Professor Annemaree Carroll

Associate Dean (Research)

Faculty of Humanities, Arts and Social Sciences
a.carroll@uq.edu.au
+61 7 336 56476

Overview

Annemaree Carroll is Associate Dean Research in the Faculty of Humanities and Social Sciences and Professor of Educational Psychology within the School of Education at The University of Queensland. Her research activities focus on the social emotional learning of children and adolescents, and the importance of social connectedness, (dis)engagement, and social inclusion to their behavioural and educational outcomes. Student, teacher, and community voices and agency are key considerations in her research methodologies. She is known nationally and internationally for the development of innovative emotion regulation interventions for children and youth to bring about positive change in their lives. She has conceptualised and coordinated the development of the Mindfields Suite of Programs (www.mindfields.com.au), which encompasses a strengths-based approach to student well-being that targets school-wide practices to help young people take control of their lives. She has also led a team of researchers to develop the KooLKIDS Resources (www.kool-kids.com.au), an emotion resilience program to empower children to live well with themselves and others by learning social, emotional and cognitive skills that promote self-regulation and well-being. Her research has now extended to teacher emotion regulation strategies, demonstrating that improved teacher well-being has downstream benefits to students' well-being and the teacher-student relationship.

Professor Carroll has extensive experience managing large-scale, school-based projects across classroom settings and clinic-based research, in which she has excellent skills in test administration with children and adolescents. She has also been concerned with children with neurodevelopmental disorders (e.g., ADHD, speech-language disorders, Tourette Syndrome) to examine information-processing tasks that may demand intact executive functioning and that require dual-task performance and control of impulsive reactions.

From 2014 to 2020, Professor Carroll was Co-ordinator of Translational Outcomes within the Australian Research Council Science of Learning Research Centre. Building on this work, she is the co-founder and Head of the UQ Learning Lab, where multi-disciplinary researchers work in partnership with educational and industry professionals to identify and address important learning and training priorities. The Learning Lab’s primary objective is to transform education and learning across schooling and beyond, through partnered innovations and research translation initiatives.

Professor Carroll is a registered teacher and psychologist. She has experience teaching in primary and special education in Queensland and has engaged in research and higher education teaching at The University of Queensland and The University of Western Australia, where she was granted a Master of Education (1991) and PhD in Educational Psychology (1995). She was elected a Fellow of the Academy of Social Sciences in Australia in 2018.

Research Interests

  • Social emotional learning and well-being of teachers and students
  • Attention and emotion regulation of children and adolescents
  • Self-regulatory prevention and intervention approaches
  • Student engagement and student attendance
  • Reputation enhancement and social and self-identity

Research Impacts

Professor Carroll's ARC Linkage-funded research has partnered with Queensland State High Schools to examine how embedding social and emotional wellbeing into school-wide policies, classroom practices, and self and social strategies of students enhances learning, behavioural, and social outcomes. A new model for embedding social and emotional learning into whole of schools approaches has emanated from the project. A new social and emotional learning program for senior secondary students (Mindfields Senior High school Program) which has adopted gamification principles has been developed as part of this project.This research emanated from a previous three year research partnership with the same Queensland state schools which focused on the implementation of a model of social connectedness to improve the social well being and the emotional self-regulatory capacities of high schools students. A new social and emotional learning program for junior secondary students (Mindfields Junior High school Program) was developed as part of this project.

Her ARC Discovery research has been concerned with the development of the KooLKIDS Whole of Class social and emotional learning program for 8 to 11-year-olds to develop the skills in children to live well with themselves and others. Other Western Australian Health Promotion Foundation (Healthway) funded research has concentrated on promoting positive mental health through the development of i-Connect (www.i-connect.uwa.edu.au), an interactive multimedia program for early adolescents designed to alleviate aloneness and develop self-awareness and empathy.

