![\"Adolescents](\"https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/files\/2015\/06\/early-adolescents.jpg\")
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The EATQ-R is a revision of a 1992 instrument developed by Capaldi & Rothbart (Capaldi, D. M. & Rothbart, M. K., [1992] .\u00a0 Development and Validation of an Early Adolescent Temperament Measure. Journal of Early Adolescence, 12<\/i>, 153-173).\u00a0 The current questionnaire has been designed to specifically tap experiences common to adolescents, and is available in self- and parent-report formats.\u00a0 It assesses temperament and self-regulation via adaptation of scales used in studies of children and adults.\u00a0 The revised questionnaire also contains two behavioral scales to allow examination of the relationship of temperament to social-emotional functioning.<\/p>\n
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In addition to English versions of the original EATQ and the EATQ-R, the following non-English versions of the EATQ-R are available for download:<\/span><\/strong><\/h3>\n<\/blockquote>\n
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- An Arabic<\/strong> version of the EATQ-R Parent-Report<\/strong> Form, translated by Andrea Berger at Ben-Gurion University of Negev<\/em><\/li>\n
- Catalan<\/strong> versions of the EATQ-R Self-Report<\/strong> Form, and the Short Self- <\/strong>and Parent-Report\u00a0<\/strong>forms, translated by Monica Gonzales, with adaptation from self- to parent-report by Vicky Krieger, Juan Antonio Amador Campos, Blanca Capdevila and Albert Balsells.<\/em><\/li>\n
- A Chinese<\/strong> version of the EATQ-R Self-Report<\/strong> Form, translated by Keng-Ling Lay of National Taiwan University and Kung-Yu Hsu of Fo Guang University<\/em><\/li>\n
- Czech <\/strong>versions of the Short Self- and Parent-Report\u00a0<\/strong>forms, translated by Milo\u0148 Potm\u011b\u0161il and Petra Potm\u011b\u0161ilov\u00e1 of Palacky of University in Olomouc<\/em><\/li>\n
- Dutch<\/strong> versions of the EATQ-R Self- <\/strong>and Parent-Report<\/strong> Form, translated by Catharina A. Hartman <\/em><\/li>\n
- Farsi (Persian)<\/strong> versions of the EATQ-R Self- <\/strong>and Parent-Report<\/strong> Forms, translated by\u00a0 Fattaneh Esmaeili and Dr. Ali Noury, and Fatemeh Gharabaghi
\n<\/em><\/li>\n- Finnish<\/strong> versions of the EATQ-R Parent <\/strong>and Short Self Report<\/strong> Forms, translated by Katri Raikkonen-Talvitie and the Developmental Psychology Research Group of University of Helsinki<\/em><\/li>\n
- An Italian<\/strong> version of the EATQ-R Parent<\/strong> form, translated by Alessandra Carta<\/em>.<\/li>\n
- Japanese<\/strong> versions of EATQ-R Self- <\/strong>and Parent-Report<\/strong> Forms, translated by Atsuko Nakagawa<\/em><\/li>\n
- Norwegian<\/strong> versions of the Effortful Control scales<\/strong> of the EATQ-R Parent- and Teacher-report Forms<\/strong>, translated by Kristine Amlund Hagen.<\/li>\n
- Polish<\/strong> versions of EATQ-R Self- <\/strong>and Parent-Report<\/strong> Forms, translated by Jan Cieciuch<\/em><\/li>\n
- Portuguese (Brazilian)<\/strong> versions of the EATQ-R Self- <\/strong>and Parent-Report<\/strong>,
\ntranslated by Maria Beatriz Martins Linhares, Sofia Gracioli, Vivian Caroline Klein, and Graziela
\nNogueira de Almeida. <\/em><\/li>\n- A Portuguese (European)<\/strong> version of the EATQ-R Short<\/strong> form, translated by Marina Carvalho<\/em><\/li>\n
- Romanian<\/strong> versions of EATQ-R Self- and Parent-Report<\/strong> Forms, translated by Ioana Tincas, Oana Benga, and Elena Geangu (self report), and Georgiana Susa, Oana Benga, and Iona Tincas (parent report)<\/em><\/li>\n
