The results of the recent studies on "dark triad" have caused this concept to become popular among the educational sciences. As the importance of these personality traits comes from the possibility of having an impact on students' learning. Many researchers believe that teachers 'personality traits may affect students' learning processes…

This study examines the correlates of creative potential in preschool children, with a focus on children's social behavior. Ninety-four preschool-aged children, their mothers, and teachers participated in the study. Mothers completed a questionnaire measure of children's shyness, and teachers reported on children's levels of shyness, prosocial…

Early childhood educators' (ECE) perceptions of gender roles may contribute to the development of children's own gender-role identities. This qualitative study examined 40 Canadian female ECEs' perceptions of gender and children's shy, aggressive, and prosocial behaviors. Content analysis of extensive interviews revealed three themes: (1) shyness…

This research examined the hypothesis that temperament and sex moderate the contribution of peer victimization to children's subsequent adjustment (aggression and depressive symptoms). Children (125 boys, 158 girls; M age = 7.95 years, SD = 0.32; 77.7% White, 22.3% minority) and teachers reported on overt and relational victimization. Parents…

Play is both a right of children and a learning method for preschoolers and school aged children. It is influenced by all forms of social change on a local and global level. The rapid pace of life and the competitive modern lifestyle, particularly in western societies, are leading to a decrease in spontaneous play and to its replacement by more…

Background: This study examines how and why children change in aggression and delinquency from age 6 to 15 years. Besides assessing the shape of the developmental trajectories of aggression and delinquency, we investigated whether child personality characteristics, parenting, and interactions between these two predict the development of…

Based on formulations about the possible consequences for adaptation of gender non-normative behaviour, we investigated predictive and concurrent relations of hyperactivity and shyness to various aspects of adaptation focusing on possible effects of sex. At ages 5-6, parents and preschool teachers rated hyperactivity and shyness for 151 children…

In this paper, we review findings from Project Competence on the nature of personality development from middle childhood through the early adult years and place these findings in the context of current research on temperament and personality traits. In a series of studies using data drawn from the Project Competence longitudinal project, we have…

Educable mentally retarded adolescent boys and girls and nonretarded age peers were contrasted on the Behavior Problems Checklist. Mentally retarded students showed more Coonduct Disorder (aggression and disruption) and Personality Problem (anxiety and withdrawal) kinds of maladjustment. Results are discussed in eight of prior findings and needed…

A behaviorally-uninhibited temperament, callous-unemotional (CU) features, and harsh parenting have been associated with specific patterns of aggressive behavior in older children and adolescents. We tested the additive and interactive effects of these factors in predicting different types of aggressive behavior in a high-risk preschool sample.…

This study compares middle school students' and teachers' perceptions regarding the effectiveness of intervention and prevention strategies commonly used by children, teachers, and nonteaching staff to address bullying among students as identified in the research literature. Both quantitative and qualitative methods were used. The results indicate…