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Nastava i vaspitanje
2014, vol. 63, iss. 1, pp. 59-69
article language: Serbian
document type: Original Scientific Paper
published on: 04/05/2015
Temperament as a predictor of positive peer relations of younger children
aHuman Capital Solutions, Novi Sad
bUniversity of Novi Sad, Faculty of Philosophy

e-mail: jovana.trbojevic88@gmail.com, natasha.perisic@gmail.com, petrovicns@ptt.rs

Abstract

The research examines possible predictive contribution of temperament in establishing positive peer relations as, for example, peer acceptance and friendly dyads. The sample included 100 children of the first grade of an elementary school in Novi Sad. As the instruments we used: the sociometric method and a shortened version of the Temperament Assessment Scale (Thomass & Chess, 1999) for teachers. In order to determine the predictive contribution of temperament in positive peer relations we did the hiararchical regression analysis and the logic regression analysis. The results show that temperament has no statistically significant role when it comes to peer acceptance (F (6) = 2.023, p>05). On the other hand, it turned out that the dimensions of temperament, as a set of predicting factors, are a good predictive model and that they explain between 28.4% and 38.5% of the variance of the belonging to friendly dyads (x2(8)=3.511, p>.05). The dimensions 'the level of the activity', (B(1)=.567, p<.05), 'drive' (B(1)=-.771, p<.05) and 'attention' (B(1)=-.587, p<.05) were statistically significant in predicting belonging to a friendly dyad, which means that children who do not give up easily when faced with difficulties, who are energetic and have a high level of attention will become members of friendly dyads sooner. The results indicate the importance of temperament in establishing friendly dyads at early elementary-school age and the need to explore which dimensions of temperament influence the relationship of the collective to the individual.

Keywords

References

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