Quality of teacher–child interactions and its relations to children’s classroom engagement and disaffection in Vietnamese kindergartens

References

• Birch, S. H., and G. W. Ladd. 1997. “The Teacher-child Relationship and Children’s Early School Adjustment.” Journal of School Psychology 35 (1): 61–79. doi: 10.1016/S0022-4405(96)00029-5
   Web of Science ®Google Scholar
• Bowlby, J. 1982. Attachment and Loss: Vol. 1. Attachment. 2nd ed. New York: Basic Books.
   Google Scholar
• Buhs, E., G. Ladd, and S. Herald. 2006. “Peer Exclusion and Victimization: Processes That Mediate the Relation Between Peer Group Rejection and Children’s Classroom Engagement and Achievement.” Journal of Educational Psychology 98 (1): 1–13. doi: 10.1037/0022-0663.98.1.1
   Web of Science ®Google Scholar
• Cadima, J., T. Leal, and M. Burchinal. 2010. “The Quality of Teacher-student Interactions: Associations with First Graders’ Academic and Behavioural Outcomes.” Journal of School Psychology 48: 457–482. doi: 10.1016/j.jsp.2010.09.001
   PubMed Web of Science ®Google Scholar
• Connell, J. P., and J. G. Wellborn. 1994. Engagement Versus Disaffection: Motivated Patterns of Action in the Academic Domain. Rochester, NY: University of Rochester.
   Google Scholar
• Crick, N. R., J. M. Ostrov, J. E. Burr, C. Cullerton-Sen, E. Jansen-Yeh, and P. Ralston. 2006. “A Longitudinal Study of Relational and Physical Aggression in Preschool.” Journal of Applied Developmental Psychology 27 (3): 254–268. doi: 10.1016/j.appdev.2006.02.006
   Web of Science ®Google Scholar
• Curby, T. W., L. Brock, and B. Hamre. 2013. “Teachers’ Emotional Support Consistency Predicts Children’s Achievement Gains and Social Skills.” Early Education and Development 24: 292–309. doi: 10.1080/10409289.2012.665760
   Web of Science ®Google Scholar
• Downer, J. T., T. J. Sabol, and B. K. Hamre. 2010. “Teacher–child Interactions in the Classrooms: Toward a Theory of Within- and Cross-domain Links to Children’s Developmental Outcomes.” Early Education and Development 21: 699–723. doi: 10.1080/10409289.2010.497453
   Web of Science ®Google Scholar
• Finn, J. D., G. M. Pannozzo, and K. E. Voelkl. 1995. “Disruptive and Inattentive-withdrawn Behaviour and Achievement Among Fourth Graders.” The Elementary School Journal 95: 421–454. doi: 10.1086/461853
   Web of Science ®Google Scholar
• Finnish Advisory Board on Research Integrity. 2012. Responsible Conduct of Research and Procedures for Handling Allegations of Misconduct in Finland. Helsinki. http://www.tenk.fi/en/resposible-conduct-research-guidelines.
   Google Scholar
• Fredricks, J. A., P. C. Blumenfeld, and A. H. Paris. 2004. “School Engagement: Potential of the Concept, State of the Evidence.” Review of Educational Research 74: 59–109. doi: 10.3102/00346543074001059
   Web of Science ®Google Scholar
• General Statistics Office of Vietnam. 2016. Vietnam General Statistic Report. https://www.gso.gov.vn/default_en.aspx?tabid=782.
   Google Scholar
• Hamre, B. K., B. E. Hatfield, R. C. Pianta, and F. Jamil. 2014. “Evidence for General and Domain-specific Elements of Teacher-child Interactions: Associations with Preschool Children's Development.” Child Development 85: 1257–1274. doi: 10.1111/cdev.12184
   PubMed Web of Science ®Google Scholar
• Hamre, B. K., and R. C. Pianta. 2005. “Can Instructional and Emotional Support in the First Grade Classroom Make a Difference for Children at Risk of School Failure?” Child Development 76 (5): 949–967. doi: 10.1111/j.1467-8624.2005.00889.x
   PubMed Web of Science ®Google Scholar
• Hamre, B. K., and R. C. Pianta. 2007. “Learning Opportunities in Preschool and Early Elementary Classrooms.” In School Readiness and the Transition to Kindergarten in the Era of Accountability, edited by R. C. Pianta, M. J. Cox, and K. L. Snow, 49–83. Baltimore: Paul H. Brookes.
