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 Distinguished Professor in the School of Education at the University of California, Berkeley, where he serves as Faculty Director of the School Psychology program, the Academic Talent Development Program, and 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. In his research, he examines the role of psychosocial constructs as risk and protective factors in relation to students’ educational and psychological functioning.

A member of the editorial boards of several journals, Dr. Worrell was Co-Editor/Editor of Review of Educational Research from 2012–2016 and has served on committees of the American Psychological Association (APA), the American Educational Research Association, the National Academy of Education, the National Association for Gifted Children, the National Association of School Psychologists, and the Society for the Study of School Psychology. He served as a Council Representative for the School Psychology Division of APA (Division 16) from 2010–2015, and a Member at Large on the APA Board of Directors (2016–2018).

Dr. Worrell is a Fellow of the American Educational Research Association, five divisions of APA (5, 15, 16, 45, & 52), and the Association for Psychological Science, as well as 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 and Equity from UC Berkeley and was a recipient of the Distinguished Scholar Award from the National Association for Gifted Children in 2013. He was a recipient of the 2015 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 was the 2019 recipient of the Palmarium Award for Gifted Education from the Morgridge College of Education at the University of Denver. He has ongoing research collaborations in China, Ethiopia, Germany, Iran, Italy, Japan, New Zealand, Nigeria, Peru, Poland, Slovenia, Turkey, Uruguay, and the United Kingdom.

Author of more than 300 articles and book chapters , book publications include Achieving College Dreams: How a University-Charter District Partnership Created an Early College High-School (Oxford University Press, 2016; co-edited with Rhona S. Weinstein), Talent Development as a Framework for Gifted Education: Implications for Best Practices and Applications in Schools (Prufrock Press, 2018; co-edited with Paula Olszewski-Kubilius and Rena F. Subotnik, and winner of the 2019 National Association for Gifted Children [NAGC] Scholar Book of the Year Award), The Psychology of High Performance: Developing Human Potential into Domain-Specific Talent (American Psychological Association, 2019; co-edited with Rena F. Subotnik and Paula Olszewski-Kubilius, and winner of the 2020 NAGC Scholar Book of the Year Award), and the Cambridge Handbook of Applied School Psychology (Cambridge University Press, 2020; co-edted with Tammy L Hughes and Dante D. Dixson).

Dr. Worrell is the 2022 President of the American Psychological Association (APA).

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.

Selected Chapters (2021–2022)

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2021). 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 (pp. 425–442). Palgrave-Macmillan.

Kanaya, T., Wai, J., & Worrell, F. C. (2022). The “Flynn Effect” and decision-making in education: Addressing fairness concerns. In J. L. Jonson & K. F. Geisinger (Eds.), Fairness in educational and psychological testing: Examining theoretical, research, practice, and policy implications of 2014 Standards (pp. 251–268). American Educational Research Association. https://doi.org/10.2307/j.ctv2kzv0fw.15

Müllensiefen, D., Kozbelt, A., Olszewski-Kubilius, P., Subotnik, R. S., Worrell, F. C., & Preckel, F. (2022). Talent development in music. In G. McPherson (Ed.), Oxford handbook for music performance, Vol. 1 (pp. 84–105). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190056285.013.32.

Olszewski-Kubilius, P., Worrell, F. C., & Subotnik, R. S. (2022). Assessment of talent development trajectories. In S. K. Johnsen & J. VanTassel-Baska (Eds.), Handbook on assessments for gifted learners (pp. 240–254). Routledge.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2022). Channeling gifted abilities into transformative creativity productivity. In R. J. Sternberg, D. Ambrose, & S. Karami (Eds.), The Palgrave handbook of transformational giftedness for education (pp. 373–385). Springer.

