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In Press

Lin, L., Pomerantz, E. M., Zheng, L., & Robins, R. (in press). Covariations between mothers’ school climate perceptions and children’s academic adjustment in Mexican-origin families. Child Development.

Pomerantz, E. M., Ng, J., & Ng, F.F.-Y. (in press). The role of culture in parents’ responses to children’s performance: The case of the West and East Asia. In E. Brummelman (Ed.), Psychological perspectives on praise. Abingdon, UK: Routledge.

2020

Qu, Y., Pomerantz, E. M, & Wu, G. (2020). Countering youth’s negative stereotypes of teens fosters constructive behavior. Child Development, 91, 197-213.

Qu, Y., Pomerantz, E. M., Wang, Q., & Ng, F. F. (2020). Stereotypes of teens in Hong Kong and Chongqing: Implications for risk taking during early adolescence. Developmental Psychology, 56, 1092-1106.

Wei, J. Sze, I. N., Ng, F. F., & Pomerantz, E. M. (2020). Parents’ responses to their children’s performance: A process examination in the United States and China, Developmental Psychology, 56, 2331-2344.

Xiong, Y., Qin, L., Wang, M., & Pomerantz, E. M. (2020). Parents’ peer restriction in the United States and China: A longitudinal study of early adolescents. Developmental Psychology, 56, 1760-1774.

2019

Barger, M., Kim, E. M., Kuncel, N., & Pomerantz, E. M. (2019). The relation of parents' involvement in children's learning to children’s adjustment: A meta-analysis. Psychological Bulletin, 145, 855-890.

Ng, F. F., Pomerantz, E. M., Lam, S., & Deng, C. (2019). The role of mothers’ child-based worth in their affective responses to children’s performance. Child Development, 90, e161-e185.

Ng, J., Xiong, Y., Qu, Y., Cheung, C, Ng, F. F-Y., Wang, M., & Pomerantz, E. M. (2019). Implications of Chinese and American mothers' goals for children's emotional distress. Developmental Psychology, 55, 2616-2629.

Pomerantz, E. M., Cheung, C. S., & Qin, L. (2019). Relatedness between children and parents: Implications for motivation. In R. Ryan (Ed.), Oxford handbook of motivation (2nd Edition). New York: Oxford University Press.

Wei, J. Pomerantz, E. M., Ng, F. F., Yu, Y., Wang, M., & Wang, Q. (2019). Why does parents’ involvement in youth’s learning vary across elementary, middle, and high school? Contemporary Educational Psychology, 56, 262-274.

Zhang, X., Pomerantz, E. M., Qin, L., Logis, H., Ryan, A., & Wang, M. (2019). Early adolescent social status and academic engagement: Selection and influence processes in the United States and China. Journal of Educational Psychology, 111, 1300-1316.

2018

Qu, Y., Pomerantz, E. M., McCormick, E., & Telzer, E. H. (2018). Youth’s conceptions of adolescence predict longitudinal changes in prefrontal cortex activation and risk taking during adolescence. Child Development, 89, 773-783.

Zhang, X., Pomerantz, E. M., Qin, L., Logis, H., Ryan, A., & Wang, M. (2018). Characteristics of likability, perceived popularity, and admiration in the early adolescent peer system in the United States and China. Developmental Psychology, 54, 1568-1581.

2017

Bhargava, S., Bámaca-Colbert, M. Y., Witherspoon, D. P., Pomerantz, E. M., & Robins, R. W. (2017). Examining socio-cultural and neighborhood factors associated with trajectories of Mexican-origin mothers’ education-related involvement. Journal of Youth and Adolescence, 46, 1789-1804.

Pomerantz, E. M., & Grolnick, W. S. (2017). The role of parenting in children’s motivation and competence: What underlies facilitative parenting? In A. Elliot, C. S. Dweck, and D. Yeager (Eds.), Handbook of competence and motivation (2nd Edition): Theory and application (pp. 566-585). New York: Guilford Press

2016

Cheung, C., Pomerantz, E. M., Qu, Y., & Wang, M. (2016). The role of parents’ control and autonomy support in the United States and China: Beyond children’s reports. Child Development, 87, 1992-2007.

Qu, Y., Pomerantz, E. M., Wang, M., Cheung, S., & Cimpian, A. (2016). Conceptions of adolescence: Implications for differences in engagement in school over early Adolescence in the United States and China. Journal of Youth and Adolescence, 45, 1512-1526.

