B.A. (English) (BLCU, China), M.A. & Ph.D (Ed. Psych) (Ball State Uni, USA)
Dr. Cen Wang is a research fellow in the School of Teacher Education, in the Faculty of Arts and Education. She has a Ph.D. in Educational Psychology, with minors in Statistics, Research Methodology and Developmental Psychology. She is driven most of all to understand the diverse ways that students learn and achieve academic success. She strives to identify personal and contextual factors that influence students' learning, motivation and social emotional adjustment. She aims to design evidence-based and developmentally-appropriate curriculums and intervention programs to promote their learning goals. She is experienced in managing large datasets and has expertise in advanced quantitative analysis, especially in analysing longitudinal data using latent growth curve modelling and growth mixture modelling.
Harrison, L. J., & Wang, C. (2017). Review of instrument measuring and assessing children's early development. Goodstart Early Learning (Chief Investigator)
Wong, S., Cumming, T., Wang, C., Crane, J., MacQuarrie, A. (2017). Early childhood educator well-being: A pilot study. Faculty of Arts and Education Research Income and Initiatives Funding.
McLeod, S., Harrison, L. J., & Wang, C. (2015). NAPLAN outcomes for children identified with speech and language difficulties at age 4 to 5 years. Commissioned Research by Speech Pathology Australia (Chief Investigator)
Wang, C., Cumming, T., Murray, L., & Harrison, L. (2016). The Preschool Experience of Children in Disadvantaged Communities: Tracking Progress towards School Readiness (Chief Investigator) Category 3 Industry Partner Funding.
McLeod, S., Harrison, L. J., Wang, C., & Verdon, S. (2017). Indigenous Australian children's speech and language: Academic outcomes and access to services. Commissioned Research by Speech Pathology Australia (Chief Investigator).
Dr. Cen Wang aims to foster students' genuine interest in the subjects and promote students to become self-reflective and self-regulated learners. Her teaching approach is grounded in theories of learning and motivation.
Wang, C., Williams, K., Shahaeian, A., & Harrison, L. (2017, in press). Early predictors of escalating internalizing problems across middle childhood. School Psychology Quarterly. DOI: 10.1037/spq0000218 Impact Factor: 3.256. Q1 SCImago
Wang, C., Shim, S., & Wolters, C. (2017). Achievement goals, motivational self-regulation and academic adjustment among Chinese high school students. Asia Pacific Education Review, 18, 295-307. Impact Factor: 0.39. Q2 SCImago
Shim, S. S., Wang, C., Makara, K., Xu, X.G., Xie, L.N., & Zhong, M. (2017, in press). Relationships between social achievement goals and psychological adjustment: Emotion regulation as a mediator. Journal of College Student Development. Impact Factor: 0.78. Q2 SCImago
Daniel, G., & Wang, C. (2017, in press). Inclusion and the practice of repeating Kindergarten in Australia. Australian Journal of Learning Difficulties. Q3 SCImago
Shahaeian, A., Razmjoee, M., Wang, C., Elliott, S. N., & Hughes, C. (2017). Understanding relational aggression in early childhood: Associations with language and other social and cognitive skills. Early Childhood Research Quarterly, 40, 204-214. Impact Factor: 1.73. Q1 SCImago
Masso, S., McLeod, S., Wang, C., Baker, E., & McCormack, J. (2017). Longitudinal changes in polysyllable maturity of preschool children with speech sound disorders. Clinical Linguistics and Phonetics, 31, 429-439. Impact Factor: 0.62. Q1 SCImago
Masso, S., McLeod, S., Baker, E., & Wang, C. (2017, in press). Polysyllable speech accuracy, phonological processing, and emergent literacy in preschool children with speech sound disorders. Journal of Speech, Language, and Hearing Research. Impact Factor: 1.771. Q1 SCImago
Hopf, S. C., McLeod, S., McDonagh, S. H., Wang, C., & Rakanace, E. N. (2017, in press). Communication disability in Fiji: Community self-help and help-seeking support. International Journal of Speech-Language Pathology. Q1 SCImago
Wang, C., Hatzigianni, M., Shahaeian, A., Murray, E., & Harrision, L. (2016). The combined effects of teacher-child and peer relationships on children's social-emotional adjustment. Journal of School Psychology, 59, 1-11. Impact Factor: 3.36. Q1 SCImago
Daniel, G., Wang, C., & Bethelsen, D. (2016). Early school-based parent involvement, children's self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168-177. Impact Factor: 1.73. Q1 SCImago
Gong, X., Paulson, S. & Wang, C. (2016). Exploring family origins of perfectionism: The impact of interparental conflict and parenting behaviours. Personality and Individual Differences, 100, 43-48. doi: 10.1016/j.paid.2016.02.010 Impact factor: 1.95. Q1 SCImago.
Alazemi, S., Hadadian, A., Merbler, J., & Wang, C. (2015). Stress levels of Kuwaiti mothers of children with SLD: Does work and educational status matter? International Journal of Special Education, 30, 120-131. Q3 SCImago.
Shahaeian, A., Henry, J., Razmjoee, M., Teymoori, A., & Wang, C. (2014). Is the relationship between executive control and theory of mind real or artefactual? An intra-cultural comparison of three diverse samples. Developmental Science, 10. Impact factor: 4.60. Q1 SCImago.
Shim, S. S., Cho, Y., & Wang, C. (2013). Classroom goal structures, social achievement goals, and adjustment in middle school. Learning and Instruction, 23, 69-77. Impact factor: 3.98. Q1 SCImago.
Shim, S. S., Wang, C., & Cassady, J. (2013). Social achievement goals and emotions among college students. Personality and Individual Differences,55, 840-845. Impact factor: 2.005. Q1 SCImago.
Shim, S. S., Kiefer, S. M., & Wang, C. (2013). Help-seeking amongst peers: The role of goal structure and peer climate. The Journal of Educational Research, 106, 290-300. Impact factor: 1.05. Q1 SCImago.
Fletcher, K. L., Shim, S. S., Wang, C. (2012). Perfectionistic concerns mediate the relationship between psychologically controlling parenting and achievement goal orientations. Personality and Individual Differences, 52, 876-881. Impact factor: 2.005. Q1 SCImago.
Cassady, J. C., & Wang, C. (2012). Motivation. In D. Brake (Ed.) Psychology in the fast lane. Dubuque, IA: Bypass Publishing.
Harrison, L., & Wang, C. (2017, in press). Current Approaches in Quantitative Research in Early Childhood Education. In Fleer, M., & van Oers, B (Eds). International Handbook on Early Childhood Education.
Daniel, G., Wang, C., Murray, E., Harrison, L. J. (2017). School choice and parent involvement among Australian children starting school. In S. Dockett., W. Griebel., & B. Perry (Eds). Families and Transition to School (pp. 131-143). Dordrecht: Springer.
Wang, C., Cumming, T., Murray, E., Dwyer, J., & Harrison, L. (2017). The preschool experience of children in disadvantaged communities: Tracking progress towards school readiness. Bathurst, Australia: Charles Sturt University.
McLeod, S., Harrison, L. J., & Wang, C. (2015). NAPLAN outcomes for children identified with speech and language difficulties at age 4 to 5 years: Initial Report – 30 April, 2015. Bathurst, Australia: Charles Sturt University.