Temperament ratings were made by mothers, teachers, and students enrolled in a child development course in order to determine the level of agreement across observers having varied experience with preschool and kindergarten children. Contrary to expectations, agreement did not increase with the age of the children. Furthermore, teacher and parent ratings were in no greater agreement than parent and student ratings. Instead, the teachers and students displayed the highest number of significant correlations for the temperament dimensions. Results are examined from a contextual perspective and suggest that child behavior may be differentially expressed dependent on the observational setting.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology
- Sociology and Political Science