Rowe, M., Ramani, G., & Pomerantz, E. M. (2016). Parental involvement and children’s motivation and achievement: A domain-specific perspective. To appear in K. Wentzel and D. Miel (Eds.), Handbook of motivation at school (2nd Ed.). Routledge, Taylor, & Francis.

Zhang, X., Pomerantz, E. M., Setoh, P., Qu, Y., & Wang, M. (2016). The role of affect in the positive self: Two longitudinal studies of young adolescents in the United States and China. Journal of Personality and Social Psychology, 111, 83-97.

2015

Bindman, S. W., Pomerantz, E. M., & Roisman, G. I. (2015). Children’s executive functions account for associations between early autonomy-supportive parenting and children’s achievement through high school. Journal of Educational Psychology, 107, 756-770.

Cheung, C. S., & Pomerantz, E. M. (2015). Value development underlies the benefits of parents’ involvement in children’s learning: A longitudinal investigation in the United States and China. Journal of Educational Psychology, 107, 309-320.

Pomerantz, E. M., & Monti, J. S. (2015). Measuring parents’ involvement in children’s education. In S. M. Sheridan and E. M. Kim (Eds.), Research on family-school partnerships: An interdisciplinary examination of state of the science and critical needs. Volume 1: Foundational aspects of family-school partnerships (pp. 55-76). Springer: Switzerland.

Qu, Y., & Pomerantz, E. M. (2015). Divergent school trajectories in early adolescence in the United States and China: An examination of underlying mechanisms. Journal of Youth and Adolesence, 44, 2095-2109.

Setoh, P., Qin, L., Zhang, X., & Pomerantz, E. M. (2015). The social self in early adolescence: Two longitudinal investigations in the United States and China. Developmental Psychology, 51, 949-961.

2014

Monti, J. D., Pomerantz, E. M., & Roisman, G. I. (2014). Can parents’ involvement in children’s education offset the effects of early insensitivity on academic functioning? Journal of Educational Psychology, 106, 859-869.

Ng, F. F., Pomerantz, E. M., & Deng, C. (2014). Why are Chinese parents more psychologically controlling than American parents? “My child is my report card”. Child Development, 85, 355-369.

Pomerantz, E. M., & Qin, L. (2014). Reciprocal pathways between autonomous motivation and affect: A longitudinal investigation of American and Chinese early adolescents. Journal of Research on Adolescence, 24, 646-653.

Pomerantz, E. M., Ng, F. F., Cheung, C. S., & Qu, Y. (2014). How to raise happy children who succeed in school: Lessons from China and the United States. Child Development Perspectives, 8, 71-76.

Qu, Y., Pomerantz, E. M., & Deng, C. (2014). American and Chinese parents’ goals for their early adolescents: Content and transmission. Journal of Research on Adolescence, 26, 126-141.

2013

Cheung, C., Pomerantz, E. M., & Dong, W. (2013). Does adolescents' disclosure to their parents matter for their academic adjustment? Child Development, 84, 693-710.

Ng, F. F., Pomerantz, E. M., & Lam, S. (2013). Mothers’ beliefs about children’s learning in Hong Kong and the United States: Implications for mothers’ child-based worth. International Journal of Behavioral Development, 37, 387-394.

Pomerantz, E. M., & Kempner, S. G. (2013). Mothers’ daily person and process praise: Implications for children’s theory of intelligence and motivation. Developmental Psychology, 49, 2040-2046.

Qin, L., & Pomerantz, E. M. (2013). Reciprocal pathways between American and Chinese early adolescents’ sense of responsibility and disclosure to parents. Child Development, 84, 1887-1895.

2012

Cheung, C., & Pomerantz, E. M. (2012). Why does parents' involvement in children's learning enhance children’s achievement? The role of parent-oriented motivation. Journal of Educational Psychology, 104, 820-832.

Pomerantz, E. M., Cheung, C. S., & Qin, L. (2012). Relatedness between children and parents: Implications for motivation (pp. 335 – 349). In R. Ryan (Ed.), Oxford handbook of motivation. New York: Oxford University Press.

Pomerantz, E. M., Kim, E. M., & Cheung, C. S. (2012). Parents’ involvement in children’s learning. In K. R. Harris, S. Graham, T. C. Urdan, S. Graham, J. M. Royer, and M. Zeidner (Eds.), APA educational psychology handbook (pp. 417-440). Washington, DC: American Psychological Association.

2011

Cheung, S., & Pomerantz, E. M. (2011). Parents' involvement in children's learning in the United States and China: A longitudinal investigation. Child Development, 82, 932-950.

