Introduction

Prof. Florrie 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 of New York University and the City University of New York Graduate Center. She was an Associate Editor of the journal Child Development and currently serves as an Associate Director of the CUHK Brain and Mind Institute. Her research and teaching have been recognized with the Young Researcher Award, Research Excellence Award, and the Faculty Exemplary Teaching Award of CUHK. Her research has been featured in overseas and local media, including Al Jazeera English, the American Broadcasting Company, the British Broadcasting Company, and the New York Times. At CUHK, she teaches courses related to achievement motivation, adolescent development, and parenting.

Research Interest

• Parenting cognitions and practices
• Parental socialization and child development in understudied populations
• Dysfunctional self-regulation and parenting intervention
• Neuroscience of parenting
• Children’s motivation and achievement
• Early childhood development and school readiness

Recent Publications

1. von Suchodoletz, A., Leyva, D., Ren, L., Li, Y., Zhang, Z., Yu, D., & Ng, F. F. (in press). How Chinese grandmothers and mothers share books with toddlers and relations with toddlers’ verbal contributions. Developmental Psychology.

2. Li, Y., Ng, F. F., Sze, I., & Yau, J. Y. P. (2025). A self-guided, academic-focused online parenting program to promote positive parenting and parent well-being: A randomized controlled trial in Hong Kong. Children and Youth Services Review, 173, 108275.

3. Ng, F. F. & Li, Y. (2025). Parenting goals and values in Asian cultures. In X. Chen (Ed.), Asian parenting: meanings, characteristics, and implications (pp. 43-66). Routledge.

4. Rothenberg, W. A., Ng, F. F., & Bornstein, M. H. (2025). Parenting in Majority World Asian countries. In X. Chen (Ed.), Asian parenting: meanings, characteristics, and implications (pp. 294-318). Routledge.

5. Tsethlikai, M., Cole, A., Hoffman, A. J., Bang, M., & Ng, F. F. (2024). To heal, grow, and thrive: Engaging Indigenous paradigms and perspectives in developmental science. Child Development, 95, 1817–1828.

6. Zeng, T., Ng, J. Y. Y., Lubans, D. R., Lonsdale, C., Ng, F. F., & Ha, A. S. (2024). A family-based physical activity intervention guided by self-determination theory: facilitators’ and participants’ perceptions. International Journal of Educational Research, 127, 102385.

7. Li, W., Ng, F. F., & Chiu, C.-D. (2024). When parents are at fault: development and validation of the parental guilt and shame proneness scale. Journal of Personality Assessment, 106, 595-608.

8. Zhang, M., Ng, F. F., Yu, D., & Von Suchodoletz (2024). Granny and Mama: Grandmothers’ and mothers’ interactions with toddlers during block play in urban China. Early Childhood Research Quarterly.

9. Zhang, M., Ng, F. F., Hong, Y. Y., Wei, J., & Liu, R.-D. (2023). My child and I: Self-and child-reference effects among parents with self-worth contingent on children’s performance. Memory, 31, 1244-1257.
10. Wei, J., Pomerantz, E. M., Ng, F. F., Yu, Y., Wang, M., & Wang, Q. (2022). Do the effects of parents’ involvement on youth’s academic adjustment vary with youth’s developmental phase? Contemporary Educational Psychology, 71, 102118.
11. Zhang, M. & Ng, F. F. (2022). Chinese adolescents’ perceptions of parental socialization goals: Variations by ethnicity and gender. Journal of Early Adolescence, 42, 995-1025.
12. Qu. Y., Rompilla, D., Wang, Q., & Ng, F. F. (2020). Youth’s negative stereotypes of teen emotionality: Reciprocal relations with emotional functioning in Hong Kong and Mainland China. Journal of Youth and Adolescence, 49, 2003-2019.
13. Wei, J., Sze, I., Ng, F. F., & Pomerantz, E. M. (2020). Parents’ responses to their children’s performance: A process examination in the United States and China. Developmental Psychology, 56, 2331-2344.
14. Ng, F. F., & Wei, J. (2020). Delving into the minds of Chinese parents: What beliefs motivate their learning-related practices? Child Development Perspectives, 14, 61-67.
15. Ng, J., Xiong, Y., Qu, Y., Cheung, C., Ng, F. F., Wang, M. & Pomerantz, E. M. (2019). Implications of Chinese and American mothers' goals for children’s emotional distress. Developmental Psychology, 55, 2616-2629.
16. 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.
17. 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.
18. 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.
19. 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.