In Press

Wang, M. T., Degol, J. L., & Henry, D. A. (early view online). An integrative development-in-sociocultural-context model for children’s engagement in learning. American Psychologist. 

Wang, M. T., Henry, D. A., Smith, L. V., Huguley, J. P., & Guo, J. (early view online). Parental ethnic-racial socialization practices and children of color’s psychosocial and behavioral adjustment: A systematic review and meta-analysis. American Psychologist.

Amemiya, J. L., Mortenson, E. M., & Wang, M. T. (early view online). Minor infractions are not minor: School infractions for minor misconduct may increase adolescents’ defiant behavior and contribute to racial disparities in school discipline. American Psychologist.

Zhen, R., Liu, R., Wang, M. T., Ding, Y., Jiang, R., Fu, X., & Sun, Y (early view online). Trajectory patterns of academic engagement among elementary school students: The implicit theory of intelligence and academic self-efficacy matters. British Journal of Educational Psychology.

Miller, R. S., & Wang, M. T. (early view online). Cultivating adolescents’ academic identity: Ascertaining the mediating effects of motivational beliefs between classroom practices and mathematics identity. Journal of Youth and Adolescence. 

Wang, M. T., Guo, J., & Degol, J. S. (early view online). The role of sociocultural factors in student motivation in mathematics and language arts: A cross-cultural review. Adolescent Research Review, 1, 1-16.

Wang, M. T., Smith, L. V., Huguley, J. P., & Miller-Cotto, D. A. (early view online). Parental ethnic-racial socialization and children of color’s academic success: A meta-analytic review. Child Development. 


Amemiya, J. L., Fine, A., & Wang, M. T. (2019). Trust and discipline: Adolescents’ institutional and teacher trust predict their behavioral responses to discipline. Child Development, 10, 1-18. 

Huguley, J. P., Wang, M. T., Vasquez, A., & Guo, J. (2019). Parental ethnic-racial socialization practices and the construction of children of color’s ethnic-racial identity: A research synthesis and meta-analysis. Psychological Bulletin, 145, 437-458. †Huguley and Wang shared the first authorship†

Wang, M. T., Degol, J. L., & Amemiya, J. L. (2019). Older siblings as academic socialization agents for younger siblings: Developmental pathways across adolescence. Journal of Youth and Adolescence, 48, 1218-1233. 

Wang, M. T., & Hofkens, T. L. (2019). Beyond classroom academics: A school-wide and multi-contextual perspective on student engagement in school. Adolescent Research Review, 1, 1-15.

Tang, X., Wang, M. T., Guo, J., & Salmela-Aro, K. J. (2019). Building grit: The longitudinal pathways between mindset, commitment, grit, and academic outcomes. Journal of Youth and Adolescence, 48, 850-863. 

Fredricks, J. A., Parr, A., Amemiya, J. L., & Wang, M. T. (2019). What matters for urban adolescents’ engagement and disengagement in school: A mixed methods study. Journal of Adolescence Research, 34, 491-527.

Parr, A., Amemiya, J. L., & Wang, M. T. (2019). Student learning emotions in middle school mathematics classrooms: Investigating associations with dialogic instructional practices. Educational Psychology, 39, 636-658. 

Binning, K. R., Wang, M. T., & Amemiya, J. L. (2019). Persistence mindset among adolescents: Who benefits from the message that academic struggles are normal and temporary? Journal of Youth and Adolescence, 48, 269-286. †All three authors shared the first authorship†

Hentges, R. F., Galla, B. M., & Wang, M. T. (2019). Economic disadvantage and math achievement: The significance of perceived cost from an evolutionary perspective. British Journal of Educational Psychology, 89, 343-358.

Talbert, E. J., Hofkens, T. L., & Wang, M. T. (2019). Does student-centered instruction engage students differently? The moderation effect of student race. Journal of Educational Research, 112, 327-341.


Guo, J., Wang, M. T., Ketonen, E. E., Eccles, J. S., & Salmela-Aro, K. J. (2018). Joint trajectories of task value in multiple subject domains: From both variable- and pattern-centered perspectives. Contemporary Educational Psychology, 55, 139-154.

