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Lars-Erik Malmberg

Professor of Quantitative Methods in Education | St Cross College

lars-erik.malmberg@education.ox.ac.uk

About me

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.”

Research

Books

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

Book chapters

Malmberg, L., 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 Akademis förlag.
Malmberg, L. (2002). Adolescents’ biased means and future expectations. In J. Trempala & L.-E. Malmberg (Eds.), Adolescents’ future-orientation theory and research (pp. 79-98). Peter Lang Publishing.
Malmberg, L., & Little, T. (2002). Nuorten koulumotivaatio [Adolescents’ school motivation]. In Mikä Meitä Liikuttaa Modernin Motivaatiopsykologian Perusteet [What moves us. An introduction to modern psychology of motivation] (pp. 127-144). PS-kustannus.
Malmberg, L. (2001). Future-orientation in educational and interpersonal contexts. In J.-E. Nurmi (Ed.), Navigating Through Adolescence European Perspectives. Psychology Press.

Conference papers

McDermott, T., Robson, J., Winters, N., & Malmberg, L.-E. (2022). Mapping the Changing Landscape of Child-Computer Interaction Research Through Correlated Topic Modelling. 82-97.

https://doi.org/10.1145/3501712.3529735
Street, K., MALMBERG, L., & STYLIANIDES, G. (2018). Investigating self-efficacy expectations and mastery experiences across a sequence of lessons in mathematics. In E. Bergqvist, C. Granberg, M. Österholm, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vols. 4, pp. 243-250).

http://www.igpme.org/
Street, K., Malmberg, L., & Stylianides, G. (2017). Self-efficacy and mathematics performance (T. Dooley & G. Guedet, Eds.; pp. 1186-1193). DCU Institute of Education and ERME.
Street, K., Malmberg, L.-E., & Stylianides, G. (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.
Martin, A., Collie, R., Malmberg, L.-E., Hall, J., & Ginns, P. (2015, April 15). A Longitudinal Analysis of Academic Buoyancy, Achievement, and Control. American Educational Research Association.
Martin, A., Ginns, P., Brackett, M., Malmberg, L.-E., & Hall, J. (2013, July 31). Reciprocal links between academic buoyancy and psychological risk. American Psychological Association (APA), 121st Annual Convention.
Malmberg, L., Hall, J., & Martin, A. (2013, May 1). Academic buoyancy in secondary school: Exploring patterns of convergence in english, mathematics, science, and physical education. American Educational Research Association.
Daub-Sychra, A., & Malmberg, L.-E. (2011). EPILEPSY AND THE SCHOOL ENVIRONMENT. EPILEPSIA, 52, 241-241.

Journal articles

Li, P.-H., Mayer, D., & Malmberg, L. (2025). Are teachers’ and students’ emotions reciprocally transmitted in the classroom?. British Journal of Educational Psychology.

https://doi.org/10.1111/bjep.70006 https://ora.ox.ac.uk/objects/uuid:b45ab953-c509-4f8e-9a2e-25997f741018
Ronkainen, I., Vesterinen, V., Lavonen, J., Järvinen, J., Malmberg, L., Turkkila, M., & Salmela-Aro, K. (2025). Students’ situational motivation in climate education – a multilevel profile approach. Learning and Individual Differences, 120.

https://doi.org/10.1016/j.lindif.2025.102698
Malmberg, L.-E., Lo, H., Heemskerk, C., Esser, P., Dawes, H., & Roebers, C. (2025). Intraindividual dynamics of primary school students’ executive functioning: accuracy and response-time . Learning and Individual Differences, 120.

https://doi.org/10.1016/j.lindif.2025.102658 https://ora.ox.ac.uk/objects/uuid:06e6f02b-8840-4d48-9632-433a24ba1a53
Mathers, S., Kolancali, P., Jelley, F., Singh, D., Hodgkiss, A., Turnbull, S., Malmberg, L., & Murphy, V. (2025). Features of digital media which influence social interactions between adults and children aged 2–7 years during joint media engagement: a multi-level meta-analysis. Educational Research Review, 46, 100665.