   Google Scholar
• Hamre, B. K., R. C. Pianta, J. T. Downer, J. DeCoster, A. J. Mashburn, S. M. Jones, and A. Hamagami. 2013. “Teaching Through Interactions: Testing a Developmental Framework of Teacher Effectiveness in Over 4,000 Classrooms.” Elementary School Journal 113 (4): 461–487. doi: 10.1086/669616
   PubMed Web of Science ®Google Scholar
• Hamre, B. K., R. C. Pianta, A. J. Mashburn, and J. T. Downer. 2007. Building a Science of Classrooms: Application of the CLASS Framework in Over 4,000 US Early Childhood and Elementary Classrooms. New York: Foundation for Child Development.
   Google Scholar
• Hu, L., and P. M. Bentler. 1999. “Cut off Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus new Alternatives.” Structural Equation Modeling: A Multidisciplinary Journal 6 (1): 1–55. doi: 10.1080/10705519909540118
   Web of Science ®Google Scholar
• Hu, B., X. Fan, C. Gu, and N. Yang. 2016. “The Applicability of the CLASS and the Underlying Conceptual Framework in Chinese Kindergarten Classrooms.” Early Education and Development 27 (5): 714–734. doi: 10.1080/10409289.2016.1113069
   Web of Science ®Google Scholar
• La Paro, K. M., R. C. Pianta, and M. Stuhlman. 2004. “The Classroom Assessment Scoring System: Findings from the Prekindergarten Year.” Elementary School Journal 104 (5): 409–426. doi: 10.1086/499760
   Web of Science ®Google Scholar
• Leyva, D., C. Weiland, M. Barata, H. Yoshikawa, C. Snow, E. Treviño, and A. Rolla. 2015. “Teacher-child Interactions in Chile and Their Associations with Pre-Kindergarten Outcomes.” Child Development 86: 781–799. doi: 10.1111/cdev.12342
   PubMed Web of Science ®Google Scholar
• Lloyd, K. S. 2014. “Student Engagement: Re-examining Behavioural Disaffection Within the Self-system Model of Motivational Development.” Doctoral diss., University of Alabama.
   Google Scholar
• LoCasale-Crouch, J., A. J. Mashburn, J. T. Downer, and R. C. Pianta. 2008. “Pre-Kindergarten Teachers’ Use of Transition Practices and Children’s Adjustment to Kindergarten.” Early Childhood Research Quarterly 23: 124–139. doi: 10.1016/j.ecresq.2007.06.001
   Web of Science ®Google Scholar
• Miceli, M., and C. Castelfranchi. 2000. “Nature and Mechanisms of Loss of Motivation.” Review of General Psychology 4 (3): 238–263. doi: 10.1037/1089-2680.4.3.238
   Google Scholar
• National Advisory Board on Research Ethics. 2009. Ethical Principles of Research in the Humanities and Social and Behavioural Sciences and Proposals for Ethical Review. Helsinki. http://www.tenk.fi/sites/tenk.fi/files/ethicalprinciples.pdf.
   Google Scholar
• NICHD Early Child Care Research Network. 2002. “The Relation of Global First Grade Classroom Environment to Structural Classroom Features, Teacher, and Student Behaviours.” The Elementary School Journal 102 (5): 367–387. doi: 10.1086/499709
   Web of Science ®Google Scholar
• Pakarinen, E., M. K. Lerkkanen, A. M. Poikkeus, N. Kiuru, M. Siekkinen, H. Rasku-Puttonen, and J. E. Nurmi. 2010. “A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens." Early Education and Development 21: 95–124. doi: 10.1080/10409280902858764
   Web of Science ®Google Scholar
• Pianta, R., C. Howes, M. Burchinal, D. Bryant, R. Clifford, D. Early, and O. Barbarin. 2005. “Features of Pre-kindergarten Programs, Classrooms, and Teachers: Do they Predict Observed Classroom Quality and Child-teacher Interactions?” Applied Developmental Science 9 (3): 144–159. doi: 10.1207/s1532480xads0903_2
   Google Scholar
• Pianta, R. C., K. M. La Paro, and B. K. Hamre. 2008. Classroom Assessment Scoring System (CLASS) Manual, Pre-K. Baltimore, MD: Paul H. Brookes Publishing.
