Stephen H. Chen
Wellesley College
27 Papers
10 Citations
Stephen H. Chen is an academic researcher from Wellesley College. The author has contributed to research in topics: Chinese americans & Mental health. The author has an hindex of 12, co-authored 27 publications. Previous affiliations of Stephen H. Chen include University of California, Berkeley.
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Papers
Commonalities and Differences in the Research on Children’s Effortful Control and Executive Function: A Call for an Integrated Model of Self‐Regulation
TL;DR: In this paper, an integrated theory of self-regulation encompassing the EC and EF perspectives is proposed for reducing overlap and confusion in future research, and the authors provide a number of recommendations on how to integrate the theory and methodology of EC and executive function in the future research for children's adaptive functions.
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Adverse childhood experiences and leukocyte telomere maintenance in depressed and healthy adults.
Stephen H. Chen,Elissa S. Epel,Synthia H. Mellon,Jue Lin,Victor I. Reus,Rebecca Rosser,Eve Kupferman,Heather M. Burke,Laura Mahan,Elizabeth H. Blackburn,Owen M. Wolkowitz +10 more
TL;DR: These results replicate prior findings of shortened LTL in healthy adults with histories of multiple ACEs, but in MDD, this relationship was substantially altered, raising the possibility that activation of telomerase in ACE-exposed individuals with MDD could represent a compensatory response to endangered telomeres.
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Parents' Expression and Discussion of Emotion in the Multilingual Family: Does Language Matter?
TL;DR: It is proposed that parents’ use of different languages for emotional expression or discussion holds significant implications for children’s emotional experience, understanding, and regulation and that an understanding of the implications of emotion-related language shifts is critical in adapting interventions within a rapidly diversifying society.
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Variations on the bilingual advantage? Links of Chinese and English proficiency to Chinese American children's self-regulation.
TL;DR: The results suggest that the bilingual advantage for self-regulation may be observed as a continuous variable among immigrant children with varying levels of bilingual fluency; however, this advantage may not extend across all domains and contexts of self- regulation.
Heritage Language Socialization in Chinese American Immigrant Families: Prospective Links to Children's Heritage Language Proficiency.
TL;DR: Results of structural equation modeling showed that adults' Chinese language use with children at home predicted children's higher Chinese receptive and expressive vocabulary two years later, and children's participation in Chinese language extra-curricular activities predicted their higher Chinese expressive vocabulary and higher Chinese word reading.
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