Mylien T Duong
Biographic Data
| ID | 4471973 |
|---|---|
| NAME | Mylien T Duong |
| GIVEN NAMES | Mylien T |
| FAMILY NAME | Duong |
| SIGNATURE | DUONG M T |
| AFFILIATIONS | University of Washington |
| ORCID | 0000-0001-9648-3518 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 45 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Moral reframing accuracy is enhanced through an educational intervention: Evidence from the Perspectives program
With data from 2 studies, we employed an online educational program called Perspectives as a method to foster moral understanding and reasoning. Participants learned about individual and group differences in moral/ethical concerns, in part through the lens of Moral Foundations Theory. In Study 1, participants who completed Perspectives scored higher on moral reframing accuracy compared to those in a waitlist group who had yet to complete the prog…
Perception and factors affecting farmers’ adoption of smart agriculture in Vietnam: Implications for extension strategies
A mixed methods examination of teachers' use of bias‐reduction strategies to increase relational equity and the role of the implementation context
Teachers' racial biases can impact disparities in their perceptions and expectations of students and contribute to inequitable student outcomes. Therefore, interventions that train teachers on strategies for reducing racial biases may hold promise for mitigating inequities. However, research on bias‐reduction interventions in applied contexts is limited and has not focused on examining the implementation of specific strategies or the implementati…
Academic achievement, same- and cross-ethnic positive peer regard among Asian American and Latinx adolescents
This article presents a short-term longitudinal study examining bidirectional associations between academic achievement and positive peer regard among Asian American and Latinx adolescents. Specifically, our investigation distinguished between positive peer regard within and across different ethnic groups in a diverse school setting. Three hundred and thirty-five middle school students (52.8% girls; 65% Asian American, 35% Latinx; assessment at t…
The online educational program ‘Perspectives’ improves affective polarization, intellectual humility, and conflict management
Solving the most pressing problems of our time requires broad collaboration across political party lines. Yet, the United States is experiencing record levels of affective polarization (distrust of the opposing political party). In response to these trends, we developed and tested an asynchronous online educational program rooted in psychological principles called Perspectives. In Study 1, using a large longitudinal dataset (total N = 35,209), we…
A mixed‐method study examining solutions to common barriers to teachers' adoption of evidence‐based classroom practices
Objectives: We conducted a mixed-method focus group study to (a) assess the appropriateness and likely effectiveness of strategies that target individual behavior change mechanisms associated with perceived barriers of lack of time and unsupportive leadership and (b) identify recommendations regarding strategies for overcoming the barriers. Method: Sample included 39 school-based staff (80% female, 77% White) across two districts in the Midwest. …
Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process: A framework and process
Racial and ethnic disproportionality in discipline (REDD) represents a longstanding and pervasive issue in the United States educational system. However, researchers and interventionists have not sufficiently provided educators with appropriate frameworks and feasible tools to disrupt REDD and promote equity. The goal of this paper is to present a framework of eight malleable factors associated with REDD and describe the Disproportionality in Dis…
Adapting strategies to promote implementation reach and equity (Aspire) in school mental health services
Despite evidence that school mental health can enhance access to care for students from marginalized racial/ethnic groups, disparities remain in the appropriateness, quality, effectiveness, and outcomes of school mental health services. Implementation strategies hold some promise for addressing the disparities that emerge as result of inequitable implementation of mental health services. However, without explicitly examining implementation strate…
Is aggression associated with biased perceptions of one’s acceptance and rejection in adolescence
In adolescence, being rejected by one's peers is positively associated with aggression. However, whether self-perceptions of being rejected or accepted by peers, and biases in these perceptions, are linked to aggression remains unclear, as the literature points to 2 perspectives: Youth are more likely to be aggressive when they (a) know or believe that they are rejected or (b) overestimate their acceptance. By addressing some of the limitations o…
Rates of Mental Health Service Utilization by Children and Adolescents in Schools and Other Common Service Settings: A Systematic Review and Meta-Analysis