- A Serbian<\/strong> version of the EATQ-R Short<\/strong> Form, translated by Bojana Dinic<\/em>.<\/li>\n
- Spanish<\/strong> versions of the EATQ-R Self- and Parent-Report<\/strong> Forms, translated by GIPSE (el Grupo de Investigaci\u00f3n en Psicolog\u00eda Evolutiva at the University of Murcia, Spain) under the supervision of Jose Antonio Carranza<\/em><\/li>\n
- A Swedish<\/strong> version of the EATQ-R Parent-Report<\/strong> Form.\u00a0 Translated by\u00a0Matilda Frick, Lilanne Eninger, & Karin Brocki<\/em><\/li>\n
- A Tagalog <\/strong> version of the EATQ-R Short<\/strong> form, translated by Nikaela Katrina M. Gamboa and Katrina Elaine R. Laygo<\/em><\/li>\n
- A Turkish<\/strong> version of the EATQ-R Self-Report<\/strong> form, translated by Dilara Demirpence and\u00a0Prof. Turkay Demir<\/span><\/em>.<\/li>\n
- An Urdu<\/strong> version of the EATQ-R Short form, translated by Asia Mushtaq, Naeem Tariq, and Fazaila Sabih<\/em>.<\/li>\n<\/ul>\n<\/div>\n
\u00a0The Questionnaire<\/h3>\n
The EATQ-R has been designed to assess temperament in adolescents aged 9-15. The Early Adolescent Temperament Questionnaire-Revised (EATQ-R) assesses the following dimensions of temperament:<\/p>\n
Temperament Scales<\/h4>\n
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- Activation Control:<\/b>The capacity to perform an action when there is a strong tendency to avoid it.<\/li>\n
- Activity Level:<\/b>Participation in activities requiring high levels of physical activity.<\/li>\n
- Affiliation:\u00a0<\/b>The desire for warmth and closeness with others, independent of shyness or extraversion.<\/li>\n
- Attention:\u00a0<\/b>The capacity to focus attention as well as to shift attention when desired.<\/li>\n
- Fear:\u00a0<\/b>Unpleasant affect related to anticipation of distress.<\/li>\n
- Frustration:\u00a0<\/b>Negative affect related to interruption of ongoing tasks or goal blocking.<\/li>\n
- High Intensity Pleasure:<\/b>The pleasure derived from activities involving high intensity or novelty.<\/li>\n
- Inhibitory Control:<\/b>The capacity to plan, and to suppress inappropriate responses.<\/li>\n
- Perceptual Sensitivity:<\/b>Detection or perceptual awareness of slight, low-intensity stimulation in the environment.<\/li>\n
- Pleasure Sensitivity:<\/b>Pleasure related to activities or stimuli involving low intensity, rate, complexity, novelty, and incongruity.<\/li>\n
- Shyness:\u00a0<\/b>Behavioral inhibition to novelty and challenge, especially social.<\/li>\n<\/ul>\n
Behavioral Scales<\/h4>\n
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- Aggression:\u00a0<\/b>Hostile and aggressive actions, including person- and object-directed physical violence, direct and indirect verbal aggression, and hostile reactivity.<\/li>\n
- Depressive Mood:\u00a0<\/b>Unpleasant affect and lowered mood, loss of enjoyment and interest in activities.<\/li>\n<\/ul>\n
\nFor questions regarding the EATQ<\/strong>, contact Sam Putnam<\/a> at sputnam@bowdoin.edu.<\/p>\n
Please note that these questionnaires are to be used for research purposes only. If you are interested in acquiring current versions of these instruments, we request that you first complete our request form<\/a>, providing us with a brief description of your plans for use of the measures. Following the completion of your research, we request that you contact us to inform us of the results of your project as they relate to the temperament scales.In this way, we hope to coordinate attempts at validation of the scales.<\/p>\n
Documentation:<\/p>\n
Ellis, L. K. (2002). Individual differences and adolescent psychological development.<\/em> Unpublished doctoral dissertation, University of Oregon. <\/a><\/p>\n