Oliver John

Oliver P. John, PhD, is a professor of Psychology and Research Fellow at the Institute for Personality and Social Research at the University of California, Berkeley. He served as Senior Editor of the Handbook of Personality: Theory and Research (4th edition) and as Associate Editor of the Personality and Social Psychology Bulletin. He won career awards from the Personality and Social Psychology Bulletin, including the Theoretical Innovation Award, the Diener Award for Outstanding Mid-Career Contributions and, most recently, the Jack Block Award for Senior Career Contributions to Personality Psychology. Other awards include the Distinguished Award for Early Career Contributions from the Society for Multivariate Experimental Psychology and a Distinguished Teaching Award from the University of California, Berkeley. In over 150 publications widely cited on his research (H Index> 90), Dr. John P. Oliver and his students research personality structures and development, the expression and regulation of emotion, self-perception processes, research methods, and social-emotional skills in public school contexts. He is the author of the Big Five Inventory (BFI) and the Emotion Regulation Questionnaire (ERQ); both translated into over 20 languages. He contributed to psychological research application for the educational economic policies, worked on expert panels for the Organization for Economic Collaboration and Development (OECD) in Paris, France, as a Scientific Advisor to the World Bank in Washington, DC, and as a member of the Ayrton Senna Institute’s eduLab21 Scientific Advisory Board in São Paulo, Brazil.



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Research and Studies


Development and psychometric properties of rubrics for assessing social-emotional skills in youth. 
Pancorbo, G., Primi, R., John, O. P., Santos, D., Abrahams, L., & De Fruyt, F. (2020).  STUDIES IN EDUCATIONAL EVALUATION, 67.

Comparison of classical and modern methods for measuring and correcting for acquiescence.
Primi, R., Santos, D., De Fruyt, F., & John, O. P. (2019). British Journal of Mathematical and Statistical Psychology, 72(3), 447–465.

True or false? Keying direction and acquiescence influence the validity of social-emotional skill items in predicting high school achievement in Brazil. Primi, R., De Fruyt, F., Santos, D., Antonoplis, S., & John, O. P. (2019). T International Journal of Testing.  

Anchoring vignettes: can they make adolescent self-report of social and emotional skills more reliable, discriminant, and criterion-valid? Primi R., Zanon C., Santos D., De Fruyt F., & John O. (2016).  European Journal of Psychological Assessment, 32(1), 39–51.

Development of an inventory assessing social and emotional skills in Brazilian youth.
Primi R., Santos D., De Fruyt F., & John O. (2016).  European Journal of Psychological Assessment, 32(1), 5–16.

Book Chapters

Dealing with person differential item functioning in social-emotional skill assessment using anchoring vignettes.  
Primi, R., Santos, D., John, O. P., De Fruyt, F., Hauck-Filho, N. (2018).  In M., Wiberg,S., Culpepper,R., Janssen,J., González,D. Molenaar, (Eds.), Quantitative psychology (Vol. 233, pp. 275-286). Springer, Cham.

Estudo especial sobre alfabetismo e competências socioemocionais na população adulta brasileira 
John O., Primi R., De Fruyt., & Santos D. (2016). . Book chapter, INAF Report.