TABLE 3.

Qualitative indicator – methods.

Art.	What was observeda			Designb	Definition of temperament
	A	B	C
1	+	−	+	1	Individual differences in the tendency of behavior with the onset in childhood and relative stability over the further course of life (Orth and Martin, 1994).
2	+	−	+	1	The authors define temperament on the basis of several current theories from which they abstract three common constructions for temperament: 1) biological fundamentals; 2) possible identification already at an early age; 3) apparent more as a tendency in behavior.
3	+	+	−	1	Temperament is described by the authors according to studies by Eisenberg et al. (2000), Rothbart et al. (2000), Derryberry and Reed (2002), Cole et al. (2004), and Zentner and Shiner (2012) as a source of specific features of the ability to possess self-control in a child.
4	+	+	−	1	The authors define temperament as inborn individual differences in reactivity and the ability to display self-control (Rothbart et al., 2004, p. 357).
5	+	−	+	1	The authors approach temperament as part of the complex of a child’s behavioral expressions with an effect on his/her social skills, which are also influenced by the level of attachment (Belsky and Fearon, 2002; Spieker et al., 2003).
6	+	+	+	1	Temperament is perceived as a multidimensional construct, which is individually different in terms of the ability to exert self-control especially in the areas of reactivity, emotions, and attention (Rothbart and Bates, 1998).
7	+	+	−	1	The authors of the study use the characteristics of temperament as a predictor of the manner or style of the social and physical interaction of the child with the environment.
8	+	+	−	1	The authors work with the assumption that temperament in childhood is one of the factors influencing the intentional attention of the child.
9	+	+	−	1	The authors of the study work with the knowledge that temperament, attention, and the ability to manage emotional expressions are identified as characteristics that have a biological basis and are relatively stable over the course of childhood (Thomas et al., 1963).
10	+	+	−	1	Understanding emotions is regarded as a crucial aspect of social awareness, which is one of the complexes of socio-emotional skills in a receptive and expressive form. One of the essential components is temperament, which, together with cognitive and other functions, influences the quality of the child’s school readiness and later his/her results in education.
11	+	-	−	1	Temperament is an individual’s biologically based, multidimensional (e.g., emotionality, activity level, shyness, effortful control) style of responding to the environment (Thomas and Chess, 1977).
12	+	+	+	1	Effortful control is defined as a child’s ability to utilize attentional resources and to inhibit behavioral responses in order to regulate emotions and related behaviors (Rothbart and Ahadi, 1994).
13	+	+	+	1; 3	Effort control is a group of temperamentally based skills viewed as the basis of self-regulation (Rothbart and Bates, 2006). EC is the efficiency of executive attention.
14	+	−	−	1	Effortful control skills represent such competencies as could account for both children’s risk of peer victimization and poor school-related outcomes.
15	+	−	−	1	Effortful control was used as an index of children’s regulatory abilities: “the efficiency of executive attention—including the ability to inhibit a dominant response and/or to activate a subdominant response, to plan, and to detect errors”
16	+	−	+	3	Temperament is an individual’s general style of responding to stimuli in the environment. It is a biologically based, multi-dimensional construct that begins to emerge during infancy and childhood, is molded by environmental forces, and provides the foundation for personality traits in older children, young people, and adults (Thomas and Chess, 1977; Kagan and Fox, 2006; Rothbart and Bates, 2006).
17	+	+	+	3	An important dimension of temperament is effortful control, the broad construct of self-regulation that incorporates a set of related skills involving emotion, attention, behavior, and cognition.
18	+	−	+	1	Effortful control, the regulatory aspect of temperament, has been defined as “the efficiency of executive attention, including the ability to inhibit a dominant response and/or to activate a subdominant response, to plan, and to detect errors” (Rothbart and Bates, 2006, p. 129).
19	+	+	+	1	Self-regulation as one of the major achievements of early childhood refers to the process through which children increasingly acquire the ability to regulate their own arousal, emotion, and behavior (Kopp, 1982; Shonkoff and Phillips, 2000).
20	+	+	+	1	Effortful control and anger/frustration are temperament characteristics which are associated with a wide range of adjustment outcomes in children and adolescents, including behavioral problems, social competence, and moral and conscience development (Eisenberg and Morris, 2002; Rothbart and Bates, 2006). As a multidimensional construct including various capacities such as the voluntary focusing of attention (e.g., concentrate when studying) and suppressing inappropriate responses (Derryberry and Rothbart, 1997; Rothbart and Bates, 2006).
21	+	+	+	1	Childhood temperament is hypothesized to drive social and personality development throughout the lifespan (Rothbart and Ahadi, 1994).
22	+	+	+	1	Temperament is “constitutionally based individual differences in reactivity and self-regulation, in the domains of affect, activity, and attention” (Rothbart and Bates, 2006).
23	+	+	+	1	Effortful control is a predictor of adaptive functioning across developmental domains in early schooling, defined as “the ability to inhibit a dominant response to perform a subdominant response and/or to activate a subdominant response, to plan, and to detect errors”, a set of temperamentally based skills that form the basis of self-regulation.
24	+	+	+	1	Temperament is constitutionally based individual differences in reactivity and self-regulation in the domains of affect, activity, and attention (Rothbart and Bates, 2006). Structurally, temperament in childhood has been defined in terms of three major domains: Negative Emotionality, Positive Affectivity/Surgency, and Extraversion (Putnam et al., 2001; Gartstein and Rothbart, 2003).
25	+	−	+	1	Temperament is emotionally motivating and shaped by human experience and adaptive variations (Derryberry and Rothbart, 1997). Temperament as the psychological source of genetics in a person, a psychic aspect of DNA (Beceren and Özdemir, 2019).
26	+	−	−	1	Children’s emotional regulation depends on their temperamental regulation or effortful control (Rothbart and Bates, 2006; Eisenberg et al., 2000).
27	+	+	−	3	The authors work with the definition of temperament as individual differences in behavioral reactivity and the ability to manage, which are directly linked to socio-emotional and communicative skills (Goldsmith and Harman, 1994).

^aWhat was observed: A = temperament, B = cognitive ability, C = social skills.

^bDesign: quantitative = 1, qualitative = 2, mixed = 3.