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.