Faculty » Cecilia Cheung
My research aims to understand how children’s environment shapes their motivation and achievement in school. To this end, I have primarily focused on the role of parents. In one line of research, I have examined the effects of parents’ involvement in children’s learning in the United States and China, with attention to the mechanisms underlying the effects. A second line has centered on the role of children’s disclosure of their everyday activities to parents in children’s academic adjustment, focusing on the contribution of the socialization context. In a third line of work, I have begun to investigate relationships in the classroom – specifically, children’s relatedness to teachers – to elucidate how the effects of such relationships on children’s achievement vary across cultures.
Cheung, C. S. (in press). 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. Rutledge.
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.
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.
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.
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.