THE BIASING EFFECT OF INFORMATION ABOUT CHILDRENS TEMPERAMENTAL CHARACTERISTICS - WHO IS ASSIGNED AS BAD BOY

The potential of two temperamental characteristics, motor activity and mood quality, as possible risk factors for school maladjustment was s tudied by presenting dilemma stories to 218 subjects involved in teach ing and education. Each dilemma story pertained to a transgression act (stealing or lying) committed in a classroom setting. It was suggeste d to the subjects that only one oftwo children present on the scene co uld be blamed. Each ofthe two involved was described in the narrative in some detail, both differing mainly on the level ofone of the two te mperamental characteristics studied. Results indicated that informatio n about quality and level oftemperamental characteristics ofschool chi ldren influenced the readiness ofsubjects to attribute 'bad' behavior to children with specific temperamental makeup. Children with higher a s opposed to lower levels of ascribed motor activity are more prone to be suspected of committing transgression acts, although motor activit y as such is devoid of any moral connotations. The findings shed some light on the mediating processes which may contribute to the risk valu e of certain temperamental characteristics for school adjustment.