Department of Education

Lars-Erik Malmberg

Professor of Quantitative Methods in Education

College Affiliation: St Cross College

Lars-Erik Malmberg is Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford in the UK.

He started off as a primary school teacher in Finland. He is Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where he earned his Doctorate of Education. He completed his post-doc at Yale University and enjoyed the prestigious Research Councils UK (RCUK) academic fellowship 2007-12.

He has more than 70 publications (peer-reviewed articles, book chapters, and reports). He is Editor-in-Chief of the Journal of Learning and Instruction 2018-21. His current research interests are on intrapersonal approaches to learning processes and modelling of intrapersonal data. He has published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development.

He applies advanced quantitative models to the investigation of substantive research questions in education. He recently completed the ESRC-funded seminar series called “Network on Intrapersonal Research in Education.”

Funded Research Projects:

  • The potential of biophysiology for understanding learning and teaching experiences.

    • (2018-20)

    Malmberg, L.-E., Mainhard, T., Pakarinen, E., Mason, L., & Martin, A. Emerging Fields Group application from EARLI and Jacobs Foundation application (€ 20,000).

Doctoral Applications

Lars-Erik welcomes doctoral applications from students interested in the following research areas:

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

Publications:

  • Featured Publications

    • Malmberg, LE, Lim, WHT, Tolvanen, A, Nurmi, J-E (2016) “Within-student variability in learning experiences, and teachers’ perceptions of students’ task-focus”, Frontline Learning Research. European Association for Research on Learning and Instruction.
      DOI: http://doi.org/10.14786/flr.v4i5.227

    • Malmberg, L, Pakarinen, E, Vasalampi, K, Nurmi, J-E (2015) “Students' school performance, task-focus, and situation-specific motivation”, Learning and Instruction. Elsevier.
      DOI: http://doi.org/10.1016/j.learninstruc.2015.05.005

    • Malmberg, L-E, Walls, TA, Martin, AJ, Little, TD, Lim, WHT (2013) “Primary school students' learning experiences of, and self-beliefs about competence, effort, and difficulty: Random effects models”, LEARNING AND INDIVIDUAL DIFFERENCES.
      DOI: http://doi.org/10.1016/j.lindif.2013.09.007

    • Malmberg, LE, Hagger, H, Webster, S (2013) “Teachers' situation-specific mastery experiences: teacher, student group and lesson effects”, European Journal of Psychology of Education.
      DOI: http://doi.org/10.1007/s10212-013-0206-1

    • Malmberg, LE, Woolgar, C, Martin, AJ (2013) “Quality of measurement of the learning experience questionnaire for personal digital assistants”, International Journal of Quantitative Research in Education. Inderscience Publishers.
      DOI: http://doi.org/10.1504/ijqre.2013.057689

    • Malmberg, L-E, Mwaura, P, Sylva, K (2011) “Effects of a preschool intervention on cognitive development among East-African preschool children A flexibly time-coded growth model”, EARLY CHILDHOOD RESEARCH QUARTERLY.
      DOI: http://doi.org/10.1016/j.ecresq.2010.04.003

    • Malmberg, L-E, Flouri, E (2011) “The comparison and interdependence of maternal and paternal influences on young children's behavior and resilience.”, Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53.
      DOI: http://doi.org/10.1080/15374416.2011.563469

    • Malmberg, LE, Hagger, H, Burn, K, Mutton, T, Colls, H (2010) “Observed Classroom Quality During Teacher Education and Two Years of Professional Practice”, JOURNAL OF EDUCATIONAL PSYCHOLOGY.
      DOI: http://doi.org/10.1037/a0020920

    • 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.”, The British journal of educational psychology.
      DOI: http://doi.org/10.1348/000709909x454814

    • Malmberg, L-E, Wanner, B, Little, TD (2008) “Age and school-type differences in children's beliefs about school performance”, INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT.
      DOI: http://doi.org/10.1177/0165025408095558

    • 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 & development.
      DOI: http://doi.org/10.1016/j.infbeh.2007.03.007

  • Books

    • Trempała, J (2002) Adolescents' future-orientation theory and research. Peter Lang Publishing.

