PhD, MEd (UWA); BSc (Hons) (USQ); BEd (QUT); GradDipSpecEd (Griffith); FASSA

Professor Annemaree Carroll is a pre-eminent scholar in the fields of educational psychology and the learning sciences and highly experienced at translating theoretical ideas into impactful outcomes in educational contexts. With an outstanding international reputation over the past 20 years, Carroll has made significant theoretical and methodological contributions, transforming knowledge in the fields of self-regulatory processes of child and adolescent behaviour and social emotional learning in children and adolescents. Significant results from Carroll and her team have provided powerful evidence that many young people become involved in delinquency to meet personal autonomy goals and to enhance their reputations with peers. The outcome has been a new theoretical perspective and social-cognitive model for predicting at-risk and delinquent behaviours, incorporating goal and reputational orientations. The model was validated on a range of antisocial behaviours including substance abuse, alcohol use, solvent use, and bullying.

This alternative theoretical perspective led directly to reconsidering the treatment for antisocial behaviour. Carroll has been at the forefront of intervention research in education, developing a series of innovative evidence-informed emotion regulation interventions – both of an indicated nature for children and adolescents with antisocial behaviour and universal programs for all children and adolescents – proven to significantly increase social and emotional competence and self-regulation in young people. She has also developed educational strategies for impaired self-regulation in children with attentional difficulties and innovative testing approaches to measure selective and sustained attention.

A series of psychometrically-sound scale developments across self-regulation and goal setting, reputational profiles, social and self-identity, social connectedness, risk and protection demonstrate the considerable methodological reach of Carroll’s contributions. She has extensive requests for copies of the scales and translation of these into foreign languages, demonstrating the international reach of this work.

Translational research has been at the forefront of Carroll’s leadership endeavours. She has had significant influence in schools and classrooms and with teachers and students, developing school-wide approaches to build connectedness in school communities and maximising social and emotional wellbeing of Australian teachers. Most recently with her colleagues in cognitive neuroscience, she has: introduced emerging technologies such as sociometric badges to measure student engagement in learning; identified neural markers of attention readiness and developed a metacognitive training paradigm for 12-14 year old students; and created new web-based applications to measure emotions of teachers (t*) and students (s*) that are ground-breaking in the capacity to harness behaviours in real-time and in authentic classroom environments.

Associate Dean Research, Faculty of Humanities and Social Sciences (The University of Queensland)

Member of Australian Psychological Society, British Psychological Society

Fellow of the Academy of the Social Sciences in Australia

Carroll, A., Cunnington, R. & Nugent, A. (2019). Learning under the Lens – Applying findings from the Science of Learning to the Classroom. Oxfordshire, Routledge.

Carroll, A., McCarthy, M., Houghton, S., O’Connor, E., & Zadow, C. (2018). Distinguishing proactive and reactive aggression in primary school aged children: A variable- and person-based approach. Aggressive Behaviors, 44, 431-441. 1-11. DOI: 10.1002/ab.21763

Carroll, A., O’Connor, E., Houghton, S., Hattie, J., Lynn, S., & Donovan, C. (2017). A preliminary empirical evaluation of KooLKIDS: A school-based program to reduce early onset antisocial behavior in children. Journal of Intellectual and Developmental Disability, 42 (1), 22-35. DOI 10.3109/13668250.2016.1190004.

Carroll, A., Bower, J., & Muspratt, S. (2017). The conceptualization and construction of the Self in a Social Context – Social Connectedness Scale: A multidimensional scale for high school students. International Journal of Educational Research, 81, 97-107. DOI 10.1016/j.ijer.2016.12.001.

Carroll, A., Bower, J., Ashman, A., & Lynn, S. (2017). Early secondary high school – A Mindfield® for social and emotional learning. In E. Frydenberg, A.J. Martin, & R.J. Collie (Eds.), Social and emotional learning in Australia and the Asia Pacific. New York: Springer.