The Relationship Between Dating Status and Academic and Social Functioning in Middle Adolescence
A Mixed Methods Pilot Study of an Equity‐Explicit Student‐Teacher Relationship Intervention for the Ninth‐Grade Transition
BACKGROUND: Student-teacher relationships are associated with the social and emotional climate of a school, a key domain of the Whole School, Whole Community, Whole Child Model. Few interventions target student-teacher relationships during the critical transition to high school, or incorporate strategies for enhancing equitable relationships. We conducted a mixed-methods feasibility study of a student-teacher relationship intervention, called Equ…
Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention
Popularity Among Peer Role Models: A Moderator of Peer Victimization and Depressive Symptoms
This short-term, longitudinal study examines evidence that the level of popularity among adolescents’ peer role models exacerbates the emotional impact of mistreatment by peers. We recruited 469 adolescents (255 boys, 214 girls; [Formula: see text] age = 12.7 years) from an ethnically diverse middle school and followed these youth for a 1-year period. We collected identical measurement batteries in two consecutive waves. Participants completed a …
Cross-Ethnic Friendships, Intergroup Attitudes, Intragroup Social Costs, and Depressive Symptoms among Asian-American and Latino-American Youth
Exposure to Violence in the Community Predicts Friendships with Academically Disengaged Peers During Middle Adolescence
Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools
The education sector offers compelling opportunities to address the shortcomings of traditional mental health delivery systems and to prevent and treat youth mental, emotional, and behavioral (MEB) problems. Recognizing that social and emotional wellness is intrinsically related to academic success, schools are moving to adopt multi-tier frameworks based on the public health model that provide a continuum of services to all children, including se…
Interpersonal and Personal Antecedents and Consequences of Peer Victimization Across Middle Childhood in Hong Kong
Do Peers Contribute to the Achievement Gap between V ietnamese‐ A merican and M exican‐ A merican Adolescents
Documented associations between academic and social functioning have been inconsistent. These discrepancies may reflect the moderating role of sociocultural context. In this study, we examined ethnicity and gender as moderators of this relation. We collected peer nominations, GPA from school records, and self-report questionnaires for 519 Vietnamese-American and Mexican-American middle school students (mean age = 12.7 years). Using general linear…
Do Academically-Engaged Adolescents Experience Social Sanctions from the Peer Group
Popularity and Acceptance as Distinct Dimensions of Social Standing for Chinese Children in Hong Kong
This study attempted to validate distinctions between popularity and social acceptance in the cultural context of Hong Kong. We recruited 280 Chinese children (132 girls, 148 boys, mean age = 9.5) from Hong Kong primary schools. These children completed a peer nomination inventory assessing popularity, social acceptance, social rejection, aggression, peer victimization, and social behavior. Consistent with research conducted in western samples, w…
Popularity and Acceptance as Distinct Dimensions of Social Standing for Chinese Children in Hong Kong
This study attempted to validate distinctions between popularity and social acceptance in the cultural context of Hong Kong. We recruited 280 Chinese children (132 girls, 148 boys, mean age = 9.5) from Hong Kong primary schools. These children completed a peer nomination inventory assessing popularity, social acceptance, social rejection, aggression, peer victimization, and social behavior. Consistent with research conducted in western samples, w…
Cross-Ethnic Friendships, Intergroup Attitudes, Intragroup Social Costs, and Depressive Symptoms among Asian-American and Latino-American Youth
Do Academically-Engaged Adolescents Experience Social Sanctions from the Peer Group
Interpersonal and Personal Antecedents and Consequences of Peer Victimization Across Middle Childhood in Hong Kong
Do Peers Contribute to the Achievement Gap between V ietnamese‐ A merican and M exican‐ A merican Adolescents
Documented associations between academic and social functioning have been inconsistent. These discrepancies may reflect the moderating role of sociocultural context. In this study, we examined ethnicity and gender as moderators of this relation. We collected peer nominations, GPA from school records, and self-report questionnaires for 519 Vietnamese-American and Mexican-American middle school students (mean age = 12.7 years). Using general linear…
The online educational program ‘Perspectives’ improves affective polarization, intellectual humility, and conflict management