  • Book chapters

    • Malmberg, LE, 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. Åbo: Åbo Akademis förlag.

    • Malmberg, LE, Little, TD (2002) “Nuorten koulumotivaatio [Adolescents’ school motivation]”, In: Mikä Meitä Liikuttaa Modernin Motivaatiopsykologian Perusteet [What moves us. An introduction to modern psychology of motivation]. Jyväskylä: PS-kustannus. 127-144

    • Malmberg, LE (2002) “Adolescents’ biased means and future expectations”, In: J Trempala, L-E Malmberg (eds.) Adolescents' future-orientation theory and research. Frankfurt am Main: Peter Lang Publishing. 79-98

    • Malmberg, LE (2001) “Future-orientation in educational and interpersonal contexts”, In: J-E Nurmi (ed.) Navigating Through Adolescence European Perspectives. New York: Psychology Press.

  • Conference papers

    • Street, KES, Malmberg, L-E, Stylianides, GJ (2017) “Self-efficacy and mathematics performance: Reciprocal relationships”, PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10). 1186-1193.

    • Street, K, Malmberg, L, Stylianides, G (2017) Self-efficacy and mathematics performance. (Dublin, Ireland) Dublin, Ireland: DCU Institute of Education and ERME. 1186-1193.

    • Daub-Sychra, A, Malmberg, L-E (2011) “EPILEPSY AND THE SCHOOL ENVIRONMENT”, EPILEPSIA. 52 241-241.

    • Martin, AJ, Collie, RJ, Malmberg, L-E, Hall, J, Ginns, P “A Longitudinal Analysis of Academic Buoyancy, Achievement, and Control”, American Educational Research Association. (Chicago, IL, USA)

    • Malmberg, L, Hall, J, Martin, AJ “Academic buoyancy in secondary school: Exploring patterns of convergence in english, mathematics, science, and physical education”, American Educational Research Association. (San Francisco)

    • Martin, AJ, Ginns, P, Brackett, M, Malmberg, L-E, Hall, J “Reciprocal links between academic buoyancy and psychological risk”, American Psychological Association (APA), 121st Annual Convention. (Honolulu, USA)

    • Street, KE, MALMBERG, L, STYLIANIDES, G “Investigating self-efficacy expectations and mastery experiences across a sequence of lessons in mathematics”, Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics EducationE Bergqvist, C Granberg, M Österholm, L Sumpter (eds.) . (Umeå, Sweden) 4 243-250.

  • Journal articles

    • Michou, A, Altan, S, Mouratidis, A, Reeve, J, Malmberg, L-E (2021) “Week-to-week interplay between teachers' motivating style and students' engagement”, JOURNAL OF EXPERIMENTAL EDUCATION.
      DOI: http://doi.org/10.1080/00220973.2021.1897774

    • Martin, AJ, Kennett, R, Pearson, J, Mansour, M, Papworth, B, Malmberg, L-E (2021) “Challenge and threat appraisals in high school science: Investigating the roles of psychological and physiological factors”, EDUCATIONAL PSYCHOLOGY.
      DOI: http://doi.org/10.1080/01443410.2021.1887456

    • Collie, RJ, Malmberg, L-E, Martin, AJ, Sammons, P, Morin, AJS (2020) “A Multilevel Person-Centered Examination of Teachers' Workplace Demands and Resources: Links With Work-Related Well-Being.”, Frontiers in psychology. 11 626+.
      DOI: http://doi.org/10.3389/fpsyg.2020.00626

    • HEEMSKERK, C, MALMBERG, L (2020) “Students’ observed engagement in lessons, instructional activities, andlearning experiences”, Frontline Learning Research.
      DOI: http://doi.org/10.14786/flr.v8i5.613

