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Quantitative
Program
Developmental Psychology
Program
Lab Page
Research Design and
Analysis Unit
Summer Institute
Research Interests:
Using a unifying theoretical perspective, I study
developmental changes in how children's and adolescents'
action-control processes (i.e., motivational and
self-regulation) influence (a) their adjustment and achievement
in school settings, (b) their peer and friendship relationships,
(c) their reasons for aggression and victimization, and (d)
their ability to cope with challenging and stressful events. I
examine these topics with a special focus on cross-cultural and
sociocontextual influences (e.g., ethnic differences,
socialization processes). In support of my substantive work, I
specialize and provide graduate-level training in an array of
multivariate statistical techniques including structural
equation modeling (e.g., LISREL), growth curve modeling, and the
like. In this regard, I also do work examining the use of
structural equation modeling techniques as a general data
analytic approach to studying individual, developmental, and
sociocontextual differences.
My research foci share a number
of commonalities. For example, they share an emphasis on the
self-regulatory processes of individuals, the meta-theoretical
cohesion of action-control theory, and the methodological
consistency of using the most appropriate individual- and
group-differences analytic system available. Because I examine
self-regulatory processes developmentally and within situated
(e.g., cross-cultural) contexts, my research covers topics of
central relevance to cross-cultural, developmental, social,
personality, and educational psychology.
Selected Publications:
Developmental Research:
- Geldhof, G. J., Little, T. D., & Colombo, J. (in press). Self-regulation across the lifespan. In M. E. Lamb & A. M. Freund (Vol. Eds.), and R. M. Lerner (Editor-in-Chief). Social and emotional development. Volume 2 of The Handbook of Lifespan Development. Hoboken, NJ: Wiley.
- Card, N. A., & Little, T. D. (2006). Proactive and reactive
aggression in childhood and adolescence: A meta-analysis of
differential relations with psychosocial adjustment.
International Journal of Behavioral Development, 30, 466-480.
- Vanlede, M., Little, T. D., & Card, N. A. (2006). Action-control
beliefs and behaviors as predictors of change in adjustment across
the transition to middle school. Anxiety, Stress, and Coping,
19, 111-127.
- Walls, T. A. & Little, T. D. (2005). Relations among personal
agency, motivation, and school adjustment in early adolescence.
Journal of Educational Psychology, 97, 23-31.
Quantitative Research:
- Little, T. D., Card, N. A., Preacher, K. J., & McConnell, E. (2009). Modeling longitudinal data from research on adolescence. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed, pp. 15-54.). Hoboken, NJ: Wiley.
- Little, T. D., Preacher, K. J., Selig, J. P., & Card, N. A. (2007). New developments in SEM panel analyses of longitudinal data.
International Journal of Behavioral Development, 31, 357-365.
- Little, T. D., Bovaird, J. A., & Widaman, K. F. (2006). On the
merits of orthogonalizing powered and product terms: Implications
for modeling interactions among latent variables. Structural
Equation Modeling, 13 ,497-519.
- Little, T. D., Slegers, D. W., & Card, N. A. (2006). A
non-arbitrary method of identifying and scaling latent variables in
SEM and MACS models. Structural Equation Modeling, 13, 59-72.
Recent Edited Books:
- Card, N. A., Selig, J. P., & Little, T. D. (Eds.) (2008).
Modeling dyadic and interdependent data in developmental research.
Mahwah, NJ: LEA.
- Hawley, P. H., Little, T. D., & Rodkin, P. (Eds.). (2007).
Aggression and adaptation. Mahwah, NJ: LEA
- Little, T. D., Bovaird, J. A., & Card, N. A. (Eds.) (2007).
Modeling contextual effects in longitudinal studies. Mahwah, NJ:
LEA
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