Solving the most pressing problems of our time requires broad collaboration across political party lines. Yet, the United States is experiencing record levels of affective polarization (distrust of the opposing political party). In response to these trends, we developed and tested an asynchronous online educational program rooted in psychological principles called Perspectives. In Study 1, using a large longitudinal dataset (total N = 35,209), we…
Is aggression associated with biased perceptions of one’s acceptance and rejection in adolescence
In adolescence, being rejected by one's peers is positively associated with aggression. However, whether self-perceptions of being rejected or accepted by peers, and biases in these perceptions, are linked to aggression remains unclear, as the literature points to 2 perspectives: Youth are more likely to be aggressive when they (a) know or believe that they are rejected or (b) overestimate their acceptance. By addressing some of the limitations o…
The Relationship Between Dating Status and Academic and Social Functioning in Middle Adolescence
Exposure to Violence in the Community Predicts Friendships with Academically Disengaged Peers During Middle Adolescence
Perception and factors affecting farmers’ adoption of smart agriculture in Vietnam: Implications for extension strategies
Academic achievement, same- and cross-ethnic positive peer regard among Asian American and Latinx adolescents
This article presents a short-term longitudinal study examining bidirectional associations between academic achievement and positive peer regard among Asian American and Latinx adolescents. Specifically, our investigation distinguished between positive peer regard within and across different ethnic groups in a diverse school setting. Three hundred and thirty-five middle school students (52.8% girls; 65% Asian American, 35% Latinx; assessment at t…
Popularity and Acceptance as Distinct Dimensions of Social Standing for Chinese Children in Hong Kong
This study attempted to validate distinctions between popularity and social acceptance in the cultural context of Hong Kong. We recruited 280 Chinese children (132 girls, 148 boys, mean age = 9.5) from Hong Kong primary schools. These children completed a peer nomination inventory assessing popularity, social acceptance, social rejection, aggression, peer victimization, and social behavior. Consistent with research conducted in western samples, w…
Do Peers Contribute to the Achievement Gap between V ietnamese‐ A merican and M exican‐ A merican Adolescents
Documented associations between academic and social functioning have been inconsistent. These discrepancies may reflect the moderating role of sociocultural context. In this study, we examined ethnicity and gender as moderators of this relation. We collected peer nominations, GPA from school records, and self-report questionnaires for 519 Vietnamese-American and Mexican-American middle school students (mean age = 12.7 years). Using general linear…
Do Academically-Engaged Adolescents Experience Social Sanctions from the Peer Group
Interpersonal and Personal Antecedents and Consequences of Peer Victimization Across Middle Childhood in Hong Kong
Exposure to Violence in the Community Predicts Friendships with Academically Disengaged Peers During Middle Adolescence
Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools
The education sector offers compelling opportunities to address the shortcomings of traditional mental health delivery systems and to prevent and treat youth mental, emotional, and behavioral (MEB) problems. Recognizing that social and emotional wellness is intrinsically related to academic success, schools are moving to adopt multi-tier frameworks based on the public health model that provide a continuum of services to all children, including se…
Popularity Among Peer Role Models: A Moderator of Peer Victimization and Depressive Symptoms
This short-term, longitudinal study examines evidence that the level of popularity among adolescents’ peer role models exacerbates the emotional impact of mistreatment by peers. We recruited 469 adolescents (255 boys, 214 girls; [Formula: see text] age = 12.7 years) from an ethnically diverse middle school and followed these youth for a 1-year period. We collected identical measurement batteries in two consecutive waves. Participants completed a …
Cross-Ethnic Friendships, Intergroup Attitudes, Intragroup Social Costs, and Depressive Symptoms among Asian-American and Latino-American Youth
A Mixed Methods Pilot Study of an Equity‐Explicit Student‐Teacher Relationship Intervention for the Ninth‐Grade Transition
BACKGROUND: Student-teacher relationships are associated with the social and emotional climate of a school, a key domain of the Whole School, Whole Community, Whole Child Model. Few interventions target student-teacher relationships during the critical transition to high school, or incorporate strategies for enhancing equitable relationships. We conducted a mixed-methods feasibility study of a student-teacher relationship intervention, called Equ…
Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention
Rates of Mental Health Service Utilization by Children and Adolescents in Schools and Other Common Service Settings: A Systematic Review and Meta-Analysis
