Wang, M. T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Schall Linn, J. (in press). Conceptualization and assessment of adolescents’ engagement and disengagement in school. European Journal of Psychological Assessment.
Degol, J. L., Wang, M. T., Zhang, Y., & Allerton, J. (in press). Do growth mindsets in math benefit females? Identifying pathways between gender, mindset, and motivation. Journal of Youth and Adolescence.
Fredricks, J. A., Hofkens, T. L., Wang, M. T., Mortenson, E., & Scott, P. (in press). Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study. Journal of Research in Science Teaching.
Hentges, R. F., Shaw, D. S., & Wang, M. T., (in press). Early childhood parenting and child impulsivity as precursors to risky and problematic behaviors in adolescence and early adulthood. Development and Psychopathology.
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, 46, 1743-1757.
Degol, J. L., & Wang, M. T. (2017). Who makes the cut? Parental involvement and math trajectories predicting college enrollment. Journal of Applied Developmental Psychology, 50, 60-70.
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., 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, 46, 1821-1838.
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, 1982-1998.
Wang, M. T., Ye, F., & Degol, J. L. (2017). 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, 46, 1805-1820.
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.
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.
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