Qian WANG





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Ph.D.,Illinois
Associate Professor
Rm 337, Sino Building
qianwang@cuhk.edu.hk
3943 6456
2603 5019





Teaching Areas2021-2022
PSYC4902- Practicum in Education & Human Development
PSYC3002- Special Topics in Education & Human Development
PSYC5150- Developmental Psychology
PSYC6000- Major Psychological Approaches



2020-2021
PSYC4902 Practicum in Education & Human Development
PSYC6000 Major Psychological Approaches
PSYC5150 Developmental Psychology
PSYC5220 Independent Study in Human Development
PSYC5230 Independent Study in Social Psychology










Research InterestsSocial and personality development during childhood and adolescence; parents', teachers', and peers' roles in children's development; contextual (e.g., cultural, historical, and socioeconomic) influences on socialization and child development.
My current research concerns a range of topics including parenting, academic motivation, emotional adjustment, moral reasoning, self and identity, and civic engagement. Most of the work focuses on children and youth and pays particular attention to the role of contextual factors such as culture and socioeconomic status. It is hoped that my research will not only fill in the gaps in the scholastic understanding of social and personality development, but also serves the needs of the society to promote the wellbeing of children and youth.






PublicationsRepresentative
Lin, L., Huang, C., & Wang, Q. (2015). Parenting in contemporary China: The dynamics of interdependence and independence. In G. Nicolas, A. Bejarano, & D. L. Lee (Eds.).Contemporary Parenting: A Global Perspective(pp. 59-80). Abingdon, UK: Routledge.
Helwig, C. C., To, S., Wang, Q., Liu, C. Q., & Yang, S. G. (2014). Judgments and reasoning about parental discipline involving induction and psychological control in China and Canada.Child Development, 85, 1150–1167.
Wang, Q., Chan, H. W., & Lin, L. (2012). Antecedents of Chinese parents' autonomy support and psychological control: The interplay between parents' self-development socialization goals and adolescents' school performance.Journal of Youth and Adolescence, 41,1442-1454.
Wang, Q., & Ng, F. F. (2012). Chinese students' implicit theories of intelligence and school performance: Implications for their approach to schoolwork.Personality and Individual Differences, 52,930-935.
Wang, Q., & Pomerantz, E. M. (2009). The motivational landscape of early adolescence in the United States and China: A longitudinal investigation.Child Development, 80,1280-1296.








Other InformationEditorial Board Member, Journal of Youth and Adolescence;Adolescent Research Review.