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.

Recent Publications

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.