https://doi.org/10.1016/j.edurev.2025.100665 https://ora.ox.ac.uk/objects/uuid:f0e456c2-c34f-4f9e-92b2-726ccfaa7e9a
Mathers, S., Kolancali, P., Jelley, F., Singh, D., Hodgkiss, A., Booton, S., Malmberg, L., & Murphy, V. (2025). Features of digital media which influence social interactions between adults and children aged 2 to 7 years during joint media engagement: a multi-level meta-analysis. Educational Research Review.
Lo, H., Malmberg, L.-E., Helena Maria Heemskerk, C., Esser, P., Dawes, H., & Roebers, C. (2024). Affect and executive function dynamics in primary school classrooms: an intensive longitudinal study. Cognition & Emotion, 1-13.

https://doi.org/10.1080/02699931.2024.2427886
Hall, J., Palardy, G., & Malmberg, L.-E. (2024). Selection effects in education and implications for educational opportunity: state of the field and future directions. School Effectiveness and School Improvement, 35(3), 298-317.

https://doi.org/10.1080/09243453.2024.2385934
Li, P.-H., Mayer, D., & Malmberg, L.-E. (2024). Student engagement and teacher emotions in student-teacher dyads: the role of teacher involvement. Learning and Instruction, 91.

https://doi.org/10.1016/j.learninstruc.2024.101876 https://ora.ox.ac.uk/objects/uuid:751e2521-efff-4b26-9d70-c97575b0a638
Martin, A., Collie, R., & Malmberg, L. (2024). Exploring the roles of academic, personal, and cultural demands and resources in immigrant students’ motivation, engagement, and achievement. Learning and Instruction, 92.

https://doi.org/10.1016/j.learninstruc.2024.101903 https://ora.ox.ac.uk/objects/uuid:39641062-7a8d-454a-bf70-c802885e1e53
Street, K., Malmberg, L.-E., & Schukajlow, S. (2024). Students’ mathematics self-efficacy: a scoping review. ZDM – Mathematics Education, 56(2), 265-280.

https://doi.org/10.1007/s11858-024-01548-0 https://ora.ox.ac.uk/objects/uuid:4371e668-3101-49c1-b8e4-92a8624ee58e
Chi, Z., Malmberg, L.-E., & Flouri, E. (2023). Sibling effects on problem and prosocial behavior in childhood: patterns of intrafamilial "contagion" by birth order. Child Development, 95(3), 766-779.

https://doi.org/10.1111/cdev.14030 https://ora.ox.ac.uk/objects/uuid:3b5cb94b-ef9b-41f0-8ada-ace1a11f70c3
Pakarinen, E., Malmberg, L.-E., Poikkeus, A.-M., Siekkinen, M., & Lerkkanen, M.-K. (2023). Investigating applicability of ratings of indicators of the CLASS Pre-K instrument. International Journal of Research & Method in Education, 46(3), 231-247.

https://doi.org/10.1080/1743727x.2022.2128741
Šumatić, M., Malmberg, L.-E., Gregoriadis, A., Grammatikopoulos, V., & Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 64, 355-367.

https://doi.org/10.1016/j.ecresq.2023.04.008 https://ora.ox.ac.uk/objects/uuid:c40eb468-a7ad-4afe-940f-f99d46b9b8ac
Martin, A., Malmberg, L.-E., Pakarinen, E., Mason, L., & Mainhard, T. (2023). The potential of biophysiology for understanding motivation, engagement and learning experiences. The British Journal of Educational Psychology, 93 Suppl 1, 1-9.

https://doi.org/10.1111/bjep.12584
Davison, K., Malmberg, L.-E., & Sylva, K. (2023). Academic help-seeking interactions in the classroom: A microlongitudinal study. The British Journal of Educational Psychology, 93(1), 33-55.

