Peer-Reviewed Journal Articles

In Press

Wang, M.-T., Zepeda, C., Qin, X., Del Toro, J., & Binning, K. R. (in press). More than growth mindset: Individual and interactive links among socioeconomically disadvantaged adolescents’ ability mindsets, metacognitive skill, and math engagement. Child Development.

Del Toro, J., & Wang, M.-T. (in press). Longitudinal inter-relations among schools’ cultural socialization, school climate, and school engagement among urban Black early adolescents. Learning and Instruction.

Qin, X., Wormington, S., Guzman-Alvarez, A., & Wang, M.-T. (in press). Why does a growth mindset intervention impact achievement differently across secondary schools? Unpacking the causal mediation mechanism from a national multisite randomized experiment. Journal of Research on Educational Effectiveness.

Wang, M.-T., Binning, K. R., Del Toro, J., Qin, X., & Zepeda, C. (early view online). Skill, thrill, and will: The role of metacognition and motivation in predicting student engagement over time. Child Development.

Del Toro, J., & Wang, M.-T. (early view online). Longitudinal inter-relations between school cultural socialization and school engagement among urban early adolescents. Journal of Youth and Adolescence.

Tang, X., Wang, M.-T., Filomena, P., & Salmela-Aro, K. J. (early view online). Putting the goal back into grit: Academic goal commitment, grit, and academic achievement. Journal of Youth and Adolescence.

Del Toro, J., & Wang, M.-T. (early view online). School cultural socialization and academic performance: Examining ethnic-racial identity development as a mediator among youth of color. Child Development.

Huguley, J. P., Delale-O’Connor, L., Wang, M.-T., & Parr, A. (early view online). African American parents’ educational involvement in urban schools: Contextualized strategies for student success in adolescence. Educational Researcher.


Parr, A. K., Gladstone, J., Rosenzweig, E. Q., & Wang, M.-T. (2021). Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions. Teaching and Teacher Education, 98, 1-13.


Smith, L. V., & Wang, M.-T. (2020). Black youth's perceptions of school cultural pluralism, school climate, and the mediating role of racial identity. Journal of School Psychology, 83, 50-65.

Wang, M.-T., Degol, J. S., Parr. A., Amemiya, J. L., & Guo, J. (2020). Classroom climate and children's academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 1-27.

Wang, M.-T., Hofkens, T. L., & Ye, F. (2020). Classroom quality and adolescent learning in mathematics: A multi-method, multi-informant perspective. Journal of Youth and Adolescence, 49, 1987-2002.

Scanlon, C. L., Del Toro, J., & Wang, M.-T. (2020). The roles of peer social support and social engagement in the relation between adolescents’ social anxiety and science achievement. Journal of Youth and Adolescence, 49, 1005-1016.

Hong, W., Zhen, R., Liu, R., Wang, M.-T., & Ding, Y. (2020). The longitudinal linkage among Chinese children’s behavioral, cognitive, and emotional engagement within a mathematics context. Educational Psychology, 40, 666-680.

Kiuru, N., Wang, M.-T., & Salmela-Aro, K. (2020). Transactional associations between adolescents’ interpersonal relationships, student well-being, and academic achievement during school transitions. Journal of Youth and Adolescence, 49, 1057-1072.

Huguley, J. P., Wang, M.-T., Pasarow, S., & Wallace, J. (2020). Just discipline in schools: An integrated and interdisciplinary approach. Children and Schools, cdaa012,

Delale-O’Connor, L., Huguley, J. P., Parr, A. K., & Wang, M.-T. (2020). Racialized compensatory cultivation: Centering race in parental educational engagement and enrichment. American Educational Research Journal, 1, 1-42.  

Bodnar, K., Hofkens, T. L., Wang, M.-T., & Schunn, C. D. (2020). Science identity predicts science career aspiration across gender and race, but especially for boys. International Journal of Gender, Science and Technology, 12, 32-45.

Wang, M. T., Henry, D. A., Smith, L. V., Huguley, J. P., & Guo, J. (2020). Parental ethnic-racial socialization practices and children of color’s psychosocial and behavioral adjustment: A systematic review and meta-analysis. American Psychologist, 75, 1-22.

Amemiya, J. L., Mortenson, E. M., & Wang, M. T. (2020). 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, 75, 23-36.

Wang, M. T., Smith, L. V., Huguley, J. P., & Miller-Cotto, D. A. (2020). Parental ethnic-racial socialization and children of color’s academic success: A meta-analytic review. Child Development, 91, 528-544.

