Temperament in the Classroom

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Self-Control in School-Age Children (2014, background): “…instructional methods have since evolved, diminishing emphasis on rote practice and memorization, current evidence for self-control as a determinant of academic outcomes is stronger than for any other aspect of personality or temperament (Duckworth & Allred, 2012; Duckworth & Carlson, 2013).”
What Is Temperament Now? Assessing Progress in Temperament Research on the Twenty‐Fifth Anniversary of Goldsmith et al. () (2012, background): “Current clinical applications also have benefited from interventions that, although not specifically labeled temperament based, have demonstrated that they enhance children’s self-regulation (e.g., Duckworth & Allred, 2012).”