    • Malmberg, L (2020) “Intraindividual structural equation models for learning experiences”, International Journal of Research and Method in Education. 43(4) 413-430.
      DOI: http://doi.org/10.1080/1743727X.2020.1793939

    • Hall, J, Malmberg, LE (2020) “The contribution of Multilevel Structural Equation Modelling to contemporary trends in educational research”, International Journal of Research and Method in Education. 43(4) 339-347.
      DOI: http://doi.org/10.1080/1743727X.2020.1796066

    • Vasalampi, K, Muotka, J, Malmberg, L-E, Aunola, K, Lerkkanen, M-K (2020) “Intra-individual dynamics of lesson-specific engagement: Lagged and cross-lagged effects from one lesson to the next.”, The British journal of educational psychology. e12404+.
      DOI: http://doi.org/10.1111/bjep.12404

    • Hall, J, Malmberg, L, Lindorff, A, Baumann, N, Sammons, P (2020) “Airbag moderation: the definition and statistical implementation of a new methodological model”, International Journal of Research and Method in Education. 1-16.
      DOI: http://doi.org/10.1080/1743727X.2020.1735334

    • Martin, AJ, Mansour, M, Malmberg, LE (2019) “What factors influence students' real-time motivation and engagement? An experience sampling study of high school students using mobile technology”, Educational Psychology. 40(9 Technology-enhanced Learning and Assessment)
      DOI: http://doi.org/10.1080/01443410.2018.1545997

    • Ketonen, EE, Malmberg, L-E, Salmela-Aro, K, Muukkonen, H, Tuominen, H, Lonka, K (2019) “The role of study engagement in university students' daily experiences: A multilevel test of moderation”, LEARNING AND INDIVIDUAL DIFFERENCES. 69 196-205.
      DOI: http://doi.org/10.1016/j.lindif.2018.11.001

    • Malmberg, LE, Martin, AJ (2019) “Processes of students’ effort exertion, competence beliefs and motivation: cyclic and dynamic effects of learning experiences within school days and school subjects”, Contemporary Educational Psychology. 58 299-309.
      DOI: http://doi.org/10.1016/j.cedpsych.2019.03.013

    • Heemskerk, C, Lubans, D, Strand, S, Malmberg, L-E (2019) “The effect of physical education lesson intensity and cognitive demand on subsequent learning behaviour”, Journal of Science and Medicine in Sport. 23(6) 586-590.
      DOI: http://doi.org/10.1016/j.jsams.2019.12.012

    • Baron, A, Malmberg, L-E, Evangelou, M, Nesbitt, K, Farran, D (2019) “The Play's the Thing: Associations between Make-Believe Play and Self-Regulation in the Tools of the Mind Early Childhood Curriculum”, EARLY EDUCATION AND DEVELOPMENT. 1-18.
      DOI: http://doi.org/10.1080/10409289.2019.1613327

    • Martin, AJ, Malmberg, L-E, Kennett, R, Mansour, M, Papworth, B, Pearson, J (2019) “What happens when students reflect on their self-efficacy during a test? Exploring test experience and test outcome in science”, LEARNING AND INDIVIDUAL DIFFERENCES. 73 59-66.
      DOI: http://doi.org/10.1016/j.lindif.2019.05.005

    • Ereky-Stevens, K, Funder, A, Katschnig, T, Malmberg, L-E, Datler, W (2018) “Relationship building between toddlers and new caregivers in out-of-home childcare: Attachment security and caregiver sensitivity”, EARLY CHILDHOOD RESEARCH QUARTERLY. 42 270-279.
      DOI: http://doi.org/10.1016/j.ecresq.2017.10.007

    • EYNON, RE, DEETJEN, U, MALMBERG, L (2018) “Moving on up in the information society? A longitudinal analysis of the relationship between Internet use and social class mobility in Britain”, The Information Society.
      DOI: http://doi.org/10.1080/01972243.2018.1497744

