Texas Tech University

Joy Wang, Ph.D.

Assistant Professor
Educational Psychology, Leadership, & Counseling

Email: Joy.Wang@ttu.edu

Phone: 806-834-4624

Office: Education 374

Joy Wang, Ph.D., is an assistant professor of school psychology in the educational psychology program. She is a licensed specialist in school psychology, as well as a licensed psychologist. Her research specializes in supporting students' behavioral, academic and emotional well-being from a relational perspective (i.e., relations with peers, teachers and parents). Her long-term goal is to translate this line of knowledge into school-based prevention and intervention programs that facilitate students' well-being from a system perspective. To achieve such a goal, she has been actively involved in the following lines of research: (1) Peer and teacher influence on youth well-being (Kiefer & Wang, 2016; Wang et al., 2020; Wang & Kiefer, 2020); (2) Implications of adverse childhood experiences for adolescent peer relations (Wang, Merrin et al., in preparation); (3) Feasibility of supporting students with extreme behavioral problems with PCIT in schools (Wang, Pascarella, et al., in preparation); and (4) Supporting high-school students with elevated academic stress (Suldo, Wang, et al., 2021). Additionally, she is interested in measure development and evaluation, considering how essential measures are for intervention studies (Wang et al., 2021; Wang, Suldo et al., in preparation).

Joy Wang

Education

  • PhD (2017), School Psychology, University of South Florida, Tampa, FL
  • MS (2012), Clinical Psychology, University of Macau, Macau, China
  • BS (2008), Biological Science, China Agricultural University, Beijing, China

Areas of Expertise

  • Peer and teacher influence on youth's school adjustment
  • School-based mental health services
  • High-achieving high school students (e.g., AP/IB students)
  • Multi-tiered System of Support
  • Parent-Child Interaction Therapy
  • Behavioral Parenting Training

Selected Publications

*: Student co-author. 

  • Wang, J. H., Tan, T, Kamhaus, R., Yi, Z. The BASC-3 Behavioral and Emotional Screening System Student Form: Evidence for a unidimensional interpretation among Chinese youth (2021). Journal of Psychopathology and Behavioral Assessment. (2019 impact factor: 2.056). Published online. https://doi.org/10.1007/s10862-021-09902-2
  • Suldo, S. M., Wang, J. H., O'Brennan, L. M., Shaunessy-Dedrick, E., Dedrick, R. F., *DiLeo, L., Ferron, J., M., & Lee, J (2021). A motivational interviewing intervention for adolescents in accelerated high school curricula: Applicability and acceptability in a second sample. Prevention Science, 22, 811 – 825.https://doi.org/10.1007/s11121-021-01204-z(2019 impact factor: 3.103).
  • Wang, J. H., & Kiefer, S. M. (2020). Joint implications of teachers and classroom peers for adolescents' aggression and engagement. Journal of Applied Developmental Psychology, 71, 101199. https://doi.org/10.1016/j.appdev.2020.101199 (15% acceptance rate; 2019 impact factor: 2.000)
  • Wang, J. H., Kiefer, S. M., *Smith N. D. W., Huang, L., *Gilfix, H. L. & *Brennan, E. M. (2020). Associations of early adolescents' best friendships, peer groups, and coolness with overt and relational aggression. Journal of Early Adolescence, 40(6), 828 – 856. https://doi.org/1177/0272431619874400(20% acceptance rate; 5-year impact factor: 2.242)
  • Castillo, J. M., Wolgemuth, J. R., Ginns, D. S., Latimer, J., Scheel, N., McKenna, M., March, A. L., Moulton S., Wang, J. … Ferron, J. M. (2018). Protocol for the systematic review of research on professional learning to promote implementation of a multitiered system of support in education. BMJ Open, 8(11), 1-8. https://doi. org/10.1136/bmjopen-2018- 024057 (2017 impact factor: 2.413).
  • Castillo, J. M.,Wang, J. H., Daye, J., Shum, K. Z., & March, A. L. (2018). A longitudinal analysis of the relations between professional development, educators' beliefs and perceived skills, and response-to-intervention implementation. Journal Educational and Psychological Consultation, 28(4), 413-444.https://doi.org/10.1080/10474412.2017.1394864 (21-30% acceptance rate; 2017 impact factor: 0.636)
  • Kiefer, S. M., & Wang, J. H. (2016). Associations of coolness and social goals with aggression and engagement during adolescence. Journal of Applied Developmental Psychology, 44, 52-62. https://doi.org/10.1016/j.appdev.2016.02.007 (15% acceptance rate; 2017 impact factor: 2.636).

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