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The relationship of temperament to adjustment in British infant schools.

Abstract We tested the influence of cultural setting on the relationship between temperament and adjustment in children. To evaluate patterns of adjustment within the British infant school, 30 British infant school teachers provided an ideal temperament profile for adjustment to their school. Their ideal child was seen as low key, flexible, and task oriented. Each teacher also provided actual temperament and adjustment ratings for 6 students. Several relationships between temperament and adjustment emerged from this sample of 180 children. The children were viewed as better adjusted to school if they were higher in persistence, adaptability, and approach and if they were lower in activity. Gender differences in both adjustment and temperament were found.