Wan, S., Lauermann, F., Greifer, N., Jiang, S., Bailey, D. H., & Eccles, J. S. (2024). The role of comparative processes in shaping the effects of between-class ability grouping on students’ math ability self-concept. Journal of Educational Psychology. paper link
Li, T., Wang, Z., Merrin, G. J., Wan, S., Bi, K., Quintero, M., & Song, S. (2024). The Joint Operations of Teacher-Student and Peer Relationships on Classroom Engagement Among Low-Achieving Elementary Students: A Longitudinal Multilevel Study. Contemporary Educational Psychology.
Wan, S., Lauermann, F., Bailey, D. H., & Eccles, J. S. (2023). Girls’ Comparative Advantage in Language Arts Explains Little of the Gender Gap in Math-Related Fields: A Replication and Extension. Proceedings of the National Academy of Sciences. paper link
Alvarez-Vargas, D., Braithewaite, D., Lortie-Forgues, H., Moore, M., Castro, M., Wan, S., Martin, E., & Bailey, D. H. (2023). Hedges, mottes, and baileys: Causally ambiguous statistical language can increase perceived study quality and policy relevance. PLoS ONE. paper link
Umarji, O., Wan, S., Wolff, F., & Eccles, J. S. (2023). The System of Academic Task Values: The Development of Cross-Domain Comparisons of Values and College Major Choice. Developmental Psychology. paper link
Wan, S., Brick, T. R., Alvarez-Vargas, D., & Bailey, D. H. (2023). Triangulating on Developmental Models with a Combination of Experimental and Non-Experimental Estimates. Developmental Psychology. paper link
Wan, S., Lauermann, F., Bailey, D. H., & Eccles, J. S. (2023). Developmental Changes in Students’ Use of Dimensional Comparisons to Form Ability Self-Concepts in Math and Verbal Domains. Child Development. paper link
Tang, X., Lee, H., Wan, S., Gaspard, H., & Salmela-Aro, K. (2022). Situating Expectancies and Subjective Task Values Across Grade Levels, Domains, and Countries: A Network Approach. AERA Open. paper link
Alvarez-Vargas, D., Wan, S., Fuchs, L., Klein, A., & Bailey, D. H. (2022). Design and Analytic Features for Reducing Biases in Skill-Building Intervention Impact Forecasts. Journal of Research on Educational Effectiveness. paper link
Wan, S., Lauermann, F., Bailey, D. H., & Eccles, J. S. (2021). When do students begin to think that one has to be either a “math person” or a “language person”? A meta-analytic review. Psychological Bulletin, 147(9), 867–889. paper link
Qiu, K., Chen, E., Wan, S., & Bailey, D. H. (2021). A multilevel meta-analysis on the causal effect of ANS training on symbolic math performance. Journal of Experimental Psychology: Learning, Memory, and Cognition, 47(11), 1820–1835. paper link
Wan, S., Bond, T. N., Lang, K., Clements, D. H., Sarama, J., & Bailey, D. H. (2021). Is intervention fadeout a scaling artefact? Economics of Education Review, 82, 102090. paper link
Cui, J., Zhang, Y., Wan, S., Chen, C., Zeng, J., & Zhou, X. (2019). Visual form perception is fundamental for both reading comprehension and arithmetic computation. Cognition, 189, 141-154. paper link
Rodic, M., Tikhomirova, T., Kolienko, T., Malykh, S., Bogdanova, O., Zueva, D. Y., Gynku, E. I., Wan, S., Zhou, X. and Kovas, Y. (2015). Spatial complexity of character based writing systems and arithmetic in primary school: a longitudinal study. Frontiers in Psychology. 6:333. paper link