Lixin Ren

Lixin Ren
East China Normal University | ECNU · Faculty of Education, Department of Early Childhood Education

Doctor of Philosophy

About

51
Publications
9,255
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
455
Citations
Introduction
Lixin Ren currently works at the Faculty of Education, East China Normal University.
Skills and Expertise

Publications

Publications (51)
Article
School readiness is critical to children's academic and social-emotional success at school entry and over time. Using structural equation modeling, this study examined the mediating role of consistent child routines in the association between interparental functioning and school readiness among preschool-aged children in China. Participants include...
Article
Participation in organized extracurricular activities (EAs) is becoming increasingly prevalent among young children in China and worldwide. As an important microsystem of child development, EA involvement is likely to interact with other microsystems in relation to child outcomes. The current study focused on the interaction between EA participatio...
Article
The role of executive function (EF) in reading has been widely supported among English-speaking children. Expanding upon existing work on the linkage between EF and Chinese word reading, the current study examined whether early EF would predict the longitudinal trajectories of Chinese word reading from preschool through Grade 3 among a group of chi...
Article
Child participation in organized extracurricular activities (EAs) has attracted increasing scholarly attention. This study examined how child temperament and school readiness predicted EA participation trajectories among 345 Chinese preschoolers (MeanAge = 55.87 months at T1). On average, children showed linear increases in their overall EA partici...
Article
Organized extracurricular activities (EAs) constitute an important part of many young children's lives. However, the role of EAs in children's development during early childhood is poorly understood. The current study examined the associations between EA participation and a range of school readiness outcomes in a sample of 345 urban Chinese prescho...
Article
ABSΤRACΤ Τhis study used a cross-lagged design to examine the longitudinal relations between teacher–child conflict and children’s problem behavior during the preschool years based on a stratified sample of 515 Chinese preschool children. Children’s problem behavior was reported by parents, and teachers rated their levels of conflict with children....
Article
Full-text available
The ability to notice students’ mathematical thinking is key to better understanding student learning and effective teaching. Our professional development program utilized a Child Study Assignment in an attempt to strengthen K–3 teacher noticing. We applied principles of improvement science to improve this assignment to better support the developme...
Article
Ratings from multiple informants, such as parents and teachers, are often used in child development research. Although informant discrepancies have been the rule rather than the exception, factors that may contribute to such discrepancies are not well understood. This study examined the role of parent–teacher relationships in the discrepancies betw...
Article
Utilizing a cross-sectional sample of young Chinese children in Guangdong (Study 1; N = 609) and a longitudinal sample of young Chinese children in Hong Kong (Study 2; N = 197), two studies were conducted to validate the Preschool Affective Attitudes toward Mathematics Scale (PAAMS). In each study, children were interviewed individually on their af...
Article
Organized extracurricular activities (EAs) are prevalent among Chinese preschoolers, yet their role in children’s development is poorly understood. This study investigated the relations between EA participation and Chinese preschoolers’ school readiness (N = 343; Mage = 55.14 months) among a predominantly middle‐class sample. EA breadth had positiv...
Article
Family socioeconomic status (SES) has been frequently linked to children's early development. Treating SES as an aggregated variable has many issues, as different components of SES may relate to child outcomes through divergent mechanisms. The purpose of the study was to examine whether parents' engagement in home learning activities and children's...
Article
Co-parenting quality has frequently been linked to young children’s social–emotional functioning, but limited research has focused on the relationship between co-parenting and children’s early academic skills, or the underlying mechanisms through which co-parenting influences children’s development. Using data collected from urban China, the presen...
Article
How children spend time outside of school has consequences for their learning and development. Research on extracurricular participation has focused primarily on school-aged children and youth in Western societies. Yet, extracurricular activities are a common but understudied context of early development in Mainland China. In the present study, we...
Article
This study (N = 196) examined the extent to which the frequency of parent–child math activities in preschool was associated with children’s developmental trajectories of math skills from preschool to primary school. Parents reported the frequency of their involvement in a variety of math activities with their preschool children. Children were teste...
Article
Given the importance of coparenting in children’s development, examining antecedents of coparenting quality is imperative. However, existing research has primarily focused on Western contexts. Using data collected from 714 Chinese families with preschool-aged children, the current study examined the associations between child temperament and copare...
Article
