Eva M. Pomerantz
Professor of Psychology, Department of Psychology, University of Illinois at Urbana-Champaign
Research Interest
Educational Psychology, Developmental Psychology
Personal Link
Eva Marie Pomerantz | Psychology at Illinois
Eva M. Pomerantz is a professor of Psychology at the University of Illinois at Urbana-Champaign. The central question guiding Dr. Pomerantz’s research is that of how to facilitate children’s motivation and achievement in school. Dr. Pomerantz’s research group focuses primarily on the role of parents, with a current study on how to support parents in optimizing children’s learning in the area of math. A key theme of Dr. Pomerantz’s research is understanding how the cultural context in which children and parents reside shapes children’s motivation and achievement; to date, the focus has been on the United States and China.
SELECTED PUBLICATIONS
- Barger, M. M., Wu, J., Xiong, Y., Oh, D. D., Cimpian, A., & Pomerantz, E. M. (2022). Parents’ responses to children’s math performance in early elementary school: Links with parents’ math beliefs and children’s math adjustment. Child development, 93(6), e639-e655. https://doi.org/10.1111/cdev.13834
- Grolnick, W. S., & Pomerantz, E. M. (2022). Should parents be involved in their children’s schooling? Theory Into Practice, 61(3), 325-335. https://doi.org/10.1080/00405841.2022.2096382
- Oh, D. D., Barger, M. M., & Pomerantz, E. M. (2022). Parents’ Math Anxiety and Their Controlling and Autonomy-Supportive Involvement in Children’s Math Learning: Implications for Children’s Math Achievement. Developmental psychology, 58(11), 2158-2170. https://doi.org/10.1037/dev0001422
- Oh, D. D., & Pomerantz, E. M. (2022). Parent–Teacher Conferences: Teachers’ Information Provision and Parents’ Involvement in Children’s Schooling. Merrill-Palmer Quarterly, 68(2), 179-213. https://doi.org/10.1353/mpq.2022.0009
- Wei, J., Pomerantz, E. M., Ng, F. F. Y., Yu, Y., Wang, M., & Wang, Q. (2022). Do the effects of parents’ involvement in youth’s academic adjustment vary with youth’s developmental phase? A longitudinal investigation in China. Contemporary Educational Psychology, 71, [102118]. https://doi.org/10.1016/j.cedpsych.2022.102118
- Chen, H. Y., Ng, J., & Pomerantz, E. M. (2021). Why is Self-Esteem Higher Among American than Chinese Early Adolescents? The Role of Psychologically Controlling Parenting. Journal of youth and adolescence, 50(9), 1856-1869. https://doi.org/10.1007/s10964-021-01474-4
- Lin, L. C., Pomerantz, E. M., Zheng, L. R., & Robins, R. W. (2021). Mothers’ Perceptions of the Climate of Their Children’s Schools: Covariations With Children’s Academic Adjustment in Families of Mexican Origin. Child development, 92(4), 1223-1237. https://doi.org/10.1111/cdev.13472
- Ng, J., Ng, F. F., & Pomerantz, E. M. (2021). Mothers’ Goals Influence Their Responses to Children’s Performance: An Experimental Study in the United States and Hong Kong. Child development, 92(6), 2317-2334. https://doi.org/10.1111/cdev.13554
- Qu, Y., Pomerantz, E. M., & Wu, G. (2020). Countering Youth’s Negative Stereotypes of Teens Fosters Constructive Behavior. Child development, 91(1), 197-213. https://doi.org/10.1111/cdev.13156
- Qu, Y., Pomerantz, E. M., Wang, Q., & Ng, F. F. Y. (Accepted/In press). Early Adolescents’ Stereotypes About Teens in Hong Kong and Chongqing: Reciprocal Pathways With Problem Behavior. Developmental psychology. https://doi.org/10.1037/dev0000911
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