Ming-Te Wang's research while affiliated with University of Illinois at Chicago and other places
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Publications (121)
Despite numerous efforts to attenuate the Black-White discipline gap in U.S. schools, Black students are still suspended for minor infractions at a disproportionately higher rate than their White peers. Using a racially diverse sample (n = 1,515; M-age=12.7; 50% boys; 72% Black, 28% White), this 3-year longitudinal study examined whether student pe...
For three decades, researchers have examined youth’s interactions with learning activities through the holistic construct of
engagement. Recently, motivation scholars have defined engagement as a multidimensional construct with behavioral,
emotional, cognitive, and social components. This article presents an integrative developmental-contextual per...
During the COVID-19 pandemic, many families experienced financial and health stressors associated with parental employment. Using multi-informant and daily-diary data from a nationwide United States sample of parents and children (626 dyads; 18,780 daily assessments across 30 days: 5/18/2020–6/1/2020, 10/19/2020–11/2/2020; Parents: M-age= 43, 15% m...
In spring 2020, U.S. schools universally transitioned to online learning due to the COVID-19 pandemic's onset, thus creating a natural experiment for examining adolescents' risk and resilience during an ongoing school crisis response. This longitudinal study used a daily-diary approach to investigate the role of social support in the link between r...
African American parents and caregivers have the difficult task of addressing their children’s typical developmental needs while also offsetting the unique sociohistorical and contemporary oppressive forces faced by their community. In recent times, these realities have been highly visible through the series of high-profile police killings and the...
Racial disparities in school discipline may have collateral consequences on the larger non-suspended student population. The present study leveraged two longitudinal datasets with 1201 non-suspended adolescents (48% Black, 52% White; 55% females, 45% males; Mage : 12-13) enrolled in 84 classrooms in an urban mid-Atlantic city of the United States d...
Peers' negative police encounters may have collateral consequences and shape adolescents' relationship with authority figures, including those in the school context. Due to the expansion of law enforcement in schools (e.g., school resource officers) and nearby neighborhoods, schools include spaces where adolescents witness or learn about their peer...
Initiatives promoting diversity, equity, and inclusion in predominantly White contexts, including STEM fields, have primarily relied on approaches to increase the representation of minoritized individuals. However, an increase in the representation of minoritized individuals is only one step of the process, as the present study suggests that explic...
COVID-19 changed the landscape of employment and financial security in the USA, contributing to multi-systemic disruptions in family life. Using dyadic, daily-diary parent-adolescent data from a nationwide American sample (18,415 daily assessments; 29 days: 4/8/2020-4/21/2020 and 5/18/2020-6/1/2020; N = 635 parent-adolescent dyads), this intensive...
With racial inequalities plaguing the U.S. school system, educators have recognized the importance of establishing inclusive, equitable, and diverse school environments where students from different ethnic-racial backgrounds can feel respected and supported. This study examined the longitudinal links between adolescents’ experiences of school racia...
Although sport involvement has the potential to enhance psychological wellbeing, studies have suggested that motivation to participate in sports activities declines across childhood and adolescence. This study incorporated expectancy-value theory to model children’s sport ability self-concept and subjective task values trajectories from first to tw...
Police stops often perpetuate racial disparities in academic outcomes, yet few studies have examined factors that mitigate these negative consequences. Using two longitudinal studies (Study 1: n = 483, M-age = 12.88, 53% males; Study 2: n = 131, M-age = 15.11, 34% males), this article tests whether parental and school cultural socialization reduced...
In spring 2020, the COVID-19 pandemic thrust nearly 56 million students in the United States into remote education. By fall 2020, states' and school districts' differing public health measures resulted in the adoption of varying COVID-adapted learning modalities (i.e., in-person, remote, and hybrid). Using daily diary data with a nationally represe...
The intended purpose of exclusionary discipline is to improve the learning environment by removing disruptive students; however, emerging evidence has suggested that these practices may have the opposite effect. Exclusionary discipline-especially policies that use suspensions as punishment for minor, developmentally normative behavioral infractions...
Racially disparate school disciplinary practices create inequitable circumstances for minority and immigrant youth around the world. In the U.S., Black youth are more likely than their White peers to be suspended for minor, non-violent infractions. This study explores (a) whether school cultural socialization practices reported by Black students (N...
Objective
To determine whether rates of online racial discrimination changed over the course of 2020 and their longitudinal effects on Black youth’s mental health.