https://doi.org/10.1111/bjep.12538
Jõgi, A.-L., Malmberg, L.-E., Pakarinen, E., & Lerkkanen, M.-K. (2023). Teachers’ situational physiological stress and aﬀect. Psychoneuroendocrinology, 149, 106028.

https://doi.org/10.1016/j.psyneuen.2023.106028
Michou, A., Altan, S., Mouratidis, A., Reeve, J., & Malmberg, L.-E. (2023). Week-to-week interplay between teachers’ motivating style and students’ engagement. The Journal of Experimental Education, 91(1), 166-185.

https://doi.org/10.1080/00220973.2021.1897774
Šumatić, M., Malmberg, L.-E., Gregoriadis, A., Grammatikopoulos, V., & Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 64(Psychological Methods 12 2 2007), 355-367.

https://doi.org/10.1016/j.ecresq.2023.04.008
Kupiec, K., Malmberg, L.-E., & Mathers, S. (2022). The effectiveness of museum intervention on parent-child conversations: a meta-analysis. Visitor Studies, 26(1), 82-101.

https://doi.org/10.1080/10645578.2022.2142926 https://ora.ox.ac.uk/objects/uuid:d41a9a3f-3e8f-43bd-9eb3-befb35a4a5c0
Festerling, J., Siraj, I., & Malmberg, L.-E. (2022). Exploring children’s exposure to voice assistants and their ontological conceptualizations of life and technology. AI and Society, 39(3), 1275-1302.

https://doi.org/10.1007/s00146-022-01555-3 https://ora.ox.ac.uk/objects/uuid:47015246-d436-48ec-8f12-d73a33bd98f1
Kiuru, N., Malmberg, L.-E., Eklund, K., Penttonen, M., Ahonen, T., & Hirvonen, R. (2022). How are learning experiences and task properties associated with adolescents’ emotions and psychophysiological states?. Contemporary Educational Psychology, 71, 102095.

https://doi.org/10.1016/j.cedpsych.2022.102095
Street, K., Malmberg, L., & Stylianides, G. (2022). Changes in students’ self-efficacy when learning a new topic in mathematics: a micro-longitudinal study. Educational Studies in Mathematics, 111, 515-541.

https://doi.org/10.1007/s10649-022-10165-1 https://ora.ox.ac.uk/objects/uuid:6a0a6ac8-ba82-4af4-99da-a742248c9c3e
Street, K., Stylianides, G., & Malmberg, L. (2022). Differential relationships between mathematics self-efficacy and national test performance according to perceived task difficulty. Assessment in Education: Principles, Policy & Practice, 29(3), 288-309.

https://doi.org/10.1080/0969594X.2022.2095980 https://ora.ox.ac.uk/objects/uuid:faa7d515-6665-4a9e-8a46-4ee4714aab32
Heemskerk, C., Strand, S., & Malmberg, L. (2022). Physical activity predicts task-related behaviour, affect and tiredness in the primary school classroom: A within-person experiment. British Journal of Educational Psychology, 93(S1), 130-151.

https://doi.org/10.1111/bjep.12523 https://ora.ox.ac.uk/objects/uuid:df4a76d0-8e4b-46ae-9b8a-f4286a6492bc
Li, P.-H., Mayer, D., & Malmberg, L.-E. (2022). Teacher well-being in the classroom: a micro-longitudinal study. Teaching and Teacher Education, 115.

https://doi.org/10.1016/j.tate.2022.103720 https://ora.ox.ac.uk/objects/uuid:74dd5118-6cf7-4f74-8079-53f7e2847bda
Heemskerk, C., Sumatic, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, 6.

https://doi.org/10.3389/feduc.2021.812801 https://ora.ox.ac.uk/objects/uuid:e717c74b-25ba-418f-93ff-b10feb9342cd
Trevillion, C., Malmberg, L.-E., & Esser, P. (2022). Working memory, sustained attention, and physical activity: an intraindividual study. Psychology of Sport and Exercise, 60.

