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.
Hentges, R. F., Shaw, D. S., & Wang, M. T. (2018). Early childhood parenting and child impulsivity as precursors to risky and problematic behaviors in adolescence and early adulthood. Development and Psychopathology, 30(4), 1305-1319.
Amemiya, J. L., & Wang, M. T. (2018). African American adolescents’ gender and perceived school climate moderate how academic coping relates to achievement. Journal of School Psychology, 69, 127-142.
Amemiya, J., & Wang, M. T. (2018). Why effort praise can backfire in adolescence. Child Development Perspectives, 2(3), 199-203.
Galla, B. M., Amemiya, J., & Wang, M.-T. (2018). Using expectancy-value theory to understand academic self-control. Learning and Instruction, 58, 22-33.
Degol, J. L., Wang, M. T., Zhang, Y., & Allerton, J. (2018). Do growth mindsets in math benefit females? Identifying pathways between gender, mindset, and motivation. Journal of Youth and Adolescence, 47(5), 976-990.
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.
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.
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(8), 1805-1820.
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.
Fredricks, J. A., Hofkens, T. L., & Wang, M. T. (2017). Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study. Journal of Research in Science Teaching 55(2), 271-298.
Wang, M. T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Linn, J. S. (2017). Conceptualization and assessment of adolescents’ engagement and disengagement in school: A multidimensional school engagement scale. Psychological Assessment.
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.
Ming-Te Wang, Associate Professor, School of Education, Associate Professor, Department of Psychology, and LRDC Research Scientist, has received the 2019 American Psychological Association (APA) Distinguished Scientific Award for Early Career Contributions to Psychology. This award recognizes psychologists who are at early stages of their research careers (in the first ten years post-PhD). It is one of the most prestigious and influential awards for early career scholar’s scientific achievement.
Ming-Te Wang and co-authors' report “Just Discipline and the School-to-Prison Pipeline in Greater Pittsburgh." was the topic of an August 21 press conference at Pitt's Center on Race and Social Problems. Also featured in NEXTpittsburgh, Pittsburgh Post-Gazette, and a number of other news outlets.
August 21, 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
Ming-Te Wang is a featured grantee on the Spencer website for having been awarded the Lyle Spencer Research Award. His work is titled "In Spite of Parents? Exploring the Value of Family Involvement in Educating African American Adolescents."
January 29, 2018
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
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