Early Adolescent Temperament Questionnaire EATQ-R

Abstract

The Early Adolescent Temperament Questionnaire—Revised (EATQ-R) is a psychometrically rigorous instrument designed to assess individual differences in temperament among youth transitioning into adolescence. Developed initially by Capaldi and Rothbart (1992) and substantially revised by Ellis and Rothbart (2001, 2002), this measure focuses on temperamental dimensions relevant to the unique developmental challenges of early adolescence, such as increasing autonomy, pubertal changes, and shifting social dynamics. The EATQ-R utilizes parallel self-report and parent-report formats, providing a comprehensive assessment of emotional reactivity, attention, and psychological development in this age group.

Keywords

Temperament, Adolescence, Self-Regulation, Effortful Control, Negative Affectivity, Psychological Assessment, Developmental Psychology, Capaldi, Rothbart.

Authors

Deborah M. Capaldi, Mary K. Rothbart, Leslie K. Ellis.

Purpose

The primary purpose of the EATQ-R is to provide a detailed, multidimensional assessment of temperament dimensions in the early adolescent population. It aims to operationalize constitutionally based individual differences in emotional reactivity and self-regulation that are predictive of later behavioral outcomes and adjustment during a critical period of developmental change.

By capturing specific facets of temperament—such as inhibitory control, attention focusing, and different forms of negative affectivity—the EATQ-R allows researchers to examine how inherent temperamental styles interact with environmental factors to influence adolescent psychological development, resilience, and vulnerability to psychopathology.

Construct

The EATQ-R is firmly rooted in Mary Rothbart’s psychobiological model of temperament, which defines temperament as individual differences in reactivity and self-regulation. The questionnaire organizes these differences into three high-order factors:

• Effortful Control (EC): The capacity to voluntarily regulate attention and behavior, including the ability to plan, suppress inappropriate responses, and shift focus as required.
• Negative Affectivity (NA): The propensity to experience distress and negative emotions, encompassing dimensions such as fear, sadness, and frustration/anger.
• Surgency/Extraversion: Characterized by positive anticipation, high activity level, impulsivity, and the tendency to approach novel stimuli and situations.

The scale measures specific lower-order dimensions, such as Shyness, Attentional Focusing, Affiliation, and Inhibitory Control, which together provide a nuanced profile of the adolescent’s regulatory system.

Validity

The development and validation work conducted by Capaldi and Rothbart (1992) established the initial factor structure and construct validity for the early version of the measure. The subsequent revision (EATQ-R) led by Ellis (2002) further refined the instrument, enhancing its fit to the multidimensional model of temperament.

The EATQ-R demonstrates strong evidence of concurrent and predictive validity, showing expected correlations with external measures of behavior problems (e.g., externalizing and internalizing symptoms), social competence, and academic performance. The inclusion of both self-report and parent-report versions allows for cross-informant comparisons, strengthening the overall ecological validity of the temperament assessments.

Reliability

The EATQ-R exhibits robust psychometric Reliability. Internal consistency, typically measured using Cronbach’s alpha, is established across the various subscales, generally falling within the acceptable to excellent range (e.g., 0.70 to 0.90) in published research. This indicates that items within each subscale consistently measure the intended construct.

Furthermore, studies establishing test-retest Reliability confirm the stability of the temperament dimensions measured by the EATQ-R over short- and medium-term intervals, supporting the use of the instrument for longitudinal research focused on adolescent psychological development trajectories.

Factor Analysis

Both exploratory and confirmatory Factor Analysis were critical steps in the refinement of the EATQ-R. This statistical methodology was utilized to verify that the items clustered according to the hypothesized temperament dimensions, confirming the distinction between latent factors such as Effortful Control and Negative Affectivity.

The resulting factor structure consistently supports the hierarchical organization of temperament, with specific scales (e.g., Inhibitory Control, Shyness) loading onto the three broad factors (EC, NA, Surgency). The careful application of Factor Analysis has ensured that the EATQ-R provides an accurate, differentiated assessment of the underlying components of individual differences in temperament during early adolescence.

Instrument

Test Type: Psychological Questionnaire (Temperament Inventory)

Format: Likert-type scale, typically ranging from 1 (Almost always untrue) to 5 (Almost always true). The instrument is available in parallel Self-Report (65 items) and Parent-Report (62 items) versions.

Language Available: English (Original version).

Population Group: Early Adolescent Youth.

Age Group: Typically 11 to 14 years old.

Population Details: Used extensively in developmental psychology research to study normal variation and clinical risk related to temperament.