Huguley, J. P., Kyere, E., & Wang, M. T. (2018). Educational expectations in African American families: Assessing the importance of immediate performance requirements. Race and Social Problems, 10, 158-169.

Hentges, R. F., Shaw, D. S., & Wang, M. T., (2018). Early childhood parenting and child impulsivity as precursors to risky and problematic behaviors in adolescence and early adulthood. Development and Psychopathology, 30, 1305-1319.

Wang, M. T., Kiuru, N., Degol, J. L., & Salmela-Aro, K. (2018). Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects. Learning and Instruction, 58, 148-160.

Galla, B. M., Amemiya, J. L., & Wang, M. T. (2018). Using expectancy-value theory to understand academic self-control. Learning and Instruction, 58, 22-33.

Amemiya, J. L., & Wang, M. T. (2018). Why effort praise can backfire in adolescence. Child Development Perspectives, 12, 199-203.

Amemiya, J. L., & Wang, M. T. (2018). African American adolescents’ gender and perceived school climate moderate how academic coping relates to achievement. Journal of School Psychology, 69, 127-142.

Wang, M. T., Fredricks, J. A., Ye, F., Hofkens, T. L., Schall, J. (2018). Conceptualization and assessment of adolescents’ engagement and disengagement in school. European Journal of Psychological Assessment, 1, 1-16.

Fredricks, J. A., Hofkens, T. L., & Wang, M. T. (2018). Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study. Journal of Research in Science Teaching, 55, 271-298.

Degol, J. L., Wang, M. T., & Zhang, Y. (2018). Do growth mindsets in math benefit females? Identifying pathways between gender, mindset, and motivation. Journal of Youth and Adolescence, 47, 976-990.

Hentges, R. F., & Wang, M. T. (2018). Gender differences in the developmental cascade from harsh parenting to educational attainment: An evolutionary perspective. Child Development, 89, 397-413.


Degol, J. L., & Wang, M. T. (2017). Who makes the cut? Parental involvement and math trajectories predicting college enrollment. Journal of Applied Developmental Psychology, 50, 60-70.

Wang, M. T., Chow, A., & Amemiya, J. L. (2017). Who wants to play? Sport motivation trajectories, sport participation, and the development of depressive symptoms. Journal of Youth and Adolescence, 46, 1982-1998.    

Wang, M. T., Ye, F., & Degol, J. L. (2017). Who chooses STEM careers? Using a relative cognitive strength and interest model to predict careers in science, technology, engineering, and mathematics. Journal of Youth and Adolescence, 46, 1805-1820.

Amemiya, J. L., & Wang, M. T. (2017). Transactional relations between motivational beliefs and help seeking from teachers and peers across adolescence. Journal of Youth and Adolescence, 46, 1743-1757.

Wang, M. T., Chow, A., Degol, J. L., Eccles, J. S. (2017). Does everyone’s motivational beliefs about physical science decline in secondary school? Heterogeneity of adolescents’ achievement motivation trajectories in physics and chemistry. Journal of Youth and Adolescence, 46, 1821-1838. 


Wang, M. T., Fredricks, J. A., Ye, F., Hofkens, T. L., Schall, J. (2016). The math and science engagement scale: Scale development, validation, and psychometric properties. Learning and Instruction, 43, 16-26.

Fredricks, J. A., Wang, M. T., Schall, J., Hofkens, T. L., & Parr, A. (2016). Using qualitative methods to develop a survey measure of math and science engagement. Learning and Instruction, 43, 5-15.

Wang, M. T., & Degol, J. L. (2016). Gender gap in STEM: Current knowledge, implications for practice, policy, and future directions. Educational Psychology Review, 29, 119-140. 

Wang, M. T., & Degol, J. L. (2016). School climate: A review of the definition, measurement, and impact on student outcomes. Educational Psychology Review, 28, 315-352.

