Directory » JEFFREY LIEW
704E
(979) 845-1239
Professor Jeffrey Liew is a developmental and learning scientist who has been nationally and internationally recognized for his expertise on social-emotional development and emotional self-regulation processes in early childhood to early adulthood. Liew is ranked among the World's Top 2% Scientists every year since 2020, according to data verified by Elsevier and Stanford University. A major strand of Liew’s research focuses on individuals’ resilience, thriving, and flourishing, including the risk and protective or promotive factors that are linked to developmental and academic or learning outcomes. Liew has been invited for keynote presentations internationally. He has also been invited for his expertise and served as a grant reviewer or as panel member for the National Institute of Health (NIH), the National Science Foundation (NSF), the Ministry of Education of Singapore, and the University Grants Committee of Hong Kong. Dr. Liew is an elected Fellow of the American Association for the Advancement of Science (AAAS) and the American Psychological Association (APA) Fellow for outstanding contributions and national impact in the field of psychology, and he has authored more than 100 scholarly publications with much of his work funded by state, federal, or foundation grants, including the NIH and the NSF. Liew has served in multiple leadership positions, including the Associate Dean for Research in his School and Interim Head for his Department. He is the Editor-in-Chief of Early Education and Development and Co-Editor of the Section on Social Emotional Learning in the Routledge Encyclopedia of Education. Liew is also an elected Governing Council Member-at-Large for the Society for Research in Child Development.
Jeffrey Liew has a solid record of administrative and leadership successes. Dr. Liew served as the Associate Dean for the Research in the School of Education and Human Development in 2020 to 2022. In this role, Dr. Liew had oversight of the Research and Development Office that consisted of 10 full-time staff across the pre- and post-award units. In addition, Dr. Liew had oversight and conducted regular evaluations of the 10 Centers and 17 Labs housed in the School. The School consists of 275 full-time faculty and more than 200 full-time staff. Each year, the Research and Development Offices handle nearly 200 grant proposal submissions. During Liew’s time as the Associate Dean for Research, the School set a record with $43M in new awards during fiscal year 2021, surpassing the previous record of $38M in 2018 and nearly doubling the average new awards per year since the Research and Development Office was founded.
Currently, Dr. Liew serves as the Interim Department Head for the Department of Educational Psychology, a unit consisting of nearly 60 full-time faculty (40 tenure-track and 18 non-tenure track), over 40 full-time staff, over 200 undergraduate students, and nearly 500 graduate students. In this role, he oversees the departmental budget, faculty affair matters (e.g., tenure & promotion; annual evaluations and appointments) and academic matters (e.g., academic appeals), and day-to-day operations and supervision of the departmental staff. Between 2017-2020, he served as the Associate Department Head. From 2016-2017, he served as Division Chair of Learning Sciences in his department. In 2017, Professor Liew was honored as one of the inaugural President Impact Fellows at his university. In 2018, Liew led the establishment and launch of the Developmental Sciences Ph.D. program at Texas A&M University and also earned the distinction of the Senior Scholar Research Excellence Award in the College of Education and Human Development at his university. Liew was also awarded the 2021 Chancellor's Enhancing Development and Generating Excellence in Scholarship (EDGES) Fellowship.
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Accepting New Ph.D. Students:
Professor Jeffrey Liew is actively recruiting graduate students who are prepared and interested in making scientific and societal contributions through research activities in areas that Dr. Liew's research group are pursuing. Interested applicants are encouraged to apply and welcomed to inquire directly with Dr. Liew for additional information via email at jeffrey.liew@tamu.edu
Jeffrey Liew has a solid record of administrative and leadership successes. Dr. Liew served as the Associate Dean for the Research in the School of Education and Human Development in 2020 to 2022. In this role, Dr. Liew had oversight of the Research and Development Office that consisted of 10 full-time staff across the pre- and post-award units. In addition, Dr. Liew had oversight and conducted regular evaluations of the 10 Centers and 17 Labs housed in the School. The School consists of 275 full-time faculty and more than 200 full-time staff. Each year, the Research and Development Offices handle nearly 200 grant proposal submissions. During Liew’s time as the Associate Dean for Research, the School set a record with $43M in new awards during fiscal year 2021, surpassing the previous record of $38M in 2018 and nearly doubling the average new awards per year since the Research and Development Office was founded.
