Dr Lars-Erik Malmberg

I am Associate Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford in the UK.

I started off as a primary school teacher in Finland. I am Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where I earned my Doctorate of Education. I completed my post-doc at Yale University and enjoyed the prestigious Research Councils UK (RCUK) academic fellowship 2007-12. I have more than 70 publications (peer-reviewed articles, book chapters, and reports). I am Editor-in-Chief of the Journal of Learning and Instruction 2018-21. My current research interests are on intrapersonal approaches to learning processes and modelling of intrapersonal data. I have published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development. I apply advanced quantitative models to the investigation of substantive research questions in education. We recently completed the ESRC-funded seminar series called “Network on Intrapersonal Research in Education”.

I would welcome informal contacts from prospective doctoral students interested in the following topics:

• Students’ intrapersonal (situation-specific) learning experiences
• Quality of student-teacher interaction
• Advanced quantitative models (e.g., multilevel and structural equation models)

Featured Publications

Children’s and youths’ self-regulated learning

  • Malmberg, L-E., Lim, W. H. T., Tolvanen, A., & Nurmi, J-E. (2016). Within-student variability in learning experiences, and teachers’ perceptions of students’ task-focus. Frontline Learning Research,4, 62-82.
  • Malmberg, L-E., Pakarinen, E., Vasalampi, K., & Nurmi, J-E. (2015). Students’ school performance, task-focus, and situation-specific motivation. Learning and Instruction, 39, 158-167.
  • Martin, A. J., Papworth, B., Ginns, P., Malmberg, L-E., & Hall, J. (in press). Motivation, Engagement, and Social ‘Climate’: An International Study of Boarding Schools, Journal of Educational Psychology, 00, 000-000.
  • Martin, A. J., Papworth, B., Ginns, P., Malmberg, L-E., Collie, R., & Calvo, R. A. (2015). Real-time motivation and engagement during a month at school: Every moment of every day for every student matters. Learning and Individual Differences, 38, 26-35.
  • Collie, R., Martin, A. J., Malmberg, L.-E., Hall, J., & Ginns, P. (in press). Academic buoyancy, student achievement, and the linking role of control: A cross-lagged analyses of Australian high school students. Manuscript submitted to British Journal of Educational Psychology, 00, 000-000.
  • Malmberg, L-E., Hall, J., Martin, A. J., (2013). Academic buoyancy in secondary school: exploring patterns of convergence in Mathematics, Science, English and Physical Education. Learning and Individual Differences, 23, 262-266.
  • Malmberg, L-E., Walls, T., Martin, A. J., Little, T. D., & Lim, W. H. T. (2013). Primary school students’ learning experiences of, and self-beliefs about competence, effort, and difficulty: Random effects models. Learning and Individual Differences, 28, 54–65.
  • Malmberg, L-E., Woolgar, C., & Martin, A. (2013). Quality of measurement of the Learning Experience Questionnaire for Personal Digital Assistants. International Journal of Quantitative Research in Education, 1, 275-296.
  • Martin, A. J., Ginns, P., Brackett, M., Malmberg, L-E., & Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27,128–133.
  • Eynon, R., & Malmberg, L-E. (2012). Understanding the online information seeking practices of young people. Journal of Computer Assisted Learning, 28 (6), 514-529.
  • Eynon, R., & Malmberg, L-E. (2011). A typology of young people’s Internet use: implications for education. Computers and Education, 56, 585-595.
  • Martin, A. J., Malmberg, L-E., & Liem, G. A. D. (2010). Multilevel motivation and engagement: assessing construct validity across students and schools. Educational and Psychological Measurement, 70, 973-989.
  • Martin, A. J., Marsh, H. W., Debus, R. L., & Malmberg, L-E. (2008). Performance and mastery orientation of high school and university/college students. A Rasch perspective. Educational and Psychological Measurement, 68, 464-487.
  • Malmberg, L-E., Wanner, B., & Little, T. D. (2008). Age and school-type differences in children’s beliefs about school performance. International Journal of Behavioral Development, 32, 547–557.
  • Malmberg, L-E., & Little, T. D. (2007). Profiles of ability, effort, and difficulty: relationships with worldviews, motivation and adjustment. Learning and Instruction, 17, 739-754.
  • Malmberg, L-E., & Little, T. D. (2002). Nuorten koulumotivaatio [Adolescents’ school motivation]. In K. Salmela-Aro & J-E. Nurmi, (Eds.), Mikä meitä liikuttaa. Modernin motivaatiopsykologian perusteet [What moves us. An introduction to modern psychology of motivation](pp. 127-144). Jyväskylä: PS-kustannus.
  • Malmberg, L-E., Wanner, B., Sumra, S. & Little, T. (2000). Agency-beliefs about school achievement: Tanzanian primary school students in two city schools. Zimbabwe Journal of Educational Research, 12, 126-150.
  • Malmberg, L-E., Wanner, B., Sumra, S. & Little, T. (2001). Action-control beliefs and school experience of Tanzanian primary school students. Journal of Cross-Cultural Psychology, 32, 577-596.