Method
This longitudinal study collected 18,454 daily assessments from a nationally representative sample of 602 Black and White adolescents in the United States (58% Black, 42% White;...
Mounting evidence demonstrates that exclusionary discipline practices like suspensions and expulsions have long-term negative socio-emotional, behavioral, and academic consequences for the students who experience them, with evidence of spill-over effects for nonexcluded students. Restorative practice has emerged as a promising alternative to puniti...
The role of racial stereotypes in youth’s academic achievement becomes salient during adolescence. Yet, very few studies have investigated whether associations between Black and White American adolescents’ stereotype endorsement and their cognitive engagement, mindset beliefs, and performance in math differed by stereotype valence (i.e., positive v...
Negative interactions with the legal system can inform adolescents' relationships with schools. The present daily-diary study examined 13,545 daily survey assessments from 387 adolescents (Mage = 13-14; 40% male; 32% Black, 50% White, and 18% Other ethnic-racial minority) across 35 days to assess whether police stops predicted adolescents' school d...
The present study sought to unravel the psychological processes through which mass incarceration, specifically paternal incarceration, is negatively affecting the next generation of children. Data came from 4,327 families from 20 cities who participated in a 10-year longitudinal study. Parents and children reported on children’s rule-breaking behav...
Objective
COVID-19 has presented threats to adolescents’ psychosocial well-being, especially for those from economically disadvantaged backgrounds. This longitudinal study aimed to identify which social (i.e., family conflict, parental social support, peer social support), emotional (i.e., COVID-19 health-related stress), and physical (i.e., sleep...
African American adolescents are grossly overrepresented in rates of school suspensions for minor disciplinary infractions; however, the consequences associated with this disciplinary practice are unknown. African American adolescents who were suspended for minor infractions may perceive school rules and adults as unfair and illegitimate, and these...
The question of whether schools should promote cultural pride and engage students in ethnic traditions is hotly contested. To contribute to this debate, this longitudinal study examined whether school cultural socialization predicted adolescents' engagement in school over time and whether this relation was mediated by school climate. Data were coll...
This brief report examines whether the effects of direct and vicarious police stops on adolescents’ academic adjustment via their psychological and physical well‐being differ across ethnic–racial and gender groups. Using national and longitudinal survey data from Black, Latinx, and White adolescents (N = 3004; 49% girls), we found that the police s...
Background and Objectives: This intensive longitudinal study investigated (a) the extent to which engaging in social distancing predicted adolescents’ same- and next-day stress and positive affect and (b) whether COVID-19-related knowledge and exercise moderated these links during statewide stay-at-home orders that mandated schools and nonessential...
Purpose:
COVID-19 has led to soaring unemployment rates and the widespread adoption of working-from-home (WFH) arrangements that have disrupted family relationships and adolescent psychological well-being. This longitudinal study investigated how parental employment status (i.e., job loss and WFH) influenced adolescents' daily affect indirectly th...
Objective
Ethnic-racial minority children in the United States are more likely to experience father loss to incarceration than White children, and limited research has examined the health implications of these ethnic-racial disparities. Telomere length is a biomarker of chronic stress that is predictive of adverse health outcomes. We examined wheth...
Background: COVID-19 has introduced novel stressors into American adolescents’ lives. Studies have shown that adolescents adopt an array of coping mechanisms and social supports when contending with stress. It is unclear, though, which strategies are most effective in mitigating daily pandemic-related stress, as few micro-longitudinal studies have...
The growth mindset or the belief that intelligence is malleable has garnered significant attention for its positive association with academic success. Several recent randomized trials, including the National Study of Learning Mindsets (NSLM), have been conducted to understand why, for whom, and under what contexts a growth mindset intervention can...
Culturally relevant practices are valuable assets for ethnically-racially diverse schools, but few studies examine whether such practices promote students’ engagement in school longitudinally and whether ethnicity-race moderates the effects of such practices on students’ engagement. To address this gap, the present study examined whether schools th...
This article used self‐regulated learning as a theoretical lens to examine the individual and interactive associations between a growth mindset and metacognition on math engagement for adolescent students from socioeconomically disadvantaged schools. Across three longitudinal studies with 207, 897, and 2,325 11‐ to 15‐year‐old adolescents, students...
Grit has recently been challenged for its weak predictive power and the incompleteness of its measurement. This study addressed these issues by taking a developmental, person-oriented approach to study academic-related goal commitment and grit and their effects on academic achievement. Using longitudinal data among Finnish eighth and ninth graders...
