Abstract Temperament is an innate psychological characteristic that influences emotional responses, behavioral patterns, learning styles, and academic performance. In educational settings, understanding students’ temperament has become increasingly important for improving learning outcomes, engagement, and instructional effectiveness.
This review aims to synthesize theoretical and empirical evidence on the relationship between student temperament and learning outcomes, and to identify teaching methods and instructional strategies that are aligned with different temperament types.
In reviewed studies, a variety of methods have commonly been used to assess students’ learning styles, temperament, and psychological attitudes, including questionnaires, learning ability tests, standardized psychological tests, and teacher evaluations. Statistical techniques such as correlation, regression, and cluster analysis are often employed to analyze data and provide a comprehensive evaluation of learning outcomes.
Previous studies consistently demonstrate that temperament significantly influences learning behavior, attention, stress responses, and academic achievement. Sanguine and choleric students benefit more from interactive and competitive learning environments, whereas phlegmatic and melancholic students achieve better outcomes in stable, structured, and supportive settings. Empirical evidence further suggests that aligning teaching strategies with students’ temperament characteristics enhances learning effectiveness and student engagement.
Temperament is a critical individual factor affecting learning outcomes and academic success. Rather than attempting to change temperament, educational strategies should focus on recognizing and supporting individual differences.
Integrating temperament-sensitive teaching approaches into curriculum design can substantially improve educational quality and learning outcomes.