A Comparison of Temperament and Social Skills in Predicting Academic Performance in First Graders

Abstract

Abstract This study examined the relationship between temperament, social skills, academic competence, and reading and math achievement in a group of rural first grade children. At the beginning of first grade, parents and teachers rated 104 children with the Temperament Assessment Battery and the Social Skills Rating System. At the end of first grade, the children were administered the Woodcock-Johnson Psychoeducational Battery (Reading and Math). Results showed that the teacher ratings of persistence and approach/withdrawal along with parent ratings of activity were the best predictors of academic competence. These variables accounted for 61% of the variance in teacher's ratings of academic competence. Teacher and parent ratings of persistence accounted for 24% of the variance on Woodcock-Johnson reading scores. Adaptability and persistence had the highest correlations with social skills. Teacher ratings of temperament were better than parent ratings at predicting classroom success. Practical implications are discussed.