Dr. Jin Li is Professor of Education and Human Development at Brown University. Originally from China, she received her B.A. in German from Guangzhou Institute of Foreign Languages in 1982. She earned her first Ed.M. in education from the University of Pittsburgh in 1988, her second Ed.M. in Administrative Planning and Social Policy in 1991, and her doctoral degree in human development and psychology from Harvard Graduate School of Education in 1997. Dr. Li’s research focuses on East Asian virtue-oriented and Western mind-oriented learning models and how these models shape children’s learning beliefs and achievement. She has studied children and families from Chinese, Taiwanese, Chinese American, European American, and other cultural and ethnic backgrounds. The age groups range from early childhood, middle-childhood and adolescence to college students. Her research has been published in leading professional journals. She has delivered talks in a dozen different countries. Her 2012 book Cultural Foundations of Learning: East and West synthesizes related research over the past decades and offers new perspectives on the indispensable role of culture in human learning. Dr. Li was one of the six inaugural Fellows selected by the Berggruen Philosophy and Culture Center 2015-16 and at the Center for Advanced Study in the Behavioral Sciences, Stanford University and at Schwarzman College, Tsinghua University, China, 2016-17. She has been since 2016 a Guest Lecturer at Schwarzman College, Tsinghua University, China.
|Fung, Heidi, Li, Jin, Lam, Chi Kwan Multi-faceted discipline strategies of Chinese parenting. International Journal of Behavioral Development/International Journal of Behavioral Development. 2017; 41 (4) : 472-481.|
|Li, Jin Humility in learning: A Confucian perspective*. Journal of Moral Education. 2016; 45 (2) : 147-165.|
|Li, Jin Play or learn: European-American and Chinese kindergartners' perceptions about the conflict. Br J Educ Psychol. 2015; 86 (1) : 57-74.|
|Holloway, Susan D., Park, Sira, Jonas, Michele, Bempechat, Janine, Li, Jin “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. 2014; 13 (4) : 262-277.|
|Li, Jin, Fung, Heidi, Bakeman, Roger, Rae, Katharine, Wei, Wanchun How European American and Taiwanese Mothers Talk to Their Children About Learning. Child Dev. 2013; 85 (3) : 1206-1221.|
|van Egmond, Marieke C., Kühnen, Ulrich, Li, Jin Mind and virtue: The meaning of learning, a matter of culture?. Learning, Culture and Social Interaction. 2013; 2 (3) : 208-216.|
|Yamamoto, Yoko, Li, Jin What makes a high-quality preschool? Similarities and differences between Chinese immigrant and European American parents’ views.. Early Childhood Research Quarterly. 2012; 27 (2) : 306-315.|
|Bempechat, J., Li, J., Neier, S. M., Gillis, C. A., Holloway, S. D. The Homework Experience: Perceptions of Low-Income Youth. Journal of Advanced Academics. 2011; 22 (2) : 250-278.|
|Park, Sira, Holloway, Susan D., Arendtsz, Amanda, Bempechat, Janine, Li, Jin What Makes Students Engaged in Learning? A Time-Use Study of Within- and Between-Individual Predictors of Emotional Engagement in Low-Performing High Schools. Journal of youth and adolescence. 2011; 41 (3) : 390-401.|
|Li, Jin, Yamamoto, Yoko, Luo, Lily, Batchelor, Andrea K., Bresnahan, Richard M. Why attend school? Chinese immigrant and European American preschoolers' views and outcomes.. Developmental Psychology. 2010; 46 (6) : 1637-1650.|
|Li, Jin, Holloway, Susan D., Bempechat, Janine, Loh, Elaine Building and using a social network: Nurture for low-income Chinese American adolescents' learning. New Directions for Child and Adolescent Development. 2008; 2008 (121) : 9-25.|
|Holloway, S. D., Mirny, A. I., Bempechat, J., Jin Li, None Schooling, Peer Relations, and Family Life of Russian Adolescents. Journal of Adolescent Research. 2008; 23 (4) : 488-507.|
