Ming-Te Wang

Ming-Te Wang is a Research Scientist and Research Assistant Professor in the Institute for Social Research at University of Michigan. Before gaining this position Ming-Te was a PATHWAYS fellow from July 2010 to May 2011. He received his doctorate in Developmental Psychology from Harvard University. Prior to entering graduate school, he was a school counselor in a rural middle school. This professional experience provided him with an insight into the complex web of cultural and contextual processes and their impact on development and the importance of early prevention and intervention. His research has focused on the impact of school and family climate on adolescent motivational beliefs and engagement and the effects of multiple ecological systems on the behavioral, social, and emotional development of youth from diverse socioeconomic and cultural backgrounds. His work is noteworthy in that it emphasizes the interplay of developmental processes across both academic and social domains in adolescence, and situates these processes within family, school, and community contexts.

Over the past year, his research has focused on three specific areas: 1) the conceptualization and development of student engagement measures, including general school engagement and classroom engagement across specific subject domains; 2) the examination of antecedents, correlates, and long-term outcomes of youth academic motivation and engagement, as well as the factors and processes promoting the educational and career development of youth; and 3) the developmental impact of school- and community-based interventions targeting adolescents’ academic skills as well as mental health.

Ming-Te remains as an associate fellow with the PATHWAYS Programme.

Publications

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., & 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., 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., 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., & Holcombe, R. (2010). Adolescents’ perceptions of classroom environment, school engagement, and academic achievement. American Educational Research Journal, 47, 633-662.

Wang, M. T., & Eccles, J. S. (in press). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development.

Wang, M. T., & Huguley, J. (in press). The buffering role of racial socialization from parents on the association between racial discrimination and adolescents’ educational outcomes. Child Development.

Wang, M. T. (in press). Educational and career interests in Math: A longitudinal examination of the links between perceived classroom environment, motivational beliefs, and interests. Developmental Psychology.

Wang, M. T., Brinkworth, M., & Eccles, J. S. (in press). The moderation effect of teacher-student relationship on the association between adolescents’ self-regulation ability, family conflict, and developmental problems. Developmental Psychology.

Wang, M. T., & Peck, S. (in press). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology.

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