Ming-Te Wang - 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.
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.
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, 1, 1-15.
Wang, M. T., Fredricks, J., Ye, F., Hofkens, T., Schall, J. (2016). The math and science engagement scale: Scale development, validation, and psychometric properties. Learning and Instruction, 43, 16-26.
Fredricks, J., Wang, M. T., Schall, J., Hofkens, T., & 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. (forthcoming). A Review of the Definition, Measurement, and Impact on Student Outcomes. Educational Psychology Review. Educational Psychology Review.
Hill, N. E., & Wang, M. T. (early view online). From middle school to college: Developing aspirations, promoting engagement, and indirect pathways from parenting to post high school enrollment. Developmental Psychology.
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. http://journal.frontiersin.org/article/10.3389/fpsyg.2015.00036/full
Wang, M. T., & Eccles, J. S. (early view online). Multilevel predictors of math classroom climate: A comparison study of student and teacher perceptions. Journal of Research on Adolescence
Wang, M. T., Hill, N., & Hofkens, T (early view online). Parental involvement and African American and European American adolescents' academic, behavioral, and emotional development in secondary school. Child Development
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. (2014). Staying engaged: Knowledge and research needs in student engagement. Child Development Perspectives, 8, 137-143.
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.
Ming-Te Wang


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