Organized extracurricular activities (EAs) are an important component of the microsystem that impacts chil-dren's lives. Previous literature has primarily focused on school-aged children and youth in Western societies. This study utilized a longitudinal design and examined the antecedents and consequences of extracurricular participation in a sampl...
Article
In recent years, the importance of young children’s social-emotional development has been increasingly recognized in Chinese culture. The current study examined the relationship among coparenting, child routines, and preschoolers’ social-emotional development in a Chinese sample. It was hypothesized that child routines would mediate the association...
Article
Professionals in the field of early childhood are encouraged to demonstrate reflective perspectives of their work supported by pedagogical documentation. The purpose of this article is to introduce a rubric developed for preservice and inservice teachers to improve documentation and reflection. The rubric’s four dimensions: visible learning, powerf...
Article
The longitudinal relations of family socioeconomic status (SES) to receptive vocabulary, behavioral regulation, and four domains of academic learning (reading, math, life science, and earth and physical sciences) were examined for a representative sample of 588 Chinese children (ages 5–6). The results showed significant SES disparities across all f...
Article
Objective: Although the importance of sleep has been widely supported by empirical research, researchers have only recently linked sleep to children's social-emotional development. This study aimed to investigate 2 aspects of sleep-namely, sleep duration and bedtime routines-in relation to the social skills and problem behavior in a group of Chine...
Article
The demographic composition in the United States has undergone shifts due to increasing immigration. This may change the way we think about families and children in the United States, and it is important to include immigrant families in parenting research. This study examined the relations between parent-child relationships and preschool-aged child...
Article
This chapter addresses how child‐, family‐, and school‐level characteristics are associated with Chinese children's academic skill development during their preschool years. Academic skills are defined in terms of young children's emergent competencies in academic domains including literacy, mathematics, and science. First, we review the relations o...
Chapter
Preface This chapter explores current early years provision in the People's Republic of China (PRC) and, in particular, the challenges faced in developing a well-educated early years workforce. It will focus on the emerging picture, exploring the qualifications and experience of staff engaged in delivering early years care and education, and the ke...
Article
High Vocabulary, Average Chinese Character Recognition (23.5%), and (4) Highest Overall (8.5%). Family SES and home literacy activities were related to children's profile classifications. Profile classifications predicted children's mathematical and science skills. Effect sizes for significant findings ranged from medium to very large. The emerged...
Article
The positive role of routines in the social-emotional development of children has received theoretical and empirical support in the Western research literature on the topic. However, the role of child routines has rarely been examined in non-Western cultures. Using data collected from 228 Chinese parents of second grade children, this study first e...
Article
The current study examined the effects of parent–child and teacher–child relationships on behavior regulation of children at risk. In particular, the amplifying or attenuating effect of one context (i.e., teacher–child relationships) for another context (i.e., parent–child relationship) on children's behavior regulation was examined. Participants w...
Article
Popular parenting literature has often emphasized the importance of establishing predictable routines during early childhood. Using a sample of 688 Chinese preschool-aged children, the current study examined how child routines were related to parent-child relationships and self-regulation. This study first examined the psychometric properties of th...
Article
This study investigated the longitudinal associations between four key elements of school readiness—receptive vocabulary, socioemotional behavior, behavioral self-regulation, and approaches to learning—and individual differences in young children's reading and mathematics trajectories. Chinese children (N = 588) were tested three times between the...
Article
Full-text available
This study examines how various teacher characteristics and contextual factors are related to early primary teachers’ beliefs about mathematical teaching and learning and teachers’ attitudes toward their own learning of mathematics. A total of 396 early primary teachers across Nebraska participated in the study. Teacher characteristics and contextu...
Article
Full-text available
This study examines the impact of the Primarily Math Elementary Mathematics Specialist program on K-3 teachers’ mathematical content knowledge for teaching, attitudes toward learning mathematics, and beliefs about mathematics teaching and learning. Three cohorts of teachers participating in the program were compared to a similar group of non-partic...
Article
Full-text available
As an important aspect of self-regulation, behavioral regulation contributes to young children’s academic and social-emotional outcomes. In this study, we examined the relations between young Chinese children’s behavioral regulation and their mathematics competence, language skills, and behavior problems. We further explored the role of both matern...
Article
