Faculty Profile for Dr. Carlton Fong

profile photo for Dr. Carlton Fong
Dr. Carlton Fong
Associate 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 Associate 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 completed 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., Owens, S. L., Segovia, J. W., Hoff, M. A., & Alejandro, A. J. (2022). Indigenous cultural development and academic achievement of Tribal community college students: Mediating roles of sense of belonging and support for student success. Journal of Diversity in Higher Education. https://doi.org/https://doi.org/10.1037/dhe0000370
  • Fong, C. J., Gonzales, C., Hill-Troglin Cox, C., & Shinn, H. B. (2022). Academic help-seeking and achievement of postsecondary students: A meta-analytic investigation. Journal of Educational Psychology, 114. https://doi.org/https://doi.org/10.1037/edu0000725
  • Fong, C. J., Kremer, K. P., Hill-Troglin Cox, C. M., & Lawson, C. A. (2021). Expectancy-value profiles in math and science: A person-centered approach to cross-domain motivation with academic and STEM-related outcomes. Contemporary Educational Psychology, 65. https://doi.org/https://doi.org/10.1016/j.cedpsych.2021.101962
  • 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/https://doi.org/10.1016/j.edurev.2019.100294
  • Fong, C. J., Alejandro, A. J., Krou, M. R. S., 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, 59. https://doi.org/https://doi.org/10.1016/j.cedpsych.2019.101805

Selected Awards

  • Award / Honor Recipient: Presidential Distinction Award in Scholarly/Creative Activities, College of Education, Texas State University. 2023
  • Award / Honor Recipient: Presidential Excellence Award in Scholarly/Creative Activities, Texas State University. 2023
  • Award / Honor Recipient: Richard E. Snow Award for Early Contributions, American Psychological Association, Division 15: Educational Psychology. 2023
  • 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. 2021

Selected Grants

  • Fong, Carlton Jing, Acee, Taylor W. Psychosocial Interventions to Improve Postsecondary Student Mathematics Attainment: A Meta-Analysis Exploring What Works and for Whom, National Science Foundation, Federal, $481895. (Submitted: October 2022, Funded: September 1, 2023 - August 30, 2026). Grant.
  • 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.
  • Seo, Eunjin (Principal), Fong, Carlton Jing (Co-Principal). How Do Peers Signal the Culture of Innate Brilliance? Microdynamic Video Analyses of Peer Interactions Signaling Fixed Mindset, Research Enhancement Program, Texas State University, $16000. (Submitted: October 2023, Funded: January 2024 - Present). Grant.
  • Patall, Erika (Principal), Awad, G (Co-Principal), Fong, Carlton (Co-Principal), Aguilar, C (Co-Principal), Cokley, K (Co-Principal), Bancroft, C (Co-Principal), McKay, T (Co-Principal), Daniel, Kristy L (Co-Principal), Pituch, K (Co-Principal). Supporting Student Agency in Undergraduate Biomedical Education, National Institute of Health, Federal, $3263404. (Funded: August 15, 2023 - August 14, 2028). Grant.
  • Fong, Carlton Jing. College Belongingness and Achievement Synthesis of Intervention and Correlational Studies, Research Enhancement Program, Texas State University, $8000. (Submitted: October 2021, Funded: January 2022 - Present). Grant.

Selected Service Activities

Editorial Review Board Member
Journal of Diversity in Higher Education
December 2022-Present
Editorial Review Board Member
Contemporary Educational Psychology
December 2022-Present
Editorial Review Board Member
Review of Educational Research
August 2022-Present
Editorial Review Board Member
Journal of Educational Psychology
January 2022-Present
Editorial Review Board Member
Learning and Instruction
January 2022-Present