Manuscripts
Baker, C. W., Little, T. D. & Brownell, K. D. (2003) .
Predicting Adolescent Eating and Activity Behaviors: The Role of Social Norms and Personal Agency. Health Psychology, 22, 189-198.

Brendgen, M., Little, T. D. & Krappmann, L. (2000) .
Rejected Children and Their Friends: A Shared Evaluation of Friendship Quality? Merrill Palmer Quarterly, 46, 45-70.

Card, N. A. & Little, T. D. (in press) .
Analytic Considerations in Cross-Cultural Research on Peer Relations. In X. Chen, D. C. French, & B. Schneider (Eds.), Peer relations in cultural context. New York : Cambridge University Press.

Card, N. A. & Little, T. D. (in press) .
Studying Aggression with Structural Equation Modeling. In D. Flannery, A. Vazsonyi, & I. Waldman (Eds.), The Cambridge Handbook of Violent Behavior . New York : Cambridge University press.

Card, N. A. & Hodges, E. V. E., Little, T. D. & Hawley, P.H. ( 2005 ) .
Gender effects in peer nominations for aggression and social status. International Journal of Behavioral Development, 29 , 146-155.

Carter, A. S., Briggs-Gowan, M., Jones, S. M. & Little, T. D. (2003) .
The infant-toddler social and emotional assessment: Factor structure, reliability, and validity. Journal of Abnormal Child Psychology, 31, 495-514.

Diaz-Veizades, J., Widaman, K. F., Little, T. D. & Gibbs, K. W. (1995) .
The measurement and structure of human rights attitudes. Journal of Social Psychology, 135, 313-328.

Fonagy, P., Tremlow, S. W., Vernberg, E., Sacco, F. C., & Little, T.D. (2005) .
Creating a peaceful school learning environment: The impact of an antibullying violence prevention program on educational attainment in elementary schools. Medical Science Monitor.

Geary, D. C., Widaman, K. F. & Little, T. D. (1986) .
Cognitive addition and multiplication: Evidence for a single memory network. Memory and Cognition, 14, 478-487.

Geary, D. C., Widaman, K. F., Little, T. D., & Cormier, P. (1987) .
Cognitive addition: Comparison of learning disabled and academically normal elementary school children. Cognitive Development, 2, 249-269.

Grob, A., Little, T. D. & Wanner, B. (1999) .
Control judgments across the life span. International Journal of Behavioral Development, 23, 833-854.

Grob, A., Little, T. D., Wanner, B., Wearing, A. J. & Euronet. (1996) .
Adolescents' well-being and perceived control across fourteen sociocultural contexts. Journal of Personality and Social Psychology, 71, 785-795.

Hawley, P. H. & Little, T. D. (1999) .
On winning some and losing some: Social dominance in toddlers. Merrill Palmer Quarterly, 43, 185-214.

Hawley, P. H. & Little, T. D. (2002) .
Evolutionary and developmental perspectives on the agentic self.

Hawley, P. H. & Little, T. D. (2003) .
Modeling Intraindividual variability and change in bio-behavioural developmental process.

Hawley, P. H., Little, T. D., & Pasupathi, M. (2002) .
Winning friends and influencing peers: Strategies of peer influence in late childhood. International Journal of Behavioral Development, 26, 466-474.

Hogan, T. P., Catts, H. W. & Little, T. D. (2005) .
The Relationship Between Phonological Awareness and Reading: Implications for the Assessment of Phonological Awareness. LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS Vol. 36 285293 .

Jacobs, D. F., Marston, A. R., Singer, R. D., Widaman, K. F., Little, T. D. & Diaz-Veizades, J. (1989).
Children of problem gamblers. Journal of Gambling Behavior, 5, 261-268.

Karasawa, M., Little, T. D., Miyashita, T., Mashima, M. & Azuma, H. (1997) .
Japanese children’s action-control beliefs about school performance. International Journal of Behavioral Development, 20, 405-423.

Kunzmann, U., Little, T. D., & Smith, J. (2000).
Is Age related stability of subjective well-being a paradox? Cross-sectional and longitudinal evidence from the Berlin aging study. Psychology and Aging, 15, 511-526.

Kunzmann, U., Little, T. D., & Smith, J. (2002).
Perceiving control: A double-edged sword in old age. Journals of Gerontology, 57B, 484-491.

