Scholarly/Creative Works

• Garcia, A. J., Fong, C. J., Harper, K. L., & Littlefield, T. D. (2025). Is Academic Advising a Game-Changer for Student Belonging? A Mixed Methods Study on Community College Athletes of Color. New Directions for Higher Education, 2025(29), 57–66. https://doi.org/https://doi.org/10.1002/he.20525

• Kremer, K. P., Fong, C. J., & Garcia, A. J. (2024). The role of multiple measures in community college developmental mathematics. Community College Review, 52(4), 484–500. https://doi.org/https://doi.org/10.1177/009155212412591
• Lawson, C. A., & Fong, C. J. (2024). Undergraduate Latina/o/x Motivation: Moderating Influences of Community Cultural Wealth on STEM Persistence Intentions. Journal of Latinx Psychology.
• Smith, M. C., Fong, C. J., & Carney, R. (Eds.). (2024). Teaching Human Development fo Educators. Theory to Practice: Educational Psychology for Teachers and Teaching. Information Age Publishing.
• Fong, C. J., Altan, S., Gonzales, C., Kirmizi, M., Adelugba, S. F., & Kim, Y. (2024). Stay motivated and carry on: A meta-analytic investigation of motivation regulation strategies and achievement, motivational, and self-regulatory correlates. Journal of Educational Psychology, 116(6), 997–1018. https://doi.org/https://doi.org/10.1037/edu0000886
• Fong, C. J., Schallert, D. L., Lin, S., & Altan, S. (2024). How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics. Studies in Educational Evaluation, 81. https://doi.org/https://doi.org/10.1016/j.stueduc.2024.101351
• Regalado, Y. M., Fong, C. J., & McEwen, D. L. (2024). A critical systematic review of cultural and community practices in integrated reading and writing courses in two-year colleges. Journal of College Reading and Learning, 54(4), 191–218. https://doi.org/https://doi.org/10.1080/10790195.2024.2402711
• Arar, K., Bogotch, I., De La Rosa, Y., Fong, C. J., Guajardo, M., & Mifsud, D. (2024). Decolonizing research methods. In Decolonizing Educational Knowledge: International Perspectives and Contestations (pp. 9–38). Springer. https://doi.org/https://doi.org/10.1007/978-3-031-55688-3_2
• Fong, C. J., Adelugba, S. F., Garza, M., Lorenzi Pinto, G., Gonzales, C., … Zarei, P. (2024). A scoping review of the associations between sense of belonging and academic outcomes in postsecondary education. Educational Psychology Review, 36. https://doi.org/https://doi.org/10.1007/s10648-024-09974-y

• Fong, C. J., Garcia, A. J., & Kundu, D. (2023). A socio-ecological outcome investigation of the student engagement, achievement, and satisfaction of Latino men in community college developmental mathematics. Community College Journal of Research and Practice. https://doi.org/https://doi.org/10.1080/10668926.2022.2132433
• Garcia, A., Fong, C. J., & Regalado, Y. M. (2023). Motivational, identity-based, and self-regulatory factors associated with academic achievement of U.S. collegiate student-athletes: A meta-analytic investigation. Educational Psychology Review.
• Fong, C. J., & Schallert, D. L. (2023). “Feedback to the future”: Advancing motivational and emotional perspectives in feedback research. Educational Psychologist.
• Fong, C. J., Patall, E. A., Snyder, K. E., Hoff, M. A., Jones, S. J., & Zuniga, R. E. (2023). Academic underachievement and its motivational and self-regulated learning correlates: A meta-analytic review of 80 years of research. Educational Research Review.
• Fong, C. J., Schallert, D. L., Williamson, Z. H., Lin, S., Williams, K. M., & Kim, Y. W. (2023). Are self-compassionate writers more feedback literate? Exploring undergraduates’ perceptions of feedback constructiveness. Assessing Writing.
• Fong, C. J., & Irizarry, Y. (n.d.). Too Quant to Crit? Advancing QuantCrit methodologies in educational psychology. Contemporary Educational Psychology.
• Fong, C. J., Fathi, Z., Adelugba, S. F., Garcia, A. J., Garza, M., & Lorenzi Pinto, G. (n.d.). Belongingness moderates student mindsets’ influence among first-generation, community college students of color. Social Psychology of Education.