Research within the Science of Learning Research Centre has examined the nature of attention and self-regulation in the classroom and the role of feedback in the learning of children and adolescents with typical and atypical developmental trajectories. An ARC Linkage Project (2018-2020) has scaled up a student-centered model of feedback coaching intervention for teachers to provide timely feedback to students. New technologies in the form of real time emotion apps for teachers and students have been developed to gather data on emotional states of teachers and students in classrooms.

Qualifications

  • Bachelor (Honours) of Science (Advanced), University of Southern Queensland
  • Doctor of Philosophy, University of Western Australia
  • Masters (Coursework) of Education, University of Western Australia
  • Bachelor of Education, Queensland University of Technology
  • Postgraduate Diploma, Griffith University

Publications

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Supervision

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Publications

Featured Publications

Book

Book Chapter

  • MacMahon, Stephanie and Carroll, Annemaree (2023). Interdisciplinary and Interprofessional Partnerships: Mobilizing the Science of Learning to Impact Real-World Practice – The Australian Experience. International Handbook on Education Development in the Asia-Pacific. (pp. 2569-2587) Singapore: Springer Nature Singapore. doi: 10.1007/978-981-19-6887-7_124

  • MacMahon, Stephanie and Carroll, Annemaree (2022). Interdisciplinary and interprofessional partnerships: mobilizing the science of learning to impact real-world practice. The Australian experience. International Handbook on Education Development in Asia-Pacific. (pp. 1-19) edited by Wing On Lee, Phillip Brown, A. Lin Goodwin and Andy Green. Singapore, Singapore: Springer Nature Singapore. doi: 10.1007/978-981-16-2327-1_124-1

  • Carroll, Annemaree and Bower, Julie (2021). Innovative approaches to measure and promote emotion regulation in the classroom from a science of learning perspective. Learning under the lens: applying findings from the science of learning to the classroom. (pp. 93-111) edited by Annemaree Carroll, Ross Cunnington and Annita Nugent. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780429027833-7

  • Willis, Linda-Dianne, Povey, Jenny, Hodges, Julie and Carroll, Annemaree (2021). Presenting Key Player Findings. Principal Leadership for Parent Engagement in Disadvantaged Schools. (pp. 45-54) Singapore: Springer Singapore. doi: 10.1007/978-981-16-1264-0_4

  • Willis, Linda-Dianne, Povey, Jenny, Hodges, Julie and Carroll, Annemaree (2021). Presenting School Culture Findings. Principal Leadership for Parent Engagement in Disadvantaged Schools. (pp. 67-78) Singapore: Springer Singapore. doi: 10.1007/978-981-16-1264-0_6

  • Willis, Linda-Dianne, Povey, Jenny, Hodges, Julie and Carroll, Annemaree (2021). Responding to the Provocation: What Gives Some Principals the Edge on Parent Engagement?. Principal Leadership for Parent Engagement in Disadvantaged Schools. (pp. 79-88) Singapore: Springer Singapore. doi: 10.1007/978-981-16-1264-0_7

  • Willis, Linda-Dianne, Povey, Jenny, Hodges, Julie and Carroll, Annemaree (2021). Reviewing the Literature on Principal Leadership for Parent Engagement. Principal Leadership for Parent Engagement in Disadvantaged Schools. (pp. 13-23) Singapore: Springer Singapore. doi: 10.1007/978-981-16-1264-0_2

  • Nugent, Annita, Carroll, Annemaree, Hattie, John and Dulleck, Uwe (2020). Creating an impact, leaving an impression – Learnings from the Australian Science of Learning Research Centre. Learning under the lens. (pp. 31-44) edited by Annemaree Carroll, Ross Cunnington and Annita Nugent. Abingdon, Oxfordshire, United Kingdom: Routledge. doi: 10.4324/9780429027833-3

  • MacMahon, Stephanie, Nugent, Annita and Carroll, Annemaree (2020). Developing a model for the translation of science of learning research to the classroom. Learning under the lens. (pp. 202-219) edited by Annemaree Carroll, Ross Cunnington and Annita Nugent. Abingdon, Oxfordshire, United Kingdom: Routledge. doi: 10.4324/9780429027833-14

  • Lynn, Sasha, Carroll, Annemaree, Houghton, Stephen and Bower, Julie (2019). Emotion socialization in peer groups. Encyclopaedia of child and adolescent development. (pp. 1-10) edited by S. Hupp, J. Jewell, M. Zimmer-Gembeck and A. Waters. New York, NY USA: Wiley.

