Assistant Professor of Psychology, University of California at Riverside

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. (in press). 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.
Wang, Q., Chang, L., & Cheung, C. S. (in press). Parenting and child social and academic development in China: The socialization aspect of the Asian educational miracle. In U. Kim, & Y-S., Park (Eds.), Asia's Educational Miracle: Psychological, Social and Cultural Perspectives. Springer.
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.
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.
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. New York: Oxford University Press.
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. Washington, DC: American Psychological Association.
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.
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.
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.