Qin, Lili
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Qin, Lili

Assistant Professor

Ph.D. (Illinois, Urbana-Champaign), M.A. (Illinois, Urbana-Champaign), M.Ed. (Beijing Normal Univ.), B.Ed. (Shandong Normal Univ.)

The key question guiding my research is that of how to facilitate children's adjustment during adolescence, a time when children often face heightened academic and emotional challenges. My work aims to understand how environmental factors (e.g., culture, parents, and peers) and child characteristics (e.g., their self-construct) may shape children's academic and emotional adjustment during this stage. Currently, I am examining cultural influences on children's relationships with their parents. A key endeavor has been to understand the trajectories of such relationships as children progress through adolescence, with attention to the implications for their academic and emotional adjustment.

Research Interests:
  • Culture
  • Adolescence
  • Parenting
  • Parent-child relationships
  • Children's motivational and emotional adjustment
Recent/ Representative Publications:
  • Setoh, P., Qin, L., Zhang, X., & Pomerantz, E. (2015).
    The social self in early adolescence: Two longitudinal investigations in the United States and China.
    Developmental Psychology, 51, 949-961.
  • Qin, L., & Pomerantz, E. (2013).
    Reciprocal pathways between American and Chinese early adolescents’ sense of responsibility and disclosure to parents.
    Child Development, 84, 1887-1895.
  • Pomerantz, E., Qin, L., Wang, Q., & Chen, H. (2011).
    Changes in early adolescents’ sense of responsibility to their parents in the United States and China: Implications for their academic functioning.
    Child Development, 82, 1136-1151.
  • Qin, L., Pomerantz, E., & Wang, Q. (2009).
    Are gains in decision-making autonomy during early adolescence beneficial for emotional functioning? The case of the United States and China.
    Child Development, 80, 1705-1721.