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Temperament and Socioemotional Adjustment to Kindergarten: A Multi-Informant Perspective
DOI link for Temperament and Socioemotional Adjustment to Kindergarten: A Multi-Informant Perspective
Temperament and Socioemotional Adjustment to Kindergarten: A Multi-Informant Perspective book
Temperament and Socioemotional Adjustment to Kindergarten: A Multi-Informant Perspective
DOI link for Temperament and Socioemotional Adjustment to Kindergarten: A Multi-Informant Perspective
Temperament and Socioemotional Adjustment to Kindergarten: A Multi-Informant Perspective book
ABSTRACT
The field has yet to arrive at a consensus on how to think about temperament and context. One notion is “temperament across contexts,” a phrase implying that temperament should be constant in varying situations. At another extreme is the phrase, “temperament in context,” which might imply that temperament cannot be defined without specification of context. In the absence of established designs/paradigms to examine temperament and context interrelations, issues such as these hinge crucially on how the concepts of temperament and context are defined. However, before we turn to our definitions of temperament and context, let us briefly examine some recent findings.