• Jabbar, H., Fong, C. J., Germain, E., Li, D., Sanchez, J. D., Sun, W.-L., & Devall, M. (2022). The competitive effects of school choice on student achievement: A systematic review. Educational Policy, 36(2), 247–281. https://doi.org/https://doi.org/10.1177/0895904819874756
• Steingut, R. R., Patall, E. A., & Fong, C. J. (2022). Research synthesis. In T. L. Good & M. McCaslin (Eds.), Educational Psychology Section; D. Fisher (Ed.), Routledge Resources Online – Education. Routledge.
• 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., Lee, J., Krou, M., Johnston-Ashton, K. L., Hoff, M. A., Gonzales, C., & Beretvas, S. N. (2022). Meta-analyzing the factor structure of the Learning and Study Strategies Inventory. Journal of Experimental Education. https://doi.org/https://doi.org/10.1080/00220973.2021.2021842
• 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. (2022). Achievement motivation in a pandemic context: A conceptual review of prominent theories and an integrated model. Educational Psychology. https://doi.org/https://doi.org/10.1080/01443410/2022/2026891
• Fong, C. J., Flanigan, A. E., Hogan, E., Brady, A. C., Griffin, M. M., Gonzales, C., … Robinson, D. H. (2022). Individual and institutional productivity in educational psychology journals from 2015 to 2021. Educational Psychology Review. https://doi.org/https://doi.org/10.1007/s10648-022-09704-2
• Frentzel, E., Murphy, K. M., Geyman, Z., Fong, C. J., & Rasmussen, J. (2022). Using research-based strategies to improve job-related social and communication skills among adults with autism spectrum disorder: A scoping review. Journal of Applied Rehabilitation Counseling. https://doi.org/https://doi.org/10.1891/JARC-2021-0013
• Ryan, K., & Fong, C. J. (2022). Factors associated with instructor and peer pre-help-seeking interactions among community college students. Active Learning in Higher Education. https://doi.org/https://doi.org/10.1177/14697874241239522

• Fong, C. J., & Kim, Y. W. (2021). A clash of constructs? Re-examining grit in light of academic buoyancy and future time perspective. Current Psychology, 40, 1824–1837. https://doi.org/https://doi.org/10.1007/s12144-018-0120-4
• Olaghere, A., Kremer, K. P., & Fong, C. J. (2021). Learning opportunities while incarcerated: Association of engagement in literacy and numeracy activities with literacy and numeracy skills. Adult Education Quarterly, 71(3), 232–250. https://doi.org/https://doi.org/10.1177/0741713620988505
• Krou, M. R., Fong, C. J., & Hoff, M. A. (2021). Achievement motivation and academic dishonesty: A meta-analytic investigation. Educational Psychology Review, 33, 427–458. https://doi.org/https://doi.org/10.1007/s10648-020-09557-7
• Fong, C. J., Krou, M. R., Johnston-Ashton, K., Hoff, M. A., Lin, S., & Gonzales, C. (2021). LASSI’s great adventure: A systematic review and meta-analysis of the Learning and Study Strategies Inventory. Educational Research Review, 34. https://doi.org/https://doi.org/10.1016/j.edurev.2021.100407
• Fong, C. J., Joshua Taylor, Aynura Berdyyeva, McClelland, A., Murphy, K. M., & Westbrook, J. D. (2021). Interventions for improving employment outcomes for persons with autism spectrum disorders: A systematic review update. Campbell Systematic Reviews, 17(3). https://doi.org/https://doi.org/10.1002/cl2.1185
• 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
• Fong, C. J., Schallert, D. L., Williams, K. M., Williamson, Z. H., Lin, S., Chen, L., & Kim, Y. W. (2021). Making feedback constructive: The interplay of undergraduates’ mastery goal orientation with feedback specificity and friendliness. Educational Psychology, 41(10), 1241–1259. https://doi.org/https://doi.org/10.1080/01443410.2021.1951671
• Falbo, T., Lin, S., Chen, B.-B., Fong, C. J., & Guo, J. (2021). Editorial: Chinese only children: Advantaged or disadvantaged. Frontiers in Psychology, 12. https://doi.org/https://doi.org/10.3389/fpsyg.2021.742186
• Fong, C. J., & Krou, M. R. (2021, March). Motivation is a key factor in whether students cheat. The Conversation. Retrieved from https://theconversation.com/motivation-is-a-key-factor-in-whether-students-cheat-155274#:~:text=Striving%20to%20increase%20one’s%20knowledge,likely%20they%20are%20to%20cheat.

• Fong, C. J., & Kremer, K. P. (2020). An Expectancy-Value Approach to Math Underachievement: Examining High School Achievement, College Attendance, and STEM Interest. Gifted Child Quarterly, 64(4), 67–84. https://doi.org/https://doi.org/10.1177/0016986219890599
• Alejandro, A. J., Fong, C. J., & De La Rosa, Y. M. (2020). Indigenous graduate and professional students decolonizing, reconciling, and indigenizing belongingness in higher education. Journal of College Student Development, 61, 679–696. https://doi.org/https://doi.org/10.1353/csd.2020.0069
• Chung, H., Chaney, L. E., & Fong, C. J. (2020). Practical autonomy-supportive tutoring strategies for multilingual student-writers and a writing center tutor handbook. Journal of College Academic Support Programs, 3(1), 45–48. Retrieved from https://journals.tdl.org/jcasp/index.php/jcasp/issue/view/18