    • Street, K, Malmberg, Stylianides, G (2017) “Level, strength, and facet-specific self-efficacy in mathematics test performance”, ZDM – The International Journal on Mathematics Education. 49 379-395.
      DOI: http://doi.org/10.1007/s11858-017-0833-0

    • Baron, A, Malmberg, L-E (2017) “A vicious or auspicious cycle: The reciprocal relation between harsh parental discipline and children’s self-regulation”, European Journal of Developmental Psychology.
      DOI: http://doi.org/10.1080/17405629.2017.1399875

    • Malmberg, LE, Lim, WHT, Tolvanen, A, Nurmi, J-E (2016) “Within-student variability in learning experiences, and teachers’ perceptions of students’ task-focus”, Frontline Learning Research. 4(5) 62-82.
      DOI: http://doi.org/10.14786/flr.v4i5.227

    • Fackler, S, Malmberg, L-E (2016) “Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects”, TEACHING AND TEACHER EDUCATION. 56 185-195.
      DOI: http://doi.org/10.1016/j.tate.2016.03.002

    • Martin, AJ, Papworth, B, Ginns, P, Malmberg, L-E (2016) “Motivation, Engagement, and Social Climate: An International Study of Boarding Schools”, JOURNAL OF EDUCATIONAL PSYCHOLOGY. 108(6) 772-787.
      DOI: http://doi.org/10.1037/edu0000086

    • Paget, CL, Malmberg, L-E, Martelli, DR (2016) “Brazilian national assessment data and educational policy: an empirical illustration”, ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE. 23(1) 98-125.
      DOI: http://doi.org/10.1080/0969594X.2015.1113929

    • Chiorri, C, Hall, J, Casely-Hayford, J, Malmberg, L (2015) “Evaluating measurement invariance between parents using the strengths and difficulties questionnaire (SDQ)”, Assessment. 23(1) 63-74.
      DOI: http://doi.org/10.1177/1073191114568301

    • Malmberg, L, Lewis, S, West, A, Murray, E, Sylva, K, Stein, A (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 and Development.
      DOI: http://doi.org/10.1111/cch.12294

    • Malmberg, L, Pakarinen, E, Vasalampi, K, Nurmi, J-E (2015) “Students' school performance, task-focus, and situation-specific motivation”, Learning and Instruction. 39 158-167.
      DOI: http://doi.org/10.1016/j.learninstruc.2015.05.005

    • Martin, AJ, Papworth, B, Ginns, P, Malmberg, L-E, Collie, RJ, Calvo, RA (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.
      DOI: http://doi.org/10.1016/j.lindif.2015.01.014

    • Televantou, I, Marsh, HW, Kyriakides, L, Nagengast, B, Fletcher, J, Malmberg, L-E (2015) “Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models”, SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT. 26(1) 75-101.
      DOI: http://doi.org/10.1080/09243453.2013.871302

    • Collie, RJ, Martin, AJ, Malmberg, L, Hall, J, Ginns, P (2015) “Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students”, British Journal of Educational Psychology. 85(1) 113-130.
      DOI: http://doi.org/10.1111/bjep.12066

    • Tesfay, N, Malmberg, L-E (2014) “Horizontal inequalities in children's educational outcomes in Ethiopia”, INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT. 39 110-120.
      DOI: http://doi.org/10.1016/j.ijedudev.2014.08.009

    • Tesfay, N, Malmberg, LE (2014) “Horizontal inequalities in children's educational outcomes in Ethiopia”, International Journal of Educational Development. 39 110-120.
      DOI: http://doi.org/10.1016/j.ijedudev.2014.08.009

    • Chiorri, C, Day, T, Malmberg, L (2014) “An approximate measurement invariance approach to within-couple relationship quality”, Frontiers in Psychology. 5(AUG) 983+.
      DOI: http://doi.org/10.3389/fpsyg.2014.00983

