Frank C. Worrell

Frank C. Worrell received a BA and a Masters in Psychology at the University of Western Ontario and a Ph.D. in School and Educational Psychology at the University of California, Berkeley. Currently, he is a Professor in the Graduate School of Education at the University of California, Berkeley, where he serves as Director of the School Psychology program, Faculty Director of the Academic Talent Development Program, and Faculty Director of the California College Preparatory Academy. He also holds an affiliate appointment in the Social and Personality Area in the Department of Psychology. His areas of expertise include academic talent development/gifted education, at-risk youth, cultural identities, scale development and validation, teacher effectiveness, time perspective, and the translation of psychological research findings into school-based practice.

A member of the editorial boards of several journals, Dr. Worrell was Editor of Review of Educational Research through 2016 and has also served on committees of the American Psychological Association (APA), the American Educational Research Association, the National Academy of Education, and the National Association for Gifted Children. He served as a Council Representative for the School Psychology Division of APA from 20102015, and a Member at Large on the APA Board of Directors (20162018). Dr. Worrell is a Fellow in Divisions 5, 15, 16, 45, and 52 of APA; a Fellow of the Association for Psychological Science; a Fellow of the American Educational Research Association, and an elected member in the Society for the Study of School Psychology and the National Academy of Education.

In 2011, Dr. Worrell received the Chancellor’s Award for Advancing Institutional Excellence from UC Berkeley and was one of two 2013 recipients of the Distinguished Scholar Award from the National Association for Gifted Children (NAGC). He was also a recipient of 2015 the Distinguished Contributions to Research Award from the Division 45 of APA, the Society for the Psychological Study of Culture, Ethnicity, and Race and the 2018 Outstanding International Psychologist Award from Division 52 (International Psychology) of APA. Dr. Worrell is the 2019 recipient of the Palmariaum Award for Gifted Education from the Mergridge College of Education at the University of Denver. Dr. Worrell has ongoing research collaborations in China, Ethiopia, Germany, Iran, Israel, Italy, Japan, New Zealand, Nigeria, Peru, Slovenia, Turkey, Uruguay, and the United Kingdom.

HIs most recent book is The Cambridge Handbook of Applied School Psychology (Cambrige University Press, 2020; co-edited with Tammy L. Hughes and Dante D. Dixson).

Publications

Books

Weinstein, R. S., & Worrell, F. C. (Eds.). (2016). Achieving college dreams: How a university-charter district partnership created an early college high school. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780190260903.001.0001

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2018). Estándares para pruebas educativas y psicológicas [Standards for educational and psychological testing]. American Educational Research Association.

Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (Eds.). (2018). Talent development as a framework for gifted education: Implications for best practices and applications in schools. Prufrock Press. [2019 Scholar Book of the Year, NAGC]

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (Eds.). (2019). The psychology of high performance: Developing human potential into domain-specific talent. American Psychological Association. http://dx.doi.org/10.1037/0000120-000 [2020 Scholar Book of the Year, NAGC]

Worrell, F. C., Hughes, T. L., & Dixson, D. D. (Eds.). (2020). The Cambridge handbook of applied school psychology. Cambridge University Press.

Chapters (2017–2020)
Jung, J. Y., & Worrell, F. C. (2017). School psychological practice with gifted students. In M. Thielking & M. Terjesen (Eds.), Handbook of Australian school psychology: Integrating international research, practice, and policy (pp. 575–593). Springer.
 
Subotnik, R. F., Olszewski-Kubilius, P., Worrell, F. C., & Lee, G. M. (2017). Models of education for science-talented adolescents in the United States. In M. Sumida & K. S. Taber (Eds.), Policy and practice in science education for the gifted: Approaches from diverse national contexts (pp. 170–184). Routledge.
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Worrell, F. C. (2017). School psychology. In D. S. Dunn (Ed.), Oxford bibliographies in psychology. Oxford University Press. doi:10.1093/OBO/9780199828340-0132
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Worrell, F. C., Ernandes Naecker, J., Gerchow, C. E., Green, C., Kunesh, C. E., & Casey, A. (2017). Complicating the thinking of trainee consultants in consultee-centered consultation. In C. Hatzichristou & S. Rosenfield (Eds.), International handbook of consultation in educational settings (pp. 332–354). Routledge.
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Olszewski-Kubilius, P., Worrell, F. C., & Subotnik, R. F. (2018). The role of the family in talent development. In S. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 465–477). American Psychological Association. doi:10.1037/0000038-030
Olszewski-Kubilius, P., Subotnik, R. F., Worrell, F. C., & Thomson, D. (2018). Talent development as a framework for the delivery of services to gifted children. In J. L. Roberts, T. F. Inman, & J. Robins (Eds.), Introduction to gifted education (pp. 277–298). Prufrock Press.
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Olszewski-Kubilius, P., Worrell, F. C., & Subotnik, R. F. (2018). Addressing misconceptions about the talent development framework and implications for policy. In P. Olszewski-Kubilius, R. F., Subotnik, & F. C. Worrell (Eds.), Talent development as a framework for gifted education: Implications for best practices and applications in schools (pp. 299–306)Prufrock Press.

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Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2018). The relationship between expertise and giftedness: A talent development perspective. In D. Z. Hambrick, G. Campitelli, & B. N. Macnamara (Eds.), The science of expertise: Behavioral, neural, and genetic approaches to complex skill (pp. 427–434). Routledge. https://doi.org/10.4324/9781315113371-25
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Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2018). Talent development as the most promising focus of giftedness and gifted education. In S. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 231–245). American Psychological Association. https://doi.org/10.1037/0000038-015
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Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2018). The talent development framework: Overview of components and implications for policy and practice. In P. Olszewski-Kubilius, R. F., Subotnik, & F. C. Worrell (Eds.), Talent development as a framework for gifted education: Implications for best practices and applications in schools (pp. 7–23)Prufrock Press.

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Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2018). Transforming gifted education into talent development: Practical considerations and advocacy advantages. In J. A. Plucker, A. N. Rinn, & M. C. Makel (Eds.), From giftedness to gifted education: Reflecting theory in practice (pp. 249– 266). Prufrock.
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Wai, J., Worrell, F. C., & Chabris, C. (2018). The consistent influence of general cognitive ability in college, career, and lifetime achievement. In K. Larsen-McClarty, K. Mattern, & M. Gaertner (Eds.), Preparing students for college and careers: Theory, measurement, and educational practice (pp. 46– 56). Routledge.
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Worrell, F. C. (2018). Gifted African Americans. In C. M. Callahan & H. Hertberg -Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (2nd. ed., 386–398). Routledge.
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Worrell, F. C. (2018). Identifying gifted learners: Utilizing non-verbal assessment. In C. M. Callahan & Hertberg-Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (2nd ed., 125–134). Routledge.
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Worrell, F. C. (2018). Motivation: A critical lever for talent development. In P. Olszewski-Kubilius, R. F., Subotnik, & F. C. Worrell (Eds.), Talent development as a framework for gifted education: Implications for best practices and applications in schools (pp. 253–279)Prufrock Press.

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Worrell, F. C., & Dixson, D. D. (2018). Retaining and recruiting underrepresented gifted students. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children(2nded., pp. 209–226)Springer.
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Worrell, F. C., Subotnik, R. F., & Olszewski-Kubilius, P. (2018). Engaging in advocacy and affecting public policy. In R. G. Floyd (Ed.), Publishing in school psychology and related fields: An insider’s guide (289–302)Routledge.
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Worrell, F. C., Subotnik, R. F., & Olszewski-Kubilius, P. (2018). Evaluating the effectiveness of talent development programs. In P. Olszewski-Kubilius, R. F., Subotnik, & F. C. Worrell (Eds.), Talent development as a framework for gifted education: Implications for best practices and applications in schools (pp. 281–297). Prufrock Press.
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Worrell, F. C., Subotnik, R. F., & Olszewski-Kubilius, P. (2018). Talent development: A path toward eminence. In S. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook ofgiftedness and talent (pp. 247–258)American Psychological Association.https://doi.org/10.1037/0000038-016
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Mendoza-Denton, R., & Worrell, F. C. (2019). Culture, race, ethnicity, and personality. In D. Cohen & S. Kitayama (Eds.), Handbook of cultural psychology (2nd. ed.; 748–767). Guilford.

