Gender differences in teachers’ perceptions of students’ temperament, educational competence, and teachability
Bibliographic Data
| ID | 7675871 |
|---|---|
| Authors | Sari Mullola (0000-0001-7566-714X, University of Helsinki), Niklas Ravaja (0000-0003-1876-8731, University of Helsinki), Jari Lipsanen (0000-0003-0746-2745, University of Helsinki), Saija Alatupa (University of Helsinki), Mirka Hintsanen (0000-0003-2673-0901, University of Helsinki), Markus Jokela (0000-0003-0117-0012, University of Helsinki), Liisa Keltikangas-Jarvinen (0000-0002-7977-3852, University of Helsinki, corresponding author), Liisa Keltikangas‐järvinen |
| Year | 2012 |
| Volume | 82 |
| Issue | 2 |
| Pages | 185-206 |
| Publication date | 2012-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.2010.02017.x |
| PMID | 22583086 |
| OpenAlex | W1935526315 |
| Language | EN |
| Citations received | 33 |
| References cited | 63 |
Background. Student's temperament plays a significant role in teacher's perception of the student's learning style, educational competence (EC), and teachability. Hence, temperament contributes to student's academic achievement and teacher's subjective ratings of school grades. However, little is known about the effect of gender and teacher's age on this association. Aims. We examined the effect of teacher's and student's gender and teacher's age on teacher‐perceived temperament, EC, and teachability, and whether there is significant same gender or different gender association between teachers and students in this relationship. Sample. The participants were population‐based sample of 3,212 Finnish adolescents ( M = 15.1 years) and 221 subject teachers. Methods. Temperament was assessed with Temperament Assessment Battery for Children – Revised and Revised Dimensions of Temperament Survey batteries and EC with three subscales covering Cognitive ability, Motivation, and Maturity. Data were analyzed with multi‐level modelling. Results. Teachers perceived boys’ temperament and EC more negatively than girls’. However, the differences between boys and girls were not as large when perceived by male teachers, as they were when perceived by female teachers. Males perceived boys more positively and more capable in EC and teachability than females. They were also stricter regarding their perceptions of girls’ traits. With increasing age, males perceived boys’ inhibition as higher and mood lower. Generally, the older the teacher, the more mature he/she perceived the student. Conclusions. Teachers’ ratings varied systematically by their gender and age, and by students’ gender. This bias may have an effect on school grades and needs be taken into consideration in teacher education
Association (psychology) · Competence (human resources) · Developmental psychology · Perception · Personality · Population · Temperament · Bullying, Victimization, and Aggression · Clinical Psychology · Communication in Education and Healthcare · Education, Achievement, and Giftedness · Psychology · Social Psychology
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| Unique citing works | 33 |
|---|---|
| Citations per year | 2,2 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 32 |