Selected Journal Articles (2021–2022)

Wai, J., & Worrell, F. C. (2021). The future of intelligence research and gifted education. Intelligence, 87, 101546. https://doi.org/10.1016/j.intell.2021.101546

Worrell, F. C., Andretta, J. R., Wells., K. E., Cole, J. C., & McKay, M. T. (2021). Time attitudes and mental well-being, psychological, and somatic symptomatology in final year high school students. Current Psychology, 40(9), 4541–4552. https://doi.org/10.1007/s12144-019-00386-8

Worrell, F. C., Fhagen, P. E. Vandiver, B. J., & Cross, W. E., Jr. (2021). Psychometric properties of Cross Ethnic-Racial Identity Scale–Adult (CERIS-A) scores: A replication study. Identity: An International Journal of Theory and Research, 21(2), 89–97. https://doi.org/10.1080/15283488.2020.1828087

Worrell, F. C., Mello, Z. R., Laghi, F., Baiocco, R., & Lonigro, A. (2021). Time perspective constructs in Albanian and Italian adolescents: Exploratory analyses. Psychological Reports, 124(2), 693–719. https://doi.org/10.1177/0033294120913493

Worrell, F. C., Subotnik, R. F., & Olszewski-Kubilius, P. (2021). Giftedness and eminence: Clarifying the relationship. Gifted and Talented International, 36(1–2), 3–14. https://doi.org/10.1080/15332276.2022.2049461

Andretta, J. R., & Worrell, F. C. (2022). Attitudes toward the past, present, and future: Associations with self-reported academic outcomes in academically talented adolescents. Gifted Child Quarterly, 66(1), 62–76. https://doi.org/10.1177/00169862211019425

Li, X., Wang, C., Lyu, H., Worrell, F. C., & Mello, Z. R. (2022). Psychometric properties of the Chinese version of the Zimbardo Time Perspective Inventory. Current Psychology. https://doi.org/10.1007/s12144-021-02622-6 

McKay, M. T., Worrell, F. C., & Cole, J. C. (2022). Searching for something positive in Future Negative: The Adolescent and Adult Time Inventory–Time Attitudes Scale. Evaluation & the Health Professions, 45(2), 168–175. https://doi.org/10.1177/0163278720985597

McKay, M. T., Worrell, F. C., Perry, J. L., Chishima, Y., Zivkovic, U, Mello, Z. R., & Cole, J. C. (2022). “Even a broken clock is right twice a day”: The case of the Zimbardo Time Perspective Inventory. Personality and Individual Differences, 184, 111157. https://doi.org/10.1016/j.paid.2021.111157

Worrell, F. C. (2022). Who will teach the teachers? Examining implicit bias in the educator workforce. Learning and Instruction, 78, 101518.. https://doi.org/10.1016/j.learninstruc.2021.101518

Selected Journal Articles (accepted and in press)

Kuncel, N. R., & Worrell, F. C. (in press). What wasn't said and what to do about it. Perspectives on Psychological Science. Advance online publication. https://doi.org/10.1177/17456916221100461

Murillo, M. A., & Worrell, F. C. (in press). College week: Preparing first-generation students for the transition to post-secondary education. Journal of College Orientation, Transition, and Retention.

Przepiórka, A., Blachnio, A., Jankowski, T., Mello, Z. R., & Worrell, F. C. (in press). The assessment of time attitudes among adolescents and young adults with the Polish Adolescent and Adult Time Inventory – Time Attitude Scale (AATI-TA-Polish). European Journal of Psychological Assessment. Advance online publication. https://doi.org/10.1027/1015-5759/a00671

Worrell, F. C., Vandiver, B. J., & Fhagen, P. E. (accepted). Nigrescence theory from 1971–2021: The critical contributions of William E. Cross, Jr. American Psychologist.

Special Issues of Journals

Vandiver, B. J., & Worrell, F. C. (Eds.). (2001). Psychological nigrescence revisited. [Special issue]. Journal of Multicultural Counseling and Development, 29(3).

Miranda, A. H., Radliff, K. M., Graves, S. L. Jr., & Worrell, F. C. (Eds.). (2014). Culture counts: Preparing school psychologists for working with diverse populations. [Special issue]. Psychology in the Schools, 51(4).

Worrell, F. C. (Ed.). (2014). Developing international partnerships: American school psychologists consulting in other countries. [Special issue]. Journal of Educational and Psychological Consultation, 24(4).

Fiske, S. T., Levine, F., Mayer, R., Murphy, P. K., Newcombe, N., & Worrell, F. C. (Eds.). (2016). Policy Insights from Education Research. Policy Insights from the Behavioral and Brain Sciences, 3(1).

