Research related to Emotion and Self-regulation (free downloads for research and education purposes)
Liew, J., Kwok, O., Chang, Y., Chang, B. W., and Yeh, Y. (2014). Parental autonomy support predicts academic achievement through emotion-related self-regulation and adaptive skills in Chinese American adolescents. Asian American Journal of Psychology, 5, 214-222.
Liew, J. (2014). Parenting and emotion regulation in the adaptive and academic competencies of Chinese American youth. International Society for the Study of Behavioral Development (ISSBD) Bulletin, 65, 10-12.
Liew, J., Lench, H. C., Kao, G., Yeh, Y., Kwok, O. (2014). Avoidance temperament and social-evaluative threat in college students’ math performance: A mediation model of math and test anxiety. Anxiety, Stress & Coping: An International Journal, 27, 650-661. doi:10.1080/10615806.2014.910303
Liew, J. (2012). Effortful control, executive functions, and education: Bringing self-regulatory and social-emotional competencies to the table. Child Development Perspectives, 6, 105-111.
Eisenberg, N., Sulik, M. J., Spinrad, T. L., Edwards, A., Eggum, N. D., Liew, J., Sallquist, J., Popp, T. K., Smith, C. L., & Hart, D. (2012). Differential susceptibility and the early development of aggression: Interactive effects of respiratory sinus arrhythmia and environmental quality. Developmental Psychology, 48, 755-768.
Eggum, N. D., Eisenberg, N., Reiser, M., Spinrad, T. L., Michalik, N. M., Valiente, C., Liew, J., & Sallquist, J. (2012). Relations over time among children’s shyness, emotionality, and internalizing problems. Social Development, 21, 109-129.
Liew, J., Johnson, A. Y., & Smith, T. R., Thoemmes, F. (2011). Parental expressivity, child physiological and behavioral regulation, and child adjustment: Testing a three-path mediation model. Early Education and Development, 22, 549-573.
Liew, J., Eisenberg, N., Spinrad, T. L., Eggum, N. D., Haugen, R., Kupfer, A., Reiser, M., Smith, C. L., Lemery-Chalfant, K., & Baham, M. E. (2011). Physiological regulation and fearfulness as predictors of young children’s empathy-related reactions. Social Development, 20, 111-134.
Valiente, C., Eisenberg, N., Haugen, RG, Spinrad, T. L., Hofer, C., Liew, J., & Kupfer, A. (2011). Children’s effortful control and academic achievement: Mediation through social functioning. Early Education and Development, 22, 411-433.
Liew, J., Castillo, L. G., Chang, B.W., & Chang, Y. (2011). Temperament, self-regulation, and school adjustment in Asian American children. In F. Leong, L. Juang, D. B. Qin, & H. E. Fitzgerald (Eds.), Asian American and Pacific Island Children’s Mental Health, Volume 1: Development and Context (pp. 119-139). Westport, CT: Praeger Publishers.
Liew, J., Chen, Q., & Hughes, J. N. (2010). Child effortful control, teacher-student relationships, and achievement in academically at-risk children: Additive and interactive effects. Early Childhood Research Quarterly, 25, 51-64.
Eisenberg, N., Haugen, R., Spinrad, T., Hofer, C., Chassin, L., Zhou, Q., Kupfer, A., Smith, C. L., Valiente, C., & Liew, J. (2010). Relations of temperament to maladjustment and ego resiliency in at-risk children. Social Development, 19, 577-600.
Liew, J., Chang, Y., Kelly, L., Yalvac, B. (2010). Self-regulated and social emotional learning in the multitasking generation. In D. Sahhuseyinoglu & D. Ilisko (Eds.), How Do Children Learn Best (pp. 62-70). Ankara, Turkey: Children’s Research Center.
Eisenberg, N., Valiente, C., Spinrad, T. L., Cumberland, A., Liew, J., Reiser, M., Zhou, Q., & Losoya, S. H. (2009). Longitudinal relations of children’s effortful control, impulsivity, and negative emotionality to their externalizing, internalizing, and co-occurring behavior problems. Developmental Psychology, 45, 988-1008.
Sallquist, J. V., Eisenberg, N., Spinrad, T. L., Reiser, M., Hofer, C, Zhou, Q., Liew, J., & Eggum, N. (2009). Positive and negative emotionality: Trajectories across six years and relations with social competence. Emotion, 9, 15-28.
Liew, J., McTigue, E. M., Barrois, L., & Hughes, J. N. (2008). Adaptive and effortful control and academic self-efficacy beliefs on literacy and math achievement: A longitudinal study on 1st through 3rd graders. Early Childhood Research Quarterly, 23, 515-526.
Eisenberg, N., Hofer, Spinrad, T., Gershoff, E. T., Valiente, C., Losoya, S., Zhou, Q., Cumberland, A., Liew, J., Reiser, M., & Maxon, E. (2008). Understanding parent-adolescent conflict discussions: Concurrent and across-time prediction from youths’ dispositions and parenting. Monographs of the Society for Research on Child Development, 73, 2, 1-180.
Spinrad, T. L., Eisenberg, N., Gaertner, B., Popp, T., Smith, C., Kupfer, A., Greving, K., Liew, J., Hofer, C. (2007). Relations of maternal socialization and toddlers’ effortful control to the children’s adjustment and social competence. Developmental Psychology, 43, 1170-1186.
