Loyola University Chicago

Department of Psychology

Christine Li-Grining

 
Title: Associate Professor
Office: 107 Coffey Hall, LSC 
Phone: 773.508.8225 

Background Information
Ph.D., Northwestern University
M.Ed., Loyola University Chicago
B.A., University of Chicago
 
Research Interests:
Self-Regulation, School Readiness, and Academic Achievement
Early childhood, middle childhood, adolescence, and emerging adulthood
Child Care, Early Childhood Education, and Intervention
Risk and Resilience in the Context of Poverty and Immigrant Families 
Education and Social Policy
 
Recent Publications:
Li-Grining, C. P., Raver, C. C., Jones-Lewis, D., Madison-Boyd, S., & Lennon, J. (2014). Targeting classrooms' emotional climate and preschoolers' socioemotional adjustment: Implementation of the Chicago School Readiness Project.  Journal for Prevention and Intervention in the Community, 42(4), 264-281doi: 10.1080/10852352.2014.943639
 
Li-Grining, C. P. (2012). The role of cultural factors in the development of Latino preschoolers' self-regulation. Child Development Perspectives6(3): 210–217. doi: 10.1111/j.1750-8606.2012.00255.x
 
Li-Grining, C. P., Raver, C. C., Champion, K. M., Sardin, L., Metzger, M. W., & Jones, S. M. (2010). Understanding and improving classroom emotional climate and behavioral management in the “real world”: The role of Head Start teachers’ psychosocial stressors. Early Education and Development, 21(1)65–94. doi: 10.1080/10409280902783509
 
Li-Grining, C. P., Votruba-Drzal, E., Maldonado, C., & Haas, K. (2010). Children’s early approaches to learning and academic trajectories through fifth grade. Developmental Psychology, 46(5), 1062–1077. doi: 10.1037/a0020066
 
Li-Grining, C. P. (2007). Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences.  Developmental Psychology, 43(1)208–221. doi: 10.1037/0012-1649.43.1.208