   Google Scholar
• Pianta, R. C, K. M. La Paro, C. Payne, M. J. Cox, and R. Bradley. 2002. "The Relation of Kindergarten Classroom Environment to Teacher, Family, and School Characteristics and Child Outcomes." The Elementary School Journal 102 (3): 225–238. doi: 10.1086/499701
   Web of Science ®Google Scholar
• Ponitz, C. C., S. E. Rimm-Kaufman, K. J. Grimm, and T. W. Curby. 2009. “Kindergarten Classroom Quality, Behavioural Engagement, and Reading Achievement.” School Psychology Review 38: 102–120.
   Web of Science ®Google Scholar
• Reyes, M. R., M. A. Brackett, S. E. Rivers, M. White, and P. Salovey. 2012. “Classroom Emotional Climate, Student Engagement, and Academic Achievement.” Journal of Educational Psychology 104 (3): 700–712. doi: 10.1037/a0027268
   Web of Science ®Google Scholar
• Rimm-Kaufman, S. E., T. W. Curby, K. Grimm, L. Nathanson, and L. L. Brock. 2009. “The Contribution of Children’s Self-regulation and Classroom Quality to Children’s Adaptive Behaviors in the Kindergarten Classroom.” Developmental Psychology 45: 958–972. doi: 10.1037/a0015861
   PubMed Web of Science ®Google Scholar
• Searle, A. K., L. R. Miller-Lewis, M. G. Sawyer, and P. A. Baghurst. 2013. “Predictors of Children’s Kindergarten Classroom Engagement: Preschool Adult–Child Relationships, Self-concept, and Hyperactivity/Inattention.” Early Education and Development 24: 1112–1136. doi: 10.1080/10409289.2013.764223
   Web of Science ®Google Scholar
• Siekkinen, M., E. Pakarinen, M. K. Lerkkanen, A. M. Poikkeus, J. Salminen, E. Poskiparta, and J. E. Nurmi. 2013. “Social Competence among 6-year-old Children and Classroom Instructional Support and Teacher Stress.” Early Education and Development 24 (6): 877–897. doi: 10.1080/10409289.2013.745183
   Web of Science ®Google Scholar
• Skinner, E. A., and M. J. Belmont. 1993. “Motivation in the Classroom: Reciprocal Effects of Teacher Behaviour and Student Engagement Across the School Year.” Journal of Educational Psychology 85: 571–581. doi: 10.1037/0022-0663.85.4.571
   Web of Science ®Google Scholar
• Skinner, E. A., T. A. Kindermann, and C. Furrer. 2009. “A Motivational Perspective on Engagement and Disaffection: Conceptualization and Assessment of Children’s Behavioural and Emotional Participation in Academic Activities in the Classroom.” Educational and Psychological Measurement 69: 493–525. doi: 10.1177/0013164408323233
   Web of Science ®Google Scholar
• Suchodoletz, A. V., A. Fäsche, C. Gunzenhauser, and B. K. Hamre. 2014. “A Typical Morning in Preschool: Observations of Teacher-child Interactions in German Preschools.” Early Childhood Research Quarterly 29: 509–519. doi: 10.1016/j.ecresq.2014.05.010
   Web of Science ®Google Scholar
• Vygotsky, L. 1978. “Interaction between Learning and Development.” In Mind and Society: The Development of Higher Psychological Processes, edited by M. Cole, V. John-Steiner, S. Scribner, and E. Souberman, 79–91. Cambridge, MA: Harvard University Press.
   Google Scholar
• World Bank. 2015. Vietnam – Renovation of General Education Project. Washington, DC: World Bank Group , PAD1081.
   Google Scholar
• World Bank. 2017. Vietnam – School Readiness Promotion Project. Washington, DC: World Bank , P117393.
   Google Scholar