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Olszewski-Kubilius, P., Subotnik, R. F., Worrell, F. C., & Foley-Nicpon, M. (2019). Academia. In R. F. Subotnik, P. Olszewski-Kubilius, & F. C. Worrell (Eds.), The psychology of high performance: Translating human potential into domain-specific talent (pp. 171–172)American Psychological Association.

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Olszewski-Kubilius, P., Subotnik, R. F., Worrell, F. C., & Foley-Nicpon, M. (2019). Reflections on talent development in academics. In R. F. Subotnik, P. Olszewski-Kubilius, & F. C. Worrell (Eds.), The psychology of high performance: Translating human potential into domain-specific talent (pp. 225–236)American Psychological Association. http://dx.doi.org/10.1037/0000120-011

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Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2019). High performance: The central psychological mechanism for talent development. In R. F. Subotnik, P. Olszewski-Kubilius, & F. C. Worrell (Eds.), The psychology of high performance: Translating human potential into domain-specific talent (pp. 7–20)American Psychological Association.

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Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2019). Introduction. In R. F. Subotnik, P. Olszewski-Kubilius, & F. C. Worrell (Eds.), The psychology of high performance: Translating human potential into domain-specific talent (pp. 3–5)American Psychological Association.

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Worrell, F. C. (2019). Failure to conduct a pilot study. In R. J. Sternberg (Ed.), My biggest research mistake: Adventures and misadventures in psychological research (pp. 129–131). Sage.

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Worrell, F. C., Olszewski-Kubilius, P., & Subotnik, R. F. (2019). The psychology of high performance: Overarching themes. In R. F. Subotnik, P. Olszewski-Kubilius, & F. C. Worrell (Eds.), The psychology of high performance: Translating human potential into domain-specific talent (pp. 369–385). American Psychological Association. http://dx.doi.org/10.1037/0000120-018

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Teja, Z., & Worrell, F. C. (2020). School-based interventions for refugee children and adolescents. In F. C. Worrell, T. L. Hughes, & D. D. Dixson (Eds.), The Cambridge handbook of applied school psychology (pp. 634–654). Cambridge University Press.

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Worrell, F. C. (2020). Community and belonging: An international student’s journey in North America. In E. Fitzpatrick & K. Fitzpatrick (Eds.), Poetry, method and education research: Doing critical, decolonising and political inquiry (pp. 106–120). Routledge.

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Worrell, F. C. (2020). Ethnic and cultural identity. In R. V. Galliher (Ed.), The encyclopedia of child and adolescent development: Vol 10. Development of the self in adolescence (pp. 1–10). Wiley Blackwell. https://doi.org/10.1002/9781119171492.wecad455

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Worrell, F. C., Dixson, D. D., & Hughes, T. L. (2020). Rising to the challenge: A school psychology for all students. In F. C. Worrell, T. L. Hughes, & D. D. Dixson (Eds.), The Cambridge handbook of applied school psychology (pp. 657–671). Cambridge University Press.

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Worrell, F. C., Hughes, T. L., & Dixson, D. D. (2020). Broadening the focus of school psychology practice. In F. C. Worrell, T. L. Hughes, & D. D. Dixson (Eds.), The Cambridge handbook of applied school psychology (pp. 1–8). Cambridge University Press.

Chapters (accepted and in press)

Miller, J., Worrell, F. C., Arora, P., & Powell, S. (in press). Succeeding as a man in higher education and as an advocate for diversity, equity, and inclusion in school  psychology. In R. G. Floyd & T. L. Eckert (Eds.), Handbook of university and professional careers in school psychology. Routledge.

Olszewski-Kubilius, P., Subotnik, R. S., Salas, E., & Worrell, F. C. (in press). Talent management: Insights from the study of giftedness and implications for high performance in the business domain. In I. Tarique (Ed.), The Routledge companion to talent management. Routledge.

Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (in press). Programming for talent development beyond the classroom. In J. H. Robins, J. L. Jolly, F. A. Karnes, & S. M. Bean (Eds.), Methods and materials for teaching the gifted. Prufrock Press.

Olszewski-Kubilius, P., Subotnik, R. F., Worrell, F. C., Wardman, J., Tan, L. S., & Lee, S-Y. (in press). Socio-cultural perspectives on the talent development megamodel. In S. R. Smith (Ed.), International handbook of giftedness and talent development in the Asia-Pacific. Springer. Advanced online publication. https://doi.org/10.1007/978-981-13-3021-6_4-1

Proctor, S. L., Collins, T. A., Vega, D., Wang, C., & Worrell, F. C. (in press). Succeeding as a person of color in school psychology. In R. G. Floyd & T. L. Eckert (Eds.), Handbook of university and professional careers in school psychology. Routledge.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (in press). The development of gifted and talented students’ creativity in school contexts. In S. W. Russ, J. D. Hoffmann, & J. C. Kaufman (Eds.), The Cambridge handbook of lifespan development of creativity. Cambridge University Press.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (in press). Talent development. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (3rd ed., pp. 443–455). Prufrock Press.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (accepted). The talent development megamodel: A domain-specific conceptual framework based on the psychology of high performance. In R. J. Sternberg & D. Ambrose (Eds.), Conceptions of giftedness and talent: Worldwide perspectives. Palgrave-Macmillan.

Worrell, F. C. (accepted). Academic achievement, identity, and hope: Investing in and over time. In D. Y. Dai & R. J. Sternberg (Eds.), Scientific inquiry into human potential: Historical and contemporary perspectives across disciplines. Routledge.

Worrell, F. C., Ahrens, I. Bessette, M., Golshirazi, M., Macpherson, K. H., Mejia, F. B., Saldivar, N., Spence, J., & Zapata, M. A. (accepted). Macro-identification approaches and systems for students from low-income backgrounds. In T. Stambaugh & P. Olszewski-Kubilius (Eds.), Unlocking potential: Identifying and serving gifted students from low-income households. Prufrock Press.

Worrell, F. C., & Dixson, D. D. (in press). Diversity and gifted education. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (3rd ed., pp. 169 –183). Prufrock Press.

Worrell, F. C., Gelgoot, E., & Young, A. E. (in press). Gifted children in urban settings. In T. L. Cross & J. R. Cross (Eds.), Handbook for counselors serving students with gifts and talents: Development, relationships, school issues, and counseling needs/interventions (2nd ed.). Prufrock Press.

Journal Articles (2017-2020)

Beaujean, A. A., Hull, D. M., Sheng, Y., Worrell, F. C., Bolen, J., & Verdisco, A. E. (2017). Psychometric properties of the Shipley Block Design Task: A study with Jamaican young adults. Journal of Psychoeducational Assessment, 35(5), 506–520. https://doi.org/10.1177/0734282916643439 

Dixson, D. D., Roberson, C. C. B., & Worrell, F. C. (2017). Psychosocial keys to African American achievement? Examining the relationship between achievement and psychosocial variables in high achieving African Americans. Journal of Advanced Academics, 28(2), 120–140. https://doi.org/10.1177/1932202X17701734

Dixson, D. D., Worrell, F. C., & Mello, Z. R. (2017). Profiles of hope: How clusters of hope relate to school variables. Learning and Individual Differences, 59, 55–64. https://doi.org/10.1016/j.lindif.2017.08.011

 Fitzpatrick, E. M., Worrell, F. C., Alansari, M., & Li, A. Y. (2017). Let us dance. Qualitative Inquiry, 23, 495–501. doi:10.1177/1077800417718286.
 
