The Missing Link in Education: Understanding temperament

Introduction

Human behavior and performance are shaped by a wide range of psychological and environmental factors.

Among them, temperament, our natural style of thinking, feeling, and behaving, has increasingly drawn attention from psychologists and educators (Muris et al., 2023).

But does temperament significantly affect how we study? This article explores the historical roots, psychological theories, and practical implications of temperament in education and personal development.

Historical Background and Conceptualization of Temperament

The concept of temperament dates back to ancient Greek medicine. Hippocrates and later Galen proposed that human temperament was governed by the balance of four bodily fluids or "humors": blood, phlegm, yellow bile, and black bile.

This gave rise to the four classical temperaments: sanguine (optimistic), choleric (ambitious), melancholic (thoughtful), and phlegmatic (calm) (Zimbardo, 2024).

The existing literature is replete with many definitions of what temperament means and what role it plays in individual development.

For the purpose of this article, the term Temperament is defined as the innate, biologically influenced behavioral and emotional tendencies that shape an individual’s reactions to their environment.

The seminal work of Thomas and Chess (1978) identified temperament as a stable set of traits observable from early childhood, influencing later personality development based on nine dimensions.

These dimensions include: (1) activity level (motor activity), (2) rhythmicity (regularity of biological functions), (3) approach/withdrawal (initial response to new stimuli), (4) adaptability (ease of adjusting to changes), and (5) threshold of responsiveness (intensity of stimulation needed for response). The other dimensions include (6) intensity of reaction (energy level of responses), (7) quality of mood (amount of pleasant vs. unpleasant behavior), (8) distractibility (degree of interference from external stimuli), and (9) attention span/persistence (length of focus and continuation despite obstacles). Recent scholarship, such as Peter Muris, Liliana Lengua, and Maria Masha Gartstein, built upon Thomas and Chess's foundational framework (Lengua & Gartstein, 2025; Muris et al., 2023).

These authors have refined temperament as a multidimensional, biologically rooted construct, often integrating neurobiological, genetic, and environmental factors.

For instance, research of Lengua & Gartstein (2025) define temperament as innate emotional and behavioral patterns (e.g., reactivity, attention) that guide parenting strategies for optimal development.

Modern psychology now recognizes temperament as a biologically rooted trait shaped by both genetics and environment (Rothbart & Bates, 2006).

Tools such as the Myers-Briggs Type Indicator (MBTI) have further refined how we categorize personality types for practical application.

Beyond these conceptualizations, Dictionaries of Oxford, Cambridge, and Webster introduce new perspectives by offering more general yet accessible definitions. 1. Temperament is an individual’s typical way of behaving emotionally and reacting to situations (Oxford University Press, 2024). 2. The Cambridge Dictionary describes it as the natural part of a person’s character that affects their moods and behavior (Cambridge University Press, 2024). 3. Merriam-Webster emphasizes temperament as a person’s habitual emotional response patterns (Merriam-Webster, 2024). From these definitions, it is clear that temperament is a deeply ingrained aspect of personality that influences how individuals think, process emotions, and interact with the world.

𝐃𝐨𝐞𝐬 𝐓𝐞𝐦𝐩𝐞𝐫𝐚𝐦𝐞𝐧𝐭 𝐈𝐧𝐟𝐥𝐮𝐞𝐧𝐜𝐞 𝐇𝐨𝐰 𝐖𝐞 𝐒𝐭𝐮𝐝𝐲? Yes, it can Temperament affects cognitive processing, learning styles, and classroom behavior. For instance: • A choleric student may thrive on competition and leadership roles. • A melancholic learner may prefer solitude and deep reflection, ideal for reading and writing. • Sanguine types are generally sociable and may engage well in group work. • Phlegmatic students may require encouragement, but often bring calm and cooperation to learning environments.

Each temperament type brings strengths and limitations. If educators understand and adapt to these temperaments, student engagement and performance can improve significantly.