Pomerantz, E. M., Qin, L., Wang, Q., & Chen, H. (2011). Changes in early adolescents’ sense of responsibility to their parents in the United States and China: Implications for their academic functioning. Child Development, 82, 1136-1151.

2010

Moorman, E. A., & Pomerantz, E. M. (2010). Ability mindsets influence the quality of mothers’ involvement in children’s learning: An experimental investigation. Developmental Psychology, 46, 1354-1362.

Pomerantz, E. M., & Moorman, E. A. (2010). Parents’ involvement in children’s school lives: A context for children’s development. In J. Meece and J. Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 398-416). New York: Routledge.

2009

Grolnick, W. S., & Pomerantz, E. M. (2009). Issues and challenges in studying parental control: Toward a new conceptualization. Child Development Perspectives, 3, 165-170.

Pomerantz, E. M., & Grolnick, W. S. (2009). Toward a clear and inclusive conceptualization of parental control: Response to the commentaries. Child Development Perspectives, 3, 176-177.

Pomerantz, E. M., & Wang, Q. (2009). The role of parents' control in children's development in Western and East Asian countries. Current Directions in Psychological Science, 18, 285-289.

Pomerantz, E. M., Qin, L., Wang, Q., & Chen, H. (2009). American and Chinese early adolescents’ inclusion of their relationships with their parents in their self-construals. Child Development, 80, 792-807.

Qin, L., Pomerantz, E. M., & Wang, Q. (2009). Are gains in decision-making autonomy during early adolescence beneficial for emotional functioning? The case of the United States and China. Child Development, 80, 1705-1721.

Wang, Q., & Pomerantz, E. M. (2009). The motivational landscape of early adolescence in the US and China: A longitudinal study. Child Development, 80, 1272-1287.

2008

Moorman, E. A., & Pomerantz, E. M. (2008). Mothers’ cognitions about children’s self-control: Implications for mothers’ responses to children’s helplessness. Social Development.

Moorman, E. A., & Pomerantz, E. M. (2008). The role of mothers’ control in children’s mastery orientation: A time frame analysis. Journal of Family Psychology, 22, 734-741.

Pomerantz, E. M., & Thompson, R. (2008). Parents’ role in children’s personality development: The psychological resource principle. O. P. John, R. W. Robins, and L. A. Pervin (Eds.), Handbook of personality: Theory and research (3rd Ed., pp. 351-374). New York: Guilford Press.

Pomerantz, E. M., Ng, F. F., & Wang, Q. (2008). Culture, parenting, and motivation: The case of East Asia and the US. In M. L. Maehr, S. A. Karabenick, and T. C. Urdan (Eds.), Advances in motivation and achievement: Social psychological perspectives (Vol. 15, pp. 209-240). Bingley, United Kingdom: Emerald Group Publishing.

2007

Berenbaum, H., Thompson, R. J., & Pomerantz, E. M. (2007). The relation between worrying and concerns: The importance of perceived probability and cost. Behaviour Research and Therapy, 45, 301-311.

Ng, F. F., Pomerantz, E. M., & Lam, S. (2007). Chinese and European American parents’ responses to children's success and failure: Implications for children's responses. Developmental Psychology, 43, 1239-1255.

Pomerantz, E. M. & Shim, S. (2007). The role of goal investment in self-regulation: Benefits and costs. In J. Shah and W. Gardner (Eds.), Handbook of Motivational Science (393-404). New York: Guilford.

Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s schooling: More is not necessarily better. Review of Educational Research, 77, 373-410.

Wang, Q., Pomerantz, E. M., & Chen, H. (2007). The role of parents’ control in early adolescents’ psychological functioning: A longitudinal investigation in the United States and China. Child Development, 78, 1592-1610.

2006

Kenney-Benson, G., Pomerantz, E. M., Ryan, A., & Patrick, H. (2006). Sex differences in math performance: The role of how children approach school. Developmental Psychology, 42, 11-26.

Pomerantz, E. M., & Dong, W. (2006). The effects of mothers’ perceptions of children’s competence: The moderating role of mothers’ theories of competence. Developmental Psychology, 42, 950-961.

Pomerantz, E. M., Ng, F. F., & Wang, Q. (2006). Mothers’ mastery-oriented involvement in children’s homework: Implications for the well-being of children with negative perceptions of competence. Journal of Educational Psychology, 98, 99-111.

2005

Altermatt, E. R., & Pomerantz, E. M. (2005). The tradeoffs of selecting high-achieving versus low-achieving friends: A longitudinal analysis. Social Development, 14, 61-81.