Froiland, J. M., & Worrell, F. C. (2017). Parental autonomy support, community feeling, and student expectations as contributors to later achievement among adolescents. Educational Psychology, 37,261–271. https://doi.org/10.1080/01443410.2016.1214687
 

Juriševič, M., Worrell, F. C., & Mello, Z. R. (2017). Measuring time attitudes in Slovenia: Psychometric properties of the Adolescent and Adult Time Attitudes Scale (AATI-TA). Psiholoska Obzorja [Horizons of Psychology], 26, 89–97. https://doi.org/10.20419/2017.26.472

Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2017). Response to ACCEL: Emphasize development, domains, and application. Roeper Review, 39(3), 199–202. https://doi.org/10.1080/02783193.2017.1318995

Olszewski-Kubilius, P. Subotnik, R. F., & Worrell, F. C. (2017). The role of domains in the conceptualization of talent. Roeper Review, 39(1), 59–69. https://doi.org/10.1080/02783193.2017.1247310 [Reprint from chapter]

Quartz, K. H., Weinstein, R. S., Kaufman, G., Levine, H., Mehan, H., Pollock, M., Prisleac, J. Z., & Worrell, F. C. (2017). University-partnered new school designs: Fertile ground for research-practice partnerships. Educational Researcher, 46, 143–146. https://doi.org/10.3102/0013189x17703947

Rhoad-Drogalis, A., McDermott, P. A., Watkins, M. W., Chao, J. L., Worrell, F. C., & Hall, T. E. (2017). Parent and teacher perspectives on psychological adjustment: A national measurement study in Trinidad and Tobago. International Journal of School and Educational Psychology, 5(2), 74–87. https://doi.org/10.1080/21683603.2016.1191398

Şahin-Baltaci, H, Tagay, Ö, Worrell, F. C., & Mello, Z. R. (2017). Psychometric properties of Turkish Adolescent Time Inventory-Time Attitudes (ATI- TA) scores. International Perspectives in Psychology: Research, Practice, Consultation, 6, 47–59. https://doi.org/10.1037/ipp0000066

Subotnik, R. F., Worrell, F. C., & Olszewski-Kubilius, P. (2017). The 15-minute audition: Translating a proof of concept into a domain-specific screening device for mathematical talent. Gifted Child Quarterly, 61(3), 164–171. https://doi.org/10.1177/0016986217701835

Worrell, F. C., & McFarlane, T. (2017). Assessing nigrescence beyond the US: Black racial identity attitudes in Jamaica. Identity: An International Journal of Theory and Research, 17(4), 224–238. https://doi.org/10.1080/15283488.2017.1379904

Campbell, L. F., Worrell, F. C., Dailey, R., & Brown, R. T.  (Eds.). (2018). Master’s level practice. [Special section]. Professional Psychology: Research and Practice, 49(5–6), 299–331.

Campbell, L. F., Worrell, F. C., Dailey, R., & Brown, R. T. (2018). Master’s level practice: Introduction, history, and current status. Professional Psychology: Research and Practice, 49, 299–305. http://dx.doi.org/10.1037/pro0000202

Chao, J. L., McDermott, P. A., Watkins, M. W., Rhoad-Drogalis, A., Worrell, F. C., & Hall, T. E. (2018). The Learning Behaviors Scale: National standardization in Trinidad and Tobago. International Journal of School and Educational Psychology, 6(1), 35–49. https://doi.org/10.1080/21683603.2016.1261055

Chao, J. L., McDermott, P. A., Watkins, M. W., Rovine, M. J., Rhoad-Drogalis, A., Worrell, F. C., & Hall, T. E. (2018). Standardization of parental assessments of child adjustment in Trinidad and Tobago using exploratory multidimensional IRT. Caribbean Journal of Psychology, 10, 127–164.

Dixson, D. D., Keltner, D., Worrell, F. C., & Mello, A. R. (2018). The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement. Journal of EducationalResearch, 111, 507–515. https://doi.org/10.1080/00220671.2017.1302915

Konowalczyk, S., Mello, Z. R., Röske, L. A. S., Buhl, M., Heim, R., & Worrell, F. C. (2018). Adolescent and Adult Time Inventory-Time Attitude Scales: Validity and contributions to physical activity and self-concept in Spanish adolescents. International Perspectives in Psychology: Research, Practice, Consultation, 7, 76–90. https://doi.org/10.1037/ipp0000084

Loose, T. T., Acier, D., Andretta, J. R., Cole, J. C., M. T., Wagner, V., & Worrell, F. C. (2018). Time perspective and alcohol-use indicators in France and the United Kingdom: Results across adolescents, university students, and treatment outpatients. Addiction Research and Theory, 26, 143–150. https://doi.org/10.1080/16066359.2017.1334202

McKay, M. T., Andretta, J. R., Cole, J C., Konowalczyk, S., Wells, K. C., & Worrell, F. C. (2018). Time attitudes profile stability and transitions: An exploratory study on adolescent health behaviours among high school students. Journal of Adolescence, 69, 44–51. https://doi.org/10.1016/j.adolescence.2018.09.002

McKay, M. T., Andretta, J. R., Cole, J., & Worrell, F. C. (2018). Using temporal profiles and a deviation from balanced approach to understand alcohol and mental health problems. The Journal of Psychology: Interdisciplinary and Applied, 152(7), 466–473. https://doi.org/10.1080/00223980.2018.1478382

McKay, M. T., Perry, J. L., Cole, J. C., & Worrell, F. C. (2018). What time is it? Temporal psychology measures relate differently to alcohol-related health outcomes. Addiction Research and Theory, 26, 20–27. https://doi.org/10.1080/16066359.2017.1309032

Mello. Z. R., Walker, E. B., Finan, L. J., Stiasny, A., Wiggers, I. C. S., McBroom, K. A., & Worrell, F. C. (2018). Time perspective, psychological outcomes, and risky behavior among runaway adolescents. Applied Developmental Science, 22(3), 233–243. https://doi.org/10.1080/10888691.2016.1276455

Wells, K. E., McKay, M. T., Morgan, G. B., & Worrell, F. C. (2018). Time attitudes predict changes in adolescent self-efficacy: A 24-month latent transition mover-stayer analysis. Journal of Adolescence, 62, 27–37. https://doi.org/10.1016/j.adolescence.2017.10.005

Wells, K. E., Morgan, G. B., Worrell, F. C., Sumnall, H., & McKay, M. T. (2018). The influence of time attitudes on alcohol-related attitudes, behaviors, and subjective life expectancy in early adolescence: A longitudinal examination using mover-stayer latent transition analysis. International Journal of Behavioral Development, 42(1), 93–105. https://doi.org/10.1177/0165025416679740

Worrell, F. C., Campbell, L. F., Dailey, R., & Brown, R. T. (2018). Commentary: Consensus findings and future directions. Professional Psychology: Research and Practice, 49, 327–331. http://dx.doi.org/10.1037/pro0000201

Worrell, F. C., McKay, M. T., & Andretta, J. R. (2018). Psychometric properties of Adolescent Time Inventory-Time Attitude (ATI-TA) scores in three waves of longitudinal data. Psychological Assessment, 30, 106–115. https://doi.org/10.1037/pas0000457

Worrell, F. C., Temple, E., McKay, M. T., Zivkovic, U., Perry, J. L., Mello, Z. R., Musil, B., & Cole, J. C. (2018). A theoretical approach to the Zimbardo Time Perspective Inventory: Results from America, Australia, Slovenia, and the United Kingdom. European Journal of Psychological Assessment, 34(1), 41–51. https://doi.org/10.1027/1015-5759/a000313

Young, A. E., & Worrell, F. C. (2018). Comparing metacognition assessments of mathematics in academically talented students. Gifted Child Quarterly, 62,259–275. https://doi.org/10.1177/0016986218755915

