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Download full textMartin, Roy P.; Gaddis, Lena – 1989
The relatively long-term effects of temperament on classroom achievement were studied in a cohort of elementary students while accounting for variation in cognitive ability, previous achievement, and gender. The existence of long-term effects would support the hypothesis that indirect genetic effects on learning are mediated by temperament.…
Descriptors: Academic Achievement, Academic Aptitude, Elementary Education, Elementary School Students