Currently, Dr. Liew serves as the Interim Department Head for the Department of Educational Psychology, a unit consisting of nearly 60 full-time faculty (40 tenure-track and 18 non-tenure track), over 40 full-time staff, over 200 undergraduate students, and nearly 500 graduate students. In this role, he oversees the departmental budget, faculty affair matters (e.g., tenure & promotion; annual evaluations and appointments) and academic matters (e.g., academic appeals), and day-to-day operations and supervision of the departmental staff. Between 2017-2020, he served as the Associate Department Head. From 2016-2017, he served as Division Chair of Learning Sciences in his department. In 2017, Professor Liew was honored as one of the inaugural President Impact Fellows at his university. In 2018, Liew led the establishment and launch of the Developmental Sciences Ph.D. program at Texas A&M University and also earned the distinction of the Senior Scholar Research Excellence Award in the College of Education and Human Development at his university. Liew was also awarded the 2021 Chancellor's Enhancing Development and Generating Excellence in Scholarship (EDGES) Fellowship.
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Accepting New Ph.D. Students:
Professor Jeffrey Liew is actively recruiting graduate students who are prepared and interested in making scientific and societal contributions through research activities in areas that Dr. Liew's research group are pursuing. Interested applicants are encouraged to apply and welcomed to inquire directly with Dr. Liew for additional information via email at jeffrey.liew@tamu.edu
Education
Ph.D., Developmental Psychology, Arizona State University (2005)
M.A., Psychology, Arizona State University (2002)
B.A., Psychology, University of California, Berkeley (1995)
COURSES TAUGHT
CPSY685. DIRECTED STUDIES
2012A
EPSY485. DIRECTED STUDIES
2014C,2012A
EPSY485. Directed Studies
2009B,2008B,2008A,2007B
EPSY602. EDUC PSYCHOLOGY
2019C,2018C,2017C,2016C,2014C
EPSY602. Educ Psychology
2008C,2007C,2007A
EPSY606. MOTIVATION & LEARNING
2017A,2016A,2015A
EPSY646. Isues In Chld And Adlsnt
2009A,2008A,2007A,2006A
EPSY646. ISUES IN CHLD & ADLSNT
2020A,2019A,2018A,2017A,2016A
EPSY647. LIFESPAN DEVELOPMENT
2014C,2013C
EPSY685. Directed Studies
2009B,2009A,2008C,2008B,2008A
EPSY685. DIRECTED STUDIES
2020C,2020A,2018B,2017C,2016C
EPSY689. SPECIAL TOPICS IN
2017B,2013A,2012C,2012A
SPSY645. Soc And Emot Development In Childn
2008C,2007C
SPSY685. DIRECTED STUDIES
2012C
SPSY685. Directed Studies
2008B,2007B
SPSY689. Special Topics In Soc/emot Development/interv
2006C
LIEW RANKED TOP 5 IN SCHOLARLY IMPACT AND IN WORLD'S TOP 2% SCIENTISTS EVERY YEAR SINCE 2020
In a study published in 2013 study on scholarly productivity and impact, Jeffrey Liew ranked #4 in the nation for highest number of citations between 2005 and 2009 for faculty in APA-accredited School Psychology programs. See document (JPG) below for rankings.
Since 2020 and every subsequent year, Liew is ranked among the World's Top 2% Scientists, according to data verified by Elsevier and Stanford University.
Jeffrey Liew ranked #4 in the nation for highest number of citations; see link below for rankings.
FORMER DOCTORAL STUDENTS
Danni Li, Ph.D. (Summer 2024)
Sarah Kathleen Ura, Ph.D. (Summer 2022)
Juliet Nyanamba, Ph.D. (Summer 2022)
Dorothy Yee Lok Pang, Ph.D. (Summer 2021)
Zhiqing Zhou, Ph.D. (Summer 2021)
Qinxin Shi, Ph.D. (Fall 2020)
Emily Ann Brewer, Ph.D. (Fall 2019)
Brenna Lin, Ph.D. (Fall 2019)
Amanda Deanne Franks, Ph.D. (Summer 2017)
Elif Merve Cankaya, Ph.D. (Summer 2016)
Sarah Wehrly, Ph.D. (Summer 2015)
Namik Top, Ph.D. (Summer 2015)
Elif Ozturk, Ph.D. (Spring 2015)
Bonny Chang, Ph.D. (Summer 2014)
Unnugulsum Korkmaz, Ph.D. (Summer 2014)
Yu-Pei Chang, Ph.D. (Summer 2014)
Erhan Delen, Ph.D. (Summer 2013)
Audrea Johnson, Ph.D. (Summer 2012)
DR. LIEW'S DOCTORAL GRADUATES AND PLACEMENTS
Jeffrey Liew's former Ph.D. students and their professional positions/affiliations after graduation
SELECTED PUBLICATIONS
Journal Articles
Eisenberg, N., Spinrad, T. L., Taylor, Z. E., & Liew, J. (2019). Relations of inhibition and emotion-related parenting to young children[48]19s prosocial and vicariously induced distress behavior. Child Development, 3, 846-858.