Lindenberger, U., Gilberg, R., Little, T. D., Pötter, U., Nuthman, R. & Baltes, P. B. ( 1999 ).
Sample selectivity and generalizability of the results of the Berlin aging study. In P. B. Baltes & K. U. Mayer (Eds.), The Berlin aging study: Aging from 70 to 100 ( pp. 56 - 82 ). New York : Cambridge University press.

Little, T. D. & Card, N. A. (2005).
On the use of the social relations and actor-partner interdependence models in developmental research. International Journal of Behavioral Development.

Little, T. D., Miyashita, T., Karasawa, M., Mashima, M., Oettingen, G., Azuma, H., & Baltes, P. B. (2003).
The links among action-control beliefs, intellective skill, and school performance in Japanese, U.S. and German school children. International Journal of Behavioral Development, 27, 41-48.

Little, T. D. (1997).
Mean and covariance structures (MACS) analyses of cross-cultural data: Practical and theoretical issues. Multivariate Behavioral Research, 32, 53-76.

Little, T. D. (1998).
Sociocultural influences on the development of children's action-control beliefs. In J. Heckhausen & C. S. Dweck (Eds.), Motivation and self-regulation across the life span ( pp. 281 - 315 ). New York : Cambridge University Press.

Little, T. D. (2000).
The millennial challenge: Modeling the agentic self in context. International Journal of Behavioral Development, 24, 149-153.

Little, T. D. (2000).
On the comparability of constructs in cross-cultural research: A critique of Cheung and Rensvold. Journal of Cross-Cultural Psychology, 31, 213-219.

Little, T. D. (2002).
Agency in development. 12, 223-240.

Little, T. D. & Lopez, D. F. (1997).
Regularities in the development of children's causality beliefs about school performance across six sociocultural contexts. Developmental Psychology, 33, 165-175.

Little, T. D. & Slegers, D. W. (2005).
Factor Analysis: Multiple Groups. Encyclopedia of Statistics in Behavioral Science, Volume 2, pp. 617623.

Little, T.D. & Wanner B. (1997).
The Multi-CAM: A multidimensional instrument to assess children's action-control motives, beliefs, and
behaviors (Materialen aus der Bildungsforschung, No. 59, ISBN #3-87985-064-x). Berlin: Max Planck Institute for Human Development.

Little, T. D. & Widaman, K. F. (1990).
On the modeling of scaled measurement sequences: Implications for analyses of cognitive development. Intelligence, 14, 459-471.

Little, T. D. & Widaman, K. F. (1995).
A production task evaluation of individual differences in mental addition skill development: Internal and external validation of chronometric models. Journal of Experimental Child Psychology, 60, 361-392.

Little, T. D., Bovaird, J. A. & Slegers, D. W. (in press).
Methods for the Analysis of Change. In Mroczek, D., & Little, T.D. (Eds.) (In press). Handbook of Personality Development. Mahwah, NJ: Erlbaum

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.

Little, T. D., Brauner, J., Jones, S. M., Nock, M. K. & Hawley, P. H. (2003) .
Rethinking Aggression: A typological examination of the functions of aggression. Merrill-Palmer Quarterly, 49, 343-369.

Little, T. D., Brendgen, M., Wanner, B. & Krappmann, L. (1999) .
Children's reciprocal perceptions of friendship quality in the sociocultural contexts of East and West Berlin. International Journal of Behavioral Development, 23, 63-89.

Little, T. D., Cunningham, W., Shahar, G., & Widaman, K. F. (2002) .
To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9, 151-173.

Little, T. D., Das, J. P., Carlson, J. S. & Yachimowicz, D. J. (1993) .
The role of higher-order skills in cognitive ability as mediators of deficits in academic achievement. Learning and Individual Differences, 5, 219-240.

Little, T. D., Hawley, P. H., Henrich, C. C. & Marsland, K. (2002) .
Three Views of the Agentic Self: A Developmental Synthesis. In E. Deci & R. Ryan (Eds.), Handbook of Self-determination research. University of Rochester press.

Little, T. D., Jones, S. M., Henrich, C. C., & Hawley, P. H. (2003) .
Disentangling the ‘whys’ from the ‘whats’ of aggressive behavior. International Journal of Behavioral Development, 27, 122-133.

Little, T. D., Lindenberger, U. & Nesselroade, J. R. (1999) .
On selecting indicators for multivariate measurement and modeling with latent variables: When good indicators are bad and bad indicators are good. Psychological Methods, 4, 192-211.

Little, T. D., Lopez, D. F., & Wanner, B. (2001) .
Children’s action-control behaviors (Coping): A longitudinal validation of the behavioral inventory of strategic control. Anxiety, Stress, and Coping, 14, 315-336.

