Amemiya, J. L., & Wang, M. T., (in press). Transactional relations between motivational beliefs and help seeking from teachers and peers across adolescence. Journal of Youth and Adolescence.
Hentges, R. F., & Wang, M. T. (in press). Gender differences in the developmental cascade from harsh parenting to educational attainment: An evolutionary perspective. Child Development.
Wang, M. T., Ye, F., & Degol, J. (in press). 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., Fredricks, J., Ye, F., Hofkens, T., Schall, J. (2016). The math and science engagement scale: Development, validation, and psychometric properties. Learning and Instruction, 43, 16-26.
Fredricks, J., Wang, M. T., Schall, J., Hofkens, T., Parr, A., & Allerton, J. J. (2016). Using qualitative methods to develop a survey measure of math and science engagement. Learning and Instruction, 43, 5-15.
Amemiya, J., Monahan, K. C., & Cauffman, E. (2016). Leaders and followers in juvenile offending: Distinguishing correlates and adjustment to incarceration. Criminal Justice and Behavior.
Wang, M. T., & Degol, J. (2016). Gender gap in STEM: Current knowledge, implications for practice, policy, and future directions. Educational Psychology Review, 28, 1-22.
Wang, M.T., & Degol, J. (2016). School climate: A review of the definition, measurement, and impact on student outcomes. Educational Psychology Review, 28, 315-352.
Hill, E. N., & 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.
Palacios, N., Kibler, A., Simpson-Baird, A., Parr, A., & Bergey, R. (2015). An examination of language practices during mother-child play activities among Mexican Immigrant families. International Multilingual Research Journal, 9, 197-219.
Parr, A. K., & Bonitz, V. S. (2015). Role of family background, student behaviors, and school-related beliefs in predicting high school dropout. The Journal of Educational Research, 108, 504-514.
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., & 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, 6, 36.
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., & Degol, J. (2014). Staying engaged: Knowledge and research needs in student engagement. Child Development Perspectives, 8, 137-143.
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., & Fredricks, J. (2014). The reciprocal links between school engagement and youth problem behavior during adolescence. Child Development, 85, 722-737.
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, 85, 2151-2168.
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). 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., & 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., 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. & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement. Learning and Instruction, 28, 12-23.
Wang, M. T. & Peck, S. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49, 1266-1276.
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. (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., & 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., & Huguley, J. (2012). Parental racial socialization as a moderator of the effects of racial discrimination on education success among African American adolescents. Child Development, 83, 1716-1731.
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.
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.
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. doi: 10.1037/a0017999