Purpose: Adolescents are at risk for violating COVID-19 social distancing measures due to salient developmental needs for autonomy and relatedness. This intensive longitudinal study investigated the initiation and sustainment of adolescents’ daily social distancing behaviors.
Methods: Focus group and daily-diary approaches were used to collect 6,2...
The overreliance on quantitative methods in teacher motivation studies has limited our understanding of the content and function of teachers’ motivations. Through teacher interviews (n = 16; 100% White; 63% female; 2–21 years of experience) and surveys (n = 124; 96% White; 57% female; 0.5–40 years of experience), this study used mixed-methods appro...
Maintaining learning engagement throughout adolescence is critical for long‐term academic success. This research sought to understand the role of metacognition and motivation in predicting adolescents' engagement in math learning over time. In two longitudinal studies with 2,325 and 207 adolescents (ages 11–15), metacognitive skills, interest, and...
Motivation is an essential determinant of academic learning, educational choices, and career decisions during adolescence and early adulthood. While achievement motivation has been widely studied across Western populations, recent work has emphasized the importance of examining the universality versus cultural specificity of motivation constructs a...
Researchers have become interested in the school climate experiences of Black youth given findings of less positive evaluations of school climate in comparison to their other-race peers. School support for cultural pluralism, also referred to as school support for cultural diversity, has been regarded as one aspect of school climate, but is sometim...
School engagement researchers have historically focused on academic engagement or academic-related activities. Although academic engagement is vital to adolescents’ educational success, school is a complex developmental context in which adolescents also engage in social interactions while exploring their interests and developing competencies. In th...
Historic racial disparities in the United States have created an urgent need for evidence‐based strategies promoting African American students’ academic performance via school‐based ethnic‐racial socialization and identity development. However, the temporal order among socialization, identity, and academic performance remains unclear in extant lite...
Mathematics learning, engagement, and performance are facilitated by quality interactions within the classroom environment. Researchers studying high-quality interactions in mathematics classrooms must consider adopting multiple methods of data collection so as to capture classroom quality from all perspectives. As such, this longitudinal study exa...
Although research has documented the link between classroom climate and children’s learning, evidence about whether and how classroom characteristics are linked to academic and psychological outcomes remains equivocal. This study used a meta-analytic approach to synthesize existing research with the goal of determining (a) the extent to which class...
Background: Despite their positive intention to increase school safety, zero-tolerance policies may perpetuate racial disparities in health. Zero tolerance refers to school policies and practices that mandate predetermined punishment in response to student misbehavior regardless of the context or rationale for the behavior. Black children are subje...
The growth mindset or the belief that intelligence is malleable has garnered significant attention for its positive association with academic success. Several recent randomized trials, including the National Study of Learning Mindsets (NSLM), have been conducted to understand why, for whom, and under what contexts a growth mindset intervention can...
Research on parental educational involvement has been organized into three overarching domains—home-based involvement, school-based involvement, and academic socialization. Conventional empirical work in these domains typically centers involvement strategies around White, middle-class experiences rather than examining how optimal parenting approach...
A history of racialized social and economic subordination in the United States has left many youths of color concentrated in underresourced urban communities, with higher proportions of economic disadvantage, exposures to community violence, and family disruptions from mass incarceration. At the same time, schools serving these communities tend to...
Socially anxious youth are at an increased risk for academic underachievement, withdrawal from school, and negative peer relationships. Given that learning tasks in science classes rely heavily on peer collaboration and social skills, this study aimed to investigate the link between high-school adolescents’ social anxiety and their science achievem...
A youth’s ability to adapt during educational transitions has long-term, positive impacts on their academic achievement and mental health. Although supportive relationships with parents, peers, and teachers are protective factors associated with successful educational transitions, little is known about the reciprocal link between the quality of the...
Student engagement, consisting of behavioural, cognitive, and emotional components, has been proven to influence both academic success and psychological well-being. To examine the linkages among the three aspects of academic engagement, a sample of 789 Chinese primary school students (47% girls; 39% 3rd graders, 31% 4th graders, 30% 5th graders) co...
In this study, we examine the intersections and divergences of class- and race-based parenting motivations and practices as they connect to education through an exploration of the purposeful, race-conscious ways that a socioeconomically mixed sample of Black families approaches and practices academic and social enrichment and development. Drawing f...
