6533b838fe1ef96bd12a4fde

RESEARCH PRODUCT

Associations of temperament types and gender of early adolescents and teachers with adolescents’ school well‐being

Noona KiuruVille PuontiRiikka Hirvonen

subject

Maleteini-ikäisethyvinvointi050109 social psychologyDevelopmental psychologytemperamenttitemperament typenuoretgenderDevelopmental and Educational PsychologyLongitudinal StudiesChildFinlandGeneral Psychologymedia_commonitsearviointiSchools05 social sciencesGeneral MedicineMiddle Agedmurrosikäopettajattytötgoodness of fitFemalePsychologyAdultAdolescentschool well‐beingmedia_common.quotation_subjecteducationAdolescent Health050105 experimental psychologysukupuolipojat (ikäryhmät)Young AdultSex FactorsArts and Humanities (miscellaneous)Humans0501 psychology and cognitive sciencesGirlStudentsTemperamentluokanopettajatWell-beingEarly adolescentsadolescenceTemperamentSelf ReportSchool Teachers

description

This study examined the role of temperament type and gender of adolescents and teachers in adolescents’ well‐being in school. The sample consisted of 677 Finnish students and 56 classroom teachers. Parents rated adolescent temperament and teachers rated their own temperament in autumn of Grade 6. Self‐reports of school well‐being among adolescents were obtained in autumn and the fall of Grade 6. The results showed that being a girl and having resilient temperament type predicted higher school well‐being. In turn, boys with undercontrolled temperament, who were otherwise at risk for decreased school well‐being, particularly benefited from having a female teacher with resilient temperament. Overall, the results suggest that both adolescent temperament type and gender play important roles in adolescents’ well‐being in school. peerReviewed

yearjournalcountryeditionlanguage
2021-02-09Scandinavian Journal of Psychology
https://doi.org/10.1111/sjop.12729