Lin, B., Liew, J., Perez, M. (2019). Measurement of self-regulation in early childhood: Relations between laboratory and performance-based measures of effortful control and executive functioning. Early Childhood Research Quarterly, 47, 1-8.
Zhou, Z., SooHoo, M., Zhou, Q., Perez, M., & Liew, J. (2019). Temperament as risk and protective factors in obesogenic eating: Testing relations between parent temperament, child temperament, and child food preference and eating. The Journal of Genetic Psychology: Research and Theory on Human Development, 180, 75-79.
Cankaya, E., Liew, J., & Feitas C. P. P. (2018). Curiosity and autonomy as factors that promote personal growth in the cross-cultural transition process of international students. Journal of International Students, 8, 1694-1708.
Liew, J., Cameron, C. E., & Lockman, J. J. (2018). Parts of the whole: Motor and behavioral skills in self-regulation and schooling outcomes. Early Education and Development, 29, 909-913.
Liew, J., Cao, Q., Hughes, J. N., & Deutz, M. H. F. (2018). Academic resilience despite early academic adversity: A three-wave longitudinal study on regulation-related resiliency, interpersonal relationships, and achievement in 1st to 3rd grade. Early Education and Development, 29, 762-779.
Liew, J., Carlo, G., Streit, C., Ispa, J. M. (2018). Parenting beliefs and practices in toddlerhood as precursors to self-regulatory, psychosocial, and academic outcomes in early and middle childhood in ethnically diverse low-income families. Social Development, 27, 891-909.
Perez, M., Ohrt, T. K., Bruening, A. B., Taylor, A. B., Liew, J., Kroon Van Diest, A. M. W., Ungredda, T. (2018). Measurement equivalence of child feeding and eating measures across gender, ethnicity, and household food security. BMC Obesity, 5, 17. indexed in SCOPUS
Cankaya, E. M., Dong, X., & Liew, J. (2017). An examination of the relationship between social self-efficacy and personal growth initiative in international context. International Journal of Intercultural Relations, 61, 88-96.
Leon, J., & Liew, J. (2017). Profiles of adolescents' peer and teacher relatedness: Differences in well-being and academic achievement across latent groups. Learning and Individual Differences, 54, 41-50.
Main, A., Zhou, Q., Liew, J., & Lee, C. (2017). Prosocial tendencies among Chinese American children in immigrant families: Links to cultural and socio-demographic factors and psychological adjustment. Social Development, 26, 165-184.
* Moed, A., Gershoff, E. T., Eisenberg, N., Hofer, C., Losoya, S., Spinrad, T. L., & Liew, J. (2017). Parent-child negative emotion reciprocity and children[48]19s school success: An emotion-attention process model. Social Development, 26, 560-574.
Top, N., Liew, J., & Luo, W. (2017). Family and school influences on youths[48]19 behavioral and academic outcomes: Cross-level interactions between parental monitoring and character development curriculum. Journal of Genetic Psychology, 178, 108-118.
Delen, E., & Liew, J. (2016). The use of interactive environments to promote self-regulation in online learning: A literature review. European Journal of Contemporary Education, 15, 24-33.
Dixon, L. Q., Liew, J., Daraghmeh, A., & Smith, D. (2016). Pre-service teacher attitudes toward English language learners. NABE Journal of Research and Practice, Vol 7, No. 1
Top, N., Liew, J., & Luo, W. (2016). Effects of Second Step curriculum on behavioral and academic outcomes in 5th and 8th grade students: A longitudinal study on character development. Novitas-ROYAL, 10, 24-47.