Briggs, J.O., Wanless, S.B., Shafer, A. (2016). Child care learning. In Peppler, K. (Ed.), The SAGE Encyclopedia of Out-of-School Learning. Thousand Oaks, CA: SAGE. Invited entry in press.

Castleman, B. L. & Page, L. C. (2016). Freshman year financial aid nudges: An experiment to increase financial aid renewal and sophomore year persistence. Journal of Human Resources, 51(2), 389 – 415.

Galla, B. M. (2016). Within-person changes in mindfulness and self-compassion predict enhanced emotional well-being in healthy, but stressed adolescents. Journal of Adolescence, 49, 204-217.

Hurwitz, M., Mbekeani, P. P., Nipson, M. M. & Page, L. C. (forthcoming). Surprising ripple effects: How changing the SAT score sending policy for low-income students impacts college access and success. Educational Evaluation and Policy Analysis.

Page, L. C. & Scott-Clayton, J. (2016). Improving college access in the United States: Barriers and policy responses.  Economics of Education Review, 51, 4 – 22.

Wang, M. T., Hill, N., & Hofkens, T (in press). Parental involvement and African American and European American adolescents’ academic, behavioral, and emotional development in secondary school. Child Development.

Wanless, S.B. (2016). Bringing psychological safety to the field of human development: An introduction. Research in Human Development, 13(1), 1-5.

Wanless, S.B. (2016). The role of psychological safety in human development. Research in Human Development, 13(1), 6-14.

Wanless, S.B. & Crawford, P. (2016). Reading your way to a culturally responsive classroom. Young Children, 71(2), 8-15. 

Wanless, S.B., Kim, K., Zhang, C., Degol, J., Chen, J.L., & Chen, F.M. (2016). Trajectories of behavioral regulation for Taiwanese children from 3.5 to 6 years and relations to math and vocabulary outcomes. Early Childhood Research Quarterly, 34(1), 104-114. 


Arnold, K. C., Castleman, B. L., Chewning, A. & Page, L. C. (2015) Advisor and student experiences of summer support for college-intending, low-income high school graduates. Journal of College Access, 1(1), 6 - 28.

Bernacki, M. L., Nokes-Malach, T. J., & Aleven, V. (2015). Examining self-efficacy during learning: variability and relations to behavior, performance, and learning. Metacognition and Learning, 10(1), 99-117.

Castleman, B. L., Owen, L. & Page, L. C. (2015) Stay late or start early? Experimental evidence on the benefits of college matriculation support from high schools versus colleges. Economics of Education Review, 47, 168-179.

Castleman, B. L. & Page, L. C. (2015). Summer nudging: Can personalized text messages and peer mentor outreach increase college going among low-income high school graduates? Journal of Economic Behavior and Organization, 115, 144 – 160.

Diamond, J., Lewis, A., & Huguley, J.P. (2015). Race, oppositional culture, and school outcomes: Are we barking up the wrong tree? In J. Diamond & A. Lewis (Eds.) Despite the best intentions: Why racial inequality thrives in good schools. New York: Oxford University Press.

Dougherty, S. M., Goodman, J. S., Hill, D. V., Litke, E. G., & Page, L. C. (2015). Middle school math acceleration and equitable access to eighth-grade algebra evidence from the wake county public school system. Educational Evaluation and Policy Analysis, 37(1 suppl), 80S-101S.

Hill, N. E., & Wang, M. T. (2015). From middle school to college: Developing aspirations, promoting engagement, and indirect pathways from parenting to post high school enrollment. Developmental Psychology, 51(2), 224.

Huguley, J.P. (2015).  Affirmative Action for White Americans. In J. Stone, & X. Hou (Eds.) Encyclopedia of race, ethnicity and nationalism. San Francisco: Blackwell.

Larsen, R., Wanless, S.B., Rimm-Kaufman, S.E., Curby, T. (2015). Direct and indirect effects of principal leadership on teacher quality and mathematics achievement in the context of the Responsive Classroom approach. In M. DiPaola & W.K. Hoy (Vol Eds.), M. DiPaola & P.B. Forsyth (Series Eds.) Research and Theory in Educational Administration: Leadership and school quality. Charlotte: Information Age Publishing. Chapter in press.

