Publications
Journal Articles
* Denotes student coauthors
*Kyeong, Y., & Cheung, C. (2024). The role of mothers’ child-based self-worth in their parenting practices. International Journal of Behavioral Development. [link]
*Sheffler, P., & Cheung, C. S. (2023). Growth mindset and social comparison effects in a peer virtual learning environment. Social Psychology of Education. [link]
*Kyeong, Y., Knapp, S., Takahashi, Y., Davis, E., & Cheung, C. (2023). US and Japanese adolescents’ emotions across time: Variation by valence and arousal. Current Psychology. [link]
*Sheffler, P., & Cheung, C. (2022). Effects of mothers’ mindset and perceived child competence on their learning involvement. Journal of Experimental Education. [link]
Cheung, C. S. & *Delany, D. (2022). Measuring mothers’ warmth: Naïve observers, trained coders, and self-reports. Parenting: Science and Practice, 22, 1-10. [link]
Correa, J., Aribo, C., Stuparich, M., Nahas, S., Cheung, C., & Behbehani, S. (2022). Malfunction events in the US FDA MAUDE database: How does robotic gynecologic surgery compare to other specialties? Journal of Minimally Invasive Gynecology, 29, 300-307. [link]
Cruz, J., Devito, J., Cheung, C., Vasireddy, A., Stuparich, M. A., Nahas, S., Behbehani, S. (2022). Medical student and faculty perceptions of the COVID-19 pandemic on medical education and personal well-being. Education in the Health Profession, 5, 33-40. [link]
*Sheffler, P., Rodriguez, T., Cheung, C. S., & Wu, R. (2022). Cognitive and metacognitive, motivational, and resource considerations for learning new skills across the lifespan. WIREs Cognitive Science, 13, 2, e1585. [link]
*Kyeong, Y., Cheung, R. Y. M., & Cheung, C. S. (2021). The role of family expressiveness in American and Chinese adolescents’ emotional experiences. Social Development, 30, 1056-1076. [link]
Wu, R., Zhao, J., Cheung, C., Natsuaki, M., Rebok, G., & Strickland-Hughes, C. (2021). Learning as an important privilege: A lifespan perspective with implications for successful aging. Human Development, 65, 51-64. [link]
Zhou, E., *Kyeong, Y., Cheung, C., & Michalska, K. (2021). Shared cultural values influence mental health help-seeking behaviors in Asian and Latinx college students. Journal of Racial and Ethnic Health Disparities, 9, 1325-1334. [link]
*Delany, D., & Cheung, C. S. (2020). Transactions between adolescents’ after school activities and divergent thinking. Psychology of Aesthetics, Creativity, and the Arts, 14, 462–474. [link]
Ditta, A., Strickland-Hughes, C., Cheung, C., & Wu, R. (2020). Exposure to information increases motivation to learn more. Learning and Motivation, 72, 101668. [link]
*Sheffler, P., & Cheung, C. S. (2020). Peer mindset and students’ learning: An experimental study. British Journal of Educational Psychology, 90, 17-34. [link]
Cheung, C. S. (2019). Parents’ involvement and adolescents’ school adjustment: Teacher-student relationships as a mechanism of change. School Psychology, 34, 350-362. [link]
*Delany, D., Cheung, Y. M., Takahashi, Y., & Cheung, C. S. (2019). Adolescents' implicit theories of a creative person: A longitudinal investigation in three countries. Creativity Research Journal, 31, 52-61. [link]
*Monroy, J. A., Cheung, R. Y. M., & Cheung, C. S. (2019). Affective underpinnings of the association between autonomy support and self-regulated learning. Merrill-Palmer Quarterly, 65, 402-421. [link]
Ng, J., Xiong, Y., Qu, Y., Cheung, C. S., Ng. F., Wang, M., & Pomerantz, E. (2019). Implications of Chinese and American mothers’ goals for children’s emotional distress. Developmental Psychology, 55, 2616-2629. [link]
*Bottinelli, K., *Kyeong, Y., & Cheung, C. S. (2018). Adolescents’ drawing and divergent thinking: Does culture matter? Journal of Educational and Developmental Psychology, 8, 147-158. [link]
Cheung, C. S., & *Delany, D. (2018). Parent-oriented motivation and adolescent well-being: The case of the United States and China. International Psychology Bulletin, 22(1), 25-30.
Cheung, C. S., *Monroy, J. A., & *Delany, D. E. (2017). Learning-related values in young children’s storybooks: An investigation in the United States, China, and Mexico. Journal of Cross-Cultural Psychology, 48, 532-541. [link]
Cheung, C. S., Pomerantz, E. M., Wang, M. & Qu, Y. (2016). Controlling and autonomy-supportive parenting in the United States and China: Beyond children's reports. Child Development, 87, 1992-2007. [link]
Cheung, C. S., Wang, C., *Monroy, J., & *Couch, L. (2016). Adolescents’ implicit theories of peer relationships and their school adjustment. AERA Open, 2, 1-8. [link]
Qu, Y., Pomerantz, E., Wang, M., Cheung, C. 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. [link]
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. [link]
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. [link]
Cheung, C. S., Pomerantz, E. M., & Dong, W. (2013). Does adolescents' disclosure to their parents matter for their academic adjustment? Child Development, 84, 693-710. [link]
Cheung, C. S., & Pomerantz, E. M. (2012). Why does parents' involvement enhance children's achievement? The role of parent-oriented motivation. Journal of Educational Psychology, 104, 820-832. [link]
Cheung, C. S., & Pomerantz, E. M. (2011). Parents' involvement in children's learning in the United States and China: Implications for children's academic and emotional adjustment. Child Development, 82, 932-50. [link]
Cheung, C. S., & McBride-Chang, C. (2008). Relations of perceived maternal parenting style, practices, and learning motivation to academic competence in Chinese children, Merrill-Palmer Quarterly, 54, 1-22. [link]
Cheung, C. S., Ng, V. C. N., & McBride-Chang, C. (2007). Perceived pubertal timing, life satisfaction, and depression among early Hong Kong adolescents: Boys at risk?, Journal of Psychology in Chinese Societies, 8, 179-198. [link]
Book Chapters
* Denotes student coauthors
*Delany, D., Cheung, C., & Ream, R. (in press). Social distribution of student skills, dispositions and engagement in San Diego high schools. In S. Lamb & R. Rumberger (Eds.), Inequality in Key Skills of City Youth: An International Comparison (pp. 211- 227). American Educational Research Association.