The Relationship Between Dating Status and Academic and Social Functioning in Middle Adolescence
A mixed‐method study examining solutions to common barriers to teachers' adoption of evidence‐based classroom practices
Objectives: We conducted a mixed-method focus group study to (a) assess the appropriateness and likely effectiveness of strategies that target individual behavior change mechanisms associated with perceived barriers of lack of time and unsupportive leadership and (b) identify recommendations regarding strategies for overcoming the barriers. Method: Sample included 39 school-based staff (80% female, 77% White) across two districts in the Midwest. …
Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process: A framework and process
Racial and ethnic disproportionality in discipline (REDD) represents a longstanding and pervasive issue in the United States educational system. However, researchers and interventionists have not sufficiently provided educators with appropriate frameworks and feasible tools to disrupt REDD and promote equity. The goal of this paper is to present a framework of eight malleable factors associated with REDD and describe the Disproportionality in Dis…
Adapting strategies to promote implementation reach and equity (Aspire) in school mental health services
Despite evidence that school mental health can enhance access to care for students from marginalized racial/ethnic groups, disparities remain in the appropriateness, quality, effectiveness, and outcomes of school mental health services. Implementation strategies hold some promise for addressing the disparities that emerge as result of inequitable implementation of mental health services. However, without explicitly examining implementation strate…
Is aggression associated with biased perceptions of one’s acceptance and rejection in adolescence
In adolescence, being rejected by one's peers is positively associated with aggression. However, whether self-perceptions of being rejected or accepted by peers, and biases in these perceptions, are linked to aggression remains unclear, as the literature points to 2 perspectives: Youth are more likely to be aggressive when they (a) know or believe that they are rejected or (b) overestimate their acceptance. By addressing some of the limitations o…
The online educational program ‘Perspectives’ improves affective polarization, intellectual humility, and conflict management
Solving the most pressing problems of our time requires broad collaboration across political party lines. Yet, the United States is experiencing record levels of affective polarization (distrust of the opposing political party). In response to these trends, we developed and tested an asynchronous online educational program rooted in psychological principles called Perspectives. In Study 1, using a large longitudinal dataset (total N = 35,209), we…
A mixed methods examination of teachers' use of bias‐reduction strategies to increase relational equity and the role of the implementation context
Teachers' racial biases can impact disparities in their perceptions and expectations of students and contribute to inequitable student outcomes. Therefore, interventions that train teachers on strategies for reducing racial biases may hold promise for mitigating inequities. However, research on bias‐reduction interventions in applied contexts is limited and has not focused on examining the implementation of specific strategies or the implementati…
Academic achievement, same- and cross-ethnic positive peer regard among Asian American and Latinx adolescents
This article presents a short-term longitudinal study examining bidirectional associations between academic achievement and positive peer regard among Asian American and Latinx adolescents. Specifically, our investigation distinguished between positive peer regard within and across different ethnic groups in a diverse school setting. Three hundred and thirty-five middle school students (52.8% girls; 65% Asian American, 35% Latinx; assessment at t…
Moral reframing accuracy is enhanced through an educational intervention: Evidence from the Perspectives program
With data from 2 studies, we employed an online educational program called Perspectives as a method to foster moral understanding and reasoning. Participants learned about individual and group differences in moral/ethical concerns, in part through the lens of Moral Foundations Theory. In Study 1, participants who completed Perspectives scored higher on moral reframing accuracy compared to those in a waitlist group who had yet to complete the prog…
Perception and factors affecting farmers’ adoption of smart agriculture in Vietnam: Implications for extension strategies
Psychology (20 works) · Developmental psychology (13 works) · Social Psychology (12 works) · Child and Adolescent Psychosocial and Emotional Development (10 works) · Bullying, Victimization, and Aggression (9 works) · Medicine (9 works) · Social Psychology (9 works) · Ethnic group (8 works) · Political science (7 works) · Peer group (6 works)