Weber, R. C., Johnson, A., Riccio, C. A., & Liew, J. (2016). Executive functioning in bilingual children: Task performance and caregiver ratings. Bilingualism: Language and Cognition, 19, 425-431
Bench, S. W., Lench, H. C., Liew, J., Miner, K., & Flores, S. A. (2015). Gender gaps in overestimation of math performance. Sex Roles: A Journal of Research, 72, 536-546.
Diep, C. S., Foster, M., McKyer, E. L. J., Goodson, P., Guidry, J. J., & Liew, J. (2015). What are Asian-American youth consuming? A systematic literature review. Journal of Immigrant and Minority Health, 17, 591-604
Diep, C. S., Lu, W., McKyer, E. L. J., Goodson, P., Guidry, J. J., Murano, P. S., & Liew, J. (2015). Influences of fruit and vegetable intake among Asian youth on Texas WIC. Health Behavior and Policy Review, 2(6), 429-437. doi: 10.14485/HBPR.2.6.3
Moed, A., Gershoff, E., Eisenberg, N., Hofer, C., Losoya, S., Spinrad, T., Liew, J. (2015). Parent-adolescent conflict as sequences of reciprocal negative emotion: Links with conflict resolution and adolescents' behavior problems. Journal of Youth and Adolescence, 44, 1607-1622
Weber, R. C., Johnson, A., Riccio, C. A., & Liew, J. (2015 Online First View). Balanced bilingualism and executive functioning in children. Bilingualism: Language and Cognition, xx, xx-xx. DOI 10.1017/S1366728915000553
Delen, E. Liew, J., & Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 78, 312-320
Eisenberg, N, Hofer, C., Sulik, M. J., & Liew, J. (2014). The development of prosocial moral reasoning and a prosocial orientation in young adulthood: Concurrent and longitudinal correlates. Developmental Psychology, 50, 58-70.
Liew, J., Kwok, O., Chang, Y., Chang, B. W., and Yeh, Y. (2014). Parental autonomy support predicts academic achievement through emotion-related self-regulation and adaptive skills in Chinese American adolescents. Asian American Journal of Psychology, 5, 214-222.
Liew, J., Lench, H. C., Kao, G., Yeh, Y., & Kwok, O. (2014). Avoidance temperament and social-evaluative threat in college students[48]19 math performance: A mediation model of math and test anxiety. Anxiety, Stress, & Coping, 27, 650[48]13661. [ISI 2013 impact factor: 1.692]
Wehrly, S. E., Bonilla, C., Perez, M., & Liew, J. (2014). Controlling parental feeding practices and child body composition in ethnically and economically diverse preschool children. Appetite, 73, 163-171
Arghode, V., Yalvac, B., & Liew, J. (2013). Teacher empathy and science education: A collective case study. Eurasia Journal of Mathematics, Science, & Technology Education, 9, 89-99
Diep, C. S., Foster, M., McKyer, E. L. J., Goodson, P., Guidry, J. J., & Liew, J. (2013). What are Asian-American youth consuming? A systematic literature review. Journal of Immigrant and Minority Health
Eggum N.D., Eisenberg, N., Reiser, M., Spinrad, T. L., Michalik, N. M., Valiente, C., Liew, J. ,& Sallquist, J. (2012). Relations over time among children[8217]s shyness, emotionality, and internalizing problems. Social Development ,21, 109-129.
Liew, J., Eisenberg, N., Spinrad, T. L., Eggum, N. D., Haugen, R., Kupfer, A., Reiser, M., Smith, C. L., Lemery-Chalfant, K., & Baham, M. E. (2011). Physiological regulation and fearfulness as predictors of young children's empathy-related reactions. Social Development, 20, 111-134.