    • Stein, A, Malmberg, L-E, Leach, P, Barnes, J, Sylva, K, FCCC Team (2013) “The influence of different forms of early childcare on children's emotional and behavioural development at school entry.”, Child: care, health and development. 39(5) 676-687.
      DOI: http://doi.org/10.1111/j.1365-2214.2012.01421.x

    • Malmberg, LE, Woolgar, C, Martin, AJ (2013) “Quality of measurement of the learning experience questionnaire for personal digital assistants”, International Journal of Quantitative Research in Education. 1(3) 275-275.
      DOI: http://doi.org/10.1504/ijqre.2013.057689

    • Stein, A, Malmberg, LE, Leach, P, Barnes, J, Sylva, K, Davies, B, Ereky-Stevens, K, Godlieb, J, Hague, L, Jennings, D, Nichols, M, Ram, B, Triner, A, Walker, J (2013) “The influence of different forms of early childcare on children's emotional and behavioural development at school entry”, Child: Care, Health and Development. 39(5) 676-687.
      DOI: http://doi.org/10.1111/j.1365-2214.2012.01421.x

    • Martin, AJ, Ginns, P, Brackett, MA, Malmberg, L, Hall, J (2013) “Academic buoyancy and psychological risk: Exploring reciprocal relationships”, Learning and Individual Differences. 27 128-133.
      DOI: http://doi.org/10.1016/j.lindif.2013.06.006

    • Malmberg, L-E, Walls, TA, Martin, AJ, Little, TD, Lim, WHT (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.
      DOI: http://doi.org/10.1016/j.lindif.2013.09.007

    • Malmberg, LE, Hagger, H, Webster, S (2013) “Teachers' situation-specific mastery experiences: teacher, student group and lesson effects”, European Journal of Psychology of Education. 29(3) 429-451.
      DOI: http://doi.org/10.1007/s10212-013-0206-1

    • Datler, W, Ereky-Stevens, K, Hover-Reisner, N, Malmberg, L-E (2012) “Toddlers' transition to out-of-home day care: settling into a new care environment.”, Infant behavior & development. 35(3) 439-451.
      DOI: http://doi.org/10.1016/j.infbeh.2012.02.007

    • Malmberg, L, Hall, J, Martin, AJ (2012) “Academic buoyancy in secondary school: Exploring patterns of convergence in English, mathematics, science, and physical education”, Learning and Individual Differences. 23(1) 262-266.
      DOI: http://doi.org/10.1016/j.lindif.2012.07.014

    • 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.
      DOI: http://doi.org/10.1016/j.childyouth.2012.02.020

    • Eynon, R, Malmberg, L-E (2012) “Understanding the online information-seeking behaviours of young people: the role of networks of support”, JOURNAL OF COMPUTER ASSISTED LEARNING. 28(6) 514-529.
      DOI: http://doi.org/10.1111/j.1365-2729.2011.00460.x

    • Eynon, R, Malmberg, LE (2012) “Understanding the online information-seeking behaviours of young people: The role of networks of support”, Journal of Computer Assisted Learning. 28(6) 514-529.
      DOI: http://doi.org/10.1111/j.1365-2729.2011.00460.x

    • Flouri, E, Malmberg, LE (2012) “Fathers' involvement and preschool children's behavior in stable single-mother families”, Children and Youth Services Review. 34(7) 1237-1242.
      DOI: http://doi.org/10.1016/j.childyouth.2012.02.020

    • Hagger, H, Malmberg, L-E (2011) “Pre-service teachers' goals and future-time extension, concerns, and well-being”, TEACHING AND TEACHER EDUCATION. 27(3) 598-608.
      DOI: http://doi.org/10.1016/j.tate.2010.10.014