Little, T. D., Lopez, D. F., Oettingen, G. O. & Baltes, P. B. (2001) .
A comparative-longitudinal study of action-control beliefs and school performance: On the role of context. International Journal of Behavioral Development, 25, 237-245.

Little, T. D., Miyashita, T., Karasawa, M., Mashima, M., Oettingen, G., Azuma, H. & Baltes, P. B. (2003) .
The links among action-control beliefs, intellective skill, and school performance in Japanese, U.S., and German school children. International Journal of Behavioral Development, 27 (1), 4148.

Little, T. D., Oettingen, G. & Baltes, P. B. (1995) .
The revised control, agency, and means-ends interview (CAMI): A multicultural validity assesment using mean and covariance (MACS) analyses (Materialen aus der Bildungsforschung, No. 49, ISBN #3-87985-041-0). Berlin: Max Planck Institute for Human Development.

Little, T. D., Oettingen, G., Stetsenko, A., & Baltes, P. B. (1995) .
Children's action-control beliefs and school performance: How do American children compare with German and Russian children? Journal of Personality and Social Psychology, 69, 686-700.

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(1), 59-72. Lawrence Erlbaum Associates, Inc.

Little, T. D., Snyder., C. R., Wehmeyer, M. (in press).
The Agentic Self: On the Nature and Origins of Personal Agency Across the Lifespan. In D. Mroczek & T. D. Little (Eds.). The Handbook of Personality Development. Mahwah, NJ: Lawrence Erlbaum and Associates.

Little, T. D., Stetsenko, A. & Maier, H. (1999).
Action-control beliefs and school performance: A longitudinal study of Moscow children and adolescents. International Journal of Behavioral Development, 23, 799-823.

Lopez, D. F. & Little, T. D. (1996).
Children's action-control beliefs and emotional regulation in the social domain. Developmental Psychology, 32, 299-312.

Lopez, D. F., Little, T. D., Oettingen, G. & Baltes, P. B. (1998).
Self-Regulation and school performance: Is there an optimal level of action-control? Journal of Experimental Child Psychology, 70, 54-74.

MacMillan, D. L., Widaman, K. F., Hemsley, R., Little, T. D. & Balow, I. H. (1992).
Differences in school attitude as a function of academic level, ethnicity, and gender. Learning Disabilities Quarterly, 15, 39-50.

Malmberg, L-E., Wanner, B., Sumra, S. & Little, T. D. (2000).
Agency beliefs about school achievement: Tanzanian primary school students in two city schools. Zimbabwe Journal of Educational Research, 12, 126-150.

Malmberg, L-E., Wanner, B., Sumra, S. & Little, T. D. (2001).
Action-control beliefs and school experiences of Tanzanian primary school students. Journal of Cross-Cultural Psychology, 32, 577-596.

Marston, A. R., Jacobs, D. F., Singer, R. D., Widaman, K. F. & Little, T. D. (1988a).
Adolescents who apparently are invulnerable to drug, alcohol, and nicotine use. Adolescence, 23, 593-598.

Marston, A. R., Jacobs, D. F., Singer, R. D., Widaman, K. F. & Little, T. D. (1988b).
Characteristics of adolescents at risk for compulsive overeating on a brief screening test. Adolescence, 23, 59-65.

McCarthy, P., Walls, T., Cicchetti, D., Mayes, L., Rizzo, R., Lopez-Benitez, J., Salloum, S., Baron, M., Fink, H., Anderson, R., Little, T. D., LaCamera, R. & Freudigman, K. (2003).
Prediction of resource use during acute pediatric illness. Archives of Pediatric Adolescent Medicine, 157, 990-996.

Oettingen, G., Little, T. D. (1993).
Adaquate Selbsteinschatzung " als Erziehungsziel: Die Selbstwirksamkeitsurteile Ostherliner Schulkinder. 113-123.

Oettingen, G., Little, T. D. (1993).
Intelligenz und Selbstwirksamkeitsurteile bei Ost- und Westberliner Schulkindern [Intelligence and self-efficacy beliefs in East and West Berlin school children]. Zeitschrift f\ür Sozialpsychologie [German Journal of Social Psychology], 24, 186-197.

Oettingen, G., Little, T. D., Lindenberger, U. & Baltes, P. B. (1994).
Causality, agency, and control beliefs in East versus West Berlin children: A natural experiment on the role of context. Journal of Personality and Social Psychology, 66, 579-595.

