Ju-Hyun Song

Ju-Hyun Song

Ju-Hyun Song, PhD

Assistant Professor

Contact Information 

(310) 243-2703
EAC 806


Ph.D., Developmental Psychology, University of Michigan
M.S., Developmental Psychology, University of Michigan
B.A., Psychology, Ewha Womans University, South Korea

CSUDH Courses 

  • CDV 325 – Infancy and Early Childhood
  • CDV 366 – Parenting
  • CDV 440 – Becoming American—Immigrant Children and Families in the U.S.

Teaching Philosophy

Just as a human being needs a healthy heart, brain, and body to function well, a good class needs passion, clarity, and involvement. Heart can be equivalent to a teacher showing enthusiasm about her subject, which induces passion for learning in the class. Mind indicates a teacher having a deep understanding of what she teaches which determines the clarity of the lecture. Body encompasses the ways she interacts with students and creates an atmosphere in which students can develop critical thinking and actively participate. My goal as a teacher is to help student learn to think critically and to foster passion for learning. I am committed to creating a classroom environment where students feel comfortable to share their ideas, where we as a group can cultivate creativity and passion. I aim to deliver clear knowledge and encourage students to think critically while respecting others’ ideas as they develop their potential to become creators of knowledge rather than consumers of knowledge. I also aim to model passion for learning and help them connect theoretical knowledge to their understanding of everyday lives and the society they are living in.

Research Overview

How we think, feel, and behave is highly intertwined. I study how one of these factors affects the others through bidirectional, mediating, and moderating mechanisms in children’s social development. My first line of research focuses on understanding the roles of emotion (anger, emotion regulation) and other-oriented reflection (trust, theory-of-mind) in the development of aggression and kindness. Another line of my research examines how environmental factors (e.g., parenting, life stressors) affect adjustment outcomes (e.g., mental health, kindness) as a function of intra-personal characteristics (e.g., temperament). I hope to translate findings from these lines of research into effective screening and tailored interventions for children with increased susceptibility to environment, aiming to promote their emotional well-being and kindness.

Selected Publications

Malti, T., Song, J. -H., Dys, S. P., & Colasante, T. (2018). Parenting the aggressive child. In M. H. Bornstein (Ed.), Handbook of parenting (3rd ed., Vol. 1). Mahwah, NJ: Lawrence Erlbaum Associates.


Song, J. -H., Miller, A. L., Leung, C. Y. Y., Lumeng, J. C., & Rosenblum, K. L. (2018). Positive parenting moderates the association between temperament and self-regulation in low-income toddlers. Journal of Child and Family Studies, 27, 2354-2364. doi:10.1007/s10826-018-1066-8


Song, J. -H., Colasante, T., & Malti, T. (2017). Helping yourself helps others: Linking children’s emotion regulation to prosocial behavior through sympathy and trust. Emotion. Advance online publication. doi:10.1037/emo0000332


Song, J. -H., & Volling, B. L. (2017). Theory-of-Mind development and early sibling relationships after the birth of a sibling: Parental discipline matters. Infant and Child Development. Advance online publication. doi:10.1002/icd.2053


Song, J. -H., Volling, B. L., Lane, J. D., & Wellman, H. M (2016). Aggression, sibling antagonism, and theory-of-mind: A developmental cascade. Child Development, 87, 1250-1263. doi:10.1111/cdev.12530


Song, J. -H., Waller, R., Hyde, L. W., & Olson, S. L. (2016). Early callous-unemotional behavior, theory-of-mind, and fearful/inhibited temperament predict externalizing problems in middle and late childhood. Journal of Abnormal Child Psychology, 44, 1205-1215. doi:10.1007/s10802-015-0099-3


Song, J. -H., & Volling, B. L. (2015). Coparenting and children’s temperament predict firstborns’ cooperation in the care of an infant sibling. Journal of Family Psychology29, 130-135. doi:10.1037/fam0000052