Shyness and School Adjustment Among Chinese Preschool Children: Examining the Moderating Effect of Gender and Teacher–Child Relationship

REFERENCES

• Aiken, L. S. & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.
   Google Scholar
• Arbeau, K. A., Coplan, R. J. & Weeks, M. (2010). Shyness, teacher-child relationships, and socio-emotional adjustment in Grade 1. International Journal of Behavioral Development, 34(3), 259–269. doi:10.1177/0165025409350959
   Web of Science ®Google Scholar
• Asendorpf, J. B. (1993). Abnormal shyness in children. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 34, 1069–1081.
   PubMed Web of Science ®Google Scholar
• Basow, S. (2004). The hidden curriculum: Gender in the classroom. In M. A. Paludi (Ed.), Praeger guide to the psychology of gender, (pp. 117–131). Westport, CT: Praeger.
   Google Scholar
• Bergin, C. & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21(2), 141–170. doi:10.1007/s10648–009-9104–0
   Web of Science ®Google Scholar
• Bronfenbrenner, U. & Morris, P. A. (2006). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1: Theoretical models of human development, (pp. 993–1028). Hoboken, NJ: Wiley.
   Google Scholar
• Chang, L. (2003). Variable effects of children's aggression, social withdrawal, and prosocial leadership as functions of teacher beliefs and behaviors. Child Development, 74, 535–548. doi:10.1111/1467–8624.7402014
   PubMed Web of Science ®Google Scholar
• Cheah, C. & Rubin, K. (2004). European American and Mainland Chinese mothers’ responses to aggression and social withdrawal in preschoolers. International Journal of Behavioral Development, 28(1), 83–94. doi:10.1080/01650250344000299
   Web of Science ®Google Scholar
• Chen, E. S. L. & Rao, N. (2011). Gender socialization in Chinese kindergartens: Teachers’ contributions. Sex Roles, 64(1–2), 103–116. doi:10.1007/s11199–010-9873–4
   PubMed Web of Science ®Google Scholar
• Chen, X., Cen, G., Li, D. & He, Y. (2005). Social functioning and adjustment in Chinese children: The imprint of historical time. Child Development, 76, 182–195. doi:10.1111/j.1467–8624.2005.00838.x
   PubMed Web of Science ®Google Scholar
• Chen, X., DeSouza, A. T., Chen, H. & Wang, L. (2006). Reticent behavior and experiences in peer interactions in Chinese and Canadian children. Developmental Psychology, 42, 656–665. doi:10.1037/0012–1649.42.4.656
   PubMed Web of Science ®Google Scholar
• Chen, X., Dong, Q. & Zhou, H. (1997). Authoritative and authoritarian parenting practices and social and school performance in Chinese children. International Journal of Behavioral Development, 21, 855–874. doi:10.1080/016502597384703
   Web of Science ®Google Scholar
• Chen, X., Hastings, P. D., Rubin, K. H., Chen, H., Cen, G. & Stewart, S. L. (1998). Child-rearing attitudes and behavioral inhibition in Chinese and Canadian toddlers: A cross-cultural study. Developmental Psychology, 34, 677–686. doi:10.1037/0012–1649.34.4.677
   PubMed Web of Science ®Google Scholar
• Chen, X., Rubin, K. H. & Li, Z. (1995). Social functioning and adjustment in Chinese children: A longitudinal study. Developmental Psychology, 31, 531–539. doi:10.1037/0012–1649.31.4.531
   Web of Science ®Google Scholar
• Cohen, J., Cohen, P., West, S. G. & Aiken, L. S. (2002). Applied multiple regression/correlational analysis for the behavioral science. (3rd ed.): Mahwah, NJ.