Test Methodology: The EATQ-R requires respondents to rate the frequency or intensity of specific behaviors, emotional responses, or attentional patterns exhibited by the adolescent over a recent period.

Keywords

Effortful Control, Inhibitory Control, Negative Affect, Surgency, Self-Report, Parent-Report, Psychological Development, Measurement, Psychometrics.

Authors

Author ORCID Identifier: N/A

Affiliation Email addresses: Samuel Putnam (Contact for CBQ/related scales): [email protected]

Correspondence Address: Department of Psychology, Bowdoin College, 6900 College Station, Brunswick, ME 04011 (Associated with M.K. Rothbart’s research group).

Permissions & Fee and Test Year

Test Year: Original Development 1992; Revision (EATQ-R) 2001/2002.

Permissions and Use: The EATQ-R and related questionnaires are intended for research purposes only. Interested researchers must complete a request form detailing their intended use of the measures. Following research completion, users are requested to share their results pertaining to the temperament scales with the authors to contribute to ongoing validation efforts.

The instrument in its entirety can be found on pages 179-187 of “Individual Differences and Adolescent Psychosocial Development” (Ellis, 2002). The original PDF can be downloaded here: http://www.bowdoin.edu/ha‎vingsputnam/rothbart-temperament-questionnaires/pdf/ellis-dissertation-2002.pdf

Reference’s

1. Capaldi, D. M., & Rothbart, M. K. (1992). Development and validation of an early adolescent temperament measure. Journal of Early Adolescence, 12, 153-173.
2. Ellis, L. K., & Rothbart, M. K. (2001, April). Revision of the Early Adolescent Temperament Questionnaire. Poster presented at the biennial meeting of the Society for Research in Child Development, Minneapolis, MN.
3. Ellis, L. K. (2002). Individual differences and adolescent psychological development. Unpublished doctoral dissertation, University of Oregon.
4. Ellis, L. K., & Rothbart, M. K. (2001). Revision of the Early Adolescent Temperament Questionnaire. Poster presented at the 2001 Biennial Meeting of the Society for Research in Child Development, Minneapolis, Minnesota.

Items of the Early Adolescent Temperament Questionnaire EATQ-R

Self-Report

1. It is easy for me to really concentrate on homework problems.
2. I feel pretty happy most of the day. R
3. I think it would be exciting to move to a new city.
4. I like to feel a warm breeze blowing on my face.
5. If I’m mad at somebody, I tend to say things that I know will hurt their feelings.
6. I notice even little changes taking place around me, like lights getting brighter in a room.
7. I have a hard time finishing things on time.
8. I feel shy with kids of the opposite sex.
9. When I am angry, I throw or break things.
10. It’s hard for me not to open presents before I’m supposed to. R
11. My friends seem to enjoy themselves more than I do.
12. I tend to notice little changes that other people do not notice.
13. If I get really mad at someone, I might hit them.
14. When someone tells me to stop doing something, it is easy for me to stop.
15. I feel shy about meeting new people.
16. I enjoy listening to the birds sing.
17. I want to be able to share my private thoughts with someone else.
18. I do something fun for awhile before starting my homework, even when I’m not supposed to. R
19. I wouldn’t like living in a really big city, even if it was safe. R
20. It often takes very little to make me feel like crying.
21. I am very aware of noises.
22. I tend to be rude to people I don’t like.
23. I like to look at the pattern of clouds in the sky.
24. I can tell if another person is angry by their expression.
25. It bothers me when I try to make a phone call and the line is busy.
26. The more I try to stop myself from doing something I shouldn’t, the more likely I am to do it. R
27. I enjoy exchanging hugs with people I like.
28. Skiing fast down a steep slope sounds scary to me. R
29. I get sad more than other people realize.
30. If I have a hard assignment to do, I get started right away.
31. I will do most anything to help someone I care about.
32. I get frightened riding with a person who likes to speed.
33. I like to look at trees and walk amongst them.
34. I find it hard to shift gears when I go from one class to another at school. R
35. I worry about my family when I’m not with them.
36. I get very upset if I want to do something and my parents won’t let me.
37. I get sad when a lot of things are going wrong.
38. When trying to study, I have difficulty tuning out background noise and concentrating. R
39. I finish my homework before the due date.
40. I worry about getting into trouble.
41. I am good at keeping track of several different things that are happening around me.
42. I would not be afraid to try a risky sport, like deep-sea diving.
43. It’s easy for me to keep a secret.
44. It is important to me to have close relationships with other people.
45. I am shy.
46. I am nervous of some of the kids at school who push people into lockers and throw your books around.
47. I get irritated when I have to stop doing something that I am enjoying.
48. I wouldn’t be afraid to try something like mountain climbing.
49. I put off working on projects until right before they’re due. R
50. When I’m really mad at a friend, I tend to explode at them.
51. I worry about my parent(s) dying or leaving me.
52. I enjoy going places where there are big crowds and lots of excitement.
53. I am not shy. R
54. I am quite a warm and friendly person.
55. I feel sad even when I should be enjoying myself, like at Christmas or on a trip.
56. It really annoys me to wait in long lines.
57. I feel scared when I enter a darkened room at home.
58. I pick on people for no real reason.
59. I pay close attention when someone tells me how to do something.
60. I get very frustrated when I make a mistake in my school work.
61. I tend to get in the middle of one thing, then go off and do something else. R
62. It frustrates me if people interrupt me when I’m talking.
63. I can stick with my plans and goals.
64. I get upset if I’m not able to do a task really well.
65. I like the crunching sound of autumn leaves.