Fiske, S. T., Levine, F., Mayer, R., Murphy, P. K., Newcombe, N., & Worrell, F. C. (Eds.). (2016). Policy Insights from Education Research. Policy Insights from the Behavioral and Brain Sciences, 3(2).

Worrell, F. C., Beghetto, R. A., & Renzulli, J. (Eds.). (2016). Beyond the IQ test. [Special issue]. Annals of the New York Academy of Sciences, 1377(1).

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.

Fiske, S. T., Levine, F., Mayer, R., Murphy, P. K., & Worrell, F. C. (Eds.). (2019). Policy Insights from Education Research 1. Policy Insights from the Behavioral and Brain Sciences, 6(2).

Worrell, F. C. (Ed.). (2019). Mental health and wellness in the Caribbean [Special issue]. Journal of Black Psychology, 45(4).

Fiske, S. T., Levine, F., Mayer, R., Murphy, P. K., & Worrell, F. C. (Eds.). (2020). Policy Insights from Education Research 2. Policy Insights from the Behavioral and Brain Sciences, 7(1).

Worrell, F. C., & Dixson, D. D. (Eds.). (2022). Equity in gifted education. [Special issue]. Gifted Child Quarterly, 66(2).

Selected 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. (2004). The Cross Racial Identity Scale: Technical manual – 2nd. edition. Berkeley, CA: Author.
Mello, Z. R., & Worrell, F. C. (2007). The Adolescent and Adult Time Inventory - English. The University of California, Berkeley. http://www.uccs.edu/zmello/ati.html [Also available in Albanian, Amharic, Chinese, Farsi, German, Italian, Japanese, Korean, Polish, Slovene, Spanish, Rio de la Plata, Spanish, and Turkish]
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.

Worrell, F. C., & Vandiver, B. J. (2022). The Cross Ethnic-Racial Identity Scale Adult (CERIS-A): Manual 1.1. Graduate School of Education, The University of California.

FOR OTHER PUBLICATIONS, See CV.

Research Interests,  Awards, and Selected 2022 Presentations

Research Interests

Achievement Issues, Adolescence, At-Risk Youth, Black Education, Caribbean Education, Ethnic and Racial Identity, Gifted Education and Talent Development, Scale Development and Validation, School Culture, Teacher Effectiveness

Selected Awards

Fellow, Divisions 5, 15, 16, 45, & 52, American Psychological Association

Member, Society for the Study of School Psychology (Elected 2007)

Presidential Award, National Association of School Psychologists, 2009 

Chancellor’s Award for Advancing Institutional Excellence and Equity, UC Berkeley, 2011

Fellow, Association for Psychological Science, 2011

Presidential Citation, American Psychological Association, 2011

Excellence in Research Award (Senior Category, with Rena F. Subotnik and Paula Olszewski-Kubilius for PSPI article), Mensa Education and Research Foundation, 2013

Jack Bardon Distinguished Service Award, Division 16, American Psychological Association, 2013

Distinguished Scholar Award, National Association for Gifted Children, 2013

Fellow, American Educational Research Association, 2015

Distinguished Contributions to Research Award, Division 45 (Society for the Psychological Study of Culture, Ethnicity, and Race), American Psychological Association, 2015

Outstanding Service Award, Caribbean and African Studies in Education Special Interest Group, American Educational Research Association, 2016

Nadine Lambert Outstanding School Psychologist Award (Region II), California Association of School Psychologists, 2016

Member, National Academy of Education (Elected 2018)

Excellence in Research Award (with Jonathan Wai for PIBBS article), Mensa Education and Research Foundation, 2018

Outstanding International Psychologist Award, Division 52, American Psychological Association, 2018

The Palmarium Award in Gifted Education, University of Denver, Morgridge College of Education, 2019

Scholar Book of the Year Award, National Association for Gifted Children (with Paula Olszewski-Kubilius and Rena F. Subotnik), 2019

Legacy Book of the Year Award (Scholar Category), Texas Association for the Gifted and Talented (with Paula Olszewski-Kubilius and Rena F. Subotnik), 2019

Scholar Book of the Year Award, National Association for Gifted Children (with Rena F. Subotnik and Paula Olszewski-Kubilius), 2020

Distinguished Lecturer, National Association of School Psychologists, 2022

SELECTED PRESENTATIONS (2022)

Worrell, F. C. (2022, February 15–18). Psychosocial constructs and adaptive functioning: Examples from culture and time [Distinguished lecture]. National Association of School Psychologists 2022 Annual Convention, Boston, MA, United States.

