I am a social psychologist currently involved in a measurement development project and the ACT public school climate survey. I enjoy modelling of social identity processes with larger data sets and supervision of postgraduate students based on my specialty in psychometrics and statistics. I also worked at the Centre for Applied Cross-Cultural Research (Victoria University of Wellington, New Zealand).
My research topics are social influence, school climate and school identification in the social identity frame work, school outcomes such as student well-being, academic achievement, school bullying and victimisation. Other interest topics are jury decision making in the law and psychology area, group processes, social norm and values, social network analysis, and attitude formation with network growth model approaches.
My other specialty area is applied statistics. As an empirical behavioural scientist, I enjoy playing with statistical models to explore human mind and mental processes. Advanced statistical models that I use include longitudinal latent growth curve, transitional auto-regressive models, multi-level analysis, item response theory models, and Poisson and Negative binomial models for count variables. Multi-dimensional scaling is also one of my interests as a non-statistical data analysis approach.
- Social psychological environment and individual functioning: survey based school climate research, within- and between- relationships among students and teachers, academic emphasis as a goal orientation or personal growth dimension, shared values and approach as a system maintenance and change dimension, student outcomes including academic achievement, well-being, school bullying and victimisation, staff job involvement, leadership, school family communication, and parent involvement.
- Social identity: Experimental studies on social identity formation, attitude and identity processes, and determinants of social identity.
- Legal decision making: Jury decision rule, jury deliberation, majority and minority influence, social conformity, public choice, and judgment and decision making.
- Attitude formation: Network growth model and attitude formation.
- Applied statistics and psychometrics: Scale development, item response theory, longitudinal analysis, multi-level analysis, generalised linear model, and multi-dimensional scaling.
Reynolds, K.J., Subasic, E., Lee, E., Bromhead. D., & Tindall. K (2014) Does education really transform us? The impact of school-based social processes on the person. In K. Reynolds & N. Branscombe (Eds.) The Psychology of Change: Life Contexts, Experiences and Identities. Psychology Press.
Turner, I., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2014). Well-being, school climate, and the social identity process: A latent growth model study of bullying perpetration and peer victimization. School Psychology Quarterly, 29(3), 320-335.
Kim, J., Lee, E., Han, S. (2011). Study on mock jurors' understanding of Proof beyond a reasonable doubt standard. Law Research, 21(2), 1-42.
Lee, E., Park, K., Han, S. H., Kim, J. D., Park, J., Han, Y. H. (2010). Deliberation of hung juries. Korean Criminological Review, 21(1), 251-295.
Lee, E. & Park, K. (2009). An effect of decision rule on the stability of mock juries’ verdicts. The Korean Journal of Social and Personality Psychology, 23(1), 91-120.
Lee, E. & Park, K. (2007). Psychological and Legal Issues in Jury Decision Rule (II). Korean Criminal Policy, 19(1) 113-151.
Lee, E. & Park, K. (2006). Psychological and Legal Issues in Jury Decision Rule (I). Korean Criminal Policy, 18(2) 459-500.
Park, K. & Lee, E. (2006). Three descriptive indices to summarize the quantitative characteristics of mock jury deliberation. The Korean Journal of Social and Personality Psychology, 20(1),1-19.
Park, K., Kim, S., Lee, E. & Seo, H. (2005). Social conformity and cognitive conversion during jury deliberation: A content analysis of deliberation arguments in the first officially simulated jury trial in Korea. The Korean Journal of Social and Personality Psychology, 19(3) 1-21.