    • Eynon, R, Malmberg, L-E (2011) “A typology of young people's Internet use: Implications for education”, COMPUTERS & EDUCATION. 56(3) 585-595.
      DOI: http://doi.org/10.1016/j.compedu.2010.09.020

    • Flouri, E, Malmberg, LE (2011) “Gender differences in the effects of childhood psychopathology and maternal distress on mental health in adult life”, Social Psychiatry and Psychiatric Epidemiology. 46(7) 533-542.
      DOI: http://doi.org/10.1007/s00127-010-0215-1

    • Malmberg, L-E, Flouri, E (2011) “The comparison and interdependence of maternal and paternal influences on young children's behavior and resilience.”, Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53. 40(3) 434-444.
      DOI: http://doi.org/10.1080/15374416.2011.563469

    • Malmberg, L-E, Mwaura, P, Sylva, K (2011) “Effects of a preschool intervention on cognitive development among East-African preschool children A flexibly time-coded growth model”, EARLY CHILDHOOD RESEARCH QUARTERLY. 26(1) 124-133.
      DOI: http://doi.org/10.1016/j.ecresq.2010.04.003

    • Sylva, K, Stein, A, Leach, P, Barnes, J, Malmberg, L-E, FCCC-team (2011) “Effects of early child-care on cognition, language, and task-related behaviours at 18 months: an English study.”, The British journal of developmental psychology. 29(Pt 1) 18-45.
      DOI: http://doi.org/10.1348/026151010x533229

    • 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(7) 533-542.
      DOI: http://doi.org/10.1007/s00127-010-0215-1

    • Flouri, E, Malmberg, L-E (2010) “Child temperament and paternal transition to non-residence.”, Infant behavior & development. 33(4) 689-694.
      DOI: http://doi.org/10.1016/j.infbeh.2010.06.001

    • Martin, AJ, Malmberg, L-E, Liem, GAD (2010) “Multilevel Motivation and Engagement: Assessing Construct Validity Across Students and Schools”, EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT. 70(6) 973-989.
      DOI: http://doi.org/10.1177/0013164410378089

    • Malmberg, LE, Hagger, H, Burn, K, Mutton, T, Colls, H (2010) “Observed Classroom Quality During Teacher Education and Two Years of Professional Practice”, JOURNAL OF EDUCATIONAL PSYCHOLOGY. 102(4) 916-932.
      DOI: http://doi.org/10.1037/a0020920

    • Barnes, J, Leach, P, Malmberg, LE, Stein, A, Sylva, K (2010) “Experiences of childcare in England and socio-emotional development at 36 months”, Early Child Development and Care. 180(9) 1215-1229.
      DOI: http://doi.org/10.1080/03004430902943959

    • West, AF, Lewis, S, Ram, B, Barnes, J, Leach, P, Sylva, K, Stein, A, FCCC project team (2009) “Why do some fathers become primary caregivers for their infants? A qualitative study.”, Child: care, health and development. 35(2) 208-216.
      DOI: http://doi.org/10.1111/j.1365-2214.2008.00926.x

    • Lewis, SN, West, AF, Stein, A, Malmberg, L-E, Bethell, K, Barnes, J, Sylva, K, Leach, P, Families, Children and Child Care (FCCC) project team (2009) “A comparison of father-infant interaction between primary and non-primary care giving fathers.”, Child: care, health and development. 35(2) 199-207.
      DOI: http://doi.org/10.1111/j.1365-2214.2008.00913.x

    • 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.”, The British journal of educational psychology. 79(Pt 4) 677-694.
      DOI: http://doi.org/10.1348/000709909x454814

    • Mwaura, PAM, Sylva, K, Malmberg, LE (2008) “Evaluating the Madrasa preschool programme in East Africa: A quasi-experimental study”, International Journal of Early Years Education. 16(3) 237-255.
      DOI: http://doi.org/10.1080/09669760802357121