https://doi.org/10.1016/j.psychsport.2022.102161 https://ora.ox.ac.uk/objects/uuid:d9876684-8baa-41c9-9539-7142739cc2cf
Vasalampi, K., Muotka, J., Malmberg, L.-E., Aunola, K., & Lerkkanen, M.-K. (2021). Intra-individual dynamics of lesson-specific engagement: Lagged and cross-lagged effects from one lesson to the next. The British Journal of Educational Psychology, 91(3), 997-1014.

https://doi.org/10.1111/bjep.12404
Martin, A., 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, 41(5), 618-639.

https://doi.org/10.1080/01443410.2021.1887456
Fackler, S., Malmberg, L.-E., & Sammons, P. (2021). An international perspective on teacher self-efficacy: Personal, structural and environmental factors. Teaching and Teacher Education, 99, 103255.

https://doi.org/10.1016/j.tate.2020.103255
Fackler, S., Sammons, P., & Malmberg, L. (2021). A comparative analysis of predictors of teacher self‐efficacy in student engagement, instruction and classroom management in Nordic, Anglo‐Saxon and East and South‐East Asian countries. Review of Education, 9(1), 203-239.

https://doi.org/10.1002/rev3.3242
Fackler, S., Sammons, P., & Malmberg, L. (2021). Context and Implications Document for: A comparative analysis of predictors of teacher self‐efficacy in student engagement, instruction and classroom management in Nordic, Anglo‐Saxon, and East and South‐East Asian countries. Review of Education, 9(1), 240-242.

https://doi.org/10.1002/rev3.3241
Collie, R., Martin, A., Morin, A., Malmberg, L.-E., & Sammons, P. (2021). A Multilevel Person-Centered Examination of Teachers’ Workplace Experiences: Replication and Extension With Links to Instructional Support and Achievement. Frontiers in Psychology, 12, 711173.

https://doi.org/10.3389/fpsyg.2021.711173
Eynon, R., & Malmberg, L. (2020). Lifelong learning and the Internet: who benefits most from learning online?. British Journal of Educational Technology, 52(2), 569-583.

https://doi.org/10.1111/bjet.13041 https://ora.ox.ac.uk/objects/uuid:605d780c-ce87-4d32-a41a-278a672ce471
Martin, A., Mansour, M., & Malmberg, L.-E. (2020). What factors influence students’ real-time motivation and engagement? An experience sampling study of high school students using mobile technology. Educational Psychology, 40(9), 1113-1135.

https://doi.org/10.1080/01443410.2018.1545997
Heemskerk, C., & Malmberg, L. (2020). Students’ observed engagement in lessons, instructional activities, andlearning experiences. Frontline Learning Research, 8(6), 38-58.

https://doi.org/10.14786/flr.v8i5.613 https://ora.ox.ac.uk/objects/uuid:ce93050b-36a1-4595-b84e-7caf6ffcc076
Malmberg, L. (2020). Intraindividual Structural Equation Models for learning experiences. International Journal of Research Methods in Education, 43(4), 413-430.

https://doi.org/10.1080/1743727X.2020.1793939 https://ora.ox.ac.uk/objects/uuid:66f933e9-2e44-48e1-a5d4-97efcb55d3c1
Hall, J., & Malmberg, L.-E. (2020). The contribution of Multilevel Structural Equation Modelling to contemporary trends in educational research. International Journal of Research & Method in Education, 43(4), 339-347.

https://doi.org/10.1080/1743727x.2020.1796066
Malmberg, L. (2020). Intraindividual structural equation models for learning experiences. International Journal of Research and Method in Education, 43(4), 413-430.

https://doi.org/10.1080/1743727X.2020.1793939
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, 43(4), 379-394.

