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Ming-Te Wang

Associate Professor, University of Pittsburgh School of Education

Associate Professor, University of Pittsburgh Department of Psychology

Research Scientist, Learning Research & Development Center

Research Interests

  • Achievement motivation and engagement
  • Risk and resilience
  • Racial and gender identity development
  • School/classroom climate
  • Family socialization
  • Social and emotional development
  • STEM learning and interest development
  • Behavioral problems and mental health
  • Transition from childhood to adolescence to adulthood.

Degol, J. L., & Wang, M. T. (in press). Who makes the cut? Parental involvement and math trajectories predicting college enrollment. Journal of Applied Developmental Psychology.

Wang, M. T., Ye, F., & Degol, J. L. (in press). Who chooses STEM careers? Using a relative cognitive strength and interest model to predict careers in science, technology, engineering, and mathematics. Child Development.

Wang, M. T., Chow, A., & Amemiya, J. L. (in press). Who wants to play? Sport motivation trajectories, sport participation, and the development of depressive symptoms. Journal of Youth and Adolescence.

Fredricks, J. A., Hofkens, T. L., Wang, M. T. (in press). Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study. Journal of Research in Science Teaching.

Wang, M. T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Linn, J. S. (in press). Conceptualization and assessment of adolescents’ engagement and disengagement in school: A multidimensional school engagement scale. Psychological Assessment.

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.

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.

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

Wang, M. T. & Degol, J. S. (2016). Gender gap in STEM: Current knowledge, implications for practice, policy, and future directions. Educational Psychology Review, 29, 119-140.

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., 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.

Hill, N. E. & 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. L., & 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. S., & 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.

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

Wang, M. T., & Degol, J. (2014). Staying engaged: Knowledge and research needs in student engagement. Child Development Perspectives, 8, 137-143.

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., & 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., & 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). Individual and gender differences in personal aptitudes and motivational beliefs for the achievement in and commitment to math and science fields. In I. Schoon, & J. Eccles (Eds.), Gender and Career Pathways: A Life Span Perspective. Cambridge University Press.

Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23.

Ming-Te Wang, LRDC Research Scientist and Associate Professor, Education, has been awarded the 2017 Richard E. Snow Award for Early Career Contributions in Educational Psychology by the American Psychological Association (APA).

February 12, 2017

Melissa Libertus, Assistant Professor, Department of Psychology, and Ming-Te Wang, Associate Professor, Department of Psychology and Associate Professor, School of Education have been named 2015 APS Rising Stars, which recognizes outstanding psychological scientists in the earliest stages of their research careers

January 2016

Ming-Te Wang has been named an Early Career Research Award Winner by the Society for Research in Child Development 2015. He received the award March 20 at the 2015 biennial conference where he also gave the keynote address.

March 20, 2015

Ming Te Wang was featured in Futurity in the article "5 Ways Parents Can Help Teens Excel in School."

November 2014

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Study Says Yelling is as Hurtful as Hitting

September 4, 2013

The Wall Street Journal

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Active Student Engagement Goes Beyond Class Behavior

July 10, 2013

Education Week

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Steven Manners Faculty Research Award

2013

University of Pittsburgh

How Cultural Stereotypes Lure Women Away From Careers in Science

March 25, 2013

Time Magazine

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Outstanding Early Career Research Award in Division E

2012

American Educational Research Association

Outstanding Dissertation Award in Division 15

2009

American Psychological Association