  • Carroll, Annemaree, Bower, Julie M., Ashman, Adrian F. and Lynn, Sasha (2017). Early secondary high school: a Mindfield® for social and emotional learning. Social and emotional learning in Australia and the Asia-Pacific: perspectives, programs and approaches. (pp. 335-352) edited by Erica Frydenberg, Andrew J. Martin and Rebecca J. Collie. Gateway East, Singapore: Springer Nature Singapore. doi: 10.1007/978-981-10-3394-0_18

  • Sanders O'Connor, Emma, Carroll, Annemaree, Houghton, Stephen and Donovan, Caroline (2016). A contemporary review of childhood antisocial behaviour in school settings. Crime and violence prevention: moving beyond hot-stove policing and perpetrator rehabilitation. (pp. 197-214) edited by Myra F. Taylor, Umneea Khan and Julie Ann Pooley. New York, NY, United States: Nova Science Publishers.

  • Houghton, Stephen, Carroll, Annemaree, O'Connor, Emma Saunders and Crow, Jedda (2016). Childhood onset conduct disorder: breaking the cycle of crime and violence early though the implementation of the Koolkids school-based interactive intervention program. Crime and violence prevention: moving beyond hot-stove policing and perpetrator rehabilitation. (pp. 177-196) edited by Myra F. Taylor, Umneea Khan and Julie Ann Pooley. New York, NY, United States: Nova Science Publishers.

  • Carroll, Annemaree, Houghton, Stephen, Durkin, Kevin and Hattie, John (2016). Reputations. Encyclopedia of Adolescence. (pp. 1-12) Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-32132-5_168-2

  • Bower, Julie and Carroll, Annemaree (2015). Facts about students at risk of delinquency. Education for inclusion and diversity. (pp. 365-366) edited by Adrian Ashman. Melbourne, VIC, Australia: Pearson Australia.

  • Bower, Julie M. and Carroll, Annemaree (2014). Getting hooked on sports or the arts. Adolescence: Spaces and Places. (pp. 83-94) New York NY United States: Nova Science Publishers.

  • Carroll, Annemaree, Hemingway, Francene, Bower, Julie, Ashman, Adrian, Houghton, Stephen and Durkin, Kevin (2014). Impulsivity in juvenile delinquency: differences among early-onset, late-onset, and non-offenders. Criminal Psychology. (pp. ---) edited by David Canter. New York, NY, USA: SAGE Publications Library of Criminology.

  • Carroll, Annemaree, Houghton, Stephen, Bourgeois, Amanda, Hattie, John, Tan, Carol and Ozsoy, Asyegul (2014). Loneliness, reputational orientations and positive mental well-being during adolescence. Adolescence: Spaces and places. (pp. 7-21) edited by Myra F. Taylor, Julie Ann Pooley and Joav Merrick. New York, USA: Nova Science Publishers Inc..

  • Bourgeois, Amanda, Carroll, Annemaree and Houghton, Stephen (2013). Adolescent loneliness, reputation, and wellbeing: implications for intervention. Adolescent wellbeing: trends, issues and prospects. (pp. 93-100) edited by J.-F., Darren Pullen and Annemaree Carroll. Hobart, TAS, Australia: Australian Clearinghouse for Youth Studies.

  • J.-F., Pullen, Darren and Carroll, Annemaree (2013). Conceptualising the developmental needs of adolescents within a learning context. Adolescent wellbeing: trends, issues and prospects. (pp. 1-7) edited by J.-F., Darren Pullen and Annemaree Carroll. Hobart, TAS, Australia: Australian Clearinghouse for Youth Studies.