Andretta, J. R., Worrell, F .C., Watkins, K .M., Sutton, R. M., Thompson, A. D., & Woodland, M. H. (2019). Race and stereotypes matter when you ask about conduct problems: Implications for violence risk assessment in juvenile justice settings. Journal of Black Psychology, 45(1), 26–51. https://doi.org/10.1177/0095798418821278

Chishima, Y., Murakami, T., Worrell, F. C., & Mello, Z. R. (2019). The Japanese version of the Adolescent Time Inventory-Time Attitudes (ATI-TA) scale: Internal consistency, structural validity, and convergent validity. Assessment, 26(2), 181–192. https://doi.org/10.1177/1073191116683800

Cui, D., & Worrell, F. C. (2019). Media, symbolic violence and racialized habitus: Voices from Chinese Canadian youth. Canadian Journal of Sociology, 44(3), 233–256. https://journals.library.ualberta.ca/cjs/index.php/CJS/article/view/29597

Froiland, J. M., Worrell, F. C., & Oh, H. (2019). Teacher-student relationships, psychological need satisfaction, and happiness among diverse students. Psychology in the Schools, 56(5), 856–870. https://doi.org/10.1002/pits.22245

McKay, M. T., Morgan, G. B., Wells, K. E., Worrell, F. C., Cole, J., & Andretta, J. R. (2019). The influence of time attitudes on adolescent alcohol use behaviors: A 33-month prospective study in the United Kingdom. Addiction Research and Theory, 27(3), 189–197. https://doi.org/10.1080/16066359.2018.1478414

McKay, M. T., Worrell, F. C., Zivkovic, U., Temple, E., Mello, Z. R., Musil, B., Cole, J., Andretta, J. R., & Perry, J. L. (2019). A balanced time perspective: Is it an exercise in empiricism, and does it relate meaningfully to health and well-being outcomes. International Journal of Psychology, 54(6), 775–785. https://doi.org/10.1002/ijop.12530

Mello, Z. R., Oladipo, S. E., Paoloni, V. C., & Worrell, F. C. (2019). Time perspective and risky behavior among Nigerian young adults. Journal of Adult Development, 26(3), 161–171. https://doi.org/10.1007/s10804-018-9304-2

Olszewski-Kubilius, P. Subotnik, R. F., Davis, L. C., & Worrell, F. C. (2019). Benchmarking psychosocial skills important for talent development. New Directions for Child and Adolescent Development, 168, 161–176. https://doi.org/10.1002cad.20318

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2019). Environmental factors and personal characteristics interact to yield high performance in domains. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02804

Temple, E., Perry, J. L., Worrell, F. C., Zivkovic, U., Mello, Z. R., Musil, B., Cole, J. C., & McKay, M. T. (2019). The Zimbardo Time Perspective Inventory: Time for a new strategy, not more new shortened versions. Time and Society, 28(3), 1167–1180. https://doi.org/10.1177/0961463X17718102

Worrell, F. C. (2019). The California College Preparatory Academy: An enduring school – university partnership [Die Übungsschule California College: eine nachhaltige Zusammenarbeit zwischen Schule und Universität]. Die Deutsche Schule [The German School], 111, 34–55. https://doi.org/10.31244/dds.2019.01.05

Worrell, F. C. (2019). Psychology in the Caribbean: Broadening our knowledge base. Journal of Black Psychology, 45, 219–221. https://doi.org/10.1177/0095798419879218

Worrell, F. C., & Andretta, J. R. (2019). Time attitude profiles in American adolescents: Educational and psychological correlates. Research in Human Development, 16(2), 102–118. https://doi.org/10.1080/15427609.2019.1635860

Worrell, F. C., Andretta, J. R., Wells., K. E., Cole, J. C., & McKay, M. T. (2019). Time attitudes and mental well-being, psychological, and somatic symptomatology in final year high school students. Current Psychology. https://doi.org/10.1007/s12144-019-00386-8

Worrell, F. C., Mendoza-Denton, R., & Wang, A. (2019). Introducing a new assessment tool for measuring ethnic-racial identity: The Cross Ethnic-Racial Identity Scale-Adult (CERIS-A). Assessment, 26(3), 404–418. https://doi.org/10.1177/1073191117698756

Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019). Gifted students. Annual Review of Psychology, 70, 551–576. https://doi.org/10.1146/annurev-psych-010418-102846

Dixson, D. D., Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2020). Developing academic talent as a practicing school psychologist: From potential to expertise. Psychology in the Schools, 57(10), 1582–1595. https://doi.org/10.1002/pits.22363

Gelgoot, E., Bulakowski, P., & Worrell, F. C. (2020). Flipping a classroom for academically talented students. Journal of Advanced Academics, 31(4) 451–469. https://doi.org/10.1177/1932202X20919357

Knotek, S. E., Foley-Nicpon, M., Kozbelt, A., Olszewski-Kubilius, P., Portenga, S., Subotnik, R. F., & Worrell, F. C. (2020). Gatekeeping in high performance settings. Review of General Psychology, 21(3), 254–267. https://doi.org/10.1177/1089268020905578

McKay, M. T., & Worrell, F. C. (2020). Technical comment on “Stolarski, M., Zajenkowski, M., Jankowski, K. S., & Szymaniak, K. (2020). Deviation from the balanced time perspective: A systematic review of empirical relationships with psychological variables. Personality and Individual Differences, 156, 109772.” Personality and Individual Differences, 165, 110132. https://doi.org/10.1016/j.paid.2020110132

Perry, J. L., Temple, E., Worrell, F. C., Zivkovic, U., Mello, Z. R., Musil, B., Cole, J. C., & McKay, M. T. (2020). Different version, similar result? A critical analysis of the multiplicity of shortened versions of the Zimbardo Time Perspective Inventory. Sage Open, 10(2). https://doi.org/10.1177/2158244020923351

Preckel, F., Golle, J., Grabner, R., Jarvin, L., Kozbelt, A. Müllensiefen, D., Olszewski-Kubilius, P., Subotnik, R. F., Schneider, W., Volk, M., & Worrell, F. C. (2020). Talent development in achievement domains: A psychological framework for within and cross-domain research. Perspectives on Psychological Science, 15(3), 691–722. https://doi.org/10.1177/1745691619895030

Watson, P. W. St. J., Alansari, M., Worrell, F. C., & Rubie-Davies, C. M. (2020). Ethnic-racial identity, relatedness, and school belonging for adolescent New Zealanders: Does student gender make a difference? Social Psychology of Education, 23, 979–1002. https://doi.org/10.1007/s11218-020-09563-1

Journal Articles (accepted and in press)

Hughes, T. L., Hess, R., Jones, J., & Worrell, F. C. (in press). From traditional practice to tiered mental health services for all: Developing a responsive school culture for the future. School Psychology.

McKay, M. T., Perry, J. L., Worrell, F. C., & Cole, J. C. (in press). Domain-specific considerations of future consequences: Further evidence using academic attainment data. Child Care in Practice. Advance online publication. https://doi.org/10.1080/13575279.2020.1765148

Worrell, F. C., Fhagen, P. E. Vandiver, B. J., & Cross, W. E., Jr. (accepted). Psychometric properties of Cross Ethnic-Racial Identity Scale–Adult (CERIS-A) scores: A replication study. Identity: An International Journal of Theory and Research.

Worrell, F. C., Mello, Z. R., Laghi, F., Baiocco, R., & Lonigro, A. (in press). Time perspective constructs in Albanian and Italian adolescents: Exploratory analyses. Psychological Reports. Advance online publication. https://doi.org/10.1177/0033294120913493

Worrell, F. C., Mendoza-Denton, R., Vandiver, B. J., Fhagen, P. E. & Cross, W. E., Jr. (accepted). Incorporating a race salience subscale into the Cross Racial Identity Scale (CRIS). Journal of Black Psychology.

