Journal Articles

Pomerantz, E. M., & Ruble, D. N. (1997). Distinguishing multiple dimensions of conceptions of ability: Implications for self-evaluation. Child Development, 68, 1165-1180.

Pomerantz, E. M., & Ruble, D. N. (1998). The role of maternal gender socialization in the development of sex differences in child self-evaluative mechanisms. Child Development, 68, 558-478.

Pomerantz, E. M., & Eaton, M. M. (2000). Developmental differences in children's conceptions of parental control: "They love me, but they make me feel incompetent." Merrill-Palmer Quarterly, 46, 140-167.

Pomerantz, E. M., Saxon, J. L., & Oishi, S. (2000). The psychological tradeoffs of goal investment. Journal of Personality and Social Psychology, 79, 617-630.

Pomerantz, E. M., & Saxon, J. L. (2001). Children's conceptions of ability as stable and self-evaluative processes: A longitudinal examination. Child Development, 72, 152-173.

Pomerantz, E. M., & Eaton, M. M. (2001). Maternal intrusive support in the academic context: Transactional socialization processes. Developmental Psychology, 37, 174-186.

Pomerantz, E. M. (2001). Parent x Child socialization: Implications for the development of depressive symptoms. Journal of Family Psychology, 15, 510-525.

Altermatt, E. R., Pomerantz, E. M., Ruble, D. N., Frey, K. S., & Greulich, F. K. (2002). Predicting changes in children's self-perceptions of academic competence: A naturalistic examination of evaluative discourse among classmates. Developmental Psychology, 38, 903-917.

Pomerantz, E. M., Altermatt, E. R., & Saxon, J. L. (2002). Making the grade but feeling distressed: Gender differences in academic performance and internal distress. Journal of Educational Psychology, 94,396-404.

Altermatt, E. R., & Pomerantz, E. M. (2003). The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends. Journal of Educational Psychology, 95, 111-123.

Pomerantz, E. M., & Rudolph, K. D. (2003). What ensues from emotional distress? Implications for competence estimation. Child Development, 74, 329-346.

Ng, F. F., Kenney-Benson, G., & Pomerantz, E. M. (2004). Children's achievement moderates effects of mothers' use of control and autonomy support. Child Development, 75, 764-780.

Altermatt, E. R., & Pomerantz, E. M. (2005). The tradeoffs of selecting high-achieving versus low-achieving friends: A longitudinal analysis. Social Development, 14, 61-81.

Kenney-Benson, G. A., & Pomerantz, E. M. (2005). The role of mothers' use of control in children's perfectionism: Implications for the development of depressive symptoms. Journal of Personality, 73, 23-46.

Pomerantz, E. M., Wang, Q., & Ng, F. F. (2005). Mothers' affect in the homework context: The importance of staying positive. Developmental Psychology, 41, 414-427.

Kenney-Benson, G., Pomerantz, E. M., Ryan, A., & Patrick, H. (2006). Sex differences in math performance: The role of how children approach school. Developmental Psychology, 42, 11-26.

Pomerantz, E. M., Ng, F. F., & Wang, Q. (2006). Mothers' mastery-oriented involvement in children's homework: Implications for the well-being of children with negative perceptions of competence. Journal of Educational Psychology, 98, 99-111.

Pomerantz, E. M., & Dong, W. (2006). The effects of mothers' perceptions of children's competence: The moderating role of mothers' theories of competence. Developmental Psychology, 42, 950-961.

Book Chapters

Pomerantz, E. M., & Ruble, D. N. (1998). The multidimensional nature of control: Implications for the development of sex differences in self-evaluation. In J. Heckhausen and C. Dweck (Eds.), Motivation and self-regulation across the life-span (pp. 159-184). New York: Cambridge.

Pomerantz, E. M., & Altermatt, E. R. (1999). Considering the role of development in self-regulation. In R. S. Wyer (Ed.), Advances in Social Cognition (pp. 175-192). Hillsdale, NJ: Erlbaum.

Pomerantz, E. M, Saxon, J., & Kenney, G. A. (2001). Self-evaluation: The development of sex differences. In G. Moskowitz (Ed.), The tenure of social cognition (pp. 59-73). Hillsdale, NJ: Erlbaum.

Pomerantz, E. M., Ng, F., & Wang, Q. (2004). Gender socialization: A Parent x Child model. In A. H. Eagly, A. Beall, and R. Sternberg (Eds.), Handbook of the psychology of gender (2nd Edition, pp. 120-144). New York: Guilford.

Pomerantz, E. M., Grolnick, W. S., & Price, C. A. (2005). The role of parents in how children approach achievement: A dynamic process perspective. In A. Elliot and C. W. Dweck (Eds.), Handbook of competence and motivation (pp. 259-278). New York: Guilford.

Pomerantz, E. M., Wang, Q., & Ng, F. F. (2005). The role of children's competence experiences in the socialization process: A dynamic process framework for the academic arena. In R. Kail (Ed.), Advances in child development and behavior (Vol. 33, pp. 193-227). San Diego: Academic Press.

Pomerantz, E. M. & Shim, S. (in press). The role of goal investment in self-regulation: Benefits and costs. In J. Shah and W. Gardner (Eds.), Handbook of Motivational Science. New York: Guilford.

Books

DeLoache, J., Mangelsdorf, S., & Pomerantz, E. M. (1998). Current readings in child development. Needham Heights, MA: Allyn and Bacon.

Other Publications

Altermatt, E. R., & Pomerantz, E. M. (2003). But what if I fail? Girls' heightened worrying about school performance. Principal (National Association of Elementary School Principals Magazine). Reprinted in The Education Digest, 68, 20-22 (2003).