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Charles Calderwood

Charles Calderwood

Faculty, Department of Psychology
Faculty, Industrial/Organizational Psychology
Director, Work Stress and Recovery Lab


My research focuses on investigating how employees perceive, react to, and recover from work stress both at home and during the workday. Currently, my research program consists of three major streams of research, comprising the investigation of (1) off-job reactions to work stress, (2) work recovery processes, and (3) individual and work characteristics that contribute to the integration of work and non-work life. Active research projects include studies targeted at understanding how supervisors influence their subordinates' efforts to recover from work stress, the role of information and communication technology devices (e.g., smartphones, laptops, etc.) in employee stress and recovery processes, and how individual differences contribute to the integration of work and non-work aspects of life.

Background

  • B.S., Psychology, Tulane University (2006)
  • M.S., Psychology, Georgia Institute of Technology (2009)
  • Ph.D., Psychology, Georgia Institute of Technology (2012)

Interests

  • Off-job reactions to work stress
  • Work recovery
  • Work - non-work relationships
  • Technology

Courses Taught

  • PSYC 4024 - Industrial and Organizational Psychology

Publications

  • Calderwood, C., & Gabriel, A.S. (in press). Thriving at school and succeeding at work? A demands-resources view of spillover processes in working students. Journal of Vocational Behavior.
  • Bennett, A.A., Gabriel, A.S., Calderwood, C., Dahling, J.J., & Trougakos, J.P. (2016). Better together? Examining profiles of employee recovery experiences. Journal of Applied Psychology, 101(12), 1635 - 1654.
  • Calderwood, C., & Ackerman, P.L. (2016). The relative salience of daily and enduring influences on off-job reactions to work stress. Stress & Health, 32(5), 587 - 596.
  • Calderwood, C., Gabriel, A.S., Rosen, C.C., Simon, L.S., & Koopman, J. (2016). 100 years running: The need to understand why employee physical activity benefits organizations. Journal of Organizational Behavior, 37(7), 1104 - 1109.
  • Calderwood, C., Green, J.D., Joy-Gaba, J.A., & Moloney, J.M. (2016). Forecasting errors in student media multitasking during homework completion. Computers & Education, 94, 37 - 48.
  • Calderwood, C., Ackerman, P.L., & Conklin, E.M. (2014). What else do college students "do" while studying? An investigation of multitasking. Computers & Education, 75, 19 - 29.
  • Ackerman, P.L., Kanfer, R., & Calderwood, C. (2013). High school advanced placement and student performance in college: STEM majors, Non-STEM majors, and gender differences. Teachers College Record, 115(10), 1 - 43.
  • Ackerman, P.L., Calderwood, C., & Conklin, E.M. (2012). Task characteristics and fatigue. In P.A. Desmond, G. Matthews, P.A. Hancock, & C. Neubauer (Eds), The handbook of operator fatigue (pp. 91 - 101). Farnham, Surrey, UK: Ashgate Publishing.
  • Calderwood, C., & Ackerman, P.L. (2011). The relative impact of trait and temporal determinants of subjective fatigue. Personality and Individual Differences, 50(4), 441 - 445.
  • Ackerman, P.L., Kanfer, R., & Calderwood, C. (2010). Use it or lose it? Wii brain exercise practice and reading for domain knowledge. Psychology and Aging, 25(4), 753 - 766.

    Charles Calderwood


Office Hours

W: 2 p.m. - 3 p.m.