The need to incorporate active learning (AL) in higher education has become a prominent issue discussed by major leadership organizations such as the Conference Board of Mathematical Sciences (CBMS, 2016). These calls for AL are based on a large and growing body of research documenting the correlation between AL use and reduced failure rates, deepe...
Article
On the basis of a sample of 109 Chinese children, aged approximately 3 years, and their parents in Hong Kong, this study examined how paternal parenting interacted with 2 aspects of child temperament (i.e., negative emotionality and persistence) to predict children's internalizing and externalizing problems. Paternal supportive and aversive parenti...
Article
Early competencies in reading, mathematics, and science are associated with later school achievement and adulthood socioeconomic status. This cross-sectional study examined how fundamental domain-general capacities, including language, spatial, and self-regulatory skills, together relate to competencies in reading, mathematics, and science in young...
Article
Full-text available
This study was designed to examine whether parenting stress and child behavioral problems are significant predictors of parent–child conflict in the context of low-income families and how these relations are moderated by maternal nativity. The authors conducted multiple regression analyses to examine relations between teachers’ report of behavioral...
Article
Research Findings: This study examined how parenting styles and child social-emotional functioning may help explain the indirect relations between Chinese parents’ expectations for their preschool-age children’s social-emotional development and their children’s preacademic skills. A total of 154 parents with preschool-age children were recruited fr...
Chapter
This study qualitatively examines teacher noticing among 22 primary teachers who conducted child studies, in which they sought to better capture two students’ mathematical understanding. Noticing students’ mathematical thinking is a key component to better understand student learning and effective teaching. Five levels of teacher noticing were spec...
Article
The present study investigated the effects of Primarily Math, an inservice elementary mathematics specialist program. Primarily Math sought to augment the mathematical knowledge for teaching of kindergarten through third-grade teachers using a longitudinal multiple cohort design. Two sets of analyses were conducted. The first examined impact on tea...
Article
Research Findings: This study examined how child negative emotionality interacted with mothers’ self-reported parenting in predicting different aspects of social functioning among very young Chinese children. A total of 109 Chinese nursery children in Hong Kong participated with their parents. Maternal supportive and aversive parenting practices we...
Article
Research Findings: The current study examines the relations between Chinese preschoolers’ social-emotional competence and their preacademic skills, as well as the role of child gender and parental education in such relations. A total of 154 children from the northeastern region of China were involved in the study. Both parents and head teachers of...
Article
The Fennema-Sherman Mathematics Attitude Scales (FSMAS) are among the most popular instruments used in studies of attitudes toward mathematics. However, the FSMAS has been mainly used among student populations and rarely used with teachers. In the present study, three scales from the FSMAS—Confidence, Effectance Motivation, and Anxiety—were revised...
Article
Full-text available
This mixed methods study focused on the socialization goals for preschool-aged children among parents from three small-sized cities located in northeastern China. A total of 154 parents with preschool-aged children completed questionnaires measuring parental socialization goals for children's social-emotional competence and academic achievement. Qu...
Article
Full-text available
Dr. Carolyn Pope Edwards, a professor at the University of Nebraska-Lincoln and co author of the book One Hundred Languages of Children , has long been an expert in the Reggio Emilia early childhood educational approach. We conducted an interview with Dr. Edwards and, from the perspective of historical retrospective and contemporary development, re...
Thesis
The purpose of this mixed methods study was to examine contemporary Chinese parents’ childrearing expectations, goals, and practices for their preschool-aged children. Participants included 154 parents with preschool-aged children (children’s mean age was 52.48 months with a standard deviation of 6.84) and 27 teachers recruited from seven preschool...
Chapter
Full-text available
The contexts of early learning and socialization are diverse and complex but not without some predictability. The tension between predictability and variation fascinates researchers interested in childhood and culture and motivates careful exploration of different developmental niches to better understand socialization during infancy, toddlerhood,...
Article
Full-text available
This study examines relations among Chinese parents' expectations for children's development of social–emotional skills, parenting styles, and child social competence. A total of 154 parents with preschool-aged children from mainland China completed questionnaires measuring their timing of expectations for children's mastery of social–emotional ski...
Conference Paper
Full-text available
This report presents the findings of a study that was designed to investigate the effectiveness of a professional development (PD) program to change teachers' mathematical beliefs. The results reveal K-3 teachers had stronger student-centered teaching beliefs and weaker teacher-centered teaching beliefs after participating in the PD program.

Network

Cited By