https://doi.org/10.1080/1743727X.2020.1735334 https://ora.ox.ac.uk/objects/uuid:8cc5faf2-de6f-48cf-824c-756dd2aa9632
Baron, A., Malmberg, L.-E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). 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, 31(1), 66-83.

https://doi.org/10.1080/10409289.2019.1613327
Collie, R., Malmberg, L.-E., Martin, A., Sammons, P., & Morin, A. (2020). A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being. Frontiers in Psychology, 11, 626.

https://doi.org/10.3389/fpsyg.2020.00626
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.

https://doi.org/10.1016/j.jsams.2019.12.012 https://ora.ox.ac.uk/objects/uuid:c4efacd0-af9d-44b2-b021-b2fa6cd41783
Martin, A., 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.

https://doi.org/10.1016/j.lindif.2019.05.005
Malmberg, L., & Martin, A. (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.

https://doi.org/10.1016/j.cedpsych.2019.03.013 https://ora.ox.ac.uk/objects/uuid:2e33f448-32b6-4934-8bcf-551eb1afd54b
Ketonen, E., 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.

https://doi.org/10.1016/j.lindif.2018.11.001
Eynon, R., Deetjen, U., & Malmberg, L.-E. (2018). Moving on up in the information society? A longitudinal analysis of the relationship between Internet use and social class mobility in Britain. Information Society, 34(5), 316-327.

https://doi.org/10.1080/01972243.2018.1497744 https://ora.ox.ac.uk/objects/uuid:762714c5-4eed-4f5b-8c8e-7d0127e5fa05
Malmberg, L. (2018). Métodos cuantitativos para el registro de procesos y contextos en la investigación educativa. Revista Española De Pedagogía, 76(271), 449-462.

https://doi.org/10.22550/rep76-3-2018-03 https://ora.ox.ac.uk/objects/uuid:0d929b04-2f95-4a11-ac5f-d701981c3742
Ortega, L., Malmberg, L.-E., & Sammons, P. (2018). School effects on Chilean children’s achievement growth in language and mathematics: An accelerated growth curve model. School Effectiveness and School Improvement, 29(2), 308-337.

https://doi.org/10.1080/09243453.2018.1443945 https://ora.ox.ac.uk/objects/uuid:c9171dc7-35d2-483d-9482-3c4b7eff0678
Baron, A., & Malmberg, L. (2017). A vicious or auspicious cycle: The reciprocal relation between harsh parental discipline and children’s self-regulation. European Journal of Developmental Psychology, 16(3), 302-317.

https://doi.org/10.1080/17405629.2017.1399875 https://ora.ox.ac.uk/objects/uuid:3a55bd7c-2fee-4ee8-a32d-f4264377e835
Ereky-Stevens, K., Funder, A., Katschnig, T., Malmberg, L.-E., & Datler, W. (2017). Relationship building between toddlers and new caregivers in out-of-home childcare: Attachment security and caregiver sensitivity. Early Childhood Research Quarterly, 42, 270-279.

https://doi.org/10.1016/j.ecresq.2017.10.007 https://ora.ox.ac.uk/objects/uuid:ff3d1061-c83f-4f91-99f4-b7c308e32548
Street, K., Malmberg, L.-E., & Stylianides, G. (2017). Level, strength, and facet-specific self-efficacy in mathematics test performance. ZDM – The International Journal on Mathematics Education, 49(3), 379-395.

https://doi.org/10.1007/s11858-017-0833-0 https://ora.ox.ac.uk/objects/uuid:f3b2fb81-683d-44ce-9bdc-83ac2ee6a311
Malmberg, L., Lim, W., 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.

https://doi.org/10.1006/ceps.1999.1016 https://ora.ox.ac.uk/objects/uuid:7d829342-79c0-4c50-ae8c-12d3fa036aee
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.