Yacob, E. T., Bezabih, B. M., Worrell, F. C., & Mello, Z. R. (accepted). Measuring time perspective in Ethiopian young adults using the Adolescent and Adult Time Inventory (AATI). Journal of Psychology in Africa.

 
 Instruments and Manuals 
Vandiver, B. J., Cross, W. E., Jr., Fhagen-Smith, P. E., Worrell, F. C., Swim, J. K., & Caldwell, L. D. (2000). The Cross Racial Identity Scale. State College, PA: Authors.
 
Worrell, F. C., Vandiver, B. J., & Cross, W. E., Jr. (2000). The Cross Racial Identity Scale: Technical manual. State College, PA: Authors.
 
Hall, T. E., Watkins, M. W., & Worrell. F. C. (2002). Reading assessments for elementary schools. State College, PA: CEDAR School Psychology Clinic, The Pennsylvania State University.
 
Watkins, M. W., Worrell, F. C., & Hall, T. E. (2002). Secondary assessment tools. State College, PA: CEDAR School Psychology Clinic, The Pennsylvania State University.
 
Worrell. F. C., Hall, T. E., & Watkins, M. W. (2002). Behavioural rating scales for elementary schools: Interim manual. State College, PA: CEDAR School Psychology Clinic, The Pennsylvania State University.
 
Worrell, F. C., Vandiver, B. J., & Cross, W. E., Jr. (2004). The Cross Racial Identity Scale: Technical manual – 2nd. edition. Berkeley, CA: Author.
 
Worrell. F. C., Watkins, M. W., & Hall, T. E. (2006). Behavioural rating scales for elementary schools. Berkeley, CA: Authors.
 
Mello, Z. R., & Worrell, F. C. (2007). The Adolescent Time Inventory - English. The University of California, Berkeley. Retrieved from http://www.uccs.edu/zmello/ati.html
 
Mello, Z. R., Worrell, F. C., & Buhl, M. (2008). The Adolescent Time Inventory - German. German Institute for International Educational Research, University of Frankfurt/Main, and the University of California, Berkeley. Retrieved from http://www.uccs.edu/zmello/ati.html
 
Mello, Z. R., Worrell, F. C., Anguiano, R. M., & Mendoza-Denton, R. (2010). The Adolescent Time Inventory – Spanish. University of Colorado, Colorado Springs & the University of California, Berkeley. Retrieved from http://www.uccs.edu/zmello/ati.html
 
Mello, Z. R., Worrell, F. C., Laghi, F., Baiocco, R. & Lonigro, A. (2011a). The Adolescent Time Inventory – Albanian. University of Colorado, Colorado Springs & and Sapienza University of Rome. Retrieved from http://www.uccs.edu/zmello/ati.html
 
Worrell, F. C., Vandiver, B. J., Cross, W. C., & Fhagen-Smith, F. C. (2010). The Cross Scale of Social Attitudes. Unpublished scale, The University of California, Berkeley.
Mello, Z. R., Worrell, F. C., Laghi, F., Baiocco, R. & Lonigro, A. (2011b). The Adolescent Time Inventory – Italian. University of Colorado, Colorado Springs & and Sapienza University of Rome. Retrieved from http://www.uccs.edu/zmello/ati.html
 
Mello, Z. R., & Worrell, F. C. (2012). The Adolescent Time Inventory: Preliminary technical manual. The University of Colorado, Colorado Springs & the University of California, Berkeley. Retrieved from http://www.uccs.edu/zmello/ati.html
 
Mello, Z. R., Worrell, F. C., Ling, S. C., & Xu, H. (2013). The Adolescent Time Inventory – Chinese. Unpublished scale. San Francisco State University & University of California, Berkeley.
 
Mello, Z. R., Worrell, F. C., Rashid, K., & Fathi, F. (2013). The Adolescent Time Inventory – Farsi. Unpublished scale. San Francisco State University & Bu-Ali Sina University.
 
Mello, Z. R., Worrell, F. C., & Chisima, Y. (2014). The Adolescent Time Inventory – Japanese. Unpublished scale. San Francisco State University & the University of Tsukuba.
 
Ronald M. Miller’s Psychology Laboratory: Brigham Young University-Hawaii, Worrell, Frank C., Fiji Ministry of Education, and LDS Primary Schools-Fiji. (2014). Fiji English for Primary Grades 1 - 6. Oahu, HI: Authors.
 
Ronald M. Miller’s Psychology Laboratory: Brigham Young University-Hawaii, Worrell, Frank C., Fiji Ministry of Education, and LDS Primary Schools-Fiji. (2014). Fiji Mathematics for Primary Grades 1 - 6. Oahu, HI: Authors.

Mello, Z. R., Worrell, F. C., Şahin-Baltaci, H., & Tagay, O. (2015). The Adolescent and Adult Time Inventory-Time Attitudes – Turkish. Graduate School of Education, The University of California.

Lee, J. Y., Worrell, F. C., & Harvey, A. G. (2016). The Memory Support Rating Scale. Psychology Department, the University of California, Berkeley.

Worrell, F. C., Vandiver, B. J., Cross, W. C., Jr., & Fhagen, P. E. (2016). The Cross Ethnic-Racial Identity Scale – Adult. Graduate School of Education, The University of California.

Worrell, F. C., Vandiver, B. J., Fhagen, P. E., & Cross, W. C., Jr. (2016). The Cross Ethnic-Racial Identity Scale – Youth. Unpublished scale, The University of California, Berkeley.

Mello, Z. R., Worrell, F. C., Musil, B., Živkovič, U, & Juriševič, M. (2017). Inventarij Časa Za Mladostnike In Odrasle [The Adolescent and Adult Time Inventory – Slovenian]. Unpublished scale. University of California, Berkeley & the University of Llubjlana.

Mello, Z. R., Worrell, F. C., Yacob, E. T., & Bezabih, B. M. (2017). ለዩኒቨርስቲእናሁለተኛደረጃት/ቤትተማሪዎችየቀረበመጠይቅ [The Adolescent and Adult 0Time Inventory – Amharic]. Unpublished scale. Graduate School of Education, University of California, Berkeley, Institute of Educational Sciences, Heidelberg University, and College of Educational and Behavioral Sciences, Jigjiga University.

FOR OTHER PUBLICATIONS, See CV.

Presentations/Professional Experience

SELECTED PRESENTATIONS (2017present)

NATIONAL/INTERNATIONAL CONFERENCES

Worrell, F. C., Mendoza-Denton, R., & Wang, A. (2017, January 4–6). Introducing the Cross Ethnic-Racial Identity Scale-Adult [Poster presentation]. National Multicultural Conference and Summit Biennial Meeting, Portland, OR, United States.

Chao, J. L., McDermott, P. A., Watkins, M. W., Rhoad-Drogalis, A., Worrell, F. C., & Hall, T. E. (2017, April 6–8). Parental assessment of student sociobehavioral adjustment: An exploratory item response theory approach in Trinidad and Tobago [Paper presentation]. Society for Research on Child Development Biennial Meeting, Austin, TX, United States.

Chao, J. L., McDermott, P. A., Rhoad-Drogalis, A., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2017, April 27–May 1). Approaches to learning among schoolchildren in Trinidad and Tobago: National scales of differential learning behaviors [Paper presentation]. American Educational Research Association Annual Meeting, San Antonio, TX, United States.

Roberson, C. C. B., Dixson, D. D., & Worrell, F. C. (2017, April 27–May 1). The psychosocial keys to achievement: Examining achievement and psychosocial variables in high achieving African Americans [Paper presentation]. American Educational Research Association Annual Meeting, San Antonio, TX, United States.

Worrell, F. C. (2017, April 27–May 1). The need for test validity evidence in research: Evidence from the literature. In J. L. Herman (Chair), The science of measurement: Using testing standards to increase research validity [Symposium]. American Educational Research Association Annual Meeting, San Antonio, TX, United States.

