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 definitionResearchersUnderstanding students' emotion regulation strategy selection using network analysis approach
Ha., C., Ng, Z. J., Cipriano, C. (2025). Understanding dynamics of students' emotion regulation strategy selection: Using a network analysis approach. Personality and Individual Differences, 233. https://doi.org/10.1016/j.paid.2024.112913Peer-Reviewed Original Research In PressMeasurement 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 StatesDistraction has a bad reputation. It can actually do students good.
Ahmad, E., & Ng, Z. J. (2024, October 23) Distraction has a bad reputation. It can actually do students good. Education Week. https://www.edweek.org/teaching-learning/opinion-distraction-has-a-bad-reputation-it-can-actually-do-students-good/2024/10Publications 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 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 audiences
2025
Understanding students' emotion regulation strategy selection using network analysis approach
Ha C, Ng Z, Cipriano C. Understanding students' emotion regulation strategy selection using network analysis approach. Personality And Individual Differences 2025, 233: 112913. DOI: 10.1016/j.paid.2024.112913.Peer-Reviewed Original ResearchEmotion regulation strategiesRegulation strategiesEmotion regulation developmentSelection of emotion regulation strategiesEmotion regulation assessmentsSecondary schoolsStudents' useStudentsSchoolStrategy selectionRumination strategiesEmotional situationsRegulation assessmentsRelationship patternsSomatic relaxationEmotionsAdolescentsNetwork analysis approachDynamic interconnectionDiscourseAnalysis approachStrategiesSituationChildrenRuminants
2024
Meeting 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 audiencesAddressing 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 audiencesDoes emotion regulation moderate the relationship between self-esteem and social desirability?
Lee C, Ng Z. Does emotion regulation moderate the relationship between self-esteem and social desirability? Journal Of Emerging Investigators 2024 DOI: 10.59720/23-338.Peer-Reviewed Original ResearchEmotion regulationSocial desirabilitySelf-esteemSociometer theoryEffect of emotion regulationLevel of social desirabilityHigher levels of self-esteemLevels of self-esteemModerating effect of emotion regulationMental health of childrenSocial skillsMental healthEmotionsAdolescentsModerating effectSociometerWell-beingSecondary analysisChildrenTherapeutic interventionsDesireHigher levelsHealth of childrenSkillsRelationship
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
2019
Factors associated with staff perceptions towards inclusive education in Singapore
Poon K, Ng Z, Wong M, Kaur S. Factors associated with staff perceptions towards inclusive education in Singapore. 2019, 83-96. DOI: 10.4324/9781351173285-6.Peer-Reviewed Original ResearchSpecial educational needsInclusive educationSchool professionalsPerceptions of teachersMainstream secondary schoolsSecondary school studentsInclusive perceptionInclusive practicesSecondary schoolsProfessional developmentEducational needsSchool studentsStudentsNeutral attitudeStaff perceptionsTeachersSchoolsEducationPerceptionConfidenceAttitudesSen’s accountProfessionalsSingaporeMentorship
2018
Mediating effects of emotion regulation strategies in the relations between stressful life events and life satisfaction in a longitudinal sample of early adolescents
Ng Z, Huebner E, Hills K, Valois R. Mediating effects of emotion regulation strategies in the relations between stressful life events and life satisfaction in a longitudinal sample of early adolescents. Journal Of School Psychology 2018, 70: 16-26. PMID: 30340700, DOI: 10.1016/j.jsp.2018.06.001.Peer-Reviewed Original Research
2017
Evaluating Behavioral Health Interventions for Military-Connected Youth: A Systematic Review
Moore K, Fairchild A, Wooten N, Ng Z. Evaluating Behavioral Health Interventions for Military-Connected Youth: A Systematic Review. Military Medicine 2017, 182: e1836-e1845. PMID: 29087850, PMCID: PMC5728367, DOI: 10.7205/milmed-d-17-00060.Peer-Reviewed Original ResearchConceptsMilitary-connected youthBehavioral health interventionsBehavioral health outcomesPositive treatment outcomesRigorous research strategyInternal validityBehavioral health problemsHealth interventionsTreatment outcomesFuture research directionsPromising interventionYouthEffect sizeMethodological limitationsTreatment effectsSample characteristicsFull inclusion criteriaHealth vulnerabilityResearch directionsInterventionMilitary characteristicsResearch designHealth outcomesInterrater reliabilityResearch strategyConfirmatory Factor Analytic Structure and Measurement Invariance of the Emotion Regulation Questionnaire for Children and Adolescents in a Longitudinal Sample of Adolescents
Ng Z, Huebner E, Maydeu-Olivares A, Hills K. Confirmatory Factor Analytic Structure and Measurement Invariance of the Emotion Regulation Questionnaire for Children and Adolescents in a Longitudinal Sample of Adolescents. Journal Of Psychoeducational Assessment 2017, 37: 139-153. DOI: 10.1177/0734282917732891.Peer-Reviewed Original ResearchConfirmatory Factor Analytic StructureEmotion Regulation QuestionnaireEmotion regulationFactor analytic structureMeasurement invarianceSelf-report measuresLow test-retest reliabilityTwo-factor modelPrior empirical findingsCognitive reappraisalExpressive suppressionEmotional reactivityAdolescence yearsMiddle childhoodTest-retest reliabilitySchool sampleLongitudinal sampleHabitual useMeasurement equivalenceStrong invarianceValid measureAdolescentsInternal consistencyFactor meansEmpirical findingsConfirmatory Factor Analytic Structure and Measurement Invariance of the Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS) in a Longitudinal Sample of Adolescents
Ng Z, Huebner E, Maydeu-Olivares A, Hills K. Confirmatory Factor Analytic Structure and Measurement Invariance of the Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS) in a Longitudinal Sample of Adolescents. Child Indicators Research 2017, 11: 1237-1247. DOI: 10.1007/s12187-017-9468-5.Peer-Reviewed Original ResearchConfirmatory Factor Analytic StructureBrief Multidimensional StudentsLife Satisfaction ScaleFactor analytic structureMultidimensional StudentsMeasurement invarianceLife satisfactionSatisfaction ScaleMomentary affective experienceMedical disease modelSelf-report measuresOne-year time intervalPrior empirical findingsGeneral life satisfactionAcceptable test-retest reliabilityOne-factor modelHigh internal consistencyAffective experienceTest-retest reliabilitySchool sampleMental health screeningOne-year intervalLongitudinal sampleMeasurement equivalenceStrict invariance
2015
Life Satisfaction and Academic Performance in Early Adolescents: Evidence for Reciprocal Association
Ng Z, Huebner S, Hills K. Life Satisfaction and Academic Performance in Early Adolescents: Evidence for Reciprocal Association. Journal Of School Psychology 2015, 53: 479-491. PMID: 26563600, DOI: 10.1016/j.jsp.2015.09.004.Peer-Reviewed Original ResearchConceptsAcademic achievementStudents' LSAcademic performancePositive school outcomesRole of studentsMiddle school studentsBetter school gradesStudents' life satisfactionReciprocal causal relationsSchool accountabilityShort-term longitudinal studyStudent successSchool outcomesPositive affective experiencesSchool agendaSchool studentsSchool gradesTreatment of learningStudentsAffective experienceAchievementProminent nicheGlobal life satisfactionEarly adolescentsSchools