Teacher development

  • Malmberg, L-E., Hagger, H., & Webster, S. (2014). Teachers’ situation-specific mastery experiences: teacher, student group and lesson effects. European Journal of Educational Psychology, 29, 429-451. (DOI 10.1007/s10212-013-0206-1)
  • Malmberg, L-E., Hagger, H., Burn, K., Mutton, T., & Colls, H. (2011). Observed classroom quality during teacher education and two years of professional practice. Journal of Educational Psychology, 102, 916–932.
  • Hagger, H., & Malmberg, L-E. (2011). Pre-service teachers’ goals and future time extension, concerns, and well-being. Teaching and Teacher Education. 27, 598-608.
  • Malmberg, L-E., & Hagger, H. (2009). Changes in student teachers’ agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences. British Journal of Educational Psychology, 79, 677–694.
  • Malmberg, L-E. (2008). Student teachers’ motivation for teaching and teacher studies. Learning and Instruction, 18, 438-452.
  • Malmberg, L-E. (2006). Goal-orientation and teacher motivation among teacher applicants and student teachers. Journal of Teaching and Teacher Education, 22, 58-76.
  • Malmberg, L-E., Wanner, B., Nordmyr, A-M., & Little, T. (2004). The Teachers’ Control, Agency, and Means-ends Belief Questionnaire (TCAM): reliability and validity. (Publication No 7). Vasa: Åbo Akademi University.
  • Malmberg, L-E. (2002a). Actions and agency in the school context. (Report Series at the Faculty of Education, No. 1). Vasa: Åbo Akademi University.
  • Malmberg, L-E (2002b). Vem sökte och antogs till lärarutbildningen 2001? [Who applied for and who were accepted to teacher studies in 2001?]. (Dokumentation vid Pedagogiska Fakulteten, No 2). Vasa: Åbo Akademi University.