Dixson, D. D., Worrell, F. C., Rigney, A. M., Niemasik, M. A., & Mello, Z. R. (2017, May 25–28). Profiles of hope: How clusters of hope relate to school variables [Poster presentation]. Association for Psychological Science Annual Meeting, Boston, MA, United States.

Miller, R. M., Worrell, F. C., Silva, L. I., Waite, S., Ng, W. Y., Leung, C. M., Anihia, H., & Brieden, M. (2017, May 25–28). Native language versus language of instruction: A comparative study of Fijian primary schools [Poster presentation]. Association for Psychological Science Annual Meeting, Boston, MA, United States.

Andretta, J. R., Worrell, F. C., Ramirez, A. M., Barnes, M. E., & Woodland, M. H. (2017, August 3–6). The Adolescent Prosocial Behavior Scale: For use in forensic evaluations with African Americans. In J. R. Andretta (Chair), Youth involved in the legal system [Symposium]. American Psychological Association Annual Meeting, Washington, DC, United States.

Potter, A., Cowan, P., & Worrell, F. C. (2017, August 3–6). Adult Exploration Support Schema: Validation of a new adult- father measure [Poster presentation]. American Psychological Association Annual Meeting, Washington, DC.

Vandiver, B. J., Worrell, F. C., Mendoza-Denton, R., Cross, W. E., Jr., & Fhagen-Smith, P. E. (2017, August 3–6). Measuring racial salience in the Cross-Racial Identity Scale [Poster presentation]. American Psychological Association Annual Meeting, Washington, DC, United States.

Worrell, F. C. (2017, August 3–6). Discussant. In W. Pfohl (Chair), Internationalizing school-based research and practice—Practical suggestions and lessons learned [Symposium]. American Psychological Association Annual Meeting, Washington, DC, United States.

Worrell, F. C. (2017, August 3–6). Implications for future development and career trajectory for Master’s degree graduates. In A. T. Dailey (Chair), Summit on Master’s training in psychological practice— Current and future status [Symposium]. American Psychological Association Annual Meeting, Washington, DC, United States.

Dixson, D. D., Worrell, F. C., & Andretta, J. R. (2017, November 9–12). Giftedness and positive emotions inside the classroom [Roundtable presentation]. National Association for Gifted Children Annual Meeting, Charlotte, NC, United States, United States.

Gaesser, A., Gubbins, J. E., Hébert, T., Kettler, T., Makel, M. C., Paek, S. H., Peterson, J., Snyder, K., Swanson, J. D., & Worrell, F. C. (2017, November 9–12). Addressing the needs of today’s gifted students: Putting research into practice [Conference session]. National Association for Gifted Children, Charlotte, NC, United States.

Wai, J., Kanaya, T., & Worrell, F. C. (2017, November 9–12). An historical test score trend may be reversing that could negatively impact already underrepresented gifted kids [Roundtable presentation]. National Association for Gifted Children Annual Meeting, Charlotte, NC, United States.

Niemasik, M. A., Dixson, D. D., & Worrell, F. C. (2018, February 13–16). Achievement and psychosocial outcomes of gifted students making their own choice [Poster presentation]. National Association of School Psychologists Annual Meeting, Chicago, IL, United States.

Subotnik, R. F., Worrell, F. C., Plucker, J. A., Olszewski-Kubilius, P., & Foley-Nicpon, M. (2018, April 29–May 1). Competition’s role in developing psychological strength [Paper presentation]. 12th Henry B. & Jocelyn Wallace National Research & Policy Symposium on Talent Development, Baltimore, MD, United States.

Ling, S. C., & Worrell, F. C. (2018, May 24–27). Development and validation of the Singapore Secondary Mathematics Self-Efficacy Scale [Poster presentation]. Association for Psychological Science Annual Meeting, San Francisco, CA, United States.

Worrell, F. C., Merino Soto, C., Mello, Z. R., & Mendoza-Denton, R. (2018, May 24–27). Examining Adolescent and Adult Time Inventory (AATI) scores in Peru [Poster presentation]. Association for Psychological Science Annual Meeting, San Francisco, CA, United States.

Worrell, F. C., Yacob, E. T, Melaku, B., & Mello, Z. R. (2018, May 24–27). Examining Adolescent and Adult Time Inventory (AATI) scores in Ethiopia [Poster presentation]. Association for Psychological Science Annual Meeting, San Francisco, CA, United States.

Froiland, J. M., Worrell, F. C., & Oh, H. (2018, July 25–28). Teachers supporting basic psychological needs as an effective path toward motivation, achievement, and happiness [Paper presentation]. International school Psychology Association Annual Meeting, Tokyo, Japan.

Juriševič, M. & Worrell, F. C. (2018, August 8–11). Differences in personality and coping strategies between gifted and non-gifted students in Slovenia [Paper presentation]. European Council for High Ability Biennial Meeting, Dublin, Ireland.

Torkar, G., Gobner, F., Krzywosz-Rynkiewicz, B., Worrell, F. C., & Juriševič, M. (2018, August 8–11). Gifted students’ attitudes toward environment and society [Paper presentation]. Council for High Ability Biennial Meeting, Dublin, Ireland.

Worrell, F. C., Olszewski-Kubilius, P., & Subotnik (2018, August 8–11). Competition among gifted students in academic contexts. In M. Fülöp (Chair), Competition revisited. Symposium presented at the 16th biennial conference of the European Council for High Ability. Dublin, Ireland.

Worrell, F. C. (2018, August 9–12). Discussion Facilitator. In R. Sperling, P. Van Meter, R. F. Subotnik, & C. Malone (Co-Chairs), Applying psychological science to teaching, learning and well-being in schools [Conference session]. American Psychological Association Annual Meeting, San Francisco, CA, United States.

Worrell, F. C. (2018, August 9–12). Lack of commitment in the midst of plenty: America’s educational crisis. In C. E. Hostinar & J. R. Swartz (Co-Chairs), Early career psychologists leading psychology: Your vision, opportunities, and next steps [Symposium]. American Psychological Association Annual Meeting, San Francisco, CA, United States.

Worrell, F. C. (2018, August 9–12). Leadership in the academy: Opportunities and costs for individuals from diverse backgrounds. In H. L. Coons & L. Buckman (Co-Chairs), Developing an integrated, multilevel understanding of the consequences of poverty for children [Symposium]. American Psychological Association Annual Meeting, San Francisco, CA, United States.

Worrell, F. C., Andretta, J. R., Ling, S. C., & Mello, Z. R. (2018, August 27–31). Comparing time attitude clusters and time attitude latent profiles [Paper presentation]. International Conference on Time Perspective Biennial Meeting, Nantes, France.

Worrell, F. C., Juriševič, M., Andretta, J. R., & Mello, Z. R. (2018, August 27–31). Time attitudes, the Big Five, and coping in Slovenian adolescents [Paper presentation]. International Conference on Time Perspective Biennial Meeting, Nantes, France.

Worrell, F. C., Ling, S. C., & Mello, Z. R. (2018, August 27–31). Examining Adolescent and Adult Time Inventory-Time Attitude scores in Singapore [Poster presentation]. International Conference on Time Perspective Biennial Meeting, Nantes, France.

Juriševič, M., Krek, J., Rostohar, G., Torkar, G., Vogrinc, J., Žerak, U., & Worrell, F. C. (2018, December 18). Osebnostne naravnanosti nadarjenih mladostnikov v odnosu do časa, okolja in družbe ter lastnega učnega razvoja: predstavitev raziskovalnih izsledkov [Personal attitudes of gifted adolescents in relation to time, environment and society and their own learning development: presentation of research findings (Paper presentation)]. Centre for Research and Promotion of Giftedness Annual Meeting, Faculty of Education, University of Ljubljana, Ljubljana, Slovenia.