https://doi.org/10.1016/j.tate.2016.03.002 https://ora.ox.ac.uk/objects/uuid:36d88d80-dd98-49e6-8f55-20752d0896a1
Malmberg, L., & Fackler, S. (2016). Teachers’ self-efficacy in 14 OECD countries: teacher, student group, school and leadership effects. Teaching and Teacher Education.
Paget, C., Malmberg, L.-E., & Martelli, D. (2016). Brazilian national assessment data and educational policy: an empirical illustration. Assessment in Education Principles Policy and Practice, 23(1), 98-125.

https://doi.org/10.1080/0969594x.2015.1113929
Martin, A., 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.

https://doi.org/10.1037/edu0000086
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, 42(1), 1-7.

https://doi.org/10.1111/cch.12294 https://ora.ox.ac.uk/objects/uuid:e0acf563-a286-4909-b088-8b971d061fba
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.

https://doi.org/10.1016/j.learninstruc.2015.05.005 https://ora.ox.ac.uk/objects/uuid:6e6a4a90-a8d3-4ffe-9bc3-bf6dbe5e7a2e
Martin, A., Papworth, B., Ginns, P., Malmberg, L.-E., Collie, R., & Calvo, R. (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.

https://doi.org/10.1016/j.lindif.2015.01.014
Collie, R., Martin, A., 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.

https://doi.org/10.1111/bjep.12066 https://ora.ox.ac.uk/objects/uuid:39096dec-01fc-4921-b6b3-f45333bc8363
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.

https://doi.org/10.1177/1073191114568301 https://ora.ox.ac.uk/objects/uuid:7e3de72d-69c8-46ce-b09f-bc22bdbb746b
Televantou, I., Marsh, H., 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.

https://doi.org/10.1080/09243453.2013.871302
Tesfay, N., & Malmberg, L.-E. (2014). Horizontal inequalities in children’s educational outcomes in Ethiopia. International Journal of Educational Development, 39, 110-120.

https://doi.org/10.1016/j.ijedudev.2014.08.009
Tesfay, N., & Malmberg, L. (2014). Horizontal inequalities in children’s educational outcomes in Ethiopia. International Journal of Educational Development, 39, 110-120.

https://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.

https://doi.org/10.3389/fpsyg.2014.00983 https://ora.ox.ac.uk/objects/uuid:68596995-9914-4183-be0b-2f72c135f920
Malmberg, L.-E., Hagger, H., & Webster, S. (2014). Teachers’ situation-specific mastery experiences: teacher, student group and lesson effects. European Journal of Psychology of Education, 29(3), 429-451.

https://doi.org/10.1007/s10212-013-0206-1
Malmberg, L.-E., Walls, T., Martin, A., Little, T., & Lim, W. (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.

https://doi.org/10.1016/j.lindif.2013.09.007
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.

https://doi.org/10.1111/j.1365-2214.2012.01421.x
Stein, A., Malmberg, L., Leach, P., Barnes, J., & Sylva, K. (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.

https://doi.org/10.1111/j.1365-2214.2012.01421.x https://doi.org/10.1111/j.1365-2214.2012.01421.x
Martin, A., Ginns, P., Brackett, M., Malmberg, L., & Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128-133.

https://doi.org/10.1016/j.lindif.2013.06.006 https://ora.ox.ac.uk/objects/uuid:7f9eed46-145a-4fe5-94d2-0f564dd4b1ad
Malmberg, L., 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(3), 275-275.

https://doi.org/10.1504/ijqre.2013.057689
Eynon, R., & Malmberg, L. (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.

https://doi.org/10.1111/j.1365-2729.2011.00460.x
Eynon, R., & Malmberg, L. (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.

https://doi.org/10.1111/j.1365-2729.2011.00460.x
Malmberg, L., Hall, J., & Martin, A. (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.

https://doi.org/10.1016/j.lindif.2012.07.014 https://ora.ox.ac.uk/objects/uuid:0a1dbdfc-2385-433d-95c4-90d7accd070f
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.