Education, care and child development

  • Chiorri, C., Casely-Hayford, J., Hall, J., & Malmberg, L-E. (2015). Evaluating measurement invariance between raters using the Strength and Difficulties Questionnaire (SDQ). Assessment, pii: 1073191114568301. [Epub ahead of print]
  • Malmberg, L-E., West, A., Lewis, S., Sylva, K., Rapa, E., & Stein, A. (in press, 2015). The influence of mothers’ and fathers’ sensitivity in the first year of life on children’s cognitive outcomes at 18 and 36 months. Child: Care, Health & Development, 00, 000-000.
  • Chiorri, C., Day, T., & Malmberg, L-E. (2014). An approximate measurement invariance approach to within-couple relationship quality. Frontiers in Quantitative Psychology and Measurement. 19 September 2014 | doi: 10.3389/fpsyg.2014.00983 (special issue edited by R. Van De Schoot, P. Schmidt, & A. De Beuckelaer).
  • Strand, S., Malmberg, L.-E. & Hall, J. (2014). English as an additional language (EAL) and educational achievement in England: An analysis of the National Pupil Database. London: Educational Endowment Foundation.
  • Tesfay, N., & Malmberg, L-E. (2014). Hierarchical inequalities in children’s educational outcomes in Ethiopia. International Journal of Educational Development, 39, 110-120.
  • Stein, A., Malmberg, L-E., Sylva, K., Leach, P., Barnes, J., & FCCC (2012). The influence of different forms of early childcare on children’s emotional and behavioural development at school entry. Child: Care, Health & Development, 39(5), 676-687.
  • Flouri, E., & Malmberg, L-E. (2012). Father involvement, family poverty and adversity, and young children’s behavior in stable two-parent families. Longitudinal and Life Course Studies, 3(2), 254-267.
  • Flouri, E., & Malmberg, L-E. (2011). Gender differences in the effects of childhood psychopathology and maternal distress on mental health in adult life. Social Psychiatry and Psychiatric Epidemiology, 46, 533-542.
  • Flouri, E., & Malmberg, L-E. (2012). Fathers’ involvement and preschool children’s behavior in stable single-mother families. Children and Youth Services Review, 34(7), 1237-1242.
  • Datler, W., Ereky-Stevens, K., Hover-Reisner, N., & Malmberg, L-E. (2012). Toddler’s transition to out-of-home day care: Settling into a new care environment. Infant Behavior and Development, 35(3), 439–451.
  • Malmberg, L-E., & Flouri, E. (2011). The comparison and interdependence of maternal and paternal influences on child mental health and resilience. Journal of Clinical Child and Adolescent Psychology, 40, 1-11.
  • Malmberg L-E., Mwaura, P., & Sylva, K. (2011). Effects of a pre-school intervention on cognitive development among East-African pre-school children: A flexibly time-coded growth model.Early Childhood Research Quarterly, 26, 124-133.
  • Sylva, K., Stein, A., Leach, P., Barnes, J., Malmberg, L-E., & FCCC (2011). Effects of early child care on cognition, language and task-related behaviours at 18 months: an English study.British Journal of Developmental Psychology, 29, 18-45.
  • Flouri, E., & Malmberg, L-E. (2010). Child temperament and paternal transition to non-residence. Infant Behavior and Development, 33, 689-694.
  • Barnes, J., Leach, P., Malmberg, L-E., Sylva, K., Stein, A., & FCCC (2010). Experiences of childcare in England and socio-emotional development at 36 months. Early Child Development and Care, 180, 1215-1229.
  • Leach, P., Barnes, J., Malmberg, L-E., Sylva, K., Stein, A., & the FCCC team (2008). The quality of different types of child care at 10 and 18 months: a comparison between types and factors related to quality. Early Child Development and Care, 178, 177-209.
  • Lewis, S. N., West, A. F., Stein, A., Malmberg, L-E., Bethell, K., Barnes, J., Sylva, K., Leach, P., & FCCC (2009). A comparison of father-infant interaction between primary and non-primary care giving fathers. Child: Care, Health and Development, 35, 199-207.
  • West, A. F., Lewis, S., Ram, B., Barnes, J., Leach, P., Sylva, K., Stein, A., & FCCC (2009). Why do some fathers become primary caregivers for their infant? A qualitative study. Child: Care, Health and Development, 35, 208-216.
  • Stein, A., Malmberg, L-E., Sylva, K., Barnes, J., Leach, P., & FCCC (2008). The influence of maternal depression, caregiving, and social adversity in the postnatal year on children’s language development. Child: Care, Health and Development, 34, 5, 603–612.
  • Mwaura, P., Sylva, K., & Malmberg L-E. (2008). Evaluating the Madrasa pre-school programme in East Africa: A quasi experimental study. International Journal of Early Years Education, 16, 237-255.
  • Malmberg, L-E., Stein, A., West, A., Lewis, S., Barnes, J., Leach, P., Sylva, K., & FCCC (2007). Parent-infant interaction: a growth model approach. Infant Behavior and Development, 30, 615-630.
  • Sylva, K., Stein, A., Leach, P., Barnes, J., Malmberg, L-E & FCCC (2007). Family and child factors related to the use of infant care: an English study. Early Childhood Research Quarterly, 22, 118-136.
  • Barnes, J., Leach, P., Sylva, K., Stein, A., Malmberg L-E, & FCCC (2006). Infant child care: mothers’ aspirations, actual experiences and the predictors of their satisfaction and confidence in communication with caregivers. Early Child Development and Care, 176, 553-573.
  • Leach, P., Barnes, J., Nichols, M., Goldin, J., Stein, A., Sylva, K., Malmberg, L-E., & FCCC (2006). Child care before 6 months of age: a qualitative study of mothers’ decisions and feelings about employment and non-maternal child care. Infant and Child Development, 15, 471-502.
  • Malmberg, L-E., Davies, B., Walker, J., Barnes, J., Sylva, K., Stein, A., & Leach, P. (2005). Recruitment to and sample description of the Families, Children and Child Care (FCCC) study in relation to area characteristics (Technical report at: www.familieschildrenchildcare.org).

