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THE RELATIONSHIPS BETWEEN TEMPERAMENT CHARACTERISTICS, INTELLIGENCE, TASK‐ENGAGEMENT AND MATHEMATICS ACHIEVEMENT
Author(s) -
MEVARECH ZEMIRA R.
Publication year - 1985
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1985.tb02620.x
Subject(s) - temperament , psychology , task (project management) , developmental psychology , academic achievement , intellectual ability , cognition , social psychology , personality , management , neuroscience , economics
S ummary . This study investigated the relations between pupils' temperament, intellectual ability. Time On Task (TOT) and mathematics achievement. 87 second grade and 104 fourth grade children were observed for three weeks during arithmetic classes. The most important finding to emerge was the strong and consistent relationship between the pupils' temperament characteristics and academic achievement. The final multiple R between temperament, intelligence, Time On Task and mathematics achievement was 0.68 for second graders and 0.56 for fourth graders. Of particular interest was the finding that for the second grade temperament characteristics contributed to the prediction of mathematics achievement more than intellectual skills. The addition of behavioural style information to cognitive and task engagement information yielded a more accurate prediction of achievement than that obtained from either alone.