Ming-Te Wang

Department web site

Lab web site

Ming-Te Wang

Professor, University of Pittsburgh Department of Psychology

Professor, University of Pittsburgh School of Education

Research Scientist, Learning Research & Development Center

Research Interests

  • 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.

Del Toro, J. & Wang, M.T. (2021). Longitudinal inter-relations between school cultural socialization and school engagement: The mediating role of school climate.Learning and Instruction, 75.

Wang, M.T., Del Toro, J., Scanlon, C.L., Schall, J., Zhang, A.L., Voltin, S.E., Belmont, A.M., & Plevniak, K.E. (2021). The roles of stress, coping, and parental support in adolescent phycological well-being in the context of COVID-19: A daily-diary study. Journal of Affective Disorders.

Wang, M.T., Binning, K.R., Del Toro, J., Qin, X., & Zepeda, C.D. (2021). Skill, thrill, and will: The role of metacognition, interest, and self-control in predicting student engagement in mathematics learning over time. Child Development, 92 (1).

Wang, M.T., Scanlon, C.L., Hua, M., & Del Toro, J. (2021). Safely social: Promoting and sustaining adolescent engagement in social distancing during the COVID-19 pandemic. Journal of Adolescent Health.

Del Toro, J. & Wang, M.T. (2020). School cultural socialization and academic performance: Examining ethnic-racial identity development as a mediator among African American adolescents. Child Development, 1-18.

Wang, M. T., Henry, D. A., Smith, L. V., Huguley, J. P., & Guo, J. (2020). Parental ethnic- racial socialization practices and children of color’s psychosocial and behavioral adjustment: A systematic review and meta-analysis. American Psychologist, 75, 1-22.

Delale-O’Connor, L., Huguley, J. P., Parr, A. K., & Wang, M. T. (2020). Racialized compensatory cultivation: Centering race in parental educational engagement and enrichment. American Educational Research Journal, 1, 1-42.

Bodnar, K., Hofkens, T.L., Wang, M. & Schunn, C.D. (2020). Science identity predicts science career aspiration across gender and race, but especially for white boys. International Journal of Gender, Science and Technology, 12(1), 32-45.

Wang, M. T., Smith, L. V., Huguley, J. P., & Miller-Cotto, D. A. (2020). Parental ethnic- racial socialization and children of color’s academic success: A meta-analytic review. Child Development, 91, 528-544.

Amemiya, J. L., Mortenson, E. M., & Wang, M. T. (2020). Minor infractions are not minor: School infractions for minor misconduct may increase adolescents’ defiant behavior and contribute to racial disparities in school discipline. American Psychologist, 75, 23-36.

Del Toro, J. & Wang, M. (2020). Longitudinal inter-relations between school cultural socialization and school engagement among urban early adolescents. Journal of Youth and Adolescence, 1-14.

Wang, M. T., Degol, J. L., & Henry, D. A. (2020). An integrative development-in- sociocultural-context model for children’s engagement in learning. American Psychologist, 74, 1086-1102.

Scanlon, C. L., Del Toro, J., & Wang, M. T. (2020). The roles of peer social support and social engagement in the relation between adolescents’ social anxiety and science achievement. Journal of Youth and Adolescence, 49, 1005-1016.

Kiuru, N., Wang, M. T., & Salmela-Aro, K. (2020). Transactional associations between adolescents’ interpersonal relationships, student well-being, and academic achievement during school transitions. Journal of Youth and Adolescence, 49, 1057-1072.

Parr, A., Gladstone, J., Rosenzweig, E., & Wang, M.T. (2020). Why do I teach? A mixed-methods study of inservice teachers' motivations, autonomy-supportive instruction, and emotions. Teaching and Teacher Education, 98.

Smith, L.V., Wang, M.T., & Hill, D.J. (2020). Black Youths' perceptions of school cultural pluralism, school climate and the mediating role of racial identity. Journal of School Psychology, 83, 50-65.

Huguley, J.P., Delale-O'Connor, L., Wang, M.T., & Parr, A.K. (2020). African American parents' educational involvement in urban schools: Contextualized strategies for student success in adolescence. Educational Researcher. 

Tang, X., Wang, M. T., Guo, J., & Salmela-Aro, K. J. (2019). Building grit: The longitudinal pathways between mindset, commitment, grit, and academic outcomes. Journal of Youth and Adolescence, 48, 850-863.

Hofkens, T. L. (2019). Beyond classroom academics: A school-wide and multi-contextual perspective on student engagement in school. Adolescent Research Review, 1, 1-15.

Wang, M. T., Degol, J. L., & Amemiya, J. L. (2019). Older siblings as academic socialization agents for younger siblings: Developmental pathways across adolescence. Journal of Youth and Adolescence, 48,1218-1233.

