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
Scholarly/Creative Work
Awards
Grants
Service

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 and self-regulation

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. 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: 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
  • Award / Honor Recipient: College Achievement Award for Scholarly/Creative Activities, Texas State University. August 2019
  • Award / Honor Recipient: APA Division 7 Early Career Outstanding Paper Award, American Psychological Association. 2015
  • Award / Honor Recipient: Professional Development Travel Award ( 3 awards; $1,100), The Graduate School, The University of Texas at Austin. 2012 - 2014

Selected Grants

  • 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.
  • Fong, Carlton Jing (Principal). The Effectiveness of Motivational, Self-Conceptual, and Self-Regulatory Interventions for Underachieving Gifted Students, Hollingworth Research Award, National Association for Gifted Children, $2500. (Funded: 2012 - 2013). Grant.

Selected Service Activities

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