• Fong, C. J., & Zientek, L. R. (2019). Instructional practices in developmental mathematics: A multilevel analysis of community college student perceptions. Journal of College Reading and Learning, 49, 35–52. https://doi.org/https://doi.org/10.1080/0309877X.2017.1361517
• 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., Patall, E. A., Vasquez, A. C., & Stautberg, S. (2019). A Meta-Analysis of Negative Feedback on Intrinsic Motivation. Educational Psychology Review, 31, 121–162. https://doi.org/https://doi.org/10.1007/s10648-018-9446-6
• Fong, C. J., Gilmore, J. A., Pinder-Grover, T., & Hatcher, M. (2019). Examining the impact of four teaching development programmes for engineering teaching assistants. Journal of Further and Higher Education, 43, 363–380. https://doi.org/https://doi.org/10.1080/0309877X.2017.1361517
• Zientek, L. R., Fong, C. J., & Phelps, J. M. (2019). Sources of self-efficacy of community college students in developmental mathematics. Journal of Further and Higher Education, 43, 183–200. https://doi.org/https://doi.org/10.1080/0309877X.2017.1357071
• Fong, C. J., Dillard, J. B., & Hatcher, M. (2019). Teaching self-efficacy of graduate student instructors: Exploring faculty motivation, perceptions of autonomy support, and undergraduate student engagement. International Journal of Educational Research, 98, 91–105. https://doi.org/https://doi.org/10.1016/j.ijer.2019.08.018
• 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

• Fong, C. J., Acee, T. W., & Weinstein, C. E. (2018). A person-centered investigation of achievement motivation goals and correlates of community college success. Journal of College Student Retention, 20, 369–387. https://doi.org/https://doi.org/10.1177/1521025116673374
• Fong, C. J., Murphy, K. M., Westbrook, J. D., & Markle, M. M. (2018). Psychological interventions to facilitate employment for cancer survivors: Systematic review and meta-analysis. Research on Social Work Practice, 28, 84–98. https://doi.org/https://doi.org/10.1177/1049731515604741
• Fong, C. J., Schallert, D. L., Williams, K. M., Williamson, Z. H., Warner, J. C., Lin, S., & Kim, Y. W. (2018). A process model of constructive criticism: When feedback signals failure but offers hope for improvement. Thinking Skills and Creativity, 30, 42–53. https://doi.org/https://doi.org/10.1016/j.tsc.2018.02.014
• Fong, C. J., Williams, K. M., Williamson, Z. H., Lin, S., Kim, Y. W., & Schallert, D. L. (2018). “Inside out”: Appraisals for achievement emotions from constructive, positive, and negative feedback on writing. Motivation and Emotion, 42(2), 236–257. https://doi.org/https://doi.org/10.1007/s11031-017-9658-y

• Lin, S., Fong, C. J., & Wang, Y. (2017). Chinese undergraduates’ sources of self-efficacy differ by sibling status, achievement, and fear of failure along two pathways. Social Psychology of Education, 20, 361–386. https://doi.org/https://doi.org/10.1007/s11218-017-9367-0
• 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/https://doi.org/10.3102/0034654316653479
• Somers, P., Fry, J., & Fong, C. J. (2017). Duck and Cover, Little Lady: Women and Campus Carry. Thought and Action, 33(2), 37–50. Retrieved from https://www.nea.org/assets/docs/1702TA_FullText.pdf#page=37
• Fong, C. J., Kim, Y., Davis, C. W., Hoang, T., & Kim, Y. W. (2017). A meta-analysis on critical thinking and community college success. Thinking Skills and Creativity, 26, 71–83. https://doi.org/https://doi.org/10.1016/j.tsc.2017.06.002

• Fong, C. J., Warner, J. R., Williams, K. M., Schallert, D. L., Chen, L., Williamson, Z. H., & Lin, S. (2016). Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback. Learning and Individual Differences, 49, 393–399. https://doi.org/10.1016/j.lindif.2016.05.019
• Fong, C. J., Lin, S., & Engle, R. A. (2016). Positioning identity in computer-mediated discourse among ESOL learners. Language Learning and Technology, 20(3), 142–158. https://doi.org/https://doi.org/10125/44486
• Fong, C. J., Krause, J. M., Acee, T. W., & Weinstein, C. E. (2016). Motivation for Staying in College: Differences Between LEP (Limited English Proficiency) and Non-LEP Hispanic Community College Students. Journal of Hispanic Higher Education, 15(4), 340–357. https://doi.org/https://doi.org/10.1177/1538192715607332
• Vasquez, A. C., Patall, E. A., Fong, C. J., Corrigan, A. S., & Pine, L. (2016). Parent Autonomy Support, Academic Achievement, and Psychosocial Functioning: A Meta-analysis of Research. Educational Psychology Review, 38(3), 605–644. https://doi.org/https://doi.org/10.1007/s10648-015-9329-z

