Cheah, C., Li, J., Zhou, N., Yamamoto, Y., & Leung, C. (in press). Understanding Chinese immigrant and European American mothers’ expressions of warmth. Revision and resubmit, Developmental Psychology.
Li, J. (in press). Inexhaustible source of water: The enduring Confucian learning model (有本之水難涸也: 百折不衰的儒家學習模式). Educational Philosophy and Theory.
Li, J. (in press). Play or learn: European-American and Chinese kindergartners’ perceptions about the conflict. British Journal of Educational Psychology.
Li, J. (in press). Humility in learning: A Confucian perspective. Special Issue on Developing virtue: Empirically-informed perspectives from East and West. Journal of Moral Education.
Holloway, S. D., Park, S., Jonas, M., Bempechat, J., & Li, J. (2014). My mom tells me I should follow the rules, that’s why they have those rules:” Perceptions of parental advice giving among Mexican-heritage adolescents. Journal of Latinos and Education, 13, 262–277.
Li, J., Fung, H., Bakeman, R., Rae, K., & Wei, W.-C. (2014). How European American and Taiwanese mothers talk to their children about learning. Child Development, 85, 1206-1221.
Van Egmond, M., Kühnen, U., & Li, J. (2013). Mind and virtue: The meaning of learning, a matter of culture? Learning, Culture and Social Interaction, 2, 208-216.
Bempechat, J., Ronfard, S., Mirny, A., Li, J., & Holloway, S. D. (2013). “She always gives grades lower than one deserves:” A qualitative study of Russian adolescents’ perceptions of fairness in the classroom. Journal of Ethnographic & Qualitative Research, 7, 169-187.
Park, S., Holloway, S. D., Arendtsz, A., Bempechat, B., & Li, J. (2012). What makes students engaged in learning? A time-use study of within- and across-individual predictors of emotional engagement. Journal of Youth and Adolescence, 41(3), 390-401.
Yamamoto, Y., & Li, J. (2012). What makes a high-quality preschool? Similarities and differences between Chinese immigrant and European American parents’ views. Early Childhood Research Quarterly, 27, 306-315.
Bempechat, J., Li, J., Neier, S., Gillis, C., & Holloway, S. D. (2011). The homework experience: Perceptions of low income youth. Journal of Advanced Academics, 22(2), 250–278.
Li, J., Yamamoto, Y., Luo, L., Batchelor, A., & Bresnahan, R. M. (2010). Why attend school? Chinese immigrant and European American preschoolers’ views and outcomes. Developmental Psychology, 46(6), 1637-1650.
Li, J., Holloway, S. D., Bempechat, J., & Loh, E. (2008). Building and using a social network: Nurture for low-income Chinese American adolescents’ learning. In H. Yoshikawa & N. Way (Eds.), Beyond families and schools: How broader social contexts shape the adjustment of children and youth in immigrant families (pp. 7-25). New Directions in Child and Adolescent Development Series. R. W. Larson & L. A. Jensen (Series Eds.). San Francisco, CA: Jossey-Bass.
Holloway, S. D., Mirny, A. I., Bempechat, J., & Li, J. (2008). Schooling, peer relations, and family life of Russian adolescents. Journal of Adolescent Research, 23(4), 488-507.
Bae, S., Holloway, S. D., Bempechat, J., & Li, J. (2008). Mexican-American students’ perceptions of teachers’ expectations: Do perceptions differ depending on student achievement levels? The Urban Review, 40, 210-225.
Sobel, D., Li, J., & Corriveau, K. (2007). “It danced around in my head and I learned it:” What children know about learning. Journal of Cognition and Development, 8(3), 1-25.
Li, J. (2006). Self in learning: Chinese adolescents’ goals and sense of agency. Child Development, 77(2), 482-501.
Li, J. (2005). Mind or virtue: Western and Chinese beliefs about learning. Current Directions in Psychological Science, 14(4), 190-194.
Li, J., Wang, L.-Q., & Fischer, K. W. (2004). The organization of Chinese shame concepts. Cognition and Emotion, 18(6), 767-797.
Li, J., & Wang, Q. (2004). Perceptions of achievement and achieving peers in U.S. and Chinese kindergartners. Social Development, 13(3), 413-436.
Li, J. (2004). Learning as a task or virtue: U.S. and Chinese children explain learning. Developmental Psychology, 40(4), 595-605.
