Directory » ZHE WANG
Assistant Professor
Curriculum Vitae
Dr. Zhe Wang is an Assistant Professor in the Department of Educational Psychology (Developmental Sciences Program). Dr. Wang's research aims to better understand the nature and development of variation in school adjustment, to generate knowledge on the risk and resilient processes in academic learning, and to translate this knowledge into practices in promoting positive educational outcomes. Dr. Wang's current program of research investigates a) cognitive, emotional, motivational, and contextual factors that influence math learning and achievement, and (b) the developmental etiologies of emotions and motivations in math learning in elementary and middle school students. Dr. Wang conducts experiments in the lab setting, incorporating neurocognitive assessment, psychophysiological measures, and eye-tracking techniques to understand the transactions between emotions and cognitions in math learning and problem solving. She also uses surveys and observations in longitudinal and behavioral genetic designs along with advanced statistical modeling to explore the complex biosocial mechanisms underlying math achievement development.

M.S., Statistics, Virginia Tech (2016)
Ph.D., Biological and Developmental Psychology, Virginia Tech (2013)
B.S., Applied Psychology, Nankai University (2008)
EPSY646. Issues in Child and Adolescent Development
Fall 2022
EPSY646. Motivation and Learning
Spring 2023
Journal Articles
Hasty, L., Quintero, M. , Li, T., Song, S., & Wang, Z. (2023). The longitudinal association among student externalizing behavior problems, teacher-student relationships, and classroom engagement. Journal of School Psychology. [published with student]
Kim, Y., Li, T., Kim, H., Oh, W., & Wang, Z. (2023). Socioeconomic status and school adjustment trajectories across childhood: The mediating role of parental involvement. Journal of Applied Developmental Psychology, 87, Article 101561. [published with student]
Quintero, M., & Wang, Z. (2023). Achievement trajectories in academically at-risk students as a function of perceived classroom goal structure and socioeconomic backgrounds. Social Psychology of Education. [published with student]
Li, T., Quintero, M., Galvan, M., Shanafelt, S., Hasty, L. M., Spangler, D. P., Lyons, I. M., Mazzocco, M. M. M., Brockmole, J. R., Hart, S. A. & Wang, Z. (2022). The mediating role of attention in the association between math anxiety and math performance: An eye-tracking study. Journal of Educational Psychology. [published with student]
Li, T., & Wang, Z. (2022). Disaggregating the between-person and within-person associations between peer acceptance and academic achievement in early elementary school. Journal of Applied Developmental Psychology, 78, Article 101357. [published with student]
Quintero, M., Hasty, L., Li, T., Song, S., & Wang, Z. (2021). A multi-dimensional examination of math anxiety and engagement on math achievement. British Journal of Educational Psychology, Article e12482. [published with student]
Wang, Z., Borriello, G., Oh, W., Lukowski, S., & Malanchini, M. (2021). Co-development of math anxiety, math self-concept, and math value in adolescence: The roles of parents and math teachers. Contemporary Educational Psychology, 67, Article 102016.
Hasty, L. M., Malanchini, M., Shakeshaft, N., Schofield, K., Malanchini, M., & Wang, Z. (2020). When anxiety becomes my propeller: Mental toughness moderates the relation between academic anxiety and academic effort. British Journal of Educational Psychology, 91(1), 368-390. [published with student]
Malanchini, M., Rimfeld, K., Wang, Z., Petrill. S. A., Tucker-Drob, E., Plomin, R., & Kovas, Y. (2020). Genetic factors underlie the association between anxiety, motivation and performance in mathematics. Translational Psychiatry, 10(12).
Wang, Z., Oh, W., Malanchini, M., & Borriello, G. A. (2020). The developmental trajectories of mathematics anxiety: Cognitive, personality, and environmental correlates. Contemporary Educational Psychology, 61, Article 101876.
Wang, Z., Rimfeld, K., Shakeshaft, N., Schofield, K., & Malanchini, M. (2020). The longitudinal role of mathematics anxiety in mathematics development: Issues of gender differences and domain specificity. Journal of Adolescence, 80, 220-232.
Lukowski, S. L., Ditrapani, J, B., Jeon, M., Wang, Z., Schenker, V. J., Doran, M. M., Hart, S. A., Mazzocco, M. M. M., Willcutt, E. G., Thompson, L. A., & Petrill, S. A. (2019). Multidimensionality in the measurement of mathematical anxiety and its relationship with mathematical skills. Learning and Individual Differences, 70, 228-235.
Malanchini, M. †, Wang, Z. †, Voronin, I., Schenker, V., Petrill, S. A., Plomin, R., & Kovas, Y. (2017). Reading self-perceived ability, enjoyment and achievement: A genetically informative study of their reciprocal links over time. Developmental Psychology, 53(4), 698-712.
† denotes co-first authorship
Wang, Z., Shakeshaft, N., Schofield, K., & Malanchini, M. (2018). Anxiety is not enough to drive me away: A latent profile analysis on math anxiety and math motivation. PLoS ONE, 13(2), e0192072.
Wang, Z., Soden, B., Deater-Deckard, K., Lukowski, S., Schenker, V., Willcutt, E., Thompson, L., & Petrill, S. A. (2017). Development in reading and math in children from different SES backgrounds: The moderating role of child temperament. Developmental Science, 20(3), e12380.
Wang, Z., Lukowski, S., Hart, S. A., Lyons, I. M., Thompson, L. A., Kovas, Y., Mazzocco, M. M., Plomin, R., & Petrill, S. A. (2015). Is mathematical anxiety always bad for math learning? The role of math motivation. Psychological Science, 26(12), 1863-1876.
Wang, Z., Hart, S. A., Kovas, Y., Lukowski, S., Soden, B., Thompson, L. A., Plomin, R., McLoughlin, G., Bartlett, C. W., Lyons, I. M., & Petrill, S. A. (2014). Who’s afraid of math? Two sources of genetic risk for mathematical anxiety. Journal of Child Psychology and Psychiatry, 55(9), 1056-1064.