    • Stein, A, Malmberg, L-E, Sylva, K, Barnes, J, Leach, P, FCCC team** (2008) “The influence of maternal depression, caregiving, and socioeconomic status in the post-natal year on children's language development.”, Child: care, health and development. 34(5) 603-612.
      DOI: http://doi.org/10.1111/j.1365-2214.2008.00837.x

    • Martin, AJ, Marsh, HW, Debus, RL, Malmberg, L-E (2008) “Performance and mastery orientation of high school and university/college students - A Rasch perspective”, EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT. 68(3) 464-487.
      DOI: http://doi.org/10.1177/0013164407308478

    • Leach, P, Barnes, J, Malmberg, L, Sylva, K, Stein, A (2008) “The quality of different types of child care at 10 and 18 months: A comparison between types and factors related to quality Penelope Leach”, Early Child Development and Care. 178(2) 177-209.
      DOI: http://doi.org/10.1080/03004430600722655

    • Malmberg, L-E (2008) “Student teachers' achievement goal orientations during teacher studies: Antecedents, correlates and outcomes”, LEARNING AND INSTRUCTION. 18(5) 438-452.
      DOI: http://doi.org/10.1016/j.learninstruc.2008.06.003

    • Malmberg, L-E, Wanner, B, Little, TD (2008) “Age and school-type differences in children's beliefs about school performance”, INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT. 32(6) 531-541.
      DOI: http://doi.org/10.1177/0165025408095558

    • Sylva, K, Stein, A, Leach, P, Barnes, J, Malmberg, L-E, FCCC-Team (2007) “Family and child factors related to the use of non-maternal infant care: An English study”, EARLY CHILDHOOD RESEARCH QUARTERLY. 22(1) 118-136.
      DOI: http://doi.org/10.1016/j.ecresq.2006.11.003

    • 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 & development. 30(4) 615-630.
      DOI: http://doi.org/10.1016/j.infbeh.2007.03.007

    • Barnes, J, Ram, B, Leach, P, Altmann, L, Sylva, K, Malmberg, L-E, Stein, A, Team, FCCC (2007) “Factors associated with negative emotional expression: a study of mothers of young infants”, JOURNAL OF REPRODUCTIVE AND INFANT PSYCHOLOGY. 25(2) 122-138.
      DOI: http://doi.org/10.1080/02646830701292399

    • Malmberg, L-E, Little, TD (2007) “Profiles of ability, effort, and difficulty: Relationships with worldviews, motivation and adjustment”, LEARNING AND INSTRUCTION. 17(6) 739-754.
      DOI: http://doi.org/10.1016/j.learninstruc.2007.09.014

    • Malmberg, LE (2006) “Goal-orientation and teacher motivation among teacher applicants and student teachers”, TEACHING AND TEACHER EDUCATION. 22(1) 58-76.
      DOI: http://doi.org/10.1016/j.tate.2005.07.005

    • Leach, P, Barnes, J, Nichols, M, Goldin, J, Stein, A, Sylva, K, Malmberg, L-E, Team, FCCC (2006) “Child care before 6 months of age: A qualitative study of mothers' decisions and feelings about employment and non-maternal care”, INFANT AND CHILD DEVELOPMENT. 15(5) 471-502.
      DOI: http://doi.org/10.1002/icd.473

    • Barnes, J, Leach, P, Sylva, K, Stein, A, Malmberg, L (2006) “Infant care in England: Mothers' aspirations, experiences, satisfaction and caregiver relationships”, Early Child Development and Care. 176(5) 553-573.
      DOI: http://doi.org/10.1080/03004430500317408

    • Malmberg, L-E, Ehrman, J, Lithén, T (2005) “Adolescents' and parents' future beliefs.”, Journal of adolescence. 28(6) 709-723.
      DOI: http://doi.org/10.1016/j.adolescence.2004.12.007

    • Malmberg, LE, Wanner, B, Sumra, S, Little, TD (2001) “Action-control beliefs and school experiences of Tanzanian primary school students”, JOURNAL OF CROSS-CULTURAL PSYCHOLOGY. 32(5) 577-596.
      DOI: http://doi.org/10.1177/0022022101032005004

    • Malmberg, LE, 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.

