Publications

I was recently named as one of top producing early career researchers in educational psychology journals. I was only one of two researchers based in the UK who was on the list.

For a full list of publications, see here.

Open access (publicly available) versions of the articles can be found here.

Selected publications

  1. Kim, L. E., Oxley, L. & Asbury, K. (2021) “My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and wellbeing during the COVID-19 pandemic. British Journal of Educational Psychology. 92(1), 299-318. https://doi.org/10.1111/bjep.12450
  2. Burić, I. & Kim, L. E. (2021) Job satisfaction predicts teacher self-efficacy and the association is invariant: Examinations using TALIS 2018 data and longitudinal Croatian data. Teaching and Teacher Education, 105, 103406. https://doi.org/10.1016/j.tate.2021.103406
  3. Burić, I., Kim, L. E. & Hodis, F. (2021) Emotional labor profiles among teachers: Associations with positive affective, motivational and well-being outcomes. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000654
  4. Madigan, D. J. & Kim, L. E. (2021) Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, 103425. https://doi.org/10.1016/j.tate.2021.103425
  5. Madigan, D. J. & Kim, L. E. (2021) Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101714. https://doi.org/10.1016/j.ijer.2020.101714
  6. Pancorbo, G., Decuyper, M., Kim, L. E., Laros, J., Abrahams, L., & De Fruyt, F. (2021) A teacher like me? Different approaches to examining personality similarity between teachers and students. European Journal of Personality. Advance online publication. https://doi.org/10.1177/08902070211015583
  7. Kim, L. E. & Asbury, K. (2020) 'Like a rug had been pulled from under you': The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90, 1062-1083. https://doi.org/10.1111/bjep.12381
  8. Bardach, L., Rushby, J., Kim, L. E., & Klassen, R. M. (2020) Using video- and text-based situational judgment tests for teacher selection: A quasi-experiment exploring the relations between test format, subgroup differences, and applicant reactions. European Journal of Work and Organizational Psychology, 30(2), 251-264. https://doi.org/10.1080/1359432X.2020.1736619
  9. Burić, I. & Kim, L. E. (2020) Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302. https://doi.org/10.1016/j.learninstruc.2019.101302
  10. Kim, L. E. & Buric, I. (2020) Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model. Journal of Educational Psychology, 112, 1661–1676. https://doi.org/10.1037/edu0000424
  11. Klassen, R. M., Kim, L. E., Rushby, J. & Bardach, L. (2020) Can we improve how we screen applicants of initial teacher education?. Teaching and Teacher Education, 87, 102949. https://doi.org/10.1016/j.tate.2019.102949
  12. 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. https://doi.org/10.1007/s10648-018-9458-2
  13. Klassen, R. M., & Kim, L. E. (2019). Selecting teachers and prospective teachers: A meta-analysis. Educational Research Review, 26, 32–51. https://doi.org/10.1016/j.edurev.2018.12.003
  14. 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. https://doi.org/10.1037/edu0000217
  15. 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