Tests the hypothesis that students learn best when teachers use strategies consistent with students' temperament-based learning style. Analysis of 417 seventh graders did not support the hypothesis--student achievement was significantly higher when instructional strategies that were designed to promote personalized learning were used. Implications…

Investigated correlates of academic achievement, including self-concept, extracurricular activities, family environment, and gender. Findings indicated that, although self-concept and academic achievement were associated for gifted seventh and eighth graders (n=33), the two variables were not associated for academically weak students (n=33). For…