https://doi.org/10.1016/j.childyouth.2012.02.020
Flouri, E., & Malmberg, L. (2012). Fathers’ involvement and preschool children’s behavior in stable single-mother families. Children and Youth Services Review, 34(7), 1237-1242.

https://doi.org/10.1016/j.childyouth.2012.02.020
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.

https://doi.org/10.1016/j.infbeh.2012.02.007
Flouri, E., & Malmberg, L. (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.

https://doi.org/10.1007/s00127-010-0215-1
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.

https://doi.org/10.1007/s00127-010-0215-1
Eynon, R., & Malmberg, L.-E. (2011). A typology of young people’s Internet use: Implications for education. Computers & Education, 56(3), 585-595.

https://doi.org/10.1016/j.compedu.2010.09.020
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.

https://doi.org/10.1016/j.tate.2010.10.014
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.

https://doi.org/10.1348/026151010x533229
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.

https://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, 40(3), 434-444.

https://doi.org/10.1080/15374416.2011.563469
Flouri, E., & Malmberg, L.-E. (2010). Child temperament and paternal transition to non-residence. Infant Behavior & Development, 33(4), 689-694.

https://doi.org/10.1016/j.infbeh.2010.06.001
Martin, A., Malmberg, L.-E., & Liem, G. (2010). Multilevel Motivation and Engagement: Assessing Construct Validity Across Students and Schools. Educational and Psychological Measurement, 70(6), 973-989.

https://doi.org/10.1177/0013164410378089
Barnes, J., Leach, P., Malmberg, L., Stein, A., Sylva, K., & Team, T. (2010). Experiences of childcare in England and socio‐emotional development at 36 months. Early Child Development and Care, 180(9), 1215-1229.

https://doi.org/10.1080/03004430902943959
Malmberg, L.-E., 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.

https://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, 79(Pt 4), 677-694.

https://doi.org/10.1348/000709909x454814
Lewis, S., West, A., 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.

https://doi.org/10.1111/j.1365-2214.2008.00913.x
Malmberg, L.-E., Wanner, B., & Little, T. (2008). Age and school-type differences in children’s beliefs about school performance. International Journal of Behavioral Development, 32(6), 531-541.

https://doi.org/10.1177/0165025408095558
Mwaura, P., Sylva, K., & Malmberg, L. (2008). Evaluating the Madrasa preschool programme in East Africa: a quasi‐experimental study. International Journal of Early Years Education, 16(3), 237-255.

https://doi.org/10.1080/09669760802357121
Malmberg, L.-E. (2008). Student teachers’ achievement goal orientations during teacher studies: Antecedents, correlates and outcomes. Learning and Instruction, 18(5), 438-452.

https://doi.org/10.1016/j.learninstruc.2008.06.003
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.

https://doi.org/10.1111/j.1365-2214.2008.00837.x
Martin, A., Marsh, H., Debus, R., & Malmberg, L.-E. (2008). Performance and Mastery Orientation of High School and University/College Students. Educational and Psychological Measurement, 68(3), 464-487.

https://doi.org/10.1177/0013164407308478
Leach, P., Barnes, J., Malmberg, L., Sylva, K., Stein, A., & team, T. (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(2), 177-209.

https://doi.org/10.1080/03004430600722655
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.

https://doi.org/10.1016/j.infbeh.2007.03.007
Malmberg, L.-E., & Little, T. (2007). Profiles of ability, effort, and difficulty: Relationships with worldviews, motivation and adjustment. Learning and Instruction, 17(6), 739-754.

https://doi.org/10.1016/j.learninstruc.2007.09.014
Barnes, J., Ram, B., Leach, P., Altmann, L., Sylva, K., Malmberg, L., Stein, A., & Team, T. (2007). Factors associated with negative emotional expression: a study of mothers of young infants. Journal of Reproductive and Infant Psychology, 25(2), 122-138.