Kenney-Benson, G. A., & Pomerantz, E. M. (2005). The role of mothers’ use of control in children’s perfectionism: Implications for the development of depressive symptoms. Journal of Personality, 73, 23-46.

Pomerantz, E. M., Grolnick, W. S., & Price, C. A. (2005). The role of parents in how children approach achievement: A dynamic process perspective. In A. Elliot and C. W. Dweck (Eds.), Handbook of competence and motivation (pp. 259-278). New York: Guilford Press.

Pomerantz, E. M., Wang, Q., & Ng, F. F. (2005). Mothers’ affect in the homework context: The importance of staying positive. Developmental Psychology, 41, 414-427.

Pomerantz, E. M., Wang, Q., & Ng, F. F. (2005). The role of children’s competence experiences in the socialization process: A dynamic process framework for the academic arena. In R. Kail (Ed.), Advances in child development and behavior (Vol. 33, pp. 193-227). San Diego: Academic Press.

2004

Franuik, R., Pomerantz, E. M., & Cohen, D. (2004). The causal role of theories of relationships: Consequences for satisfaction and cognitive strategies. Personality and Social Psychology Bulletin, 30, 1494-1507.

Ng, F. F., Kenney-Benson, G., & Pomerantz, E. M. (2004). Children’s achievement moderates effects of mothers’ use of control and autonomy support. Child Development, 75, 764-780.

Pomerantz, E. M., Ng, F., & Wang, Q. (2004). Gender socialization: A Parent x Child model. In A. H. Eagly, A. Beall, and R. Sternberg (Eds.), Handbook of the psychology of gender (2nd Ed., pp. 120-144). New York: Guilford Press.

Roberts, B. W., & Pomerantz, E. M. (2004). Re-examining the person-situation debate through the lens of personality development. Personality and Social Psychology Review, 8, 402-416.

2003

Altermatt, E. R., & Pomerantz, E. M. (2003). The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends. Journal of Educational Psychology, 95, 111-123.

Pomerantz, E. M., & Rudolph, K. D. (2003). What ensues from emotional distress? Implications for competence estimation. Child Development, 74, 329-346.

Pomerantz, E. M., Ruble, D. N., & Bolger, N. (2003). Supplementing the snapshots with video footage: Taking a developmental approach to understanding social-psychological phenomena. In C. Sansone, C. C. Morf, and A. T. Panter (Eds.), The Sage Handbook of methods in social psychology (pp. 405-425). New York: Sage.

2002

Altermatt, E. R., Pomerantz, E. M., Ruble, D. N., Frey, K. S., & Greulich, F. K. (2002). Predicting changes in children’s self-perceptions of academic competence: A naturalistic examination of evaluative discourse among classmates. Developmental Psychology, 38, 903-917.

Franuik, R., Cohen, D., & Pomerantz, E. M. (2002). Implicit theories of relationships: Implications for relationship maintenance. Personal Relationships, 9, 345-367.

Pomerantz, E. M., Altermatt, E. R., & Saxon, J. L. (2002). Making the grade but feeling distressed: Gender differences in academic performance and internal distress. Journal of Educational Psychology, 94,396-404.

2001

Pomerantz, E. M, Saxon, J., & Kenney, G. A. (2001). Self-evaluation: The development of sex differences. In G. Moskowitz (Ed.), The tenure of social cognition (pp. 59-73). Hillsdale, NJ: Erlbaum.

Pomerantz, E. M. (2001). Parent x Child socialization: Implications for the development of depressive symptoms. Journal of Family Psychology, 15, 510-525.

Pomerantz, E. M., & Eaton, M. M. (2001). Maternal intrusive support in the academic context: Transactional socialization processes. Developmental Psychology, 37, 174-186.

Pomerantz, E. M., & Saxon, J. L. (2001). Children’s conceptions of ability as stable and self-evaluative processes: A longitudinal examination. Child Development, 72, 152-173.

2000

Pomerantz, E. M., & Eaton, M. M. (2000). Developmental differences in children’s conceptions of parental control: “They love me, but they make me feel incompetent.” Merrill-Palmer Quarterly, 46, 140-167.

Pomerantz, E. M., & Newman, L. S. (2000). Looking in on the children: Using developmental psychology as a tool for hypothesis testing and model building in social psychology. Personality and Social Psychology Review, 4, 300-316.

Pomerantz, E. M., Saxon, J. L., & Oishi, S. (2000). The psychological tradeoffs of goal investment. Journal of Personality and Social Psychology, 79, 617-630.