The Mediating Role of Teacher–Pupil Interaction in the Relationship of Pupil Temperament to Self-Esteem and School Success

Slavica Šimić Šašić, Ana Šimunić, Mira Klarin


The aim of this research was to examine the mediating role
of teacher–pupil interaction in the relationship of
temperament to self-esteem and school success among
year-7 and year-8 elementary-school pupils in Croatia and
Bosnia & Herzegovina (B&H). The assumptions on the
contribution of the dimensions of temperament (self-control
and negative affectivity) and teacher–pupil interaction
(influence and proximity) in explaining pupils' self-esteem and
school success were partially confirmed. Similar relationships
among the measured variables were confirmed in both
samples of pupils. Self-control, negative affectivity, and
teacher proximity directly predicted self-esteem, while self-
-control indirectly predicted self-esteem through teacher
proximity. Self-control and teacher proximity contributed
directly to school success, and the indirect contribution of self-
-control to school success through teacher proximity was also
significant. The results of this research indicate the importance
of the direct contribution of children's temperaments to their
self-esteem and school success, and of its indirect contribution
through the quality of the interaction with their teacher.


teacher–pupil interaction; temperament; self-esteem; school success

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