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Abstract
In recent years, advances in the study of temperament have identified a short list of temperament dimensions. These include positive emotionality/approach, fear, irritability/frustration, attentional persistence and activity level. In this article, we review research on the first four of these dimensions, briefly linking them to underlying biological systems. We then apply our knowledge of temperament to teachers' approaches to children's mastery motivation, fear of novelty, and ego based anxiety. We argue that educators' training should include a basic understanding of the development of temperament as well as methods for assessing individual differences in children's emotional reactivity and attentional self-regulation.
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Notes on contributors
Mary K. Rothbart
Mary K. Rothbart, PhD, is Professor of Psychology at the University of Oregon. She is currently on a Senior Scientist award from NIH, allowing her to study the development of temperament and attention.
Laura B. Jones
Laura B. Jones is a graduate student studying developmental psychology at the University of Oregon. She is currently on an emotion training grant from NIH to study the development of attention and its influence on emotional expression.