Temperament and the development of personality.

Abstract

We present a psychobiological approach to personality development, incorporating developmental principles outlined by R. B. Cairns (1979). We review individual differences in temperament and ask how a temperamental approach to personality might be congruent with these complex and flexible principles. We then illustrate the nature of temperamental processes by considering several developmental topics. We first consider the interaction of infant distress-proneness and maternal behavior in the development of attachment. We then describe the development of self-regulatory mechanisms, emphasizing development of conscience, aggression, and mastery motivation. Finally, we briefly review mechanisms of temperament and environment interaction, illustrating these processes through variable developmental pathways for risk of adolescent and adult psychopathology. Throughout, we stress the idea that temperamental models of personality development are dynamic, interactive, and fit well with Cairns's developmental principles.

The role of temperament in children's affective and behavioral responses in achievement situations

“…Theories on achievement motivation and achievement emotions suggest that students' affective and behavioral responses in achievement situations are influenced by their beliefs, expectations, interests, and goals (e.g., Bandura, 1993;Dweck & Leggett, 1988;Pekrun, 2006). Research on the role of temperament in this process has grown in the past decade (e.g., Chang & Burns, 2005;Elliot & Pekrun, 2007;Elliot & Thrash, 2002;Rothbart & Hwang, 2005), but especially among children in the beginning of their school career, the number of studies on the relationship between students' temperament and their achievement-related TEMPERAMENT, AFFECTS, AND BEHAVIORS 7 affects and behaviors is limited (for exceptions, see Chang & Burns, 2005;Harris, Robinson, Chang, & Burns, 2007;Liew et al, 2008).…”

“…Temperamental characteristics affect the kinds of environments and activities individuals choose to avoid or approach, the kinds of emotional responses the situations evoke in them, and the kinds of reactions and feedback they receive from other people (Ahadi & Rothbart, 1994;Derryberry & Rothbart, 1997;Rothbart & Hwang, 2005).…”

“…We assumed that innate characteristics set the initial level for students' responses in achievement situations, but changes in the responses across time are more likely to be influenced by students' aims, motives, and cognitions (Dweck & Leggett, 1988;Rothbart & Hwang, 2005).…”

Easily Frustrated Infants: Implications for Emotion Regulation Strategies and Cognitive Functioning

“…The infants who showed latencies in looking away and continued to try and get the toy were more likely to get frustrated. Rothbart and Ahadi (1994) conducted a study and found that toddler's ability to influence the allocation of their attention helped them regulate their reactive responses. This allowed them to turn attention deliberately away from upsetting information and begin to soothe themselves.…”

“…Nigg, Goldsmith & Sachek (2004) have provided preliminary evidence that high negative approach temperament in preschool is associated with later development of ADHD. Observational studies conducted by Rothbart & Ahadi (1994) indicated that the reactive processes can be observed to begin altering the direction of attention in late infancy perhaps as early as 6 to 8 months of age. With typical development, even very young children can be observed to shift their attention from a worrisome stimulus to sooth themselves.…”