Session Information
09 SES 07 C, Assessing the Relations of Student and Teacher Variables in Mathematics Classrooms
Paper Session
Contribution
The current study examines associations between self- and teacher-rated temperament traits (activity, inhibition, negative emotionality, persistence, distractibility, and mood) and math grades. The sample includes 310 ninth grade students (mean age 15.0) from several schools in Finland. Analyses were conducted with multilevel modeling. All temperament traits were associated with math grades (mood nearly significantly) independent of motivation and standardized cognitive ability test performance (intelligence). However, some relations were found only for teacher-reports and some only for student-reports. These rater dependent differences are of interest and raise a question of a possible bias in teacher’s grade giving. Furthermore, the rater dependent differences emphasize need for data from multiple raters before drawing conclusions on how temperament becomes associated with school grades. The results suggest that temperament should be taken into account in schooling and in teacher education.
Method
Expected Outcomes
References
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