Cui, D., & Worrell, F. C. (2019, April 5–9). Immigrant minority youth in the US and Canada: Listening to ignored voices [Paper presentation]. American Educational Research Association Annual Meeting, Toronto, Ontario, Canada.

Cui, D., & Worrell, F. C. (2019, April 5–9). Rethinking the symbolic violence of media in a “post-truth” era [Paper presentation]. American Educational Research Association Annual Meeting, Toronto, Ontario, Canada.

Worrell, F. C. (2019, April 5–9). Discussant. In K. Lamb (Chair), Truth and consequences: Different reference groups in gifted identification [Symposium]. American Educational Research Association Annual Meeting, Toronto, Ontario, Canada.

Cui, D., & Worrell, F. C. (2019, April 14–18). The common integration issues that immigrant minority youth faced in the US and Canada [Paper presentation]. Comparative and International Education Society Annual Meeting, San Francisco, CA, United States.

Cui, D., & Worrell, F. C. (2019, June 2–5). Racialized habitus and immigrant/minority youth [Paper presentation]. Canadian Society for the Study of Education Annual Meeting, Vancouver, BC, Canada.

Juriševič, M., & Worrell, F. C. (2019, July 2–5). Socio-emotional characteristics of gifted adolescents: Self-concept, personality, cognitive coping, and perfectionism [Paper presentation]. European Congress of Psychology Biennial Meeting, Moscow, Russia.

Worrell, F. C. (2019, July 9–12). Psychometric guidelines for choosing social-emotional learning (SEL) assessments: Seeking input from the field. In T. Bowles (Chair), Implementing and evaluating social emotional learning programs [Symposium]. International School Psychology Association Annual Meeting, Basel, Switzerland.

Wai, J., Anderson, S., Perina, K., Worrell, F. C., & Chabris, C. F. (2019, July 11–13). How intelligent and educated are the American elite? A study of 26,000 U.S. leaders across 30 sectors [Paper presentation]. International Society for Intelligence Research Annual Meeting, Minneapolis, MN, United States.

Worrell, F. C. (2019, July 24–28). Giftedness and eminence: Clarifying the relationship. In R. F. Subotnik (Chair), Achieving eminence: What’s known? What still needs to be known? Does it matter for our field [Symposium]? World Council for Gifted and Talented Children Biennial Conference, Nashville, TN, United States.

Worrell, F. C., Andretta, J. R., & Juriševič, M. (2019, July 24–28). Time attitude profile differences in personality, perfectionism, coping, and environmental concerns among gifted Slovenian adolescents [Conference session]. World Council for Gifted and Talented Children Biennial Conference, Nashville, TN, United States.

Worrell, F. C. (2019, August 8–11). Discussant. In C. M. Malone & R. F Subotnik (Co-Chairs), Applying psychological science to address racial/ethnic disparities in PK–12 education [Symposium]. American Psychological Association 127th Annual Meeting, Chicago, IL, United States.

Worrell, F. C. (2019, August 8–11). Discussant. In S. D. McMahon (Chair), Understanding and addressing school violence: Multiple perspectives, experiences, and professional development [Symposium]. American Psychological Association 127th Annual Meeting, Chicago, IL, United States.

Wai, J., Anderson, S., Perina, K., Worrell, F. C., & Chabris, C. F. (2019, November 7–10). Academic giftedness and high performance: A study of 26,000 top achievers in 30 fields [Conference session]. National Association for Gifted Children 66th Annual Meeting, Albuquerque, NM, United States. 

Wilson, H., Synder, K., McBee, M., K., Peters, S., & Worrell, F. C. (2019, November 7–10). Confronting pseudoscience in gifted education [Conference session]. National Association for Gifted Children 66th Annual Meeting, Albuquerque, NM, United States.

Olszewski-Kubilius, P., Worrell, F. C., & Calvert, E. (2019, November 7–10). Implementing a talent development framework for giftedness in supplemental programming [Conference session]. National Association for Gifted Children 66th Annual Meeting, Albuquerque, NM, United States.

LOCAL AND REGIONAL CONFERENCES 

Chao, J. L., McDermott, P. A., Watkins, M. W., Rhoad- Drogalis, A., Worrell, F. C., & Hall, T. E. (2017, March 16–18). Student socioemotional adjustment in Trinidad and Tobago: Parent perspectives using IRT [Paper presentation]. Eastern Psychological Association Annual Convention, Boston, MA, United States.

INVITED PRESENTATIONS

Worrell, F. C. (2017, January). Panelist. In A. L. Sullivan (Chair), Alternative dissertation formats. Panel discussion at the 20th Annual Meeting of the Council of Directors of School Psychology Programs, Hollywood, FL, United States. 

Worrell, F. C. (2017, January). Panelist. In R. O. Hawkins (Chair), Developing future Program Coordinators. Panel discussion at the 20th Annual Meeting of the Council of Directors of School Psychology Programs, Hollywood, FL, United States. 

Worrell, F. C. (2017, February). Education for all: Where every creed and race find an equal place. Opening keynote address at the first University of the West Indies, Schools of Education and SUNY Potsdam Inclusive Education Conference (“Achieving Education for All: Resolving Challenges of Learning Difference, Learner Diversity, & ‘At-risk Children and Youth’”), University of the West Indies, St. Augustine, Trinidad, West Indies.

Worrell, F. C. (2017, February). Facilitating academic achievement in diverse learners: Social identities and education. Invited address at the first University of the West Indies, Schools of Education and SUNY Potsdam Inclusive Education Conference (“Achieving Education for All: Resolving Challenges of Learning Difference, Learner Diversity, & ‘At-risk Children and Youth’”), University of the West Indies, St. Augustine, Trinidad, West Indies.

Worrell, F. C. (2017, February). Identifying underrepresented students for gifted and talented education. Presentation at the Morgridge College of Education’s 7th annual gifted education conference (Transformational Leadership: Inspirations and Issues in gifted education”), University of Denver, Denver, CO, United States. 

Worrell, F. C. (2017, February). Transforming gifted education: From identifying ability to developing potential talent. Keynote address at the Morgridge College of Education’s 7th annual Gifted Education Conference (“Transformational Leadership: Inspirations and Issues in gifted education”), University of Denver, Denver, CO, United States. 

Worrell, F. C. (2017, April). Thoughts about the past, the present, and the future: Implications for educational and psychological functioning. Presentation at the Graduate School of Education Colloquium, University of California, Berkeley, Berkeley, CA, United States. 

Worrell, F. C. (2017, June). 30+ years of measuring ethnic and racial identity: What have we learned? Where are we going? Invited address presented at the Institute for Educational Sciences, Heidelberg University, Heidelberg, Germany.

Worrell, F. C., & Hughes, T. L. (2017, July). Introducing diverse perspectives in high school psychology: Sources and content. Keynote address presented at the APA Summit on High School Psychology Education, Ogden, UT,United States. United States. 

Worrell, F. C. (2017, September 18–21). The evolution of the psychological study of ethnocultural identities: Racial identity, ethnic identity, and ethnic-racial identity [Invited address]. 1st Pan African Psychology Congress, Durban, South Africa.

Worrell, F. C. (2017, October 11–13). Gifted identification, college admissions, and implications of the “Flynn Effect” and re-normed cognitive tests for special education identification [Invited presentation]. In Fairness in educational and psychological tests: Critical issues and methodological solutions: A working meeting. Buros Center for Testing, Omaha, NE, United States.

Worrell, F. C. (2017, November 9–12). Creating equitable identification methods within pre-established systems [Keynote address]. In A. Robinson & T. Stambaugh (Co-Chairs), What works: Identifying and serving gifted learners from low income households. Pre-conference, National Association for Gifted Children 63rd annual conference, Charlotte, NC, United States.

