Professor Ng received a Ph.D. in developmental psychology from the University of Illinois at Urbana-Champaign. She was a postdoctoral fellow at the Center for Research on Culture, Development, and Education (CRCDE) of New York University and the City University of New York Graduate Center. She is currently an Associate Director of the CUHK Brain and Mind Institute.
Research interests include parenting, motivation and achievement, culture and socialization, and early childhood development.
My research focuses on the following questions:
What roles do parents play in children’s learning and achievement in school? How may parental academic socialization contribute to children’s beliefs about learning? How may parenting practices such as parental involvement and responses to children’s performance shape children’s academic functioning and performance?
What are the factors that underlie parenting practices in the academic realm? How may these practices be guided by parenting cognitions, such as parents’ socialization goals and beliefs about their role in children’s learning? How may parents’ ego-involvement in children’s learning and performance shape their parenting practices and their own emotional functioning?
In what ways do parenting cognitions and practices as well as their implications for children vary according to children’s characteristics, such as gender and achievement level? How do these parenting processes change as children grow older and why?
How may parenting cognitions and practices differ among parents who come from different backgrounds? For example, how may dominant values of a country or an ethnic group shape parents’ socialization goals and practices? How may socioeconomic status and immigrant status influence parents’ attitudes toward children’s learning and their expectations for children’s achievement?
Ellefson, M. R., Zachariou, A., Ng, F. F., Wang, Q., & Hughes, C. (in press). Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom. Journal of Experimental Child Psychology.
Pomerantz, E. M., Ng, J., & Ng, F. F. (in press). The role of culture in parents’ responses to children’s performance: the case of the West and East Asia. In E. Brummelman (Ed.), Psychological perspectives on praise. Abingdon, UK: Routledge.
Ng, J., Xiong, Y., Qu, Y., Cheung, C., Ng, F. F., Wang, M. & Pomerantz, E. M. (in press). Implications of Chinese and American mothers' goals for children’s emotional distress. Developmental Psychology.
Gutierrez, B. C., Halim, M. L. D., Ng, F. F., Kwak, K., Ortiz-Cubias, S., Cheng, G. Y.-L., & Sze, I. (in press). Gendered appearances among young children and in the media: An East-West cultural comparison. Sex Role.
Suh, D., Liang, E., Ng, F. F., & Tamis-LeMonda, C. S. (2019). Children’s block-building skills and mother-child block-building interactions across four U.S. ethnic groups. Frontiers in Psychology, 10, 1626.
Wei, J., Pomerantz, E. M., Ng, F. F., Yu, Y., Wang, M., & Wang, Q. (2019). Why does parents’ involvement in youth’s learning vary across elementary, middle, and high school? Contemporary Educational Psychology, 56, 262-274.
Ng, F. F. & Wang, Q. (2019). Asian and Asian American parenting. In M. H. Bornstein (Ed.), Handbook of Parenting. Vol. 4. Special Conditions and Applied Parenting (3rd ed., pp. 108-169). New York: Routledge, 2019. doi:https://www.taylorfrancis.com/books/e/9780429398995/chapters/10.4324/9780429398995-4
Ng, F. F., Pomerantz, E. M., Lam, S. F., & Deng, C. (2019). The role of mothers’ child-based worth in their affective responses to children’s performance. Child Development, 90, e165-181.
Ng, F. F., Tamis-LeMonda, C. S., & Sze, I. (2018). Parenting among mainland Chinese immigrant mothers in Hong Kong. In S. S. Chuang & C. Costigan (Eds.), Advances in Immigrant Family Research: An International Approach to Parenting and Parent-Child Relationships in Immigrant Families. New York: Springer.
Ng, F. F., Sze, I., Tamis-LeMonda, C. S., & Ruble, D. (2017). Immigrant Chinese mothers’ socialization of achievement in children: A strategic adaptation to the host society. Child Development, 88, 979-995.
Ellefson, M. R., Ng, F. F., Wang, Q., & Hughes, C. (2017). Efficiency of executive function: A two-generation cross-cultural comparison of samples from Hong Kong and the United Kingdom. Psychological Science, 28, 555-566.
Ng, F. F., Tamis-LeMonda, C. S., Yoshikawa, H., & Sze, I. (2015). Inhibitory control in preschool as a predictor of early math skills in first grade: Evidence from an ethnically diverse and immigrant sample. International Journal of Behavioral Development, 39, 139-149.
Pomerantz, E. M., Ng, F. F., Cheung, C. S., & Qu, Y. (2014). Raising happy children who succeed in school: Lessons from China and the United States. Child Development Perspective, 8, 71-76.
Ng, F. F., Pomerantz, E. M., & Deng, C. (2014). Why are Chinese parents more psychologically controlling than American parents? “My child is my report card.” Child Development, 85, 355-369.
Ng, F. F., Pomerantz, E. M., & Lam, S. F. (2013). Mothers’ beliefs about children’s learning in Hong Kong and the United States: Implications for mothers’ child-based worth. International Journal of Behavioral Development, 37, 387-394.
Pomerantz, E. M., Ng, F. F., & Wang, Q. (2008). Culture, parenting, and motivation: The case of East Asia and the United States. In M. L. Maehr, S. A. Karabenick, & T. C. Urdan (Eds.), Advances in Motivation and Achievement: Social Psychological Perspectives (Vol. 15, pp. 209-240). Bingley, United Kingdom: Emerald Group Publishing.
Ng, F. F., Pomerantz, E. M., & Lam, S. F. (2007). European American and Chinese Parents’ Responses to Children’s Success and Failure: Implications for Children’s Responses. Developmental Psychology, 43, 1239-1255.