Liebowitz, D. D. & Page, L. C. (2015). Unitary status and residential choice: Evidence from Charlotte-Mecklenburg. In Yesterday, today and tomorrow. School desegregation and resegregation in Charlotte, (R. A. Mickelson, S. S. Smith & A. H. Nelson, editors). Cambridge, MA: Harvard Education Press.

McClelland, M.M., Geldhof, J., Cameron, C.E., & Wanless, S.B. (2015). Development and self-regulation. In W. Overton & P. C. M. Molenaar (Vol Eds.), R. M. Lerner (Series Ed.) Handbook of child psychology and developmental science: Vol. 1. Theoretical models of human development (7th ed.). Hoboken, NJ: Wiley.

McClelland, M.M. & Wanless, S.B. (2015). Introduction to the special issue: Self-regulation across different cultural contexts. Early Education & Development, 1-7.

Nokes-Malach, T. J., & Richey, J. E. (2015). Knowledge transfer: New approaches to a controversial phenomenon. In R. Scott and S. Kosslyn (Eds.), Emerging Trends in the Social and Behavioral Sciences. Hoboken, NJ: John Wiley and Sons.

Nokes-Malach, T. J., Richey, J. E., & Gadgil, S. (2015). When is it better to learn together? Insights from research on collaborative learning. Educational Psychology Review.

Richey, J. E., & Nokes-Malach, T. J. (2015). Comparing four instructional techniques for promoting robust knowledge. Educational Psychology Review.

Wang, M. T., Chow, A., *Hofkens, T., & Salmela-Aro, K. (2015). The trajectories of student emotional engagement and school burnout with academic and psychological development: Findings from Finnish adolescents. Learning and Instruction, 36, 57-65.

Wang, M. T., Degol, J., & Ye, F. (2015). Math achievement is important, but task values are critical, too: Examining the intellectual and motivational factors leading to gender disparities in STEM careers. Frontiers in Psychology. 

Zepeda, C. D., Richey, J. E., Ronevich, P., & Nokes-Malach, T. J. (2015). Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in vivo study. Journal of Educational Psychology.


Castleman, B. L. & Page, L. C. (2014). A trickle or a torrent? Understanding the extent of summer “melt” among college-intending high school graduates. Social Science Quarterly, 95(1), 202 – 220.

Castleman, B. L., Page, L. C. & Schooley, K. (2014). The forgotten summer: Mitigating summer attrition among college-intending, low-income high school graduates. Journal of Policy Analysis and Management, 33(2), 320 – 344.

Størksen, I., Ellingsen, I.T., Wanless, S.B., & McClelland, M.M. (2014). The influence of parental socioeconomic background and gender on self-regulation among 5-year-old children in Norway. Early Education and Development. 1-22. doi: 10.1080/10409289.2.

Wang, M. T., & Degol, J. (2014). Staying engaged: Knowledge and research needs in student engagement. Child Development Perspectives, 8, 137-143.

Wang, M.T., & Eccles, J.S.. (2014) Multilevel predictors of math classroom climate: A comparison study of student and teacher perceptions. Journal of Research on Adolescence.

Wang, M. T., & Kenny, S. (2014). Longitudinal links between fathers' and mothers' harsh verbal discipline and adolescents' conduct problems and depressive symptoms. Child Development, 85, 908-923.

Wang, M.T., Hill, N.E., & Hofkens, T.. "Parental involvement and African American and European American adolescents' academic, behavioral, and emotional development in secondary school." Child development 85.6 (2014): 2151-2168.

Wanless, S.B., Groark, C., Hatfield, B. (2014). Assessing organizational readiness. In J. Durlak, R. Weissburg, & T. Gullotta (Eds.), Handbook of Social Emotional Learning. New York, NY: Guilford Publications. Invited chapter in press.

Castleman, B. L. & Page, L. C. (2014). Summer melt: Supporting low-income students through the transition to college. Cambridge, MA: Harvard Education Press.