|Bae, Soung, Holloway, Susan D., Li, Jin, Bempechat, Janine Mexican-American Students’ Perceptions of Teachers’ Expectations: Do Perceptions Differ Depending on Student Achievement Levels?. Urban Rev. 2007; 40 (2) : 210-225.|
|Sobel, David M., Li, Jin, Corriveau, Kathleen H. “They Danced Around in My Head and I Learned Them”: Children's Developing Conceptions of Learning. Journal of Cognition and Development. 2007; 8 (3) : 345-369.|
|Li, Jin Respect in children across cultures. New Directions for Child and Adolescent Development. 2006; 2006 (114) : 81-90.|
|Li, Jin Self in Learning: Chinese Adolescents' Goals and Sense of Agency. Child Dev. 2006; 77 (2) : 482-501.|
|Li, Jin Mind or Virtue. Western and Chinese Beliefs About Learning. Current Directions in Psychological Science. 2005; 14 (4) : 190-194.|
|Li, Jin "I learn and I grow big": Chinese preschoolers' purposes for learning. International Journal of Behavioral Development. 2004; 28 (2) : 116-128.|
|Li, Jin Learning as a Task or a Virtue: U.S. and Chinese Preschoolers Explain Learning.. Developmental Psychology. 2004; 40 (4) : 595-605.|
|Li, Jin, Wang, Qi Perceptions of Achievement and Achieving Peers in U.S. and Chinese Kindergartners. Social Development. 2004; 13 (3) : 413-436.|
|Li, Jin, Yue, Xiaodong Self in learning among Chinese children. New Directions for Child and Adolescent Development. 2004; 2004 (104) : 27-43.|
|Li, Jin, Wang, Lianqin, Fischer, Kurt The organisation of Chinese shame concepts?. Cognition and Emotion. 2004; 18 (6) : 767-797.|
|Li J The core of Confucian learning.. American Psychologist. 2003; 58 (2) : 146-7; discussion 148-9.|
|Li, Jin, Li, Jimei "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 & Development. 2002; 13 (4) : 379-394.|
|Li J Learning models in different cultures.. New Directions for Child and Adolescent Development. 2002; (96) : 45-63.|
Li, J., Yamamoto, Y., Kinnane, J., Shugarts, B., & Ho, C. (2018). From learning beliefs to achievement among European American and Chinese immigrant preschool children. Child Development. 10.1111/cdev.13055
Li, J. (2017). Mencius’ refusal to let compassion wither. Harvard Divinity Bulletin, (Autumn/Winter).
Fung, H., Li, J., & Lam, C. K. (2017). Multi-faceted discipline strategies of Chinese parenting. International Journal of Behavioral Development, 41(4), 472-481. doi: 10.1177/0165025417690266
Bempechat, J., Li, J., & Ronfard, S. (2016). Relations between cultural learning beliefs, self-regulated learning, and academic achievement for low-income Chinese-American adolescents. Child Development. doi: 10.1111/cdev.12702
Yamamoto, Y., Li, J., & Liu, J. L. (2016). Does socioeconomic status matter for Chinese immigrants’ academic socialization? Family environment, parental engagement, and preschoolers’ outcomes. Research in Human Development, 13(3), 191-206. doi: 10.1080/15427609.2016.1194706
Li, J. (2016). Humility in learning: A Confucian perspective. Special Issue on developing virtue: Empirically-informed perspectives from East and West. Journal of Moral Education, 1-19. doi: 10.1080/03057240.2016.1168736
Cheah, C., Li, J., Zhou, N., Yamamoto, Y., & Leung, C. (2015). Understanding Chinese immigrant and European American mothers’ expressions of warmth. Developmental Psychology, 51(12), 1802-1811. doi: 10.1037/a0039855
Mistry, J., Li, J., Yoshikawa, H., Tseng, V., Tirrell, J., Kiang, L., Mistry, R., & Wang, Y. (2016). An integrated conceptual framework for the development of Asian American children and youth. Child Development, 87(4), 1014–1032. doi: 10.1111/cdev.12577
Li, J. (2016). Inexhaustible source of water: The enduring Confucian learning model (有源之水難涸也: 百折不衰的儒家學習模式). Education Research Monthly (教育学术月刊), 2, 33-41.
