Zi Jia Ng, PhD
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Associate Research Scientist in the Child Study Center
Biography
Zi Jia (ZJ) Ng joined the Yale Center for Emotional Intelligence (YCEI) in January of 2020 as a Postdoctoral Research Associate. In December of 2021, she transitioned to Associate Research Scientist at the Center. In July of 2023, ZJ transitioned to Associate Research Scientist at the Education Collaboratory at Yale.
ZJ works on Project Flourish, which examines how social and emotional learning assessments work practically in schools and support students of color and their educators to thrive. Her research focuses on emotion regulation and well-being in children and adolescents.
ZJ was born and raised in Singapore. She received her B.Soc.Sci in Psychology from the National University of Singapore and her Ph.D. in School Psychology from the University of South Carolina. She completed her APA-accredited pre-doctoral internship at Sarah Reed Children’s Center and her clinical postdoctoral fellowship at Centerstone Kentucky. ZJ is also a licensed child and adolescent psychologist as well as a nationally certified school psychologist.
Appointments
Child Study Center
Associate Research ScientistPrimary
Other Departments & Organizations
Education & Training
- Postdoctoral Fellow
- Centerstone KY (2019)
- PhD
- University of South Carolina, Psychology/School Psychology (2018)
- Predoctoral Internship
- Sarah Reed's Children Center (2018)
- MA
- University of South Carolina, Psychology/School Psychology (2015)
Research
Publications
Featured Publications
A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators
Ng Z, Willner C, Mannweiler M, Hoffmann J, Bailey C, Cipriano C. A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators. Educational Psychology Review 2022, 34: 2825-2865. DOI: 10.1007/s10648-022-09691-4.Peer-Reviewed Original ResearchEmotional learning programSchool-based researchEmotion regulation assessmentsEducational researchLearning programUS schoolsPsychometric evidenceAssessment useEducational purposesAssessment developmentExplicit focusSchoolsEquitable reachEducatorsRegulation assessmentQualitative analysisEmotion regulationDisadvantaged groupsLearning databaseGrade 1Methodological rigorDivergent conceptualizationsRigorOperational definitionResearchersMeeting Students’ Needs for Emotional Support
Ng, Z. J. (2024, April 9). Meeting Students’ Needs for Emotional Support. Edutopia. https://www.edutopia.org/article/providing-students-emotional-supportPublications for non-academic audiencesHow to improve the emotional well-being of Black students? By reframing how they react in difficult situations, educators can help ensure Black students feel and do better in school.
Ng, Z. J. (2024, June 13). How to improve the emotional well-being of Black students? By reframing how they react in difficult situations, educators can help ensure Black students feel and do better in school. K-12 Dive. https://www.k12dive.com/news/improve-emotional-well-being-black-students/718813/Publications for non-academic audiencesHelping students manage conflict: Answering questions designed to regulate emotions may make it easier for students to find solutions to common disagreements.
Ng, Z. J. (2024, June 25). Helping students manage conflict: Answering questions designed to regulate emotions may make it easier for students to find solutions to common disagreements. Edutopia. https://www.edutopia.org/article/helping-students-manage-conflictPublications for non-academic audiences
2024
Measurement Invariance of the Children's Social Desirability Scale-Short Version (CSD-S) Across Gender, Grade Level, and Race/Ethnicity.
