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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 Selection Project, funded by the European Research Council Consolidator Grant.
My research interests lie in the assessment and development, of student and teacher non-cognitive characteristics (particularly social emotional competencies). I investigate the role of student and teacher non-cognitive characteristics on student (eg academic achievement) and teacher outcomes (eg instructional quality and burnout). I use interdisciplinary frameworks, including personality and individual differences, educational psychology, organisational psychology and advanced quantitative methods (eg multilevel and structural equation models).
My research interests include:
I welcome postgraduate research supervision proposals and applications for research visits in my research areas. Masters and PhD students with advanced quantitative methods backgrounds are particularly welcome. Individuals may bring their own project or can organise to work on a new or existing project of mine.
For a list of all publications, please see the Google Scholar Site.
Kim, L. E., & Buric, I. (in press) Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model. Journal of Educational Psychology. doi: 10.1037/edu0000424
Kim, L. E., Jörg, V. & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31, 163-195.
Klassen, R. M., & Kim, L. E. (2019). Selecting teachers and prospective teachers: A meta-analysis. Educational Research Review, 26, 32–51.
Kim, L. E., Dar-Nimrod, I., & MacCann, C. (2018). Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement. Journal of Educational Psychology, 110, 309-323.
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.
Kim, L. E., & MacCann, C. (2018) Instructor personality matters for student evaluations: Evidence from two subject areas at university. British Journal of Educational Psychology, 88, 584-605.
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.
Kim, L. E., Chen, L., Kleitman, S., MacCann, C., & Karlov, L. (2015). Evidence for three factors of perfectionism: Perfectionistic strivings, order, and perfectionistic concerns. Personality and Individual Differences, 84, 16-22.