| Popis: |
Although intelligence accounts for around 25% of the variance in achievement, attempts to find patterns of temperament that predict academic achievement have been mixed. A measure of school-related temperament was first developed, then tested using a sample of 227 subjects drawn from the Western Reserve Twin Project. Although the psychometric properties of the school-temperament measure were mixed, this measure was not only stable across raters but also predictive of standardized academic achievement tests as well as cumulative grade point average. Furthermore, behavior genetic analyses indicated that the common environment is responsible for the covariance between measures of school-related temperament. These results suggest that school-related behavior may be an important avenue through which to examine, and possibly improve, academic performance. |
