Associate Professor, University of Pittsburgh School of Education
Associate Professor, University of Pittsburgh Department of Psychology
Research Scientist, Learning Research & Development Center
- 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.
Wang, M. T., Hill, N., & Hofkens, T. (in press). Parental involvement and African American and European American adolescents’ academic, behavioral, and emotional development in secondary school. Child Development.
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., & 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., & 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., 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., & Peck, S. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49, 1266-1276.
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.
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., & 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. (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., & Huguley, J. (2012). The buffering role of racial socialization from parents on the association between racial discrimination and adolescents’ educational outcomes. Child Development, 83, 1716-1731.
Eccles, J. S., & Wang, M. T. (2012). So what is student engagement anyway: Commentary on Section I. In S. Christenson, A. L. Reschy, & C. Wylie (Eds.), Handbook of Research on Student Engagement. Springer.
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.
*Winner 2012 AERA Outstanding Research Paper Award*
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.
*Top 3 Most-Read Articles in 2011 & 2012*
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.
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).
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
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."
Study Says Yelling is as Hurtful as Hitting
September 4, 2013
The Wall Street Journal
Active Student Engagement Goes Beyond Class Behavior
July 10, 2013
Steven Manners Faculty Research Award
University of Pittsburgh
How Cultural Stereotypes Lure Women Away From Careers in Science
March 25, 2013
Outstanding Early Career Research Award in Division E
American Educational Research Association
Outstanding Dissertation Award in Division 15
American Psychological Association