Li, J. (2004). “I learn and I grow big:” Chinese preschoolers’ purposes for learning. International Journal of Behavioral Development, 28(2), 116-128.
Li, J., & Yue, X. -D. (2004). Self in learning among Chinese adolescents. In M. F. Mascolo & J. Li. (Eds.), Culture and developing selves: Beyond dichotomization. New Directions in Child and Adolescent Development Series (pp. 27-43). W. Damon (Series Ed.). San Francisco, CA: Jossey-Bass.
Li, J. (2003). The core of Confucian learning. American Psychologist, 58, 146-147.
Li, J. (2003). U.S. and Chinese cultural beliefs about learning. Journal of Educational Psychology, 95(2),258-267.
Wang, Q., & Li, J. (2003). Chinese children's self-concepts in the domains of learning and social relations. Psychology in the Schools, 40 (1), 85-101.
Li, J. (2002). A cultural model of learning: Chinese “heart and mind for wanting to learn.” Journal of Cross-Cultural Psychology, 33(3), 248-269.
Li, J., & Li, J.-M.. (2002). "The cow loves to learn:" The hao-xue-xin learning model as a reflection of the cultural relevance of Zhima Jie, China's Sesame Street. Early Education and Development, 13(4), 379-394.
Li, J. (2002). Models of learning in different cultures. In J. Bempechat & J. Elliott (Eds.), Achievement motivation in culture and context: Understanding children's learning experiences, New Directions in Child and Adolescent Development (pp. 45-63). San Francisco, CA: Jossey-Bass.
Williams, W. M., Blythe, T., White, N., Li, J., Gardner, H., & Sternberg, R. J. (2002). Practical intelligence for school: Developing metacognitive sources of achievement in adolescence. Developmental Review, 22, 162-210.
Li, J. (2001). Chinese conceptualization of learning. Ethos, 29, 111-137.
Li, J. (1997). Creativity in horizontal and vertical domains. Creativity Research Journal, 10(2-3), 107-132.
Li, J., & Gardner, H. (1993). How domains constrain creativity: The case of traditional Chinese and Western painting. American Behavioral Scientist, 37(1), 94-101.
Li, J. (2015). 文化溯源—东方与西方学习理念 [Cultural Foundations of Learning: East and West] (S. Chang, Trans. from English into Chinese). Shanghai, China: Eastern China Normal University Press.
Li, J. (in press). Russian translation of my book Cultural Foundations of Learning: East and West. Higher School of Economics, National Research University, Russia.
Li, J. (2012). Cultural foundations of learning: East and West. New York: Cambridge University press. [This book’s Chinese translation will appear in Spring, 2015; its Russian translation is in progress].
Williams, W., Blythe, T., White, N., Li, J., Sternberg, R. J., & Gardner, H. (1996). Practical intelligence for school. New York: HarperCollins.
Li, J. (in press). How culture influences the learning beliefs of Chinese, Chinese-American, and European-American children. In U. Kim & Y.-S. Park (Eds.) Asia’s educational miracle: Psychological, social, and cultural perspectives (pp.). Hong Kong: Springer Asia.
Li, J. (2015). Rediscover Lasting Values: Confucian Asian Cultural Learning Models in the 21st Century. In G.-P. Zhao & Z.-Y. Deng, (Eds.), Re-envisioning Chinese education: The meaning of person-making in a new age. UK: Routledge.
Li, J., & Fung, H. (2014). 由親子對談窺探關於學習信念的文化詮釋框架: 台灣與美國學童之比較 [Cultural interpretive frame for mother-child conversations about learning: Comparing European American and Taiwanese dyads. In F.-W. Liu (Ed.), 同理心、情感、與互為主體 [Empathy, affect, and intersubjuctivity]. Taipei, Taiwan: Institute of Ethnology, Academia Sinica.
Li, J., Fung, H., & Chen, E. C.-H. (2013). Taiwanese parent-child conversations for moral guidance: Uncovering the ubiquitous but enigmatic process. In C. Wainryb & H. Recchia (Eds.), Talking about right and wrong: Parent–child conversations as contexts for moral development (pp. 71-97). New York: Cambridge University Press.
Li, J. (2013). Cultural models, children’s beliefs, and parental socialization: European American and Chinese learning. In L.-X. Jin & M. Cortazzi (Eds.), Researching cultures of learning: International perspectives on language learning and education (pp. 267-284). Hampshire, UK: Palgrave Macmillan.
