Prof. Saetbyul (Clara) KIM

EDUCATION

• B.A. Education, Social Work, Yonsei University (Magna Cum Laude)
• M.A. Educational Psychology, Seoul National University (National research fellow)
• Ph.D. Educational Psychology, The Ohio State University (Fulbright scholar)

RESEARCH INTERESTS

• Social/Moral development
• Sustainable positive youth development
• Psychological well-being
• Civic learning/Social emotional learning
• Curriculum and instruction
• Educational intervention

RECENT PUBLICATIONS

Kim, S., Lin, T-J., Glassman, M., & Anderman, E. (2026). Educating early adolescents for a sustainable future with digital civic learning: Moral self-concept as a developmental catalyst linking civic competencies and civic purpose. Developmental Science, 29(4), https://doi.org/10.1111/desc.70203

Kim, S., & Lee, D. (2026). Leading with virtue and vision: A case study of the Korean leadership school through the lens of JEDI-aligned theories. In J. Welborn & M. Roberts (Eds.), JEDI leadership: Foundational theory, research, and case studies in diverse educational settings series: Theoretical foundation (pp. 47–60). Spring, TX: International Council for Professors of Education Leadership.

Cho, S., & Kim, S. (2025). Exploring students’ conceptual structures of the autonomous major selection system using network text analysis. Korean Education Inquiry, 43(3), 169-194.

Lin, T. J., Cash, T. N., Lee, H. J., Kim, S., Anderman, E. M., Cha, W., Liu, X., & Wen, Z. (2025). School Well-Being during the COVID-19 Pandemic: A Study of Academic Motivation, Peer Connectednessss, and School Liking Among Gifted and Nonidentified Early Adolescents. Gifted Child Quarterly, 00169862251392225.

Nagpal, M., Lin, T-J., Kraatz, E., Kim, S., Glassman, M., & Ha., S. (2025). Reciprocal interactions between teachers’ instructional moves and students’ social reasoning during collaborative small group discussions. Instructional Science 53:867–899. https://doi.org/10.1007/s11251-025-09718-7

Kim, S., Sheng, Y., Cha, W., Lin, T-J., & Glassman, M. (2025). Using immersive civic discussion to cultivate civic purpose in elementary schools during politically volatile times. Theory Into Practice, 64(2), 210-222. https://doi.org/10.1080/00405841.2025.2453370

Kim, S., Black, A., Cha, W., & Liu, X. (2025). Educational psychology instructors’ challenges and opportunities in online teaching: Applying theories-informed and evidence-based practices. In C. Roseth & P. Thompson (Eds.), Teaching in online, distance, and non-traditional contexts (pp. 205–236). Information Age Publishing.

Park, H., Fulton, K., Martinez, A., Wen, Z., Kim, S., Lin, T-J., Glassman, M., & Anderman, E. (2024). Cultivating civic competencies through immersive inquiry: A digital-age approach to 4th grader’s disciplinary thinking and argumentation, Journal of Social Studies Research. https://doi.org/10.1177/23522798241301436

Kim, S., & Park, S. (2024). How conversations about academic achievement with parents informs middle school students’ self-directed learning: Focusing on the moderating effects of conversations by topics. Journal of Future Oriented Youth Society (Korean), 21(1), 141-159.

Kim, S., Lin, T.-J., Ha, S.Y., Glassman, Wen, Z., Nagpal, M, M., Cash, T., & Kraatz, E. (2023). Linking knowledge justification with peers to the learning of social perspective taking. Journal of Moral Education. https://doi.org/10.1080/03057240.2023.2185597

Wen, Z., Lin, T-J., Glassman, M., Kim, S., Tilak, S., Ha, S.Y., & Nagpal, M. (2023). The influence of small group discussions on students’ social perspective taking. The Journal of Early Adolescence. 02724316221149630 https://doi.org/10.1177/02724316221149630

Kim, S., Lin, T.-J., Chen, J., Logan, J., Purtell, K.M., & Justice L.M. (2020). Influence of teachers’ grouping strategies on children’s peer social experiences in early elementary classrooms. Frontiers in Psychology,587170. https://doi.org/10.3389/fpsyg.2020.587170

Kraatz, E., Nagpal, M., Lin, T. J., Hsieh, M. Y., Ha, S. Y., Kim, S., & Shin, S. (2020). Teacher scaffolding of social and intellectual collaboration in small groups: A comparative case study. Frontiers in Psychology, 11, 3007. https://doi.org/10.3389/fpsyg.2020.587058

Kim, S., Park, S., & Kwon, S. (2019). The moderation effect of social support at volunteering sites on the relation between participation in and attitudes toward volunteering work. Asian Journal of Education (Korean), 20(2), 461-489. http://doi.org/10.15753/aje.2019.06.20.2.461

Kim, S., & Lee, H.D. (2018).  A literature review and reflection on educational meaning that Christian youths have in doing volunteering works: View from the educational psychological theories, Faith and Scholarship (Korean), 23(3), 99-128.https://doi.org/10.30806/fs.23.3.201809.99

Park, S., & Kim, S. (2017). The longitudinal relationship between volunteering time, pro-sociality and self-worth in middle school students, Journal of Future Oriented Youth Society (Korean), 14(1), 145-168.

Park, S., & Kim, S. (2016). Reciprocal effects of social relationships and sense of community in adolescents, Studies on Korean Youth (Korean), 27(2), 5-32. http://dx.doi.org/10.14816/sky.2016.27.2.5

RESEARCH LABORATORY

COMPASS Lab (Cultivating Optimal and Meaningful Pathway for Adolescents’ Social-emotional Success)

RESEARCH INTERNSHIP OPPORTUNITIES

Interested students are encouraged to send an email to Dr. Saetbyul Kim, including their topics of interest, academic transcript, and curriculum vitae (CV).