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Pupil's temperament and social position in the classroom in early adolescence
 ČEKALOVÁ, Bára
This bachelor thesis deals with temperament in the enviroment of school classroom. The main goal of this work is to discover the connection between temperament traits and social positions. The first part gathers already identified theoretical knowledge and already existing research about the connection. The second part examines this relationship in practice. The practical part consists of a quantitative study. The research sample consisted of a total of 75 pupils in the 6th and 7th grades of the Primary School. Temperament traits were determined using the EATQR questionnaire from Mary Rothbart and Les Eliss, social position using the Sociometric rating method of Vladimír Hrabal. To supplement the information, we analyzed the verbal statements of students about their classmates and compared them with a self-test questionnaire. The data were processed using Statistica 13 and Microsoft Excel. The results of the research showed that certain connections exist within this relationship, but they are not fully identical with the theoretical assumptions and previous research. In the total sample, we found connections between free control and extraversion. A statically significant positive relationship between extraversion and influence was found in a sample of boys. We did not find any significant relationship between temperament traits and social positions in the classroom in the group of girls. Verbal statements often included the evaluation of others according to marks or the evaluation of the teacher. Girls rated girls more positively and boys rated boys more positively. Inconsistencies often appeared between the self-test questionnaires and the results of the evaluation by others, which may be caused by stylization according to social desirability or a small research sample.
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