Pearce, M. J., Perez, J. P. & Little, T. D. (2003).
Religiousness and depressive symptoms among adolescents. Journal of Clinical Child and Adolescent Psychology, 32, 267-276.

Prinstein, M. J., Boergers, J., Spirito, A., Little, T. D., Grapentine, W. L. (2000).
Peer Functioning, Family Dysfunction, and psychological symptoms in a risk factor Model for Adolescent Inpatients\’ Suicidal Ideation Severity. Journal of Clinical Child Psychology, 29, 392-405.

Pruett, M. K., Williams, T., Insebella, G. & Little, T. D. (2003).
Family and legal indicators of child adjustment to divorce among families with young children. Journal of Family Psychology, 17, 169-180.

Raykov, T. & Little, T. D. (1999).
A note on Procrustean rotation in exploratory factor analysis: A computer intensive approach to goodness of fit evaluation. Educational and Psychological Measurement, 59, 47-57.

Ryan, R. M., Chirkov, L. I., Little, T. D., Sheldon, K. M., Timoshina, E. & Deci, E. L. (1999) .
The American dream in Russian: Extrinsic aspirations and well-being in two cultures. Personality and Social Psychology Bulletin, 25, 1509-1524.

Shahar, G., Henrich, C. C., Reiner, I. C. & Little, T. D. (2003) .
Development and initial validation of the Brief Adolescent Life Event Scale (BALES). Anxiety, Stress, and Coping, 16, 119-127.

Shahar, G., Henrich, C. C., Reiner, I. C. & Little, T. D. (2003) .
Interpersonal relatedness, selfdefinition, and their motivational orientation during adolescence: A theoretical and empirical investigation. Developmental Psychology, 39, 470-483.

Shogren, K. A., Lopez, S.J., Wehmeyer, M. L., Little, T. D. & Pressgrove, C. L. (2006) .
The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study. The Journal of Positive Psychology, 1(1), 37-52.

Sneed, T. G., Carlson, J. S. & Little, T. D. (1994).
The relationship of teacher and parent ratings of academically related personality traits to academic performance in elementary age students. Learning and Individual Differences, 6, 37-64.

Stetsenko, A., Little, T. D., Gordeeva, T. O., Grasshof, M. & Oettingen, G. (2000).
Gender effects in children's beliefs about school performance: A cross-cultural study. Child Development, 71, 517-527.

Stetsenko, A., Little, T. D., Oettingen, G., & Baltes, P. B. (1995).
Agency, control and means-ends beliefs about school performance in Moscow children: How similar are they to beliefs of Western children? Developmental Psychology, 31, 285-299.

Stetsenko, A., Little, T. D., Oettingen, G., & Baltes, P. B. (1997).
Razvitije predstavlenij o shkolnoj dejatelnosti u detej: Kross-kulturnoe issledovanije [Development of children's conceptions about school performance: A cross-cultural study]. Voprosi Psihologii [Russian Journal of Psychological Issues], 6, 3-23.

Tomlinson-Keasey, C. & Little, T. D. (1990).
Predicting educational attainment, occupational achievement, intellectual skill, and personal adjustment among gifted men and women. Journal of Educational Psychology, 82, 442-455.

Walls, T. A. & Little, T. D. (2005).
Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology.

Wang, M., Turnbull, A., Summers, J., Little, T. D., Poston, D., Mannan, H. & Turnbull, R. (2004).
Severity of disability and income as predictors of parents’ satisfaction with their family quality of life during early childhood years. Research and Practice for Persons with Severe Disabilities.

Whiteside-Mansell, L., Bradley, R. H., Little, T. D., Corwyn, R. & Spiker, D. (2001).
An examination of cross-racial comparability of mother-child interactions among African-American and Anglo-American families. Journal of Marriage and Family, 63, 767-778.

Widaman, K. F., Geary, D. C., Cormier, P. & Little, T. D. (1989).
A componential model for mental addition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 898-919.

Widaman, K. F., Little, T. D., Geary, D. C., & Cormier, P. (1992).
Individual differences in the development of skill in mental addition: Internal and external validation of chronometric models. Learning and Individual Differences, 4, 167-213.

Widaman, K. F., MacMillan, D. L., Hemsley, R., Little, T. D. & Balow, I. H. (1992).
Differences in adolescent self-concept as a function of academic level, ethnicity, and gender. American Journal of Mental Retardation, 96, 387-404.