Worrell, F. C. (2022, March 5). Children’s mental health: Setting the stage [Keynote address]. 2022 Congress of La Federación Latinoamérica de Psicoterapias Cognitivas y Conductuales [Virtual].

Worrell, F. C. (2022, March 7–11). Attitudes toward the past, present, and future: Predictors of resilience and vulnerability in multiple national contexts [Keynote address]. 62nd International Military Testing Association 62nd Conference, Raleigh, NC, United States..

Worrell, F. C. (2022, April 29). APA’s apology to people of color: Psychology’s role in combating systemic racism [Colloquium presentation]. Human Development and Psychology Division, School of Education and Information Studies, University of California, Los Angeles [Virtual].

Worrell, F. C. (2022, April 29). The importance of time constructs in psychological research (La importancia de los consructos temporales en la investigación psicológica) [Invited address]. On the occasion of the 42nd anniversary of the College of Psychologists, Peru [Virtual].

Worrell, F. C. (2022, May 25–26). Panelist. In M. Akbar (Chair), APA’s future vision for addressing racial equity [Panel discussion]. American Psychological Association’s Racial Equity Think Tank, Washington, DC, United States.

Worrell, F. C. (2022, June 15–18). Meeting our global obligations: Psychology in service to society [Invited address]. International Summit on Psychology and Global Health: Leadership for Emerging Challenges, Universidad de los Andes, Bogotá, Colombia.

Worrell, F. C. (2022, July 5–8). Psychology as a hub science: The central role of talent development [Plenary lecture]. 17th European Congress of Psychology, Ljubljana, Slovenia.

Worrell, F. C. (2022, July 7). The alarming rise of suicides in communities of color: A mental health crisis. Bebe Moore Campbell Moore Campbell Annual Virtual Symposium.

Worrell, F. C. (2022, July 21). COVID-19 as cover: Scapegoating tests for educational disparities in college admissions. In J. Wai (Convenor) and A. DeSoto (Moderator), When can psychological science be useful in educational policy and practice? The case of COVID-19 and college admissions processes [Association for Psychological Science Webinar]. United States.

Worrell, F. C. (2022, August 4–6). Chair. Psychology is here [Opening Session]. American Psychological Association 130th Annual Meeting, Minneapolis, MN, United States.

Worrell, F. C. (2022, August 4–6). Opening. In S. D. McMahon (Chair), APA Task Force on Violence Against Educators and School Personnel: Crisis during COVID-19 [Symposium]. American Psychological Association 130th Annual Meeting, Minneapolis, MN, United States.

Worrell, F. C. (2022, August 4–6). Opening remarks. In S. O’Brien (Moderator), The kids are not alright [Main Stage Session]. American Psychological Association 130th Annual Meeting, Minneapolis, MN, United States.

Worrell, F. C. (2022, August 4–6). Panelist. In K. Haynes-Mendez (Moderator), The psychological impact of anti-Trans legislation [Main Stage Session]. American Psychological Association 130th Annual Meeting, Minneapolis, MN, United States.

Worrell, F. C. (2022, August 4–6). Panelist. In M. Akbar (Moderator), Working differently together: Collaboration on the path toward reconciliation and repair with communities of color [Main Stage Session]. American Psychological Association 130th Annual Meeting, Minneapolis, MN, United States.

Degree(s)

PhD, Educational and School Psychology, University of California, Berkeley, 1994

MA, Psychology, University of Western Ontario, 1987

BA (Honours), Psychology, University of Western Ontario, 1985

Contact Information

Office #4240

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

Phone

(510) 643-4891

Staff Contact

Orla Wilhite