Browsing by Author "Häme, Eerika"

Aims. The aim of this study was to find out how temperament-based flexibility and quality of mood together with gender are connected to performance in student selection for teacher training. The selection process consisted of a theory test and an aptitude test which included an interview and a group discussion. The effect of temperament on performance in Finnish teacher education selection process has not been studied much. Studies suggest there is no ideal temperament for teachers and therefore the temperament of the applicant should not affect applicant's performance in student selection for teacher training. In prior studies, temperament-based flexibility and mood have been found to be connected to school performance and other factors which could help pass the selection process. The hypothesis was that the flexibility and positive mood of applicants would help them pass both theory and aptitude tests. Another hypothesis was that women would pass the theory test more likely than men and that men would pass the aptitude test more likely than women. Methods. This study was part of the SeSTE –Selecting Students for Teacher Education -research project. There were 1104 subjects who, in the period of 2011–2014, had participated in selection process for teacher training organized by The National Selection Cooperation Network in the Field of Education (VAKAVA). The tests were held in University of Helsinki. The subjects were 17–51 years old. The temperament of the subjects was measured with Revised Dimensions of Temperament Survey (DOTS-R), as self assessment. The main method of analysis was multinomial logistic regression. Results and conclusions. Contrary to hypotheses, temperament-based flexibility and mood were not connected to performance in the theory test or in the aptitude test. Gender related hypotheses were partly confirmed, and women and younger applicants were more likely to pass the theory test than men and older applicants. Gender and age were not connected to performance in the aptitude test. When assessing the effect of temperament-based flexibility and mood, the student selection for teacher training seems to be unbiased for all applicants. The results also increase the reliability of the student selection.