    • Trempala, J, Malmberg, L-E (1998) “The Anticipated Transition to Adulthood: Effects of Culture and Individual Experience on Polish and Finnish Adolescents' Future Orientations”, The Journal of Psychology. 132(3) 255-266.
      DOI: http://doi.org/10.1080/00223989809599165

    • Malmberg, L, 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(2) 207-226.
      DOI: http://doi.org/10.1080/0031383980420207

    • Malmberg, L-E (1996) “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(4) 457-469.
      DOI: http://doi.org/10.1111/j.2044-8279.1996.tb01212.x

    • MALMBERG, L “Intraindividual Structural Equation Models for learning experiences”, International Journal of Research methods in Education.
      DOI: http://doi.org/10.1080/1743727X.2020.1793939

    • “Métodos cuantitativos para el registro de procesos y contextos en la investigación educativa”, Revista Española de Pedagogía.
      DOI: http://doi.org/10.22550/rep76-3-2018-03

    • Ortega, L, Malmberg, L, Sammons, P “Teacher effects on Chilean children’s achievement growth: a cross-classified multiple membership accelerated growth curve model”, Educational Evaluation and Policy Analysis.
      DOI: http://doi.org/10.3102/0162373718781960

    • Ortega, L, Malmberg, LE, Sammons, P “School effects on Chilean children’s achievement growth in language and mathematics: An accelerated growth curve model”, School Effectiveness and School Improvement.
      DOI: http://doi.org/10.1080/09243453.2018.1443945

    • Malmberg, LE “Finnish adolescents’ future interests, worries and time extension: Effects of educational track, gender and self-evaluation”, Nordisk Pedagogik. 16 214-225.

    • Malmberg, LE, Fackler, S “Teachers’ self-efficacy in 14 OECD countries: teacher, student group, school and leadership effects”, Teaching and Teacher Education.

    • Malmberg, LE, Norrgård, S “Adolescents' ideas of normative life span development and personal future goals”, Journal of Adolescence. 22(1) 33-47.
      DOI: http://doi.org/10.1006/jado.1998.0199

    • “Father involvement, family poverty and adversity, and young children’s behaviour in intact two-parent families”, Longitudinal and Life Course Studies. 3(2)
      DOI: http://doi.org/10.14301/llcs.v3i2.170

    • Malmberg, LE, Trempala, J “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(5) 517-537.
      DOI: http://doi.org/10.1023/A:1024577805149

  • Reports

    • Strand, S, Malmberg, L, Hall, J (2015) English as an additional language and educational achievement in England: An analysis of the National Pupil Database. London: Educational Endowment Fund.

    • Davies, C, Carter, A, Cranmer, S, Eynon, RE, Furlong, J, Good, J, Hjorth, I, Lee, S, Malmberg, L, Holmes, W (2008) The learner and their context - interim report: Benefits of ICT use outside formal education.

    • Malmberg, LE, 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). The Families, Children and Child Care Study.

    • Malmberg, LE, Wanner, B, Nordmyr, A-M, Little, T (2004) “The Teachers’ Control, Agency, and Means-ends Belief Questionnaire (TCAM): reliability and validity”, In: Publication No 7 (monograph). Vasa: Åbo Akademi University, Faculty of Education.

    • Malmberg, LE (2002) “Actions and agency in the school context”, In: Report Series at the Faculty of Education, No. 1. Vasa: Åbo Akademi University.

    • Malmberg, LE (2002) Vem sökte och antogs till lärarutbildningen 2001? [Who applied for and who were accepted to teacher studies in 2001?]. Vasa: Åbo Akademi University.

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