Temperament Characteristics in the Third Year of Life and Behavioral Adjustment at School Entry

Abstract

The relationship between temperament characteristics at three years of age and adjustment at school entry was explored within a longitudinal design. Sixty‐five children drawn from a normal population were evaluated using the Parent Temperament Questionnaire (Thomas & Chess, 1977) at three, and again assessed at school entry using several instruments administered to mothers and teachers. In addition, a psychological assessment was completed in the school setting using standardized measures of intelligence, achievement, and self‐perception. Relatively conservative criteria were employed for establishing both atypical temperament patterns at three, as well as for determining maladjustment at follow‐up. Results indicate substantial predictive utility exists for several temperament dimensions measured at three, but that this pattern can change as a function of source of report at followup. While correlational analyses revealed generally low associations between preschool temperament characteristics and adjustment at school entry in the group as a whole, high Persistence, low Rhythmicity, and high Intensity were found to increase risk‐likelihood using a multiple‐criteria approach to an assessment of maladjustment at school entry.