Office: 711 LRDC
Phone: (412) 624--7768
Graduate Student, Dr. Ming-Te Wang
School of Education
Psychology in Education
Faculty Advisor: Ming-Te Wang
Amemiya, J., & Wang, M. T. (2018). Why effort praise can backfire in adolescence. Child Development Perspectives.
Galla, B. M., Amemiya, J., & 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. (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., 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(9), 1982-1998.
Jamie Amemiya, Psychology in Education, School of Education, doctoral advisee of Ming-Te Wang, has received the NAEd/Spencer Dissertation Fellowship. The Fellowship program aims to identify the most talented researchers conducting dissertation research related to education and to encourage a new generation of scholars from to undertake research relevant to the improvement of education.
May 7, 2018
EdWeek featured an article that highlights a recent publication by Jamie Amemiya and Ming-Te Wang, "Why Effort Praise Can Backfire in Adolescence." The article is titled "For Teenagers, Praising 'Effort' May Not Promote a Growth Mindset."
March 27, 2018
Pittwire featured an accolade that highlights Jamie Amemiya, Allison Liu, and Emily Braham entitled "3 Learning Research and Development Center Grad Students Awarded University Research Grants."
October 31, 2017
Kudos to 2016 Tim Post Awardee Jessie Northrup (Faculty Advisor: Jana Iverson) for her paper “Vocal coordination during early parent-infant interactions predicts language outcome in infant siblings of children with autism spectrum disorder.” Jamie Amemiya (Faculty Advisor: Ming-Te Wang) was runner up with “Teacher Theories of Math Ability, Instructional Style, and Student Math Outcomes during High School.”