𝐄𝐯𝐢𝐝𝐞𝐧𝐜𝐞 𝐟𝐫𝐨𝐦 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐏𝐬𝐲𝐜𝐡𝐨𝐥𝐨𝐠𝐲 Research shows that learning is affected by various interrelated factors: • Learner-related: Motivation, self-concept, learning strategies, and temperament (Santrock, 2020). • Teacher-related: Teaching style and teacher-student relationship. • Environmental: Socioeconomic status, classroom setting, peer influence. Studies have also shown that emotional regulation, closely tied to temperament, affects academic outcomes (Blair & Raver, 2015). Temperamentally sensitive students may struggle in over-stimulating environments unless given appropriate support.

𝐏𝐞𝐫𝐬𝐨𝐧𝐚𝐥 𝐑𝐞𝐟𝐥𝐞𝐜𝐭𝐢𝐨𝐧

As someone with a predominantly melancholic temperament, I’ve discovered that my strength lies in thoughtful solitude. I thrive in quiet, structured environments where I can analyze, plan, and reflect deeply. This temperament has shaped my learning style, enabling me to excel through detailed planning, organized study routines, and reflective learning. Embracing this aspect of my personality not only improved my academic performance but also reinforced the importance of self-awareness in tailoring study strategies and making informed life decisions.

𝐑𝐞𝐜𝐨𝐦𝐦𝐞𝐧𝐝𝐚𝐭𝐢𝐨𝐧𝐬 𝐟𝐨𝐫 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧

Based on the preceding discussion, it is clear that a balanced temperament is essential for holistic human development. Consequently, it is the responsibility of both educators and policymakers to promote education on these critical traits within school systems. This can be achieved through the following recommendations:

1. Curriculum Design and Socio-Emotional Learning: Embed structured socio-emotional learning (SEL) and self-awareness competencies into the curriculum to help students and educators understand and respect diverse temperaments. This can include evidence-based activities such as reflective journaling, empathy and perspective-taking exercises, and conflict-resolution frameworks. The goal is to foster emotional intelligence, adaptability, and an inclusive mindset that supports personalized learning experiences.

2. Flexible Teaching Approaches: Encourage educators to adopt differentiated instructional strategies that accommodate diverse learner temperaments and personality profiles. This may include varying teaching formats (e.g., collaborative projects, independent research, experiential learning), adjusting pacing, and integrating both reflective and interactive activities to ensure equitable engagement and learning outcomes for all students. Teacher training programs should include modules on learner diversity and adaptive pedagogy, supported by practical classroom tools.

3. Use of Personality and Temperament Assessments: Promote the voluntary use of validated temperament and personality assessments such as the Myers–Briggs Type Indicator (MBTI), the Big Five Personality Traits (OCEAN Model), or the Keirsey Temperament Sorter (KTS) as complementary tools rather than core curriculum. These assessments can support career guidance, self-awareness programs, and individualized learning plans, helping students understand their natural strengths and collaboration styles without being prescriptive or limiting.

4.Inclusive Classroom Environments: Foster learning spaces that actively accommodate both introverted and extroverted learners through inclusive practices such as varied assessment methods (oral presentations, written reflections, portfolios), flexible participation options (digital forums, think-pair-share), and structured group roles to ensure equitable engagement. Universal Design for Learning (UDL) principles and teacher training in emotional intelligence can further ensure that all learners thrive regardless of temperament.

5.Holistic Support Systems: Collaborate with families, communities, and mental health professionals to reinforce temperament-informed strategies beyond the classroom. This includes parent workshops on emotional intelligence, resources for diverse learning styles at home, and partnerships with community organizations for mentorship and experiential learning. Schools should also integrate accessible mental health support through counseling services, peer-support programs, stress management education, and referral systems to ensure students’ emotional well-being and academic resilience are holistically addressed.

6.Assessment Reforms for Equity: Diversify assessment models to reduce bias toward a single learning or personality style. Incorporate multiple forms of assessment, such as project-based evaluations, peer assessments, and reflective portfolios, to capture varied learner strengths. Align national assessment policies with inclusive frameworks that recognize cognitive, emotional, and social development as integral to academic success.

𝐂𝐨𝐧𝐜𝐥𝐮𝐬𝐢𝐨𝐧 Temperament matters. It serves as a vital framework for understanding how individuals learn, stay motivated, and navigate life’s demands. By acknowledging and valuing these innate differences, educators and policymakers can foster more personalized, effective, and empathetic approaches to teaching and development.