Dr Lars-Erik Malmberg[back]

I am a senior researcher. From September 2007 onwards I am a Research Councils UK (RCUK) Academic Fellow, and Non-Stipendiary Research Fellow at Nuffield College for a 5-year period. I am Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where I also earned my Doctorate of Education. I did my post-doc at Yale University, and have an international research network.   

On-going research:

* Children's and youths self-regulated learning

* Modelling of intensive longitudinal data

* Teacher development

* Effects of fathering on children’s development (ESRC funded with Dr. Flouri)

Research interests

* Educational and care effects in early childhood

* Structural Equation and Multilevel Modeling 

* Adolescents' future-orientation

Children's and youths' self-regulated learning:

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., & 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., 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.

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.

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.


Teacher development

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. (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.

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.
 

Education, care and child development

Barnes, J., Leach, P., Malmberg, L-E., Sylva, K., Stein, A., & FCCC (in press, 2009). Experiences of childcare in England and socio-emotional development at 36 months. Early Child Development and Care, 00, 000-000.

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., 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.

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.

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.

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.

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.

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.

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.

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.


Adolescents’ future-orientation

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.

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. (2002). Adolescents’ biased means and future expectations. In J. Trempała & 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., Ehrman, J., & Lithén, T. (2005). Adolescents’ and parents’ future beliefs. Journal of Adolescence, 28, 709-723.

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., 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., & Trempała, 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., & Trempała, 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.

Trempała, J & Malmberg, L-E. (Eds.)(2002), Future-orientation. Theory and research. (European University Studies, Series 6, Vol. 691). Frankfurt am Main: Peter Lang.

Trempała, 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.

On-going research grants

Malmberg, L-E., & Hagger, H. (2009). Teaching Every Lesson (TEL). Small grant (£7,500) John Fell Fund.

Malmberg, L-E. (09/2007-08/2012) Research Councils UK (RCUK) Academic Fellowship £125,000 partial funding of fellowship, leading to permanent post.

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).

Flouri, E., & Malmberg, L-E. (04/2008 – 08/2009). Children's psychological adjustment and fathers' residence, parenting and traits (ESRC small grant).

Previous grants

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).