Eisenberg, N., Michalik, N., Spinrad, T. L., Kupfer, A., Valiente, C., Hofer, C., Liew, J., & Cumberland, A. (2007). The relations of effortful control and impulsivity to children’s sympathy: A longitudinal study. Cognitive Development, 22, 544-567.
Valiente, C., Eisenberg, N., Spinrad, T., Reiser, M., Cumberland, A., Losoya, S., & Liew, J. (2006). Relations among mothers’ expressivity, children’s effortful control, and their problem behaviors: A four-year longitudinal study. Emotion, 6, 459-472.
Smith, Cynthia, L., Eisenberg, N., Spinrad, T. L., Chassin, L., Morris, A. S., Kupfer, A., Liew, J., Cumberland, A., Valiente, C, & Kwok, O. (2006). Children’s coping strategies and coping efficacy: Relations to parent socialization, child adjustment, and familial alcoholism. Development and Psychopathology, 18, 445-469.
Eisenberg, N., Zhou, Q., Liew, J., Champion, C., Pidada, S. (2006). Emotion, emotion-related regulation, and social functioning. In X. Chen, D. French, & B. Schneider (Eds.), Peer relationships in cultural context (pp. 170-200). Cambridge University Press.
Eisenberg, N., Zhou, Q., Spinrad, T. L., Valiente, C., Fabes, R. A., & Liew, J. (2005). Relations among positive parenting, children’s effortful control, and externalizing problems from childhood to adolescence: A three-wave longitudinal study. Child Development, 76, 1055-1071.
Liew, J., Eisenberg, N., & Reiser, M. (2004). Preschoolers’ effortful control and negative emotionality, immediate reactions to disappointment, and quality of social functioning. Journal of Experimental Child Psychology, 89, 298-319.
Eisenberg, N., Liew, J., & Pidada, S. U. (2004). The longitudinal relations of regulation and emotionality to quality of Indonesian children’s socioemotional functioning. Developmental Psychology, 40, 805-812.
Eisenberg, N., Liew, J., & Pidada, S. U. (2001). The relations of parental emotional expressivity to Indonesian children’s quality of social functioning. Emotion, 1, 116-136.
Eisenberg, N., Pidada, S., & Liew, J. (2001). The relations of regulation and negative emotionality to Indonesian children’s social functioning. Child Development, 72, 1747-1763.
Research related to Empathy and Moral Development
Eisenberg, N, Hofer, C., Sulik, M. J., & Liew, J. (in press). The development of prosocial moral reasoning and a prosocial orientation in young adulthood: Concurrent and longitudinal correlates. Developmental Psychology.
Arghode, V., Yalvac, B., & Liew, J. (2013). Teacher empathy and science education: A collective case study. Eurasia Journal of Mathematics, Science, & Technology Education, 9, 89-99.
Eisenberg, N., & Liew, J. (2009). Empathy. In R. A. Shweder, T. R. Bidell, A. C. Dailey, S. D. Dixon, P. J. Miller, and J. Modell, (Eds.), The Child: An Encyclopedic Companion (pp. 316-318). Chicago: University of Chicago Press.
Liew, J., Eisenberg, N., Losoya, S. H., Fabes, R. A., Guthrie, I. K., & Murphy, B. (2003). Children’s physiological indices of empathy and their socioemotional adjustment: Does caregivers’ expressivity matter? Journal of Family Psychology, 17, 584-597.
Boeckmann, R. J., & Liew, J. (2002). Hate speech: Asian American students’ justice judgments and psychological responses. Journal of Social Issues, 58, 363-381.
Research related to Childhood Obesity
Wehrly, S. E., Bonilla, C., Perez, M., & Liew, J. (in press). Controlling parental feeding practices and child body composition in ethnically and economically diverse preschool children. Appetite.
Diep, C. S., Foster, M., McKyer, E. L. J., Goodson, P., Guidry, J. J., & Liew, J. (in press). What are Asian-American youth consuming? A systematic literature review. Journal of Immigrant and Minority Health.
Liew, J., Xiang, P., Johnson, A. Y., & Kwok, O. (2011). Effortful persistence and body mass as predictors of running achievement in children and youth: A longitudinal study. Journal of Physical Activity and Health, 8, 234-243.
Research related to Education and Academic Competence
McTigue, E., & Liew, J. (2011). Principles and practices for building self-efficacy in middle grades language-arts classrooms. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84, 114-118.
Chen, Q., Hughes, J. N., Liew, J., & Kwok, O. (2010). Joint contributions of peer acceptance and peer academic reputation to achievement in academically at risk children. Journal of Applied Developmental Psychology, 31, 448-459.
Liew, J., & McTigue, E. M. (2010). Educating the whole child: The role of social and emotional development in achievement and school success. In L. E. Kattington (Ed.), Handbook of Curriculum Development (pp. 465-478). Hauppauge, NY: Nova Sciences Publishers, Inc.
Luo, W., Hughes, J. N., Liew, J., & Kwok, O. (2009). Classifying first grade children into engagement types: Association with long-term achievement trajectories. Elementary School Journal, 109, 380-405.
McTigue, E. M., Washburn, E. K., & Liew, J. (2009). Academic resilience and reading: Building successful readers. The Reading Teacher, 62, 422-432.
Research related to Children’s Mental Health
Turner, E. A., & Liew, J. (2010). Children’s adjustment and child mental health service use: The role of parents’ attitudes and personal service use in an upper middle class sample. Community Mental Health Journal, 46, 231-240.