Peer-Reviewed Journal Articles
2022
Wang, M.T., Scanlon, C.L., Del Toro, J., McKellar, S.E. (2022). Reducing suspension for minor infraction and improving school climate perceptions among black adolescents via cultural socialization: A multi-informant longitudinal study. Learning and Instruction, 80(2).
Del Toro, J., Wang, M.T. (2022). Online Racism and Mental Health Among Black American Adolescents in 2020. Journal of the American Academy of Child and Adolescent Psychiatry.
Huguley, J.P., Fussel-Ware, D., Stuart Mcqueen, S., Wang, M.T., DeBellis, B.R. (2022). Completing the Circle: Linkages Between Restorative Practices, Socio-Emotional Well-Being, and Racial Justice in Schools. Journal of Emotional and Behavioral Disorders, 30(135).
Wang, M.T., Henry, D.A., Wu, W., Del Toro, J., Huguley, J.P. (2022). Racial Stereotype Endorsement, Academic Engagement, Mindset, and Performance among Black and White American Adolescents. Journal of Youth and Adolescence, 51(5).
Del Toro, J., Jackson, D.B., Wang, M.T. (2022). The policing paradox: Police stops predict youth's school disengagement via elevated psychological distress. Developmental Psychology, 58(7).
Del Toro, J., Fine, A., Wang, M.T. (2022). The intergenerational effects of paternal incarceration on children’s social and psychological well-being from early childhood to adolescence. Development and Psychopathology.
Wang, M.T., Henry, D.A., Scanlon, C.L. Del Toro, J., & Voltin, S.E. (early view online) Adolescent psychosocial adjustment during COVID-19: an intensive longitudinal study. Journal of Clinical Child & Adolescent Psychology.
2021
Del Toro, J., Wang, M.T. (2021). The roles of suspensions for minor infractions and school climate in predicting academic performance among adolescents. American Psychologist, 77(2).
Del Toro, J., Wang, M.T., Thomas, A., Hughes, D. (2021). An Intersectional Approach to Understanding the Academic and Health Effects of Policing Among Urban Adolescents. Journal of Research on Adolescence, 32(1).
Wang, M. T., Henry, D. A., Del Toro, J., Scanlon, C. L., & Schall, J. D. (2021). COVID-19 Employment Status, Dyadic Family Relationships, and Child Psychological Well-Being. The Journal of Adolescent Health, 69(5), 705–712.
Wang, M.T., Scanlon, C. L., Hua, M., Belmont, A. M., Zhang, A. L., & Toro, J. D. (2021). Social Distancing and Adolescent Psychological Well-Being: The Role of Practical Knowledge and Exercise. Academic Pediatrics.
Del Toro, J., Fine, A., Wang, M.T., Thomas, A. (2021). The Longitudinal Associations Between Paternal Incarceration and Family Well-Being: Implications for Ethnic-Racial Disparities in Health. Journal of the American Academy of Child and Adolescent Psychiatry, 61(2).
Wang, M-T., Del Toro, J., Scanlon, C. L., Schall, J., Zhang, A. L., Voltin, S. E., Belmont, A. M., & Plevniak, K. E. (2021). The roles of stress, coping, and parental support in adolescent psychological well-being in the context of COVID-19: A daily-diary study. Journal of Affective Disorders.
Wang, M.-T., Zepeda, C., Qin, X., Del Toro, J., & Binning, K. R. (2021). More than growth mindset: Individual and interactive links among socioeconomically disadvantaged adolescents’ ability mindsets, metacognitive skill, and math engagement. Child Development.
Wang, M.T., Scanlon, C.L., Hua, M., & Del Toro, J. (2021). Safely social: Promoting and sustaining adolescent engagement in social distancing during the COVID-19 pandemic. Journal of Adolescent Health, 68(6),1059-1066.
Del Toro, J., & Wang, M.-T. (2021). Longitudinal inter-relations among schools’ cultural socialization, school climate, and school engagement among urban Black early adolescents. Learning and Instruction, 50(5), 978-991.
Qin, X., Wormington, S., Guzman-Alvarez, A., & Wang, M.-T. (2021). 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. (2021). Skill, thrill, and will: The role of metacognition and motivation in predicting student engagement over time. Child Development.
Del Toro, J., & Wang, M.-T. (2021). Longitudinal inter-relations between school cultural socialization and school engagement among urban early adolescents. Journal of Youth and Adolescence, 50, 978-991.
Tang, X., Wang, M.-T., Filomena, P., & Salmela-Aro, K. J. (2021). Putting the goal back into grit: Academic goal commitment, grit, and academic achievement. Journal of Youth and Adolescence, 50, 470-484.
Huguley, J. P., Delale-O’Connor, L., Wang, M.-T., & Parr, A. (2021). African American parents’ educational involvement in urban schools: Contextualized strategies for student success in adolescence. Educational Researcher, 50(1), 6-16.
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.
2020
Del Toro, J., & Wang, M.-T. (2020). School cultural socialization and academic performance: Examining ethnic-racial identity development as a mediator among youth of color. Child Development.
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, https://doi.org/10.1093/cs/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.
2019
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.
2018
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.
2017
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.
2016
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.
2015
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.
2014
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.
2013
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.
2012
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.
2011
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.
2010
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.
2009
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