Stability of teacher temperament ratings over 6 and 12 months

Martin, Roy P.; Wisenbaker, Joseph M.; Matthews-Morgan, Juanita; Holbrook, James; Hooper, S. R.; Spalding, J.B.

doi:10.1007/bf00917231

Cited by 4 publications

(1 citation statement)

References 11 publications

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“…McNeil & Persson-Blennow, 1982;Matheny, 1984) and chUdhood to adolescence (e.g. Backteman & Magnusson, 1981;Martin, Wisenbaker, Matthews-Morgan, Holbrook, Hooper & Spalding, 1986), but such studies do not permit any predictions on the relationship between childhood and adult personality. Analyses of available prospective longitudinal data has also been limited by restricted theoretical paradigms that inhibit the integration of psychosocial and neurobiological factors (Berger, 1982).…”

Section: Introductionmentioning

confidence: 99%

Structure and Stability of Childhood Personality: Prediction of Later Social Adjustment

Sigvardsson

Bohman

Cloninger

1987

Child Psychology Psychiatry

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Four hundred and thirty-one children (233 boys, 198 girls) born in Stockholm, Sweden had detailed behavioral assessments at 11 and 15 yrs of age, including a detailed interview with their school teachers and at age 27 yrs were re-evaluated to identify convictions for violent or property crimes. Three dimensions of childhood personality variation were identified and rated without knowledge of later outcome. These three dimensions (novelty-seeking, harm-avoidance and reward-dependence) were largely uncorrelated with one another and each was moderately predictive of later personal and social adjustment, including type of adult criminality. Factor and correlational analyses confirmed predictions that the number and structure of personality dimensions based on teacher ratings throughout childhood is similar to that observed in self-reports by adults.

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