Faculty Profile for Dr. Carlton Fong

profile photo for Dr. Carlton Fong
Dr. Carlton Fong
Assistant Professor — Curriculum And Instruction
ASBN 401
phone: (512) 245-5042

Biography Section

Biography and Education

Dr. Carlton J. Fong is an Assistant Professor in the Graduate Program in Developmental Education within the Department of Curriculum and Instruction. He completed his Ph.D. and M.A. in Educational Psychology at The University of Texas at Austin and his B.A. in Cognitive Science from the University of California, Berkeley. He also finished a postdoctoral research fellowship in higher education and teaching development. Dr. Fong examines the motivational, psychological, and instructional factors that influence success, achievement, and persistence in postsecondary education, primarily using research synthesis and meta-analytic techniques.

Teaching Interests

Quantitative methods, research design courses, motivation/self-regulation, assessment & evaluation

Research Interests

Psychosocial, motivational, and self-regulatory factors, meta-analysis and research synthesis, instructional strategies and feedback, community college students and developmental math, program evaluation and intervention effectiveness, school-to-work transitions and postsecondary pathways

Selected Scholarly/Creative Work

  • Fong, C. J., & Kremer, K. P. (2020). Math underachievement through an expectancy-value theory of motivation: A longitudinal investigation of high school achievement, college attendance, and STEM interest. Gifted Child Quarterly, 64(4), 67–84. https://doi.org/10.1177/0016986219890599
  • Fong, C. J., Patall, E. A., Vasquez, A. C., & Stautberg, S. (2019). The effects of negative feedback on motivation: A meta-analysis. Educational Psychology Review, 31, 121–162. https://doi.org/10.1007/s10648-018-9446-6
  • Snyder, K. E., Fong, C. J., Painter, J. K., Pittard, C. M., Barr, S. L., & Patall, E. A. (2019). Interventions for academically underachieving students: A systematic review and meta-analysis. Educational Research Review, 28. https://doi.org/10.1016/j.edurev.2019.100294
  • Fong, C. J., Alejandro, A. J., Krou, M., Segovia, J., & Johnston-Ashton, K. (2019). Ya’at’eeh: Race-reimaged belongingness factors, academic outcomes, and goal pursuits among Indigenous community college students. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2019.101805
  • Fong, C. J., Davis, C. W., Kim, Y., Kim, Y. W., Marriott, L., & Kim, S. (2017). Psychosocial factors and community college success: A meta-analytic investigation. Review of Educational Research, 87, 388–424. https://doi.org/10.3102/0034654316653479

Selected Awards

  • Award / Honor Recipient: APS Rising Star Award, Association for Psychological Science. 2021
  • Award / Honor Recipient: Presidential Distinction Award in Scholarly/Creative Activities, College of Education, Texas State University. 2020
  • Award / Honor Recipient: Presidential Distinction Award in Teaching, College of Education, Texas State University. 2020
  • Award / Honor Recipient: Alpha Chi Favorite Professor, Alpha Chi (Texas State University Chapter). December 2019
  • Award / Honor Recipient: Cynthia L. Peterson JCRL Outstanding Award, College Reading and Learning Association. October 2019

Selected Grants

  • Fong, Carlton Jing. A Person-Centered Investigation of Student Intrapersonal Development: Profiles of Academic Engagement, Motivation, and Self-Regulation Within Deeper Learning School Contexts, American Educational Research Association & American Institutes for Research, Private / Foundation / Corporate, $25000. (Submitted: February 2020, Funded: November 2020 - July 2022). Grant.
  • Fong, Carlton Jing (Principal). Evidence for Learning Strategies and Student Achievement: A Meta-Analytic Synthesis, Research Enhancement Program, Texas State University, $8000. (Submitted: 2017). Grant.
  • Fong, Carlton Jing (Principal). Anti-Cyberbullying Interventions for Reducing Cybervictimization in Youth: A Systematic Review, Smith Richardson Foundation & The Campbell Collaboration, $9000. (Funded: 2016 - 2017). Grant.
  • Fong, Carlton Jing (Principal). Do Psychosocial Factors Predict Community College Student Success? A Meta-Analysis, APA Division 15 Early Career Grant, American Psychological Association, $6000. (Funded: 2015 - 2016). Grant.
  • Fong, Carlton Jing (Principal). The Effectiveness of Motivational, Self-Conceptual, and Self-Regulatory Interventions for Underachieving Gifted Students, Esther Rosen Katz Fellowship, American Psychological Foundation, American Psychological Association, $25000. (Funded: 2012 - 2013). Grant.

Selected Service Activities

American Education Research Association - Motivation in Education Special Interest Group
April 2020-Present
Editorial Review Board Member
Educational Psychology Review
January 2020-Present
Editorial Review Board Member
Frontiers in Education
October 2019-Present
Disability Coordinating Group, The Campbell Collaboration
July 2017-Present
American Education Research Association - Motivation in Education Special Interest Group
April 2018-April 2020