Texas Tech University

Joy Wang, Ph.D.

Assistant Professor
Educational Psychology & Leadership

Email: Joy.Wang@ttu.edu

Phone: 806-834-4624

Office: Education 374

Joy Wang is an assistant professor of school psychology in the educational psychology program. Her research interest focuses on supporting children and youth's emotional, behavioral, and academic well-being from an ecological perspective (peer, teacher, and parent influence). Her goal is to apply and translate the knowledge regarding ecological influence through developing interventions that support children and youth's well-being from a system perspective. To achieve this goal, she is actively involved in three interrelated strands of research: (1) examining the ecological influence on children and youth's well-being (e.g., Wang, 2017); (2) intervention study (i.e., she has participated in Facilitating academic success and emotional well-being among high school students in accelerated curricula, an IES funded study,since 2014); (3) system change research (e.g., Castillo, Wang, Daye, Shum, & March, 2018).

Joy Wang


  • 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

Manuscripts/Dissertation Published: 

  • 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 RtI implementation. Journal Educational and Psychological Consultation. (Published Online). doi: 10.1080/10474412.2017.1394864 
  • Wang, J. H. (2017). Partial mediation and moderation effects of class peer norms on the relations of teacher support with student aggression and academic engagement during early adolescence (Doctoral dissertation). ProQuest Dissertation and Theses, A & I. (10266833) 
  • 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. (Five year impact factor: 2.511, 15% acceptance rate).

Manuscripts under review:

  • Humm Brundage, A., Romer, N., Moulton, S., Wang, J., Castillo, J., Cox, K., & Stockslager, K. (2018). The initial validation of a school-level instrument to measure integrated multi-tiered systems of support implementation. Assessment for Effective Intervention. (30% acceptance rate).   
  • Castillo, J.M., Wolgemuth, J.R., Socie, D., Latimer, J., Scheel, N., McKenna, M., March, A., Moulton, S., Wang, J., Thoman, S., Jenkins, A., & Henson, K. (2018). Protocol for the systematic review of research on professional learning to promote implementation of a public health model of education. BMJ Open. (2016 impact factor: 2.369).