Huguley, J. P., Wang, M. T., Vasquez, A., & Guo, J. (2019). Parental ethnic-racial socialization practices and the construction of children of color’s ethnic-racial identity: A research synthesis and meta-analysis. Psychological Bulletin, 145,437-458.

Binning, K.R., Wang, M. & Amemiya, J. (2019). Persistence mindset among adolescents: Who benefits from the message that academic struggles are normal and temporary? Journal of Youth and Adolescence.

Miller, R. S., & Wang, M. T. (2019). Cultivating adolescents’ academic identity: Ascertaining the mediating effects of motivational beliefs between classroom practices and mathematics identity. Journal of Youth and Adolescence, 48, 2038-2050.

Wang, M. T., Guo, J., & Degol, J. S. (2019). The role of sociocultural factors in student motivation in mathematics and language arts: A cross-cultural review. Adolescent Research Review, 1, 1-16.

Fredricks, J. A., Parr, A., Amemiya, J. L., & Wang, M. T. (2019). What matters for urban adolescents’ engagement and disengagement in school: A mixed methods study. Journal of Adolescence Research, 34,491-527.

Ming-Te Wang, Christina Scanlon, Meng Hua, and Juan Del Toro are featured in the May 18 Pittwire article, "How to Promote Adolescent Social Distancing," for their study, "Safely Social: Promoting and Sustaining Adolescent Engagement in Social Distancing During the COVID-19 Pandemic."

May 18, 2021

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Kudos to Juan Del Toro (PI), postdoc mentee, and Ming-Te Wang, who have received a racial equity special grant from Spencer Foundation for "Police Stops and School Adjustment: Examining Underlying and Protective Mechanisms among Black Adolescents."

April 15, 2021

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Ming-Te Wang was featured in the April 6 Pittwire accolade for the AERA Distinguished Research Award for Human Development and Learning and the 2021 SSWR Excellence in Research Award.

April 6, 2021

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Ming-Te Wang, Professor, Psychology; Professor, Education, has been awarded the "Distinguished Research Award for Human Development & Learning" from the American Educational Research Award (AERA) for his series of three meta-analytic articles on parental ethnic-racial socialization and youth of color’s developmental outcomes.

February 15, 2021

Ming-Te Wang, Professor, Psychology; Professor, Education, is the recipient of the 2021 Society for Social Work and Research "Excellence in Research Award" for his article titled “Parental Ethnic-Racial Socialization Practices and the Construction of Children of Color’s Ethnic-Racial Identity: A Research Synthesis and Meta-Analysis, Psychological Bulletin, 145(5), 437–458.”

February 15, 2021

Ming-Te Wang, Professor, Education and Psychology, and James Huguley are featured in the Dec. 4 University Times article on the recent Heinz Endowment grant for their Just Discipline Project in the Woodland Hills School District.

December 4, 2020

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Kudos to Ming-Te Wang, Education, and James Huguley, Center on Race and Social Problems and School of Social Work, who have received a $500,000 grant from the The Heinz Endowments to support a school discipline program model shown to be successful in the Woodland Hills School District. The Heinz Endowment funding supports their project that builds on research on racialized experiences in school contexts and leverages that scholarship to implement a contextually tailored school discipline and climate program.

November 2020

Kudos to Ming-Te Wang, Associate Professor, Education and Psychology, and Juan Del Toro, Post Doc for being recipiants of an LRDC 2020 internal grant for their study on “Police Stops and School Adjustment: Examining Underlying and Protective Mechanisms among Black Adolescents.”

May 15, 2020

Kudos to Josefina Bañales, Assistant Professor, Psychology, Ming-Te Wang, Associate Professor, Education and Psychology, and James Huguley, Interim Director, Center on Race and Social Problems and Assistant Professor, School of Social Work for receiving an LRDC internal grant for their work: “Can We Talk About Race? Racial Socialization in Homes and Schools, Youth’s Critical Consciousness, and Academic Achievement.”

May 15, 2020

Kudos to Ming-Te Wang, recipient of the Senior Vice Chancellor for Engagement’s Partnerships of Distinction Award for his Just Discipline Project at Woodland Hills School District. This project builds on evidence-based research, and leverages that scholarship to implement a contextually tailored school discipline and climate program that incorporates the most promising and equity-oriented approaches from around the country.

March 25, 2019

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Ming-Te Wang is featured in the Pittwire Accolades for his 2019 American Psychological Association (APA) Distinguished Scientific Award for Early Career Contributions to Psychology.

January 23, 2019

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Ming-Te Wang is featured in the January 8 Kidsburgh article about the school-to-prision pipeline report by the CRSP.

January 8, 2019

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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.

January 2019

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

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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

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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

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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

January 2016

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."

November 2014

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