Liew, J., Johnson, A. Y.*, & Smith, T. R.*, Thoemmes, F. (2011). Parental expressivity, child physiological and behavioral regulation, and child adjustment: Testing a three-path mediation model, Early Education and Development, 22, 549-573
Liew, J., Xiang, P., Johnson, A. Y.*, & Kwok, O. (2011). Effortful persistence and body mass as predictors of running achievement in children and youth: A longitudinal study. Journal of Physical Activity and Health, 8, 234-243
McTigue, E., & Liew, J. (2011). Principles and practices for building self-efficacy in middle grades Language-Arts classrooms. Clearing House, 84. 114-118
Valiente, C., Eisenberg, N., Haugen, RG, Spinrad, T. L., Hofer, C., Liew, J., & Kupfer, A. (2011). Children's effortful control and academic achievement: Mediation through social functioning. Early Education and Development, 22, 411-433
*Chen, Q., Hughes, J. N., Liew, J., & Kwok, O. (2010). Joint contributions of peer acceptance and peer academic reputation to achievelment in academically at risk children: Mediating processes. Journal of Applied Developmental Psychology, 31, 448-459
Liew, J., Chen, Q., & Hughes, J. N. (2010). Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-Risk Children: Additive and Interactive Effects. Early Childhood Research Quarterly, 25, 51-64
Turner, E. A., & Liew, J. (2010). Children's adjustment and child mental health service use: The role of parents' attitudes and personal service use in an upper middle class sample. Community Mental Health Journal, 46, 231-240
Eisenberg, N., Valiente, C., Spinrad, T. L., Cumberland, A., Liew, J., Reiser, M., Zhou, Q., & Losoya, S. H. (2009). Longitudinal relations of children's effortful control, impulsivity, and negative emotionality to their externalizing, internalizing, and co-occurring behavior problems. Developmental Psychology, 45, 988-1008
Luo, W., Hughes, J., Liew, J., & Kwok, O. (2009). Classifying first grade children into engagement types: Association with long-term achievement trajectories. Elementary School Journal, 109, 380-405
McTigue, E. M., Washburn, E. K., & Liew, J. (2009) Academic resilience and reading: Building successful readers. The Reading Teacher, 62, 422-432.
Eisenberg, N., Hofer, Spinrad, T., Gershoff, E. T., Valiente, C., Zhou, Q., Cumberland, A., Liew, J., Reiser, M., & Maxon, E. (2008). Understanding parentadolescent conflict discussions: Concurrent and across-time prediction from youths' dispositions and parenting. Monographs of the Society for Research on Child Development, 73, 2, 1-180.
Liew, J., McTigue, E. M., Barrois, L., & Hughes, J. (2008). Adaptive/effortful control and academic self-efficacy beliefs on literacy and math achievement: A longitudinal study on 1st through 3rd graders. Early Childhood Research Quarterly, 23, 515-526.*
Eisenberg, N., Michalik, N., Spinrad, T. L., Kupfer, A., Valiente, C., Hofer, C., Liew, J., & Cumberland, A. (2007). The relations of effortful control and impulsivity to children's sympathy: A longitudinal study. Cognitive Development, 22, 544-567.
Spinrad, T. L., Eisenberg, N., Gaertner, B., Popp, T., Smith, C., Kupfer, A., Greving, K., Liew, J., Hofer, C. (2007). Relations of maternal socialization and toddlers' effortful control to the children's adjustment and social competence. Developmental Psychology, 43, 1170- 1186.
Smith, C. L., Eisenberg, N., Spinrad, T. L., Chassin, L., Morris, A. S., Kupfer, A., Liew, J., Cumberland, A., Valiente, C., & Kwok., O. (2006). Children's Coping Strategies and Coping Efficacy: Relations to Parent Socialization, Child Adjustment, and Familial Alcoholism. Development and Psychopathology, 18, 445-469.
Valiente, C., Eisenberg, N., Spinrad, T., Reiser, M., Cumberland, A., Losoya, S., & Liew, J. (2006). Relations among mothers' expressivity, children's effortful control, and their problem behaviors: A four-year longitudinal study. Emotion, 6, 459-472.
Eisenberg, N., Zhou, Q., Spinrad, T.L., Valiente, C., Fabes, R.A. & Liew, J. (2005). Relations among positive parenting, children's effortful control, and externalizing problems from childhood to adolescence: A three-wave longitudinal study. Child Development, 76, 1055-1071.
Eisenberg, N., Liew, J., & Pidada, S.U. (2004). The longitudinal relations of regulation and emotionality to quality of Indonesian children's socioemotional functioning. Developmental Psychology, 40, 805-812.
Liew, J., Eisenberg, N., & Reiser, M. (2004). Preschoolers' effortful control and negative emotionality, immediate reactions to disappointment, and quality of social functioning. Journal of Experimental Child Psychology.
Liew, J., Eisenberg, N., Losoya, S.H., Fabes, R.A., Guthrie, I.K., & Murphy, B. (2003). Children's physiological indices of empathy and their socioemotional adjusment: Does caregivers' expressivity matter? Journal of Family Psychology, 17, 584-597.