Lin, T., Chen, J., & Cheung, C. S. (in press). The roles of peers in students’ cognitive, and academic development. In K. R. Harris, S. Graham, and T. Urdan (Eds.), The Handbook of Educational Psychology. [link]
Knapp, S., *Kyeong, Y., Cheung, C. S., & Davis, E. (2022). The interaction of gender and culture in the communication of emotion. In G. L. Schiewer, J. Altarriba, and B. C. Ng (Eds.), Handbook of Language and Emotion (pp. 871-888). Berlin, Boston: De Gruyter Mouton. [link]
Pomerantz, E. M., Cheung, C. S.-S., & Qin, L. (2019). Relatedness between children and parents: Implications for motivation. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 337–352). Oxford Library of Psychology. [link]
Cheung, C. S. (2016). Cultivating creativity among Chinese heritage students in North America. In W. Ma, & G., Li (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores (pp. 211-223). New York: Routledge. [link]
Pomerantz, E. M., Cheung, C. S., & Qin, L. (2012). Relatedness between children and parents: Implications for motivation. In R. Ryan (Ed.), Oxford handbook of human motivation (pp. 335-349). New York: Oxford University Press. [link]
Pomerantz, E. M., Moorman, E. A., & Cheung, C. S. (2012). Parents’ involvement in children’s learning. In K. R. Harris, S. Graham, and T. C. Urdan (Eds.), APA educational psychology handbook (pp. 417-440). Washington, DC: American Psychological Association. [link]
Conference proceedings
* Denotes student coauthors
LePendu, P., Cheung C., Salloum, M., *Sheffler, P., & Downey, K. (2021). Summer coding camp: Curriculum, experiences, and evaluation. Proceedings of the American Society for Engineering Education (ASEE) 2021 Annual Conference. [link]
Aribo, C., Correa, J., Stuparich, M., Nahas, S., Cheung, C., & Behbehani, S. (2021). Analysis of the US FDA MAUDE database: How does robotic gynecologic surgery compare to other specialties? American Journal of Obstetrics and Gynecology, 224, S774. [link]
Devito, J. R., Cheung, C., Stuparich, M., Nahas, S., & Behbehani, S. (2021). Medical student and faculty perceptions of the COVID-19 pandemic on medical education and personal well-being. American Journal of Obstetrics and Gynecology, 224, S806-S807. [link]
LePendu, P., Cheung C., Salloum, M., *Sheffler, P., & Downey, K. (2020). Summer code camp as a gateway to STEM. Proceedings of the 51st ACM Technical Symposium on Computer Science Education, 1351. [link]
REFERENCE Entries
* Denotes student coauthors
Cheung, C. S. (2021). Achievement gaps in the US: Past and future trends. In M. S. Wong, L. Weiner, J. Cerniak, & Lydia T. S. Yee (Eds.), Incorporating Diversity in Classroom Settings: Real and Engaging Examples for Psychology Courses. Vol 1: Ability, age, culture, ethnicity/race, gender, religion, sexual orientation, and socioeconomic status (pp. 188-190). Society for the Teaching of Psychology.
Cheung, C. S. (2021). Transnational families: A new global phenomenon. In M. S. Wong, L. Weiner, J. Cerniak, & Lydia T. S. Yee (Eds.), Incorporating Diversity in Classroom Settings: Real and Engaging Examples for Psychology Courses (Vol 1: Ability, age, culture, ethnicity/race, gender, religion, sexual orientation, and socioeconomic status) (pp. 137-139). Society for the Teaching of Psychology.
Cheung, C. S., & *Allen, A. (2018). Classrooms. CIn M. Bornstein (Ed.), The SAGE encyclopedia of lifespan human development (pp. 364-366). SAGE Publications, Inc. [link]
*Delany, D. & Cheung, C. S. (in press). Adolescent school engagement. In J. D. Jewell (Ed.), Encyclopedia of Adolescent Development.
Other Writing
Cheung, C. S. (2018). Controlling and autonomy-supportive parenting in the United States and China. American Psychological Association division 7 (Developmental Psychology) winter newsletter. [link]
Cheung, C. S. (2016). Where is the pygmalion? American Psychological Association division 7 (Developmental Psychology) summer newsletter. [link]
Semi-Technical Papers
Cheung, C. & Wang, C. (2018). Adolescents’ implicit theories of peer relationships and their school adjustment. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2018-12-18. [link]