Zhen, R., Liu, R., Wang, M. T., Ding, Y., Jiang, R., Fu, X., & Sun, Y. (2020). Trajectory patterns of academic engagement among elementary school students: The implicit theory of intelligence and academic self-efficacy matters. British Journal of Educational Psychology, 90, 618-634.


Wang, M. T., Degol, J. L., & Henry, D. A. (2019). An integrative development-in-sociocultural-context model for children’s engagement in learning. American Psychologist, 74(9), 1086–1102.

Miller, R. S., & Wang, M. T. (2019). Cultivating adolescents’ academic identity: Ascertaining the mediating effects of motivational beliefs between classroom practices and mathematics identity. Journal of Youth and Adolescence, 48, 2038-2050. 

Wang, M. T., Guo, J., & Degol, J. S. (2019). The role of sociocultural factors in student motivation in mathematics and language arts: A cross-cultural review. Adolescent Research Review, 1, 1-16.

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., Mortenson, E., & Scott, P. (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., & Allerton, J. (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.


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. 

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.

Hentges, R. F., & Wang, M. T. (2017). Gender differences in the developmental cascade from harsh parenting to educational attainment: An evolutionary perspective. Child Development, 1, 1-17.

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., 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. 


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

Fredricks, J., Wang, M. T., Schall, J., Hofkens, T., Parr, A., & Allerton, J. J. (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. (2016). Gender gap in STEM: Current knowledge, implications for practice, policy, and future directions. Educational Psychology Review, 28, 1-22.

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


Hill, E. N., & 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, 224-235.

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, 6, 36.


Wang, M. T., & Degol, J. (2014). Motivational pathways to STEM career choices: Using expectancy-value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33, 304-340.

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., & Fredricks, J. (2014). The reciprocal links between school engagement and youth problem behavior during adolescence. Child Development, 85, 722-737.

Wang, M. T., Hill, N., & Hofkens, T. (2014). Parental involvement and African American and European American adolescents’ academic, behavioral, and emotional development in secondary school. Child Development, 85, 2151-2168.

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., & Kenny, S. (2014). Parental physical discipline and adolescent adjustment: Bi-directionality and the moderation effect of child ethnicity and parental warmth. Journal of Abnormal Child Psychology, 42, 717-730.

Wang, M. T., & Sheikh-Khalil, S. (2014). Does parental involvement matter for adolescent achievement and mental health in high school? Child Development, 85, 610-625.


Wang, M. T., Brinkworth, M. E., & Eccles, J. S. (2013). The moderation effect of teacher-student relationship on the association between adolescents’ self-regulation ability, family conflict, and developmental problems. Developmental Psychology, 49, 690-705.

Wang, M. T., Eccles, J. S., & Kenny, S. (2013). Not lack of ability but more choice: Individual and gender differences in STEM career choice. Psychological Science, 24, 770-775.

Wang, M. T. & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement. Learning and Instruction, 28, 12-23.

Wang, M. T. & Peck, S. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49, 1266-1276.


Gehlbach, H., Brinkworth, M. E., & Wang, M. T. (2012). The social perspective taking process: What motivates individuals to take another’s perspective? Teachers College Record, 114, 1-29.

Wang, M. T. (2012). Educational and career interests in math: A longitudinal examination of the links between perceived classroom environment, motivational beliefs, and interests. Developmental Psychology, 48, 1643-1657.

Wang, M. T., & Dishion, T. J. (2012). The trajectories of adolescents’ perceptions of school climate, deviant peer affiliation, and behavioral problems during the middle school years. Journal of Research on Adolescence, 22, 40-53.

Wang, M. T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22, 31-39.

Wang, M. T. & Eccles, J. S. (2012), Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School. Child Development, 83, 877-895.

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


Wang, M. T., Dishion, T. J., Stormshak, E. A., & Willett, J. B. (2011). Trajectories of family management practices and early adolescence behavioral outcomes in middle school. Developmental Psychology, 47, 1324-1341.

Wang, M. T., Willett, J. B., & Eccles, J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance across gender and race/ethnicity. Journal of School Psychology, 49, 465-480.


Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of classroom environment, school engagement, and academic achievement. American Educational Research Journal, 47, 633-662.

Wang, M. T., Selman, R. L., Dishion, T. J., & Stormshak, E. A. (2010). A tobit regression analysis of the covariation between middle school students’ perceived school climate and behavioral problems. Journal of Research on Adolescence, 20, 274-286.


Wang, M. T. (2009). School support for adolescents’ behavioral and psychological adjustment: Testing the mediating effect of social competence. School Psychology Quarterly, 24, 240-251. doi: 10.1037/a0017999