Boeckmann, R.J., & Liew, J. (2002). Hate speech: Asian American students' justice judgements and psychological resposes. Journal of Social Issues, 58, 363-381.
Eisenberg, n., Liew, J., & Pidada, S. U. (2001). The relations of parental emotional expressitivity to Indonesian children's quality of social functioning. Emotion, 1, 116-136.
Eisenberg, N., Pidada, S., & Liew, J. (2001). The relations of regulation and negative emotionality to Indonesian children's social functioning. Child Development, 72, 1747-1763.
Book Chapters
Liew, J., Lomax, A., & SooHoo, M.M. (2016). Healthy environments for social-emotional development. In D. Couchenour & J.K. Chrisman (Eds.), The SAGE Encyclopedia of Contemporary Early Childhood Education (pp. 659-660). SAGE Publications, Inc.
Raymond, D., Liew, J., & Hammond, T. A. (2015). A vision for education: Transforming how formal systems are taught within mass lectures using pen technology to create a personalized learning environment. In T. Hammond, S. Valentine, A. Adler, & M. Payton (Eds.), The Impact of Pen and Touch Technology on Education: Human-Computer Interaction Series (pp. 355-363). Switzerland: Springer International Publishing.
Liew, J., Castillo, L. G., Chang, B.W.*, & Chang, Y.* (2011). Temperament, self- regulation, and school adjustment in Asian American children. In F. Leong, L. Juang, D. B. Qin, & H. E. Fitzgerald (Eds.), Asian American and Pacific Island Children's Mental Health, Volume 1: Development and Context (pp. 119-139). Westport, CT: Praeger Publishers
Liew, J., Chang, Y. Kelly, L., and Yalvac, B. (2010). Self-regulated and social emotional learning in the multitasking generation. In Sahhuseyinoglu, D. and Dzintra, I. (Eds.), How Do Children Learn Best? (pp. 62-70). Ankara: Children's Research Center
Liew, J. & McTigue, E. (2010) Educating the whole child: The role of social and emotional development in achievement and school success. In L. E. Kattingon (Ed.), Handbook of Curriculum Development, New York: Nova Science Publishers. (e-book)
Sallquist, J. V., Eisenberg, N., Spinrad, T. L., Reiser, M., Hofer, C, Zhou, Q., Liew, J., & Eggum, N. (2009). Positive and negative emotionality: Trajectories across six years and relations with social competence. Emotion, 9, 15-28.
Smith, C. L., Spinrad, T. L., Eisenberg, N., Grieving, K., Liew, J., & Eggum, N. D. (2007). Anger and anger regulation. In E. I. Clausen (Ed.), Anger in Psychology (pp. 107-122). Hauppauge, NY: Nova Sciences Publishers, Inc.
Eisenberg, N., Zhou, Q., Liew, J., Champion, C., Pidada, S. (2006). Emotion, emotion-related regulation, and social functioning. In X. Chen, D. French, & B. Schneider (Eds.), Peer relationships in cultural context. Cambridge University Press.
Other Publications and Presentations
Liew, J. (2014). Parenting and emotion regulation in the adaptive and academic competencies of Chinese American youth. International Society for the Study of Behavioral Development (ISSBD) Bulletin, 1, 65, 10-12.
UNIVERSITY CPI EXECUTIVE COMMITTEE MEMBER
Jeffrey Liew served as 2-term (2016-2017 and 2017-2018) member on the Council of Principal Investigators (CPI) Executive Committee. Members are selected each year by the CPI Chair and ratified by the full Council. The CPI EC also meets regularly with the Texas A&M President, Provost and Vice President for Research; Distinguished Professor's Executive Committee; The Texas A&M University System Chancellor; and Congressman Bill Flores and other representatives or administrators upon request.
RESEARCH PROJECTS
Collaborative Research: The bi-directional links among mothers' racial attitudes, mothers' expressed biases, and children's racial biases
Parent-directed Treatment: Coach to Communicate (C2C)
Innovative ASD Treatment Model: Lsquared [8211] Exponentially increasing opportunities for literacy and language through comprehensive story-based reading instruction.
Innovative ASD Treatment Model: Lsquared [8211] Exponentially increasing opportunities for literacy and language through comprehensive story-based reading instruction.
