Profile

Biography

I am a Lecturer/Assistant Professor in Psychology in Education and a chartered psychologist (CPsychol). I received my PhD in Psychology from the University of Sydney, Australia and worked as a Postdoctoral Research Fellow for the Teacher Select Project, funded by the European Research Council Consolidator Grant, at the University of York. 

My research interests lie in the assessment and development, of student and teacher non-cognitive characteristics (particularly social emotional competencies and personality). I investigate the role of student and teacher non-cognitive characteristics on student (e.g., academic achievement) and teacher outcomes (e.g., instructional quality and burnout). My research uses frameworks from personality and individual differences, educational psychology and organisational psychology and advanced quantitative statistical techniques (e.g., multilevel and structural equation models).

Presentations

• Breaking the walls of teacher selection
• Is student personality associated with academic achievement?

Departmental roles

• Careers and Employability Coordinator (education-careers@york.ac.uk)
• Organiser of the Department of Education's Research Methodology Brownbag

Research

Overview

My research interests include:

• Student and teacher non-cognitive characteristics, particularly personality and emotional intelligence
• Teacher effectiveness (e.g., student academic achievement, classroom observation ratings)
• Teacher retention and teacher burnout
• Situational judgement tests
• Personnel selection
• Job performance and satisfaction

Publications

My recent publications include:

• Kim, L. E. & Klassen, R. M. (2018). Teachers’ processing of complex school-based scenarios: Differences across experience levels. Teaching and Teacher Education. 73, 215-226. https://doi.org/10.1016/j.tate.2018.04.006
• Kim, L. E., Dar-Nimrod, I., & MacCann, C. (2017) Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement. Journal of Educational Psychology. Advance online publication. http://doi.org/10.1037/edu0000217
• Kim, L.E., & MacCann, C. (2017) Instructor personality matters for student evaluations: Evidence from two subject areas at university. British Journal of Educational Psychology. Advance online publication. http://doi.org/10.1111/bjep.12205
• Klassen, R. M., & Kim, L. E. (2017). Assessing critical attributes of prospective teachers: Implications for selection into initial teacher education programs. In D. W. Putwain, & K. Smart (Eds.), British Journal of Educational Psychology Monograph Series II: Psychological Aspects of Education (pp. 5-22). Oxford: Wiley.
• Klassen, R. M., Patterson, F., Rowett, E., Durksen, T. L., Kim, L. E., Warwick, J., Warwick, P., & Wolpert, M. A. (2017). Developing a proof-of-concept selection test for entry into primary teacher education programs. International Journal of Assessment Tools in Education, 4, 96-114.
• Kim, L.E., & MacCann, C., (2016). What is students' ideal university instructor personality? An investigation of absolute and relative personality preferences, Personality and Individual Differences, 102, 190–203. http://dx.doi.org/10.1016/j.paid.2016.06.068
• Kim, L. E., Poropat, A. E., & MacCann, C. (2016). Conscientiousness in education: Its conceptualization, assessment, and utility. In A. A. Lipnevich, F. Preckel, & D. R. Roberts (Eds.), Psychosocial Skills and School Systems in the 21st Century: Theory, Research, and Practice (pp. 155–185). Cham, Switzerland: Springer International Publishing. http://doi.org/10.1007/978-3-319-28606-8_7
• Rikoon, S. H., Brenneman, M., Kim, L. E., Khorramdel, L., MacCann, C., Burrus, J., & Roberts, R. D. (2016). Facets of Conscientiousness and their differential relationships with cognitive ability factors. Journal of Research in Personality, 61, 22–34. doi: 10.1016/j.jrp.2016.01.002
• Kim, L.E., Chen, L., Kleitman, S., MacCann, C., & Karlov, L. (2015). Evidence for three factors of perfectionism: Perfectionistic strivings, order, and perfectionistic concerns. Journal of Personality and Individual Differences, 84, 16-22. doi:10.1016/j.paid.2015.01.033
• Fielden, C., Kim, L.E., MacCann, C., 2015. Extraversion. In: James D. Wright (editor-in-chief), International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Vol 8. Oxford: Elsevier. pp. 623–627.

Research group(s)

• Psychology in Education Research Centre (PERC)

Supervision

I welcome postgraduate research supervision proposals and applications for research visits in my research areas. Masters and PhD students in the areas of quantitative methods, personality psychology, organisational psychology and educational psychology are particularly welcome. Individuals may bring their own project or can organise to work on a new or existing project.