应其他方面的看法有关。此外，教师对儿童气质的评分与他们的课堂管理决策有关。结果表明，教师在课堂上对儿童的反应是由他们对儿童气质的认知所介导的。
