The Relationship of Temperament and Adjustment in Japanese Schools

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Abstract
We hypothesized that children whose temperaments match the features, demands, and values of their environment will demonstrate a better fit or adjustment to that environment. Culture is one factor that influences the environment. This study examined the temperament ideal held by Japanese teachers (N = 18) as well as the relationship between judged temperament and the adjustment of children (N = 108) in kindergarten, first-, and second-grade Japanese classrooms. A questionnaire assessed a range of temperament for both ideal and actual judgments. Temperament ideals were consistent with previous sociological research. Good adjustment was significantly related to high task orientation, persistence, and flexibility, as well as to an approaching (as opposed to a withdrawing) style and a positive mood. The child who fit the cultural ideal of a “good child” was also perceived as better adjusted to the programs, and to the adults and peers in Japanese schools.