• Fong, C. J., Murphy, K. M., Westbrook, J. D., & Markle, M. M. (2015). Behavioral, psychological, and vocational interventions to facilitate employment for cancer survivors: A systematic review. Campbell Systematic Reviews, 11(5), 1–82. https://doi.org/https://doi.org/10.4073/csr.2015.5
• Yeager, D. S., Fong, C. J., Lee, H. Y., & Espelage, D. L. (2015). Declines in efficacy of anti-bullying programs among older adolescents: Theoretical considerations and a three-level meta-analysis. Journal of Applied Developmental Psychology, 37, 36–51. https://doi.org/https://doi.org/10.1016/j.appdev.2014.11.005
• Fong, C. J., Zaleski, D. J., & Leach, J. K. (2015). The challenge-skill balance and the antecedents of flow: A meta-analytic investigation. Journal of Positive Psychology, 10(5), 425–446. https://doi.org/https://doi.org/10.1080/17439760.2014.967799
• Westbrook, J. D., Fong, C. J., Nye, C., Williams, A., Wendt, O., & Cortopassi, T. (2015). Transition services for youth with autism spectrum disorders: A systematic review. Research on Social Work Practice, 25(1), 10–20. https://doi.org/https://doi.org/10.1177/1049731514524836
• Fong, C. J., Zientek, L. R., Yetkiner Ozel, Z. E., & Phelps, J. M. (2015). Between and within ethnic differences in strategic learning: A study of developmental mathematics students. Social Psychology of Education, 18(1), 55–74. https://doi.org/https://doi.org/10.1007/s11218-014-9275-5

• Fong, C. J., & Krause, J. M. (2014). Lost confidence and potential: A mixed methods study of underachieving college students’ sources of self-efficacy. Social Psychology of Education, 17, 249–268. https://doi.org/https://doi.org/10.1007/s11218-013-9239-1

• Westbrook, J. D., Fong, C. J., Nye, C., Williams, A., Wendt, O., & Cortopassi, T. (2013). Pre-graduation transition services for improving employment outcomes among persons with autism spectrum disorders: A systematic review. Campbell Systematic Reviews, 9(11), 1–71. https://doi.org/https://doi.org/10.4073/csr.2013.11
• Zientek, L. R., Yetkiner Ozel, Z. E., Fong, C. J., & Griffin, M. (2013). Student success in developmental mathematics. Community College Journal of Research and Practice, 37(12), 990–1010. https://doi.org/https://doi.org/10.1080/10668926.2010.491993
• Fong, C. J., Williams, K. M., Schallert, D. L., & Warner, J. R. (2013). Without adding these details, your writing is meaningless”: Evaluating preservice teachers’ constructive feedback on a writing assignment. Literacy Research: Theory, Method, and Practice, 62, 344–358.

• Acee, T. W., Weinstein, C. E., Jordan, M., Dearman, J. K., & Fong, C. J. (2012). Self-regulated learning: Helping students manage their own learning. In CRLA Handbook for Training Peer Tutors and Mentors (pp. 39–42).
• Westbrook, J. D., Nye, C., Fong, C. J., Wan, J. T., Cortopassi, T., & Martin, F. H. (2012). Adult employment assistance services for persons with autism spectrum disorders: Effects on employment outcomes. Campbell Systematic Reviews, 8(5), 1–68. https://doi.org/https://doi.org/10.4073/csr.2012.5

• Krause, J. M., & Fong, C. J. (2011). Considerations for student learning: A qualitative analysis of college calculus instruction. International Journal of University Teaching and Faculty Development, 2(3), 181–198.

• Jones, S. J., Fong, C. J., Torres, L. G., Yoo, J. H., Decker, M. L., & Robinson, D. H. (2010). Productivity in educational psychology journals from 2003 to 2008. Contemporary Educational Psychology, 35, 11–16. https://doi.org/https://doi.org/10.1016/j.cedpsych.2009.08.001
• Fong, C. J., & Asera, R. (2010). Psychosocial theories to inform a new generation of student support structures for learning mathematics. Problem Solution Exploration Papers Series. Carnegie Foundation for the Advancement of Teaching.

• Fong, C. J., Yoo, J. H., Jones, S. J., Torres, L. G., & Decker, M. L. (2009). Trends in female authorships, editorial board memberships, and editorships in educational psychology journals from 2003 to 2008. Educational Psychology Review, 21(3), 267–277. https://doi.org/10.1007/s10648-009-9108-9