Author(s): Panagiotis GIAVRIMIS, Efstratios PAPANIS**
This research is an attempt in investigating the attributions of teachers about cognitive, learning and psychological characteristics of “good” and “bad” students. A written questionnaire consisting of 35 items, which described potential student behaviour, was filled by 377 Primary, Secondary and University teachers from the North Aegean region. From the factor analysis we can observe five factors characterised “good” students: 1) Parent involvement and behaviour (11 items16,5% of the variance), 2)Interpersonal adjustment (9 items-10,3% of the variance), 3) Intrapersonal adjustment (6 items-7,8% of the variance), 4) Independence (6 items-5,8% of the variance), 5) Classroom behaviour (3 items-4,6% of the variance). Furthermore we can observe five factors characterised “bad” students: 1) Parent involvement and school achievement (11 items17,3% of the variance), 2)Learning behaviour (6 items-8,7% of the variance), 3) Negative behaviour (6 items-6,2% of the variance), 4) Team working (8 items-5,4% of the variance) and 5) Behaviour towards teacher (3 items-4,1% of the variance). Significant differences in teachers’ perceptions were found with the respect to teachers’ gender, age and years of service as well as regarding several questionnaire dimensions.