   Google Scholar
• Coplan, R. J. & Arbeau, K. A. (2008). The stresses of a “brave new world”: Shyness and school adjustment in kindergarten. Journal of Research in Childhood Education, 22(4), 377–389. doi:10.1080/02568540809594634
   Google Scholar
• Coplan, R. J., Arbeau, K. A. & Armer, M. (2008). Don't fret, be supportive! Maternal characteristics linking child shyness to psychosocial and school adjustment in kindergarten. Journal of Abnormal Child Psychology, 36, 359–371. doi:10.1007/s10802–007-9183–7
   PubMed Web of Science ®Google Scholar
• Coplan, R. J., Findlay, L. C. & Nelson, L. J. (2004). Characteristics of preschoolers with lower perceived competence. Journal of Abnormal Child Psychology, 32, 399–408. doi:10.1023/B:JACP.0000030293.81429.49
   PubMed Web of Science ®Google Scholar
• Duffy, J., Warren, K. & Walsh, M. (2001). Classroom interactions: Gender of teacher, gender of student, and classroom subject. Sex Roles, 45, 579–593. doi:10.1023/A:1014892408105
   Web of Science ®Google Scholar
• Ewing, A. R. & Taylor, A. R. (2009). The role of child gender and ethnicity in teacher–child relationship quality and children's behavioral adjustment in preschool. Early Childhood Research Quarterly, 24(1), 92–105. doi:10.1016/j.ecresq.2008.09.002
   Web of Science ®Google Scholar
• Frazier, P. A., Tix, A. P. & Barron, K. E. (2004). Testing moderator and mediator effects in counseling psychology research. Journal of Counseling Psychology, 51(1), 115–134.
   Web of Science ®Google Scholar
• Hamre, B. K. & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625–638.
   PubMed Web of Science ®Google Scholar
• Hart, H., Yang, C., Nelson, L. J., Robinson, C. C., Olsen, A. J., Nelson, D. A. & Wu, P. (2000). Peer acceptance in early childhood and subtypes of socially withdrawn behaviour in China, Russia, and the States. International Journal of Behavioral Development, 24(1), 73–81. doi:10.1080/016502500383494
   Web of Science ®Google Scholar
• Huang, C.-F. (2010). An examination of relations among Taiwanese elementary-aged children's effortful control, social relationships, and adjustment at school. PhD dissertation. Graduate College of The University of Iowa, Iowa City, IA.
   Google Scholar
• Hughes, J. N., Cavell, T. A. & Jackson, T. (1999). Influence of the teacher-student relationship on childhood conduct problems: A prospective study. Journal of Clinical Child Psychology, 28(2), 173–184. doi:10.1207/s15374424jccp2802_5
   PubMed Web of Science ®Google Scholar
• Jingbo, L. & Elicker, J. (2005). Teacher–child interaction in Chinese kindergartens: An observational analysis. International Journal of Early Years Education, 13(2), 129–143.
   Google Scholar
• Koch, J. (2003). Gender issues in the classroom. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Vol. 7. Educational psychology, (pp. 259–281). Hoboken, NJ: Wiley.
   Google Scholar
• Ladd, G. W., Buhs, E. S. & Seid, M. (2000). Children's initial sentiments about kindergarten: Is school liking an antecedent of early classroom participation and achievement? Merrill-Palmer Quarterly, 46(2), 255–279.
   Web of Science ®Google Scholar
• Ladd, G. W., Herald-Brown, S. L. & Reiser, M. (2008). Does chronic classroom peer rejection predict the development of children's classroom participation during the grade school years? Child Development, 79, 1001–1015. doi:10.1111/j.1467–8624.2008.01172.x
   PubMed Web of Science ®Google Scholar
• Ladd, G. W., Kochenderfer, B. J. & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children's school adjustment? Child Development, 68, 1181–1197. doi:10.2307/1132300
   PubMed Web of Science ®Google Scholar
• Maccoby, E. E. (1998). The two sexes: Growing up apart, coming together. Cambridge, MA: Belknap Press.
   Google Scholar
• Mantzicopoulos, P. (2005). Conflictual relationships between kindergarten children and their teachers: Associations with child and classroom context variables. Journal of School Psychology, 43, 425–442.
