Ming-Te Wang

Dr. Ming-Te Wang is an Associate Professor of Psychology and Education and Research Scientist at Learning Research and Development Center (LRDC). He holds joint appointments in the School of Education, Department of Psychology, and Learning Research and Development Center.

Dr. Wang is a developmental psychologist whose research interests focus on child and adolescent development. He received his doctorate in developmental psychology from Harvard University. His current research focuses on (1) the non-cognitive factors (e.g., grit, inhibitory control, emotion regulation, personality) and learning, (2) the impact of school climate and family socialization on students' motivational beliefs and engagement, (3) the effects of multiple ecological systems on the behavioral, social, and emotional development of youth from diverse socioeconomic and cultural backgrounds, and (4) the impact of school- and family-based interventions targeting children's academic skills and developmental problems.

His work has been published in a range of leading psychology and education journals including Child Development, Psychological Science, Developmental Psychology, Journal of Research on Adoelscence, and American Educational Research Journal. He has received research grants from the Spencer Foundation, the National Science Foundation, and the National Institutes of Health.

Research interests:

Achievement motivation and engagement, non-cognitive factors and learning, school climate, family socialization, risk and resilience, prevention and intervention, racial socialization and racial identity development, social and emotional development, STEM career development, behavioral problems and mental health, transition from childhood to adolescence to adulthood.

Please visit his lab and department websites if you would like to learn more about his work:


School Affiliations

Recent Grants

Using Psychosocial Approaches to Promote African American Adolescents' STEM Identities and Persistence

Assessing Student Engagement in Math and Science in Middle School: Classroom, Family, and Peer Effects on Engagement

2013 - 2016
Parent Socialization and School Engagement as a Mechanism of Resilience for Adolescent Development
The Pathways to Educational Equality for Disadvantaged Groups in Pittsburgh
Black High-Achieving Adolescents in STEM Fields: Developing the STEM Star Initiative

Understanding Individual and Ethnic Differences in Educational and Developmental Pathways

2013 - 2014

Recent Publications

Wang, M. T., Degol, J. L., & Henry, D. A. (2020). An integrative development-in-sociocultural-context model for children's engagement in learning. American Psychologist, 74, 1086-1102.
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.
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., Chow, A., & *Amemiya, J. L. (early view online). Who wants to play? Sport motivation trajectories, sport participation, and the development of depressive symptoms. Journal of Youth and Adolescence.
Wang, M. T., Ye, F., & *Degol, J. L. (early view online). 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.
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, 1, 1-18.
Ming-Te Wang


University of Pittsburgh
5948 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260