Donald Saklofske, Ph.D., received his Ph.D. from the University of Calgary under the supervision of the Dr. P. E. Vernon. He began his academic career at the University of Otago, Dunedin, New Zealand, and then returned to Canada. After 2 years at the University of Calgary, he then moved to the University of Saskatchewan for the next 25 years and then the University of Calgary for several years where he was a professor in the Applied Psychology area and Associate Dean of Research in the Faculty of Education. He is currently a professor in the Department of Psychology at the University of Western Ontario, adjunct professor at the University of Calgary and the University of Saskatchewan, visiting professor in the Faculty of Psychology at Beijing Normal University (China), and a research member in the Laboratory for Research and Intervention in Positive Psychology and Prevention at the University of Florence (Italy). He has served on the boards of various provincial, national, and...
- Georgas, J., Weiss, L. G., Van de Vijver, F. J., & Saklofske, D. H. (2003). Culture and children’s intelligence: Cross-cultural analysis of the WISC-III. Amsterdam: Elsevier.Google Scholar
- Saklofske, D. H., Austin, E. J., Mastoras, S. M., Beaton, L., & Osborne, S. E. (2012). Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success. Learning and Individual Differences, 22, 251–257.CrossRefGoogle Scholar
- Vesely, A. K., & Saklofske, D. H. (2018). Emotional intelligence and the next generation of teachers. In K. Keefer, J. D. A. Parker & D. H. Saklofske (Eds.), Emotional intelligence in education: Integrating research into practice (pp. 377–402). New York: Springer.Google Scholar
- Weiss, L., Saklofske, D., Holdnack, J., & Prifitera, A. (2019). WISC-V assessment and interpretation. Cambridge, MA: Academic.Google Scholar