Ng Z, Lin S, Niu L, Cipriano C. Measurement Invariance of the Children's Social Desirability Scale-Short Version (CSD-S) Across Gender, Grade Level, and Race/Ethnicity. Assessment 2024, 10731911241245789. PMID: 38606877, DOI: 10.1177/10731911241245789.Peer-Reviewed Original ResearchSocial desirability biasMeasurement invarianceParticipants self-reportedSocial desirabilityDesirability biasSelf-reportGrade levelTests of measurement invarianceSocial desirability measurePartial strong invarianceLow social desirabilityLatent mean differencesHigh social desirabilityOne-factor modelEffect of social desirability biasDetecting social desirability biasSample of childrenDesirability measureFactor structureStrong invarianceDiverse childrenDemographic groupsGenderMethodological challengesUnited StatesAddressing Chronic Absenteeism With Emotion Regulation Strategies
Ng, Z. J. (2024, March 6). Addressing chronic absenteeism with emotion regulation strategies. Edutopia. https://www.edutopia.org/article/chronically-absent-students-one-potential-solution.Publications for non-academic audiences
2022
1.124 Harnessing Electronic Health Record Data to Examine the Association Between Adverse Childhood Experiences, Medical Morbidity, and Healthcare Utilization
MacLeod J, Hoffman P, Ng Z, Powers E, Farren A, Stover C, Asnes A. 1.124 Harnessing Electronic Health Record Data to Examine the Association Between Adverse Childhood Experiences, Medical Morbidity, and Healthcare Utilization. Journal Of The American Academy Of Child & Adolescent Psychiatry 2022, 61: s181. DOI: 10.1016/j.jaac.2022.09.140.Peer-Reviewed Original ResearchThe Development of Cognitive Reappraisal From Early Childhood Through Adolescence: A Systematic Review and Methodological Recommendations
Willner CJ, Hoffmann JD, Bailey CS, Harrison AP, Garcia B, Ng ZJ, Cipriano C, Brackett MA. The Development of Cognitive Reappraisal From Early Childhood Through Adolescence: A Systematic Review and Methodological Recommendations. Frontiers In Psychology 2022, 13: 875964. PMID: 35814075, PMCID: PMC9258621, DOI: 10.3389/fpsyg.2022.875964.Peer-Reviewed Original ResearchCognitive reappraisalEmotion regulation strategiesDevelopmental changesEarly childhoodSample age rangeRegulation strategiesNormative sampleConsiderable developmental changesMethodological recommendationsAdolescenceReappraisalFuture researchQuantitative reviewMethodological differencesChildrenChildhoodQualitative reviewEmpirical papersFuture directionsAge rangeEvidence baseEmotionsAttentionAdolescentsYouthExamining the interplay of emotion regulation strategies, social stress, and gender in predicting life satisfaction of emerging adults
Jiang X, Moreno J, Ng Z. Examining the interplay of emotion regulation strategies, social stress, and gender in predicting life satisfaction of emerging adults. Personality And Individual Differences 2022, 185: 111255. DOI: 10.1016/j.paid.2021.111255.Peer-Reviewed Original ResearchEmotion regulation strategiesThree-way interaction effectEmotion regulationLife satisfactionRegulation strategiesSocial stressSelf-reported survey dataInteraction effectsCombination of personCognitive reappraisalExpressive suppressionStress levelsSituational factorsSocial stress levelsSignificant positive relationPrevious researchPositive relationHuman developmentSatisfactionHigh stress levelsDifferential effectsReappraisalPositive associationRecent frameworkSuch associations
2020
Child Well-Being and Children’s Rights: Balancing Positive and Negative Indicators in Assessments
Kim E, Furlong M, Ng Z, Huebner E. Child Well-Being and Children’s Rights: Balancing Positive and Negative Indicators in Assessments. 2020, 157-173. DOI: 10.1007/978-3-030-37119-7_11.Peer-Reviewed Original ResearchChildren’s rightsChild Well-BeingUnited Nations ConventionNations ConventionYouth developmentRightsSupport servicesPositive indicatorsProfessional practiceConceptual frameworkThird sectionSchool psychologistsPsychological assetsFourth sectionSecond sectionFifth sectionFirst sectionCore issuesConventionWell-BeingDual-factor modelKey elementsHolistic modelComprehensive wellNegative indicators
Links & Media
News
- June 25, 2024Source: EduTopia
Opinion: Helping Students Manage Conflict
- June 13, 2024Source: K-12 Dive
Opinion: How to improve the emotional well-being of Black students
- April 09, 2024Source: Edutopia
Meeting Students’ Needs for Emotional Support
- March 06, 2024Source: Edutopia
Addressing Chronic Absenteeism With Emotion Regulation Strategies