Adolescents’ future-orientation

  • Malmberg, L-E., Nyman-Kurkiala, P., & Knuts, T. (2008). Adolescents’ future goals and migration intentions: two studies of Swedish-speaking youth in Finland. In L. Kankos & R. Kauranen, (Eds.), Social samhörighet och religion. Festskrift till Susan Sundback [Social cohesion and religion. Festschrift for Susan Sundback] (pp. 313-329). Åbo: Åbo Akademis förlag.
  • Malmberg, L-E., Ehrman, J., & Lithén, T. (2005). Adolescents’ and parents’ future beliefs. Journal of Adolescence, 28, 709-723.
  • Trempala, J & Malmberg, L-E. (Eds.)(2002), Future-orientation. Theory and research. (European University Studies, Series 6, Vol. 691). Frankfurt am Main: Peter Lang.
  • Malmberg, L-E. (2002). Adolescents’ biased means and future expectations. In J. Trempala & L-E. Malmberg (Eds.), Future-orientation. Theory and research (pp. 79-98; European University Studies, Series 6, Vol. 691). Frankfurt am Main: Peter Lang.
  • Malmberg, L-E (2001). Future-orientation in educational and interpersonal contexts. In J-E. Nurmi (Ed.), Navigating through adolescence: European perspectives (pp. 119-140). New York: Routledge.
  • Malmberg, L-E., & Norrgård, S. (1999). Adolescents’ ideas of normative life-span development and personal future goals. Journal of Adolescence, 22, 33-47.
  • Malmberg, L-E., & Trempala, J. (1998). Future planning both at school and in other contexts: the case of Finnish and Polish general-secondary and vocational-school students. Scandinavian Journal of Educational Research, 42, 207-226.
  • Trempala, J. & Malmberg, L-E. (1998). The anticipated transition to adulthood: effects of culture and individual experience on Polish and Finnish Adolescents’ future orientation. Journal of Psychology, 132, 255-266.
  • Malmberg, L-E., & Trempala, J. (1997). Anticipated transition to adulthood: The effect of educational track, gender and self-evaluation on Finnish and Polish Adolescents’ future-orientation. Journal of Youth and Adolescence, 26, 517-537.
  • Malmberg, L-E. (1996a). How do Finnish students prepare for their future in three school types? The relation between content of plans, information gathering and self-evaluations. British Journal of Educational Psychology, 66, 457 -469.
  • Malmberg, L-E. (1996b). Finnish adolescents’ future interests, worries and time extension: Effects of educational track, gender and self-evaluation. Nordisk Pedagogik, 16, 214 – 225.

Research

On-going research

  • Intrapersonal approach to learning processes
  • Modelling of intensive longitudinal data
  • Teacher development

Research interests

  • Educational and care effects on developmental and educational outcomes
  • Structural Equation and Multilevel Modeling

Grants

  • Malmberg, L.-E. Eynon, R., Klassen, R., Salmela-Aro, K. (2015-16). Network on Intrapersonal Research in Education [NIRE]. Economic and Social Research Council seminar series grant £30,000.
  • Malmberg, L-E. (09/2007-08/2012) Research Councils UK (RCUK) Academic Fellowship £125,000.
  • Malmberg, L-E., & Lim, W. H. T. (2012). Three-level Structural Equation Models for educational process data. Small Grant (£3,000) John Fell Fund.
  • Malmberg, L-E., Hall, J., Vincent, V., & Martin, A. J. (2009). “English secondary school students’ academic resilience and buoyancy”, Australian Research Council AUD 15,000.
  • Malmberg, L-E., & Hagger, H. (2009). Teaching Every Lesson (TEL). Small grant (£7,500) John Fell Fund.
  • Flouri, E., & Malmberg, L-E. (04/2008 – 08/2009). Children’s psychological adjustment and fathers’ residence, parenting and traits (ESRC small grant) [rated outstanding]
  • Marsh, H. W., Malmberg, L-E., & O’Mara, A. (01/2008-12/2008). A multilevel approach to meta-analysis for the social sciences. Economic and Social Research Council (ESRC Researcher Development Initiative RDI).
  • Malmberg, L-E., & Hagger, H. (09/2006-08/2007) The development of student teachers’ agency beliefs during a PGCE-year (ESRC RES-000-22-1870).
  • Malmberg, L-E. (2006). Teaching and learning: a latent variable approach. John Fell Fund (£15,000).
  • Malmberg, L-E. (2006). Learning Every Lesson / Students’ agency, perceived difficulty and student-teacher micro-level interaction: A pilot study (Research Development Fund, £10,000).

Category

  • Department staff

Position

  • Associate Professor of Education

Subject area

  • Foundations
  • Intermediate and Advanced Quantitative Methods (at the OUDE)
  • Structural Equation Modeling (Research Methods in the Social Sciences)

Research groups

  • Families, Effective Learning and Literacy (FELL)
  • Quantitative Methods Hub
  • Teacher Education and Professional Learning

+44(0)1865274047