   Web of Science ®Google Scholar
• O'Connor, E. E., Dearing, E. & Collins, B. A. (2010). Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48(1), 120–162. doi:10.3102/0002831210365008
   Web of Science ®Google Scholar
• Pianta, R. C. (2001). Student–Teacher Relationship Scale: Professional manual. Odessa, FL: Psychological Assessment Resources.
   Google Scholar
• Qu, Z., Zou, H. & Wang, Y. (2004). Class environment: Types and its prediction on students’ school adjustment. Psychological Science, 27(1), 207–211.
   Google Scholar
• Rimm-Kaufman, S. E. & Kagan, J. (2005). Infant predictors of kindergarten behavior: The contribution of inhibited and uninhibited temperament types. Behavioral Disorders, 30(4), 331–347.
   Web of Science ®Google Scholar
• Rubin, K. H. & Coplan, R. J. (2004). Paying attention to and not neglecting social withdrawal and social isolation. Merrill-Palmer Quarterly, 50, 506–534. doi:10.1353/mpq.2004.0036
   Web of Science ®Google Scholar
• Rudasill, K. M. & Rimm-Kaufman, S. E. (2009). Teacher–child relationship quality: The roles of child temperament and teacher–child interactions. Early Childhood Research Quarterly, 24(2), 107–120.
   Web of Science ®Google Scholar
• Rydell, A.-M., Bohlin, G. & Thorell, L. B. (2005). Representations of attachment to parents and shyness as predictors of children's relationships with teachers and peer competence in preschool. Attachment & Human Development, 7(2), 187–204. doi:10.1080/14616730500134282
   PubMed Web of Science ®Google Scholar
• Thijs, J. T. & Koomen, H. M. Y. (2008). Task-related interactions between kindergarten children and their teachers: The role of emotional security. Infant and Child Development, 17(2), 181–197. doi:10.1002/icd.552
   Web of Science ®Google Scholar
• Wu, D. Y. H. (1996). Chinese childhood socialization. In M. H. Bond (Ed.), The handbook of Chinese psychology, (pp. 143–154). London, England: Oxford University Press.
   Google Scholar
• Xu, Y., Farver, J. A. M., Chang, L., Zhang, Z. & Yu, L. (2007). Moving away or fitting in? Understanding shyness in Chinese children. Merrill-Palmer Quarterly, 53, 527–556. doi:10.1353/mpq.2008.0005
   Web of Science ®Google Scholar
• Xu, Y., Farver, J. A. M., Yang, Y. & Zeng, Q. (2008). Chinese children's conceptions of shyness: A prototype approach. Merrill-Palmer Quarterly, 54, 515–544. doi:10.1353/mpq.0.0007
   Web of Science ®Google Scholar
• Yu, R. (2002). On the reform of elementary school education in China. Educational Exploration, 129, 56–57.
   Google Scholar
• Zhang, X. (2010). [Reliability and validity of Teacher-Child Relationship Scale]. Chinese Journal of Clinical Psychology, 18, 582–583.
   Google Scholar
• Zhang, X., Chen, H. & Zhang, G. (2008). Children's relationships with mothers and teachers: Linkages to problem behavior in their first preschool years. Acta Psychologica Sinica, 40, 418–426.
   Google Scholar
• Zhang, X. & Nurmi, J.-E. (2012). Teacher–child relationships and social competence: A two-year longitudinal study of Chinese preschoolers. Journal of Applied Developmental Psychology, 33(3), 125–135. doi:10.1016/j.appdev.2012.03.001
   Web of Science ®Google Scholar
• Zhang, X. & Sun, J. (2011). The reciprocal relations between teachers’ perceptions of children's behavior problems and teacher-child relationships in the first preschool year. Journal of Genetic Psychology, 172(2), 176–198.
   PubMed Web of Science ®Google Scholar