Yamamoto, Y. & Li, J. (2012). Quiet in the eye of the beholder: Teacher perceptions of Asian immigrant children. In C. Garcia Coll (Ed.), The impact of immigration on children’s development. Contributions to Human Development, Vol. 24. (pp. 1-17). Basel, Switzerland, Karger.
Bempechat, J., Mirny, A., Li, J., Wenk, K.A., & Holloway, S. D. (2011). Learning together: The educational experiences of adolescents in Moscow. In McInerney, D.M., Walker, R.A., Arief, G., & Liem, D. (Eds.), Sociocultural theories of learning and motivation: Looking back, looking forward (pp. 283-307). Greenwich, CT: Information Age Press.
Li, J. (2010). Cultural frames of children’s learning beliefs. In L. A. Jensen (Ed.), Bridging cultural and developmental psychology: New syntheses in theory, research and policy (26-48). New York: Oxford University Press.
Cheah, C. S. L., & Li, J. (2009). Parenting of young immigrant Chinese children: Challenges facing their social emotional and intellectual development. In E. L. Grigorenko & R. Takanishi (Eds.), Immigration, diversity, and education (pp. 225-241). New York: Routledge.
Li, J. (2009). Learning to self-perfect: Chinese beliefs about learning. In C. Chan & N. Rao (Eds), Revisiting the Chinese learner: Psychological and pedagogical perspectives (pp. 35-70). Comparative Education Research Centre (CERC), University of Hong Kong and Springer Press.
Li, J. (2009). Self -development. In R. A., Shweder, T. R. Bidell, A. C. Dailey, S. D. Dixon, P. J. Miller, & J. Modell (Eds.), The child: An encyclopedic companion (pp. 873-876). Chicago: University of Chicago Press.
Li, J., & K. W. Fischer. (2007). Respect as a positive self-conscious emotion in European Americans and Chinese. In J. L. Tracy, R. W. Robins, & J. P. Tangney (Eds.), The self-conscious emotions: Theory and research (pp. 224-242). NY: Guilford.
Li, J. (2006). Respect in children across cultures. In D. W. Shwalb & B. J. Shwalb (Eds.), Respect and disrespect: Cultural and developmental origins. New Directions in Child and Adolescent Development Series (No. 114) (pp. 81-89). R. W. Larson & L. A. Jensen (Series Eds.). San Francisco, CA: Jossey-Bass.
Mascolo, M. F., & Li, J. (Eds.). (2004). Culture and developing selves: Beyond dichotomization. New Directions in Child and Adolescent Development Series. W. Damon (Series Ed.). San Francisco, CA: Jossey-Bass.
Mascolo, M. F., & Li, J. (2004). Editors’ notes. In M. Mascolo & J. Li (Eds.), Culture and developing selves: Beyond dichotomization. New Directions in Child and Adolescent Development Series (pp. 1-7). W. Damon (Series Ed.). San Francisco, CA: Jossey-Bass.
Li, J., & Fischer, K. W. (2004). Thoughts and emotions in American and Chinese cultural beliefs about learning. In D. Y. Dai & R. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp.385-418). Mahwah, NJ: Erlbaum.
Li, J, & Yue, X. -D. (2004). Self in learning among Chinese adolescents. In M. F. Mascolo & J. Li. (Eds.), Culture and developing selves: Beyond dichotomization (New Directions in Child and Adolescent Development Series No. 104) (pp. 27-43). San Francisco: Jossey-Bass.
Li, J. (2004). A Chinese cultural model of learning. In L.-H. Fan, N.-Y. Wong, J.-F Cai, & S.-Q. Li. (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 124-156). Singapore: World Scientific.
Li, J. (2004). High abilities and excellence: A cultural perspective. In L. V. Shavinina & M. Ferrari (Eds.), Beyond knowledge: Extracognitive aspects of developing high ability (pp. 187-208). Mahwah, NJ: Erlbaum.
Mascolo, M. F., Fischer, K. W., & Li, J. (2003). The dynamic construction of emotions in development: A component systems approach. In N. Davidson, K. Scherer & H. Goldsmith (Eds.), Handbook of affective science (pp. 375-408). New York: Oxford University Press.
Mascolo, M. F., Li, J., Fink, R., & Fischer, K. W. (2002). Pathways to excellence: Value presuppositions and the development of academic and affective skills in educational contexts. In M. Ferrari (Ed.), The pursuit of excellence in education (pp. 113-146). Mahwah, JN: Erlbaum.