• Putonghua (RGC)
• Parenting and Schooling (RGC)
• Child Development (QEF)
• Parents and Students

• EDM6001

Cross-cultural & social development:

1. Chang, L., Schwartz, D., Dodge, K., & McBride-Chang, C. (in press). Harsh parenting in relation to child emotion regulation and aggression. Journal of Family Psychology.
2. Chen, X., Chang, L., & He, Y. (in press). The peer group as a social context: Mediating and moderating effects on relations between academic achievement and social functioning in Chinese children. Child Development.
3. Xu, Y., Farver, J.M., Schwartz, D., & Chang, L., (in press). Identifying aggressive victims in Chinese children's peer groups. International Journal of Behavioral Development.
4. Chang, L. (2003). Variable effects of children's aggression, social withdrawal, and prosocial leadership as functions of teacher beliefs and behaviors. Child Development, 74(2), 1-14.
5. Chang, L., Stewart, S., McBride-Chang, C., & Au, E. (2003). Life satisfaction, self-concept, and family relations in Chinese adolescents and children. International Journal of Behavioral Development, 27, 182-190.
6. Schwartz, D., Farver, J.M., Chang, L., & Lee-Shin, Y. (2002). Victimization in South Korean children's peer groups. Journal of Abnormal Child Psychology, 30, 113-125.
7. Schwartz, D., Chang, L., & Farver, J. (2001). Correlates of victimization in Chinese children's peer groups. Developmental Psychology, 37, 520-532.
8. Chang, L., Hau, K.T., & Gao, A. (2001). The effect of self-consciousness on the expression of gender views. Journal of Applied Social Psychology, 31, 340-351.
9. Chang. L. (1999). Gender role egalitarian attitudes in Beijing, Hong Kong, Florida, and Michigan. Journal of Cross-Cultural Psychology, 30, 722-741.
10. Chang, L. (1998). Self-consciousness in Chinese college students. Journal of Applied Social Psychology, 28, 550-561.

Measurement & methodology:

1. Yang, Z. & Chang, L. (in press). Generalizability theory and its applications. (In L. Chang & K. Hau (Series Editors), Social science methodology series.) Beijing: Education and Science Publishing House. (in Chinese)
2. Chang, L., Lei, L., & Guo, B. (2003). Applied multi-level analysis. (In L. Chang & K. Hau (Series Editors), Social science methodology series.) Beijing: Education and Science Publishing House. (in Chinese)
3. Chang, L., & Hoceva, D. (2000). Models of generalizability theory in analyzing existing faculty evaluation data. Applied Measurement in Education, 13, 255-275.
4. Chang, L. (1999). Judgmental item analysis of the Nedelsky and Angoff standard-setting methods. Applied Measurement in Education, 12, 151-165.
5. McBride-Chang, C., Wagner, R., & Chang, L. (1997). Growth modeling of phonological awareness. Journal of Educational Psychology, 89, 621-630.
6. Chang, L. (1997). Dependability of anchoring labels of Likert-type scales. Educational and Psychological Measurement, 57, 808-815.
7. Chang, L., Dziuban, C., Hynes, M. & Olson, A. H. (1996). Does a standard reflect minimal competency of examinees or judge competency? Applied Measurement in Education, 9, 161-173.
8. Chang, L. (1995). Connotatively consistent and reversed connotatively inconsistent items are not fully equivalent: A Generalizability study. Educational and Psychological Measurement, 55, 991-997.
9. Chang, L. (1995). Connotatively inconsistent items. Applied Measurement in Education, 8, 199-209.
10. Chang, L. (1994). A psychometric evaluation of 4- and 6-point scales in relation to reliability and validity. Applied Psychological Measurement, 18, 205-215.