Empowering, Inspiring, and Preparing High School Students for 21st Century Problem-Solving with an Intelligent Tutoring System for Learning Sketching
EXP: Social Media for Learning: Grounding Online Social Interactions in Children's Everyday Life
Catapult Round 3 -Improving Literacy Treatment through Biometric Technology (Funded amount $30,000)
Catapult Round 3 - Instructional Coaching & Leadership Endorsement Program (Funded amount $25,000)
Research Development Fund - Integrating Biometric Responses to the Social Sciences
Catapult Round 1 - Improving Equity in Education and Health for Military Connected Children, Youth and Families (Funded amount $55,300)
From the Playbook to the Classroom: An Asset-Based Approach to Football Student-Athletes[8217] learning Math in an Introductory Symbolic Logic Course
Faculty Development Leave
Integrating Ethnic and Moral Identities into the Moral Self, Motives, and Behaviors: Latino Young Adults and their Reactions to Daily Injustices
Reducing Emotional Eating in Children with Self-regulation Mobile Games
PI. Marquette University - Templeton Religious Trust (Private)
2015-09-01 — 2017-05-31DHHS-PHS-NIH (Federal);2015-09-01 — 2017-08-31
2015-09-01 — 2017-05-31DHHS-PHS-NIH (Federal);2015-09-01 — 2017-08-31
From the Playbook to the Classroom: An Asset-Based Approach to Football Student-Athletes[8217] learning Math in an Introductory Symbolic Logic Course
Collaborative Research: PerSketchTivity- Empowering and Inspiring Creative, Competent, Communicative, and Effective Engineers through Perspective Sketching
Reducing Emotional Eating in Children with Self-regulation Mobile Games
Project ABC 2.0 (The [8220]Reading to Learn[8221] Years)
Using Smart Devices to Capture the Emotionality of Offline Communication
Connecting Achievement in Formal Logic with Achievement in STEM: Recapturing Previously Interested and Talented Students
Connecting Achievement in Formal Logic with Achievement in STEM: Recapturing Previously Interested and Talented Students
Asian Pacific American Children's Academic and Mental Health Adjustment: Social capital, parent, and child resilience factors in Chinese-, Vietnamese-, and Asian Indian-Americans
Summer Abridged: A Program to Bridge Students' entry into Science, Engineering, and College as a Whole
2012 DREAM-IT: Distance Resources for Engagement and Access to Multiculturalism through Innovative Technologies
An Adaptive Platform for K-3 STEM Educational and Social Emotional Gaming Strategies
An Adaptive Platform for K-3 STEM Educational and Social Emotional Gaming Strategies
Empowering Approaches for Social and Emotional Learning (EASEL)
School Adjustment of Chinese-American Adolescents: Examining Achievement and Mental Health
Impact of Effortful Control & Negative Affectivity on Eating & Weight Status
Empowering Approaches for Social and Emotional Learning (EASEL)
Quality of Life, Coping, Resiliency, and Adaptation in Military Personnel and Their Families During All Phases of Deployment
Parental and Child Risk/Protective Factors for Childhood Obesity
Child Development of Emotion Regulation and Adjustment: A Biobehavioral Lab and School Study
SOCIETY FOR RESEARCH IN CHILD DEVELOPMENT (SRCD)
Asian Caucus Faculty Spotlight on Jeffrey Liew's research and his professional journey and development
AWARDS
Outstanding Research Award. EPSY Dept, TAMU. (2017)
Senior Scholar Research Excellence Award. College. (2018)
Spencer Foundation Dissertation Fellowship (2003)
TAMU College-Level AFS for Teaching Award (2015)
EDITORSHIPS
Consulting Editor. Developmental Psychology (2011)
Consulting Editor. Early Childhood Research Quarterly (2010)
Associate Editor. Early Education and Development (2012)
Consulting Editor. Journal of Clinical Psychology (2013)
Consulting Editor. Reading Psychology (2011)
Consulting Editor. Social Development (2015)
Consulting Editor. The journal of genetic psychology (2011)
LEADERSHIP POSITIONS
Associate Dean for Research in the College of Education and Human Development at Texas A&M University (2020-present)
Associate Dept Head. Research and Faculty Development, EPSY, TAMU. (2017)
Chair of College Council of Principal Investigator (2014)
Co-Chair and Co-Organizer for CEHD div (2018)
Division Chair of Learning Sciences in EPSY. Divison Chair, Learning Science. (2016)
President of TAMU Aggie Allies. Office of Dean of Student Life, TAMU. (2016)