Parent-Report

1. Worries about getting into trouble.
2. When angry at someone, says thing s/he knows will hurt that person’s feelings.
3. Has a hard time finishing things on time. (R)
4. Thinks traveling to Africa or India would be exciting and fun.
5. If ha‎ving a problem with someone, usually tries to deal with it right away.
6. Has a hard time waiting his/her turn to speak when excited. (R)
7. Often does not seem to enjoy things as much as his/her friends.
8. Opens presents before s/he is supposed to. (R)
9. Would be frightened by the thought of skiing fast down a steep slope. (R)
10. Feels like crying over very little on some days.
11. If very angry, might hit someone.
12. Likes taking care of other people.
13. Likes to be able to share his/her private thoughts with someone else.
14. Usually does something fun for awhile before starting her/his homework, even though s/he is not supposed to.
15. Finds it easy to really concentrate on a problem.
16. Thinks it would be exciting to move to a new city.
17. When asked to do something, does it right away, even if s/he doesn’t want to.
18. Would like to be able to spend time with a good friend every day.
19. Tends to be rude to people s/he doesn’t like.
20. Is annoyed by little things other kids do.
21. Gets very irritated when someone criticizes her/him.
22. When interrupted or distracted, forgets what s/he was about to say. (R)
23. Is more likely to do something s/he shouldn’t do the more s/he tries to stop her/himself. (R)
24. Enjoys exchanging hugs with people s/he likes.
25. Slams doors when angry.
26. Is sad more often than other people realize.
27. Can generally think of something to say, even with strangers.
28. Wouldn’t be afraid to try a risky sport like deep sea diving.
29. Expresses a desire to travel to exotic places when s/he hears about them.
30. Worries about our family when s/he is not with us.
31. Gets irritated when I will not take her/him someplace s/he wants to go.
32. Doesn’t criticize others. (R)
33. Is hardly ever sad, even when lots of things are going wrong. (R)
34. Would like driving a racing car.
35. Has a difficult time tuning out background noise and concentrating when trying to study. (R)
36. Usually finishes her/his homework before it’s due.
37. Likes it when something exciting and different happens at school.
38. Usually gets started right away on difficult assignments.
39. Is good at keeping track of several different things that are happening around her/him.
40. Is energized by being in large crowds of people.
41. Tends to try to blame mistakes on someone else.
42. Makes fun of how other people look.
43. Wants to have close relationships with other people.
44. Is shy.
45. Gets irritated when s/he has to stop doing something s/he is enjoying.
46. Usually puts off working on a project until it is due. (R)
47. Is able to stop him/herself from laughing at inappropriate times.
48. Is afraid of the idea of me dying or leaving her/him.
49. Is often in the middle of doing one thing and then goes off to do something else without finishing it. (R)
50. Is not shy. (R)
51. Is quite a warm and friendly person.
52. Sometimes seems sad even when s/he should be enjoying her/himself like at Christmas, or on a trip.
53. Doesn’t enjoy playing softball or baseball because s/he is afraid of the ball.
54. Likes meeting new people.
55. Feels scared when entering a darkened room at night.
56. Wouldn’t want to go on the frightening rides at the fair. (R)
57. Hates it when people don’t agree with him/her.
58. Gets very frustrated when s/he makes a mistake in her/his school work.
59. Is usually able to stick with his/her plans and goals.
60. Pays close attention when someone tells her/him how to do something.
61. Is nervous being home alone.
62. Feels shy about meeting new people.