Abstract
Abstract Self-perception during the elementary school years was examined as a correlate of individual temperament. One hundred thirty-one children in 3rd and 5th grades completed Harter's Self-Perception Profile for Children and the Dimensions of Temperament Survey-Revised. Positive self-perception was generally associated with lower activity level, higher approach, and higher task orientation. Different aspects of self-perception showed distinct relationships with specific temperament dimensions. Grade and gender also contributed to these relationships. An interactive model was used to explain the research outcomes and to suggest classroom changes that might enhance the development of positive self-perception in a wider range of children.
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