  • Carroll, Annemaree, Houghton, Stephen and Lynn, Sasha (2013). Friendship in school. International guide to student achievement. (pp. 70-73) edited by John Hattie and Eric M. Anderman. New York, United States: Routledge. doi: 10.4324/9780203850398-25

  • Cuskelly, Monica, Gilmore, Linda and Carroll, Annemaree (2013). Self-regulation and mastery motivation in individuals with developmental disabilities: Barriers, supports and strategies. Handbook of self-regulatory processes in development. (pp. 381-402) edited by Karen Caplovitz Barrett, Nathan A. Fox, George A. Morgan, Deborah J. Fidler and Lisa A. Daunhauer. New York, USA: Taylor and Francis.

  • Houghton, Stephen, Carroll, Annemaree, Tan, Carol and Nathan, Elijah (2013). Why do bullies bully? Reputation as a predictor of bullying. School Bullying: Predictive Factors, Coping Strategies and Effects on Mental Health. (pp. 191-210) edited by Kas Dekker and Maarten Dijkstra. New York, United States: Nova Science Publishers.

  • Rowbotham, Michelle, Cuskelly, Monica and Carroll, Annemaree (2013). Women caring for adults with intellectual disabilities. Disability and chronic disease. (pp. 121-142) edited by Joav Merrick, Shoshana Aspler and Mohammed Morad. Hauppauge, NY, United States: Nova Science Publishers.

  • Carroll, Annemaree and Houghton, Stephen (2012). Delinquency and learning disabilities. Encyclopaedia of the Sciences of Learning. (pp. 919-923) edited by Norbert .M. Seel. New York , NY, U.S.A.: Springer.

  • Carroll, Annemaree, Houghton, Stephen, Durkin, Kevin and Hattie, John (2012). Reputations.

  • Bower, Julie M. and Carroll, Annemaree (2012). Students at risk of delinquency. Education for inclusion and diversity. (pp. 360-361) edited by Adrian Ashman and John Elkins. Frenchs Forest, Australia: Pearson.

  • Tan, Carol, Houghton, Stephen and Carroll, Annemaree (2009). Understanding the delinquent activities and reputational orientations of adolescent loners and nonloners. Delinquency: causes, reduction and prevention. (pp. 101-132) edited by Ozan Sahin and Joseph Maier. New York: Nova Science Publishers.

  • Carroll, Annemaree, Bower, Julie, Hemingway, Francene and Ashman, Adrian (2007). Mindfields : A self-regulatory intervention for young people at risk who want to change their lives. The millennial adolescent. (pp. 59-64) edited by Nan Bahr and Donna Pendergast. Camberwell, Vic., Australia: ACER Press.

  • Houghton, S. and Carroll, A. (2005). Children and adolescents at risk. Educating Children with Diverse Abilities. (pp. 405-434) edited by A. Ashman and J. Elkins. Frenchs Forest, NSW: Pearson Education Australia.

  • Carroll, A., Houghton, S., Hattie, J. and Durkin, K. (2004). Comportamento anti-social nos jovens: O modelo dos objectivos de aumento da reputacao. Comportamento anit-social e crime: Da infancia a idade adulta. (pp. 215-250) edited by Antonio Castro Fonseca. Coimbra: Nova Almedina.

  • Carroll, Annemaree, Houghton, Stephen, Hattie, John and Durkin, Kevin (2001). Reputation Enhancing Goals: Integrating Reputation Enhancement and Goal Setting Theory as an Explanation of Delinquent Involvement. Advances in Psychology Research, Volume 4. (pp. 101-129) edited by Frank H. Columbus. Huntington, NY: Nova Science Publishers.

  • Carroll, A. (2000). Reputation Enhancement Scale. (pp. 762-766) edited by J. Maltby, C.A. Lewis and A.P. Hill. Lampeter, Wales: Edwin Mellen Press.

Journal Article

Conference Publication

Other Outputs

Grants (Administered at UQ)

PhD and MPhil Supervision

Note for students: Professor Annemaree Carroll is not currently available to take on new students.

Current Supervision

Completed Supervision