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Main, Alexandra, Jessica P. Lougheed, Janice Disla, and Smitha Kashi. 2019. “Timing of Adolescent Emotional Disclosures: The Role of Maternal Emotions and Adolescent Age”. Emotion 19 (5): 829-40.

Zhou, Q, A Tao, S Chen, A Main, E Lee, J Ly, M Hua, and et al. 2012. “Asset and Protective Factors for Asian American Children’s Mental Health Adjustment”. Child Development Perspectives 6 (3): 312-19.

Disla, Janice, Alexandra Main, Smitha Kashi, and Jonathan Boyajian. 2019. “The Effect of Mothers’ Emotional Responses to Adolescent Disclosures and Adolescent Perspective Taking on the Timing of Future Disclosures”. Social Development 28 (3): 657-73.

Kho, C, A Main, S Chung, and Q Zhou. 2019. “Intrusive Parenting in Chinese American Immigrant Families: Relations With Cultural Orientations and Children’s Adjustment”.  Asian American Journal of Psychology 10 (4): 341-50.

Tucker, C, D.J Wiebe, A Main, A.G Lee, and P. C. White. 2018. “Adolescent Information Management and Parental Knowledge in Non-Latino White and Latino Youth Managing Type 1 Diabetes”. Journal of Pediatric Psychology 43 (2): 207-17.

Main, A, A Paxton, and A Dale. 2016. “An Exploratory Analysis of Emotion Dynamics Between Mothers and Adolescents During Conflict Discussions”. Emotion 16 (6): 913-28.

Campos, J, E Walle, A Dahl, and A Main. 2011. “Reconceptualizing Emotion Regulation”. Emotion Review 3 (1): 26-35.

Main, A, D Wiebe, A Croom, K Sardone, E Godbey, C Tucker, and P White. 2014. “Associations of Parent-Adolescent Relationship Quality With Type 1 Diabetes Management and Depressive Symptoms in Latino and Caucasian Youth”. Journal of Pediatric Psychology 39 (10): 1104-14.

Zhou, Q, S Chen, and A Main. 2012. “Commonalities and Differences in the Research on Children’s Effortful Control and Executive Function: A Call for an Integrated Model of Self-Regulation”. Child Development Perspectives 6 (2): 112-21.

Zhou, Q, A Main, and Y Wang. 2010. “The Relations of Temperamental Effortful Control and Anger/Frustration to Chinese Children’s Academic Achievement and Social Adjustment: A Longitudinal Study”. Journal of Educational Psychology 102 (1): 180-96.