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 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).

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)

Research

Overview

My research interests include:

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

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 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.

Publications

Selected publications

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.