Li, J. (2015). Play or learn: European-American and Chinese kindergartners’ perceptions about the conflict. British Journal of Educational Psychology, 86, 1-18. doi: 10.1111/bjep.12086
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. doi: 10.1080/15348431.2014.887468
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. doi: 10.1111/cdev.12172
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. doi: 10.1016/j.lcsi.2013.06.002
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. doi:10.1007/S10964-011-9738-3
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. doi:10.1016/j.ecresq.2011.09.005
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. doi:10.1177/1932202X1102200204
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. doi: 10.1037/a0019926
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. doi:10.1002/cd.220
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. doi: 10.1177/0743558407311938
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. doi:10.1007/S11256-007-0070-X
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. doi:10.1080/15248370701446806
Li, J. (2006). Self in learning: Chinese adolescents’ goals and sense of agency. Child Development, 77(2), 482-501. doi: 10.1111/j.1467-8624.2006.00883.x
Li, J. (2005). Mind or virtue: Western and Chinese beliefs about learning. Current Directions in Psychological Science, 14(4), 190-194. doi: 10.1111/j.0963-7214.2005.00362.x
Li, J., Wang, L.-Q., & Fischer, K. W. (2004). The organization of Chinese shame concepts. Cognition and Emotion, 18(6), 767-797. doi:10.1080/02699930341000202
Li, J., & Wang, Q. (2004). Perceptions of achievement and achieving peers in U.S. and Chinese kindergartners. Social Development, 13(3), 413-436. doi: 10.1111/j.1467-9507.2004.00275.x
Li, J. (2004). Learning as a task or virtue: U.S. and Chinese children explain learning. Developmental Psychology, 40(4), 595-605. doi: 10.1037/0012-1622.214.171.1245
Li, J. (2004). “I learn and I grow big:” Chinese preschoolers’ purposes for learning. International Journal of Behavioral Development, 28(2), 116-128. doi:10.1080/01650250344000325
Li, J., & Yue, X. -D. (2004). Self in learning among Chinese children. 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. doi:10.1002/cd.102
Li, J. (2003). The core of Confucian learning. American Psychologist, 58, 146-147. doi: /10.1037/0003-066X.58.2.146
Li, J. (2003). U.S. and Chinese cultural beliefs about learning. Journal of Educational Psychology, 95(2),258-267. doi: 10.1037/0022-06126.96.36.1998
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. doi: 10.1002/pits.10071
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. doi: 10.1177/0022022102033003003
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. doi:10.1207/s15566935eed1304_3
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. doi: 10.1006/drev.2002.0544
Li, J. (2001). Chinese conceptualization of learning. Ethos, 29, 111-137. doi: 10.1525/eth.2001.29.2.111
Li, J. (1997). Creativity in horizontal and vertical domains. Creativity Research Journal, 10(2-3), 107-132. doi: 10.1207/s15326934crj1002&3_3
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. (2015). КУЛЬТУРНЫЕ ОСНОВЫ ОБУЧЕНИЯ Восток и Запад [Cultural Foundations of Learning: East and West] (A. Apollonov and T. Kotelnikova Trans. from English into Russian). Moscow, Russia: Издательский дом Высшей школы экономики [National Research University and Higher School of Economics, 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). Confucian self-cultivation: A developmental perspective [儒家修身: 發展心理學視角]. In R. Ames & P. Hershock (Eds.), Human beings or human becomings: Who we are and who we need to be.
Bempechat, J., Jimenez-Silva, M., Li, J., & Holloway, S. D. (in press). “Classes where kids learn/don’t learn a lot:” A study of Mexican American adolescents’ voices. In S. Jones & E. Sheffield. Why kids love (and hate) school: Reflections on difference. Gorham, ME: Meyers Education Press.
