Logo   Reprints - Eva Pomerantz

To request a reprint, please click on the highlighted text in the list below. If the text is grayed out, that article is not yet available in PDF format.

In Press

Barger, M., Kim, E. M., Kuncel, N., & Pomerantz, E. M. (in press). The relation of parents' involvement in children's learning to children’s adjustment: A meta-analysis. Psychological Bulletin.
Pomerantz, E. M., Cheung, C. S., & Qin, L. (in press). Relatedness between children and parents: Implications for motivation. In R. Ryan (Ed.), Oxford handbook of motivation (2nd Edition). New York: Oxford University Press.
Qu, Y., Pomerantz, E. M, & Wu, G. (in press). Countering youth’s negative stereotypes of teens fosters constructive behavior. Child Development.
Zhang, X., Pomerantz, E. M., Qin, L., Logis, H., Ryan, A., & Wang, M. (in press). Early adolescent social status and academic engagement: Selection and influence processes in the United States and China. Journal of Educational Psychology.

2019

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.
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.

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., Ramini, 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.

Last Updated: May 6, 2019
Site Index