Diamond, J.B., & *Huguley, J.P.  (2014). Testing the Oppositional Culture Explanation in Desegregated Schools: The Impact of Racial Differences in Academic Orientations on School Performance. Social Forces, 93, 747-777.

Bernacki, M. L., Aleven, V., & Nokes-Malach, T. J. (2014). Stability and change in adolescents' task-specific achievement goals and implications for learning mathematics with intelligent tutors. Computers in Human Behavior, (37), 73-80.

Bernacki, M. L., Nokes-Malach, T. J., Richey, E. J., & Belenky, D. M. (2014). Science diaries: A brief writing intervention to improve motivation to learn science. Educational Psychology.

Fancsali, S. E., Bernacki, M. L., Nokes-Malach, T. J., Yudelson, M., & Ritter, S. (2014). Goal orientation, self-efficacy, and "online measures" in intelligent tutoring systems. COGSCI 2014: The Annual Meeting of the Cognitive Science Society.

Richey, J. E., Bernack, M. L., Belenky, D. M., & Nokes-Malach, T. J. (2014). Relating a tasked-based, behavioral measure of achievement goals to self-reported goals and performance in the classroom. Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 1293-1298). Austin, Texas: Cognitive Science Society. 

Richey, J. E., Nokes-Malach, T. J., & Wallace, A. (2014). Achievement goals, observed behaviors, and performance: Testing a mediation model in a college classroom. COGSCI 2014: The Annual Meeting of the Cognitive Science Society.


Binning, K. R., & Unzueta, M. M. (2013). Perceiving ethnic diversity on campus: Group differences in attention to hierarchical representation. Social Psychological and Personality Science, 4, 500-507.

Sherman, D. K., Hartson, K. A., Binning, K. R., Purdie-Vaughns, V., Garcia, J., Taborsky-Barba, S., Tomassetti, S., Nussbaum, A. D., & Cohen, G. L. (2013). Deflecting the trajectory and changing the narrative: How self-affirmation affects academic performance and motivation under identity threat. Journal of Personality and Social Psychology, 104.4, 591.

Seider, S.C., Huguley, J.P., & Novick, S.N. (2013). College students, diversity, and community service learning. Teachers College Record, 115(3).


Unzueta, M. M., & Binning, K. R. (2012). Diversity is in the eye of the beholder: How concern for the ingroup affects perceptions of organizational diversity. Personality and Social Psychology Bulletin, 38,26-38.

Wang, M.T., & Huguley, J.P. (2012). Parental racial socialization as a moderator of the effects of racial discrimination on educational outcomes among African American adolescents. Child Development, 83, 1716-1731.


Binning, K. R., & Sherman, D. K. (2011). Categorization and communication in the face of prejudice: When describing perceptions changes what is perceived. Journal of Personality and Social Psychology, 101, 321-336.

Diamond, J.B., & Huguley, J.P. (2011).  Black/White disparities in educational outcomes: Rethinking issues of race, culture, and context. In N.E. Hill, T. L. Mann, & H. E. Fitzgerald (Eds.), African American children and mental health volume 1: Development and context (pp 63-94). Santa Barbara: Praeger. 


Binning, K. R., Sherman, D. K., Cohen, G. L., & Heitland, K. (2010).  Seeing the other side: Reducing political partisanship via self-affirmation in the 2008 Presidential Election. Analyses of Social Issues and Public Policy, 10, 276-292.

Huo, Y. J., Binning, K . R., & Molina, L. E. (2010). Testing an integrative model of respect: Implications for social engagement and well-being. Personality and Social Psychology Bulletin, 36, 200-212.


Binning, K. R., Unzueta, M. M., Huo, Y. J., & Molina, L. E. (2009). The interpretation of multiracial status and its relation to social engagement and psychological well-being. Journal of Social Issues, 65, 35-49.


Binning, K. R. (2007). “It’s us against the world”: How distrust in Americans versus people-in-general shapes competitive foreign policy preferences. Political Psychology, 28, 777-799.