The construct of engagement provides a holistic lens for understanding how children interact with learning activities, with distinct behavioral, emotional-affective, and cognitive components forming a multidimensional engagement profile for each child. As the understanding of engagement and recognition of its complexity grow, a pressing need has em...
Background:
The dropout rate of Chinese elementary school students after 2007 rose again. Little research to date has identified individual differences in pathways of academic engagement to discern those at risk of disengagement and dropout from schools, as well as the longitudinal linkages between cognitive beliefs with academic engagement.
Aims...
Teaching mathematics involves helping students develop mathematical skills and empowering students to see themselves as capable of participating in and being knowers and doers of mathematics. Extant research has postulated that mathematics identity is a critical contributor to adolescents’ mathematics achievement and subsequent academic success. Gu...
In aim to explain and address the weak grit-achievement association issue, this study argued that to find a strong grit effect on achievement a highly committed goal in that achievement domain has to be considered simultaneously. Drew a longitudinal sample that including about 550 students in both time waves (8th and 9th grade), we examined the sta...
The role of older siblings in younger siblings’ academic socialization becomes increasingly salient during adolescence. This longitudinal study examines the developmental mechanisms through which older siblings shape younger siblings’ academic outcomes and whether older siblings’ peer affiliations predict younger siblings’ educational aspirations a...
Although minor misconduct is normative in adolescence, such behavior may be met with punishment in American schools. As part of a punitive disciplinary approach, teachers may give adolescents official infractions for minor misconduct-that is, a minor infraction-presumably to deter future problem behavior. This article investigates three arguments t...
Increasing student engagement is a mechanism to both promote positive academic outcomes and reduce involvement in negative behaviors. Students who are engaged in school earn higher grades and have more favorable psychological adjustments (Li & Lerner, 2011; Reeve, 2013; Wang & Peck, 2013). In contrast, disengagement in school is predictive of highe...
Despite increasing empirical research documenting the association between parental ethnic-racial socialization and youth of color’s psychosocial well-being, evidence on the extent to which ethnic-racial socialization practices are linked to youth outcomes and potential variation in these relations remains equivocal. In the current study, a meta-ana...
Despite academics enthusiasm about the concept of grit (defined as consistency of interest and perseverance of effort), its benefit for academic achievement has recently been challenged. Drawing from a longitudinal sample (N= 2018; 55.3% female; 6th–9th grades) from Finland, this study first aimed to investigate and replicate the association betwee...
Increased attention is being placed on the importance of ethnic‐racial socialization in children of color's academic outcomes. Synthesizing research on the effects of parental ethnic‐racial socialization, this meta‐analysis of 37 studies reveals that overall the relation between ethnic‐racial socialization and academic outcomes was positive, though...
This daily diary study examined how adolescents’ institutional and teacher‐specific trust predicted classroom behavioral engagement the day after being disciplined by that teacher. Within mathematics classrooms, adolescents (N = 190; Mage = 14 years) reported institutional and teacher‐specific trust and then completed a 15‐day diary assessing teach...
Parental ethnic-racial socialization practices help shape the development of a strong ethnic-racial identity in children of color, which in turn contributes positively to mental health, social, and academic outcomes. Although there is a wide body of literature on the relationship between these meta-constructs, this research has not been systematica...
This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school. First, we interviewed 22 middle and high school students who varied in their level of engagement and disengagement. Support from adults and peers, opportunities to make choices, and external incentives ali...
Emotions are central to how students experience mathematics, yet we know little about how specific instructional practices relate to students’ emotions in mathematics learning. We examined how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom...
Research proposing that mindset interventions promote student achievement has been conducted at a frenetic pace nationwide in the United States with many studies yielding mixed results. The present study explores the hypothesis that mindset interventions are beneficial for students only under specific circumstances. Using a randomized controlled tr...
The Cambridge Handbook of Motivation and Learning - by K. Ann Renninger February 2019
Peers become increasingly important socializing agents for academic behaviors and attitudes during adolescence. This study investigated peer influence and selection effects on adolescents' emotional (i.e., flow in schoolwork, school burnout, school value), cognitive (i.e., school effort), and behavioral (i.e., truancy) engagement in school. A socia...
We applied expectancy-value theory to understand academic self-control. In three studies of middle and high school students (N total = 2620), subjective values, but not expectancy beliefs, predicted motivation and behavior toward academic activities over alternative activities. Moreover, results showed that intrinsic value was a stronger incrementa...
