Search

This cross-national research examined temperament style preferences among children in three sub-Saharan African countries (i.e., Nigeria, South Africa, and Zimbabwe) and possible differences between them on four bipolar temperament styles: extroverted-introverted, practical-imaginative, thinking-feeling, and organized-flexible. Children in these three countries overwhelmingly favor practical to imaginative styles as well as organized to flexible styles. They also generally favor feeling to thinking styles. Children's preferences for extroverted and introverted styles are more balanced. Differences between countries and by gender are discussed. Implications for school psychology practice as well as viewing these four bipolar qualities as etic traits also are discussed.

Measurement of temperament is an important endeavor with international appeal; however, cross-national invariance (i.e., equivalence of test scores across countries as established by empirical comparisons) of temperament tests has not been established in published research. This study examines the cross-national invariance of school-aged children's temperament styles as measured by the Student Styles Questionnaire (SSQ). Development of the SSQ was based on Jung's theory of temperament as augmented by Myers and Briggs. A four bipolar dimension model provided an excellent fit for Australian, Chinese, Costa Rican, Philippine, United States, and Zimbabwean samples and modest fit for Gaza (Palestinian) and Nigerian samples. This study provides partial support for the conclusion that the structure of school-age children's temperament as measured by the SSQ transcends differences in languages and cultures. (Contains 7 tables and 1 figure.)

Tests often are used to assist in assessing common childhood disabilities and disorders (e.g., mental retardation). Learning disabilities and difficulties (LD) constitute the plurality, even the majority, of school-related disorders in many countries. However, tests and other assessment methods to assess LD are not available universally and, among those countries that have such methods, their use differs considerably. Issues associated with the assessment of LDs are examined. Six international authoritative sources that offer diagnostic criteria are identified. Case studies of LD in four countries (i.e., Australia, Belgium, the United States, and Zimbabwe) examine similarities and differences in how LD is conceptualized, labeled, defined, and assessed. The role of international agencies, including the International Test Commission, to promote test development and uses that address the needs of students with LD in developing countries is discussed.

Temperament styles of 600 Zimbabwe children are described and compared to those of 3,200 U.S. children. Gender and age differences are described for children in Zimbabwe and compared to U.S. children. Results indicate that Zimbabwe children generally prefer extroverted to introverted styles, practical to imaginative styles, feeling to thinking styles, and organized to flexible styles. Gender differences were found on one style: in contrast to males, females are more likely to prefer extroverted styles. Age differences are seen on extroversion-introversion, thinking-feeling, and organized-flexible styles. In contrast to U.S. children, those in Zimbabwe tend to express higher preferences for practical, feeling, and organized styles. Implications for practice are discussed. (Contains 2 tables.)

The structure of temperament styles was investigated using Rasch analysis methods with data from 397 (46% males) Zimbabwean early adolescents. The students completed the Student Styles Questionnaire (SSQ), a 69 item children's self-report measure of temperament styles that uses a forced choice item format. Each item was scored as a dichotomous Rasch scale variable. Principal component analysis of the standardized residuals yielded unidimensional latent temperament variables for extroversion-introversion (EI), practical-imaginative (PM), thinking-feeling (TF), and organized-flexible (OL) styles. Higher endorsements were found for extroversion (E) than introversion (I) styles, for practical (P) than imaginative (M) styles, for feeling (F) than thinking (T) styles, and for organized (O) than flexible (L) styles. TF style indicators seemingly were targeted more appropriately to the Zimbabwean adolescents than were EI, OL, and PM styles. Rasch modelling methods appear to have merit when constructing and using interval scale measures of temperament styles from forced choice data. [ABSTRACT FROM AUTHOR]

Biggs' (1987) Learning Process Questionnaire (LPQ) is a widely acknowledged measure of student approaches to learning. However, its utility in predicting actual school achievement and in multi-cultural contexts is unknown. This study investigated the validity of Biggs' LPQ and its underlying theory in predicting academic achievement in Zimbabwean multiracial schools. Three hundred and seventy-six Zimbabwean black (157) and white (219) students (mean age = 12.3 years; SD = .7) attending six racially integrated schools took part in the study. Students who reportedly used a surface approach to learning achieved lower levels of academic achievement compared to those who reportedly used deep and achieving approaches. Compared to white students, black students who reported higher use of a deep approach had lower academic grades. Students who reported a higher use of a surface strategy and taught by female teachers displayed significantly lower academic achievement than those who reported use of deep approaches. Support was found for the LPQ and its underlying theory. They appear to have some potential as research tool for use in Zimbabwean multiracial schools. [ABSTRACT FROM AUTHOR]