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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.
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