Student-centered instruction is featured in reforms that aim to improve excellence and equity in mathematics education. Although research on stereotype threat suggests that student-centered instruction may have differential effects on racial minority students, the relationship between student-centered mathematics instruction and student engagement...
This study used variable- and pattern-centered approaches to better capture the impact of adolescents’ joint developmental trajectories of subjective task values (STVs) in three domains (Finnish, math and science, and social subject) from grades 9 to 11 on science, technology, engineering, and mathematics (STEM) aspirations at four years postsecond...
Background
Children growing up in poverty tend to perform worse in school than their more economically advantaged peers.
Aims
The current study integrates an educational theory of motivation and an evolutionary theory of life history strategies to examine how economic disadvantage predicts children's mathematics achievement through their academic...
Using stereotype threat and motivational resilience theories as the guiding frameworks, this study examined how African American adolescents' academic coping strategies (i.e., problem solving, help seeking, self-encouragement, comfort seeking, and commitment) were associated with academic achievement, and whether these associations varied by adoles...
Prior research has shown that parents’ educational expectations contribute positively to several student academic outcomes, including grades in school, standardized test scores, and school completion. These expectations are typically conceptualized as long-term educational attainment beliefs, and consequently, it remains unclear how parents’ short-...
Despite efforts to increase female representation in science, technology, engineering, and mathematics (STEM), females continue to be less motivated to pursue STEM careers than males. A short-term longitudinal study used a sample of 1449 high school students (grades 9-12; 49% females) to examine pathways from gender and mindset onto STEM outcomes v...
Praise for process, which includes praising students’ level of effort and effective strategies, has shown promise in improving students’ motivation to learn. However, parents and teachers may interpret this to mean that solely praising students’ effort level is sufficient. Although praise for effort is effective in some respects in early childhood,...
The current study utilized a longitudinal design to explore the effect of early child impulsivity and rejecting parenting on the development of problematic behaviors in adolescence and early adulthood. Using a low-income sample of 310 mothers and their sons, we examined the direct and interactive effects of child impulsivity and rejecting parenting...
Increasing school engagement is critical for improving academic achievement and reducing dropout rates. In order to increase student engagement and identify those students who are most disengaged from school, we need to conceptualize and measure student engagement appropriately. This study used a mixed method sequential exploratory design to develo...
This study uses a mixed method sequential exploratory design to examine motivational and contextual influences on boys’ and girls’ engagement in math and science, paying particular attention to similarities and differences in the patterns by gender. First, interviews were conducted with 38 middle and high school students who varied in their level o...
Although sport involvement has the potential to enhance psychological wellbeing, studies have suggested that motivation to participate in sports activities declines across childhood and adolescence. This study incorporated expectancy-value theory to model children's sport ability self-concept and subjective task values trajectories from first to tw...
Adolescents often avoid seeking academic help when needed, making it important to understand the motivational processes that support help seeking behavior. Using expectancy-value theory as a framework, this study examined transactional relations between motivational beliefs (i.e., academic self-concept or academic importance) and seeking help from...
Students’ motivational beliefs about learning physical science are critical for achieving positive educational outcomes. In this study, we incorporated expectancy-value theory to capture the heterogeneity of adolescents’ motivational trajectories in physics and chemistry from seventh to twelfth grade and linked these trajectories to science-related...
Career aspirations in science, technology, engineering, and mathematics (STEM) are formulated in adolescence, making the high school years a critical time period for identifying the cognitive and motivational factors that increase the likelihood of future STEM employment. While past research has mainly focused on absolute cognitive ability levels i...
The present study examined the associations between parental involvement and college enrollment using a national sample of 3116 U.S. youth (52% male, 70% White). Four dimensions of parental involvement (academic values, behaviors promoting future academic success, home structure, and school involvement) were examined from 7th–12th grade. Higher ini...
Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences...
This study utilized life history theory to test a developmental cascade model linking harsh parenting to low educational attainment. Multigroup models were examined to test for potential gender differences. The sample consisted of 1,482 adolescents followed up for 9 years starting in seventh grade (Mage = 12.74). Results supported indirect links be...
There is an urgent need to develop appropriate instruments to measure student engagement in math and science for the fields of research and practice. The present study developed and validated student- and teacher-report survey measures of student engagement in math and science. The measures are built around a multidimensional perspective of engagem...