Publications

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 Bulletin (ISSBD Special Section on Emotion Regulation Across the Life Span), 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

Wehrly, S. E., Bonilla, C., Perez, M., & Liew, J. (2013). Controlling parental feeding practices and child body composition in ethnically and economically diverse preschool children. Appetite.

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.

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.

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.

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.

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.

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.

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.

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.