Worrell, F. C. (2017, November 9–12). Panelist. In M. Makel (Moderator), Identification insights: Protocols and practices that work [Panel discussion]. In What works: Identifying and serving gifted learners from low income households. Pre-conference, National Association for Gifted Children 63rd annual conference, Charlotte, NC, United States.

Worrell, F. C. (2017, November 9–12). Panelist. In S. Krisel (Moderator), Shaping the future: Changing minds, policies, and practices. [Panel discussion]. Closing General Session, National Association for Gifted Children 63rd Annual Conference, Charlotte, NC, United States.

Worrell, F. C. (2018, January 31–February 1). Gifted today, but not tomorrow: Helping gifted children become gifted adults [Keynote address]. Arizona Association for Gifted and Talented 43rd Annual Conference, Phoenix, AZ, United States. 

Worrell, F. C. (2018, January 31–February 1). Identifying underrepresented students for gifted and talented education [Invited presentation]. Arizona Association for Gifted and Talented 43rd Annual Conference, Phoenix, AZ, United States.

Worrell, F. C. (2018, January 31–February 1). Understanding motivation in working with gifted students from diverse backgrounds [Invited presentation]. Arizona Association for Gifted and Talented 43rd Annual Conference, Phoenix, AZ, United States.

Worrell F. C. (2018, March 29). Time perspective: Similarities and differences across cultures and contexts [Invited address]. Faculty of Psychology, Southwest University, Chongqing, China.

Worrell, F. C. (2018, April 26). Student access and supports [Invited presentation]. In Equity issues in college and career pathways: Teaching and learning practices, College and Career Academy Support Network (CCASN), San Francisco, CA, United States.

Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2018, April 29–May 1). Moving childhood potential to adult creative achievement: The psychology of high performance [Keynote presentation]. 12th Henry B. & Jocelyn Wallace National Research & Policy Symposium on Talent Development, Baltimore, MD, United States.

Worrell, F. C. (2018, June 27–29). Challenges in identifying and supporting academic talent in diverse populations [Keynote address]. Annual Meeting of the Undergraduate Scholars Program Administrators, Association, San Jose, CA, United States.

Juriševič, M., & Worrell, F. C. (2018, October 4–6). Differences in academic self-concept, personality, and cooing strategies between gifted and non-gifted students [Paper presentation]. Biennial European-North American Summit on Talent Development, Nuremberg, Germany.

Worrell, F. C. (2018, October 19). Identification, effort, and persistence: Translating potential into adult talents. Presentation to the Directors of Early Entrance College Programs, Los Angeles, CA.

Worrell, F. C. 2018, October 21–23). Validating psychological constructs before making claims about utility: Cautionary tales [Invited presentation]. Buros Center for Testing/Spencer Foundation Project Meeting (“Psychometric Guidelines for Social-Emotional Learning Assessment”), Omaha, NE, United States.

Worrell, F. C. (2018, November 1). Talent development for all students: Rising to the challenge. [Invited address]. Berkeley Unified School District Superintendent’s Speaker Series on Equity and Excellence in Education (“Onward and Upward”), Longfellow Middle School, Berkeley, CA, United States.

Worrell, F. C. (2018, November 7). The education sciences: Critical for society. In E. Tanner-Smith (Moderator), The centrality of education science in the contemporary research university [Panel discussion]. College of Education, University of Oregon, Eugene, OR, United States.

Worrell, F. C. (2018, November 12–16). Psychology education and training in the Caribbean: A few ideas. [Plenary address]. Biennial Caribbean Regional Conference of Psychology (“Transforming Psychology: Embracing Caribbean Realities”), Kingston, Jamaica.

Worrell, F. C. (2018, November 19–20). Educational psychology: A call to arms [Keynote address]. 11th Educational Psychology Forum (“Research and Practice Partnerships: Advancing Educational Psychology Together”), University of Auckland, Auckland, New Zealand. 

Worrell, F. C. 2018, December 14). Developing a research agenda: From ideas to action [Invited presentation]. Faculty of Education, University of Ljubljana, Ljubljana, Slovenia.

Worrell, F. C. (2018, December 18). The psychological science of high performance: Talent development (Psihološka znanost o visokih dosežkih: razvoj talenta) [Keynote address]. Centre for Research and Promotion of Giftedness Annual Meeting, Faculty of Education, University of Ljubljana, Ljubljana, Slovenia.

Worrell, F. C. (2018, December 19). Attitudes toward the past, present, and future: Psychological and behavioral correlates [Invited address]. Slovenian Psychologists’ Association, Ljubljana, Slovenia.

Worrell, F. C. (2019, February 6–7). The lack of diversity in gifted education: Addressing the elephant in the room [Palmarium Award address]. 9th Annual Gifted Education Conference and Policy Symposium (“Theory and Practice: Conceptual Foundations and Classroom Strategies in Gifted Education”), Morgridge College of Education, University of Denver, Denver, CO, United States.

Hayes, M., Murillo, M. A., Salazar, S., & Worrell, F. C. (2019, March). The CAL Prep partnership: Successes and challenges [Conference presentation] UCLA Center for Community Schooling Annual Convening (Partnering for Equity: How Community Schools and Universities can Advance Teaching, Research, and Service), Los Angeles, CA, United States.

Worrell, F. C. (2019, March 4–6). Setting the stage for developing talent [Keynote address]. Vanderbilt Gifted Education Institute, Nashville, TN, United States.

WORKSHOPS (2017 TO 2020)

Worrell, F. C. (2017, April 5). Reframing gifted education as talent development [Workshop]. Cuban Society of Psychology and the American Psychological Association, Havana University, Havana, Cuba.

Herman, J., Worrell, F. C., & Cook, L. (2018, April 14). Improving the quality of research measures: Lessons from the Standards for Educational and Psychological Testing [Workshop]. American Educational Research Association annual meeting, New York, NY, United States.

Worrell, F. C. (2018, July 25–28). How cultural identities affect academic achievement [Workshop]. International School Psychology Association Annual Conference, Tokyo, Japan.

Worrell, F. C. (2018, July 29). How to write a paper in English for publication submission [Workshop]. Japanese Society of Youth and Adolescent Psychology, Tokyo, Japan.

Worrell, F. C. (2018, July 29). Time perspective in adolescence [Workshop]. Japanese Society of Youth and Adolescent Psychology, Tokyo, Japan.

Worrell, F. C. (2019, February 6–7). Why gifted education and talent development are indistinguishable [Workshop]. 9th Annual Gifted Education Conference and Policy Symposium (Theory and Practice; Conceptual Foundations and Classroom Strategies in Gifted Education), Morgridge College of Education, University of Denver, Denver, CO, United States.

Worrell, F. C. (2019, March 4–5). Equity and gifted education: What does the research say [Workshop]? Vanderbilt Gifted Education Institute, Nashville, TN, United States.

Worrell, F. C. (2019, March 4–5). The psychological science of high performance: An overview and responses to questions [Workshop]. Vanderbilt Gifted Education Institute, Nashville, TN, United States.

Worrell, F. C. (2019, March 4–5). Understanding motivational constructs in working with gifted and talented students [Workshop]. Vanderbilt Gifted Education Institute, Nashville, TN, United States.

Interests and Professional Affiliations

Academic Talent Development

Achievement Issues

Adolescence

African American Education

At-Risk Youth

Diversity

Ethnic and Racial Identity

Ethnic Issues

Gifted and Talented Education

Psychometrics

Race and Schooling

Scale Development and Validation

School Culture

Teacher Education

Urban Schooling

Degree(s)

Ph.D., Educational and School Psychology, University of California, Berkeley, 1994

MA, Psychology, University of Western Ontario, 1987

B.A. (Honours), Psychology, University of Western Ontario, 1985

Contact Information

Office #4240

Graduate School of Education
Berkeley Way West Building (BWW)
UC Berkeley
2121 Berkeley Way
Berkeley, CA 94720-1670

Phone

(510) 643-4891

Staff Contact

Caron Williams