Browsing by Author "Kovala-Viita, Minna"

The objective of this literature review is to examine the associations between student’s temperament and his/her adjustment and achievement in school context. It also considers how temperament-conscious knowledge could be taken into account in everyday schooling. Student’s temperament is related to his/her self-regulation skills and working style. It is also associated with the quality of teacher-student interaction and student’s innate ability to behave according to school expectations. So called “school temperament” (high task-orientation, high personal social flexibility and low reactivity) corresponds with teachers’ description of the “ideal student” and is associated with better school adjustment as well as academic performance. Temperament-conscious education encourages teachers to take into account and appreciate students’ individual differences in temperament. Learning environment which pays attention to student’s individual needs can best support his/her development and learning. Teachers are in a key position to promote their students’ positive school adaptation and academic achievement. Therefore, teacher education programs should educate future teachers about the associations of student’s temperament with teaching-learning-processes. Students’ adjustment and achievement in school context can be enhanced by training and practicing both students’ self-regulation skills and achievement-related behaviors. Furthermore, students should also have possibilities to use their own temperament-based strengths in learning. Positive and supportive relationships between teachers and students may have a buffering effect on students’ development. A relatively large body of previous research evidence suggests that temperament-conscious education could be part of the high-quality education.