Li, J. (in press). The cultural framing of development. In M. F. Mascolo & T. Bidell (Eds.), Handbook of Integrative Psychological Development: Essays in Honor of Kurt W. Fischer. New York: Routledge/Taylor & Francis.
Yamamoto, Y., Li, J., Bao, H., & Suh, W. (in press). Demand and direct involvement: European American and Chinese American preschoolers’ perceptions of their parents’ involvement in schooling. In H. Chu & B. Thelamour (Eds.). Navigating Systems: A Multidisciplinary Approach to Immigrant Family Ecologies. New York: Springer.
Li, J. (2016). The indispensable role of culture in shaping children’s learning beliefs. In R. B. King & A. B. I. Bernardo, The psychology of Asian learners: A festschrift in honor of David Watkins (pp. 37-51). Hong Kong: Springer Asia.
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.
Yamamoto, Y., Li, J., & Su, W. (in press). Authority and Support? Chinese immigrant preschoolers’ conceptualizations of parental involvement in their learning processes. In H. Chu & B. Thelamour (Eds.). Navigating Systems: A Multidisciplinary Approach to Immigrant Family Ecologies. New York: Springer.
Li, J. (2016). The indispensable role of culture in shaping children’s learning beliefs. In R. B. King & A. B. I. Bernardo, The psychology of Asian learners: A festschrift in honor of David Watkins (pp. 37-51). 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.
|1988||EdM||University of Pittsburgh|
|1982||BA||Guangzhou Institute of Foreign Languages|
The Erin Phelps Award, 2017 by the Society for the Study of Human Development (SSHD) as the best article in two years for my co-authored journal article: Yamamoto, Y., Li, J., & Liu, J. L. (2016). Does socioeconomic status matter for Chinese immigrants’ academic socialization? Family environment, parental engagement, and preschoolers’ outcomes. Research in Human Development, 13(3), 191-206. doi: 10.1080/15427609.2016.1194706.
Inaugural Fellow to study philosophy and culture at the Center for Advanced Study in the Behavioral Sciences, Stanford University, 2015-2016 and Schwarzman College, Tsinghua University, China, 2016-2017, sponsored by the Berggruen Institute of Philosophy and Culture.
Guest Faculty Member at the newly founded and highly competitive Schwarzman Scholars Program (http://schwarzmanscholars.org/program/) for training international leaders for the 21st century, Tsinghua University, China, 2016-2018.
The University Lecturer by Cornell University to deliver a lecture to the whole university campus, March, 2013: Rediscover lasting values: Western and East Asian cultural learning models in the 21st century.
Invited lecture among 300 world-renowned scholars at Beijing Forum 2011 (北京論壇), Beijing, China: Rediscover Lasting Values: Cultural Treasure Trove of Learning in the 21st Century [再發現長存價值: 21世紀學習的文化寶庫]. 2011.
Commencement address to the graduating class, Jacobs University, Bremen, Germany: Cross-Cultural Learning in a New Era. 2009.
One of the three nationally selected recipients for the Young Scholars Award from the Foundation for Child Development for a 2-year longitudinal study on Chinese immigrant children’s learning beliefs and related home socialization. 2006-2008. $163,570.
Invited by the Chinese Ministry of Education to give a series of lectures at four major Chinese universities, summer, 2005.
One of 30 scholars in the field invited to participate in the Lunch with Leaders program at the biannual conference of the Society of Research in Child Development, April, 2005.
Distinction for my doctoral qualifying paper: “Creativity in Horizontal and Vertical Domains.” Harvard Graduate School of Education, 1994.
Award for Excellence in German Studies, Guangzhou Institute of Foreign Languages, from German Academic Exchange Service (Der Deutsche Akademische Austauschdienst). West Germany, 1981.
|Sobel, David||Professor of Cognitive, Linguistic and Psychological Sciences|
|EDUC 0800 - Introduction to Human Development and Education|
|EDUC 1580 - Cross-Cultural Perspectives on Child Development|
|EDUC 1850 - Moral Development and Education|
|EDUC 1860 - Social Context of Learning and Development|