https://doi.org/10.1080/02646830701292399
Sylva, K., Stein, A., Leach, P., Barnes, J., Malmberg, L.-E., & FCCC-team, T. (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.

https://doi.org/10.1016/j.ecresq.2006.11.003
Leach, P., Barnes, J., Nichols, M., Goldin, J., Stein, A., Sylva, K., Malmberg, L., & team, T. (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.

https://doi.org/10.1002/icd.473
Barnes, J., Leach, P., Sylva, K., Stein, A., Malmberg, L., & Families, C. (2006). Infant care in England: mothers’ aspirations, experiences, satisfaction and caregiver relationships. Early Child Development and Care, 176(5), 553-573.

https://doi.org/10.1080/03004430500317408
Malmberg, L.-E. (2006). Goal-orientation and teacher motivation among teacher applicants and student teachers. Teaching and Teacher Education, 22(1), 58-76.

https://doi.org/10.1016/j.tate.2005.07.005
Malmberg, L.-E., Ehrman, J., & Lithén, T. (2005). Adolescents’ and parents’ future beliefs. Journal of Adolescence, 28(6), 709-723.

https://doi.org/10.1016/j.adolescence.2004.12.007
Malmberg, L.-E., Wanner, B., Sumra, S., & Little, T. (2001). Action-Control Beliefs and School Experiences of Tanzanian Primary School Students. Journal of Cross-Cultural Psychology, 32(5), 577-596.

https://doi.org/10.1177/0022022101032005004
Malmberg, L., 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., & Norrgård, S. (1999). Adolescents’ ideas of normative life span development and personal future goals. Journal of Adolescence, 22(1), 33-47.

https://doi.org/10.1006/jado.1998.0199
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.

https://doi.org/10.1080/0031383980420207
Trempala, J., & Malmberg, L. (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.

https://doi.org/10.1080/00223989809599165
Malmberg, L., & 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(5), 517-537.

https://doi.org/10.1023/A:1024577805149 https://link.springer.com/article/10.1023/A%3A1024577805149
Malmberg, L. (1996). How do Finnish students prepare for their future in three school types? The relation between content of plans, information gathering and self-evaluations. The British Journal of Educational Psychology, 66 ( Pt 4), 457-469.

https://doi.org/10.1111/j.2044-8279.1996.tb01212.x
Malmberg, L. (1996). Finnish adolescents’ future interests, worries and time extension: Effects of educational track, gender and self-evaluation. Nordisk Pedagogik, 16, 214-225.

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. Educational Endowment Fund.

https://ora.ox.ac.uk/objects/uuid:5fe64adb-a4b8-465c-aa9c-0e80697e28bb
Davies, C., Carter, A., Cranmer, S., Eynon, R., 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. In Harnessing Technology: the learner and their context – interim report: benefits of ICT use outside formal education. British Educational Communications and Technology Agency.

https://ora.ox.ac.uk/objects/uuid:b2cd6133-566b-4aa3-aaa6-95dd53fbad10
Malmberg, L., 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.

http://www.familieschildrenchildcare.org/fccc_frames_home.html
Malmberg, L., 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). Åbo Akademi University, Faculty of Education.
Malmberg, L. (2002). Vem sökte och antogs till lärarutbildningen 2001? [Who applied for and who were accepted to teacher studies in 2001?]. Åbo Akademi University.
Malmberg, L. (2002). Actions and agency in the school context. In Report Series at the Faculty of Education, No. 1. Åbo Akademi University.

Current Doctoral Students

Mirna Sumatic

Doctoral Student and Doctoral Teaching Fellow

Baijia Li

Doctoral Student

Mirna Sumatic

Doctoral Student and Doctoral Teaching Fellow

Baijia Li

Doctoral Student

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)

Funded Research Projects

The potential of biophysiology for understanding learning and teaching experiences.

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

(2018-20)