Carlton Fong

Assistant Professor

Texas State University

United States

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About

Carlton Fong is an Assistant Professor at Texas State University in the United States. His research focuses on areas including feedback science, student belongingness, and the academic experiences of first-generation community college students. He has authored several articles examining the influences of sociodemographic and psychological factors on academic achievement and the impact of academic advising on student engagement. His recent work also investigates disparities in academic opportunities among diverse student populations.

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Assistant professor

University of North Texas

UNITED STATES

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Carlton Fong

Research Interests

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About

Articles (20)

A renaissance in feedback science? Reviewing and reimagining feedback research methods

Belongingness moderates student mindsets’ influence among first-generation, community college students of color

Profiles of First‐Generation Students' Deeper Learning Opportunity and Self‐Regulated Learning Beliefs and Effects on Postsecondary Enrollment and Persistence

Sociodemographic, Campus Support, and Psychological Factors Predicting Academic Achievement of Community College Athletes

Factors associated with instructor and peer pre-help-seeking interactions among community college students

Exploring Disparities and Antecedents to Students’ Belonging at U.S. Community Colleges: An Analysis by Gender and Racial/Ethnic Groups

Is Academic Advising a Game‐Changer for Student Belonging? A Mixed Methods Study on Community College Athletes of Color

Stay motivated and carry on: A meta-analytic investigation of motivational regulation strategies and academic achievement, motivation, and self-regulation correlates.

A Scoping Review of the Associations Between Sense of Belonging and Academic Outcomes in Postsecondary Education

A Critical Systematic Review of Cultural and Community Practices in Integrated Reading and Writing Courses in Two-Year Colleges

Undergraduate Latina/o/x motivation and STEM persistence intentions: Moderating influences of community cultural wealth.

“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research

Meta-Analyzing the Factor Structure of the Learning and Study Strategies Inventory

Motivational, Identity-Based, and Self-Regulatory Factors Associated with Academic Achievement of US Collegiate Student-Athletes: A Meta-Analytic Investigation

A Socio-Ecological Outcome Investigation of the Student Engagement, Achievement, and Satisfaction of Latino Men in Community College Developmental Mathematics

Individual and Institutional Productivity in Educational Psychology Journals from 2015 to 2021

Academic motivation in a pandemic context: a conceptual review of prominent theories and an integrative model

Indigenous cultural development and academic achievement of tribal community college students: Mediating roles of sense of belonging and support for student success.

Academic help-seeking and achievement of postsecondary students: A meta-analytic investigation.

Making feedback constructive: the interplay of undergraduates' motivation with perceptions of feedback specificity and friendliness

Collaborators (6)

Anna C Brady

Daniel Robinson

Megan Hut

Meagan Hoff

Yeo-eun Kim

Jihyun Lee

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