About Dr Carolyn MacCann
I like the puzzle of working out why people behave the way they do, and how an understanding these behavioural tendencies and motivations can be used to help people achieve their full potential.
I study psychological assessment and individual differences, focusing on how social and emotional traits contribute to success in education and work outcomes.
My research focuses on the measurement of non-cognitive psychological constructs such as emotion management, emotional understanding, time management, coping, teamwork, and aspects of personality. I am interested in innovative measurement techniques such as situational judgment testing, and in addressing response distortion in personality testing. In particular, my research aims to understand the interactions of social and emotional skills with personality traits, coping styles, and situational appraisals in predicting academic and workplace success.
I received my PhD in psychology from the University of Sydney in 2006. Since then, I have worked as a post-doctoral fellow for the Educational Testing Service (Princeton, NJ, U.S.A.) and the Accelerated Learning Laboratory (University of NSW, Sydney, Australia). I have also worked as a psychometrician and test developer for two Sydney-based HR firms, and as a research officer for the NSW Board of Studies. I am currently a lecturer at the School of Psychology, University of Sydney.
My research has been used for job selection as well as educational interventions aimed at self-awareness and skill development through individually tailored feedback and action plans.
2. MacCann, C., Matthews, G., Wang, L., & Roberts, R. D. (2010). Emotional intelligence and the eye of the beholder: Comparing self- and parent-rated situational judgments in adolescents. Journal of Research in Personality, 44, 673-676.
3. Joseph, D. L., Newman, D. A., & MacCann, C. (2010). Emotional intelligence and job performance: The importance of emotion regulation and emotional labor context. Industrial and Organizational Psychology, 3, 159-164.
4. MacCann, C., Fogarty, G. J., Zeidner, M., & Roberts, R. D. (2011). Coping mediates the relationship between emotional intelligence (EI) and academic achievement. Contemporary Educational Psychology, 36, 60-70.
5. MacCann, C. (2010). Further examination of emotional intelligence as a standard intelligence: A latent variable analysis of fluid intelligence, crystallized intelligence, and emotional intelligence. Personality and Individual Differences, 49, 490-496.
6. MacCann, C., Duckworth, A. L., & Roberts, R. D. (2009) Empirical identification of the major facets of Conscientiousness. Learning and Individual Differences, 19, 451-458.
7. MacCann, C., & Roberts, R. D. (2008). New paradigms for assessing emotional intelligence: Theory and data. Emotion, 8, 540-551.
8. Roberts, R. D., & Schulze, R., & MacCann, C. (2008). The measurement of emotional intelligence: A decade of progress? In G. Boyle, G. Matthews, & D. Saklofske (Eds.), The Sage handbook of personality theory and assessment (pp. 461-482). New York: Sage.
9. Roberts, R. D., Schulze, R., O’Brien, K., MacCann, C., Reid, J., & Maul, A. (2006). Exploring the validity of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) with established emotions measures. Emotion, 6, 663-669.
10. MacCann, C., Roberts, R. D., Matthews, G., & Zeidner, M. (2004). Consensus scoring and empirical option weighting of performance-based Emotional Intelligence (EI) tests. Personality and Individual Differences, 36, 645-662.