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

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.

  • Journal articles
  • 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.2024.101876https://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.2024.101903https://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.
    https://doi.org/10.1007/s11858-024-01548-0https://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.
    https://doi.org/10.1111/cdev.14030https://ora.ox.ac.uk/objects/uuid:3b5cb94b-ef9b-41f0-8ada-ace1a11f70c3

  • 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.2023.04.008https://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

  • 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(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/10.1080/10645578.2022.2142926https://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 & Society, 1-28.
    https://doi.org/10.1007/s00146-022-01555-3

  • 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/s10649-022-10165-1https://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.2022.2095980https://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.12523https://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.2022.103720https://ora.ox.ac.uk/objects/uuid:74dd5118-6cf7-4f74-8079-53f7e2847bda

  • 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.2022.102161https://ora.ox.ac.uk/objects/uuid:d9876684-8baa-41c9-9539-7142739cc2cf

  • 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.
    https://doi.org/10.1016/j.cedpsych.2022.102095

  • 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

  • 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). 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

  • 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

  • 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.13041https://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.v8i5.613https://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.2020.1793939https://ora.ox.ac.uk/objects/uuid:66f933e9-2e44-48e1-a5d4-97efcb55d3c1

  • 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.-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

  • 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.2020.1735334https://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.2019.12.012https://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.2019.03.013https://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/10.1080/01972243.2018.1497744https://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/rep76-3-2018-03https://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/10.1080/09243453.2018.1443945https://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/10.1080/17405629.2017.1399875https://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.2017.10.007https://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/s11858-017-0833-0https://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.1999.1016https://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.2016.03.002https://ora.ox.ac.uk/objects/uuid:36d88d80-dd98-49e6-8f55-20752d0896a1

  • 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.12294https://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.2015.05.005https://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.12066https://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/10.1177/1073191114568301https://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.2014.00983https://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., 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.xhttp://dx.doi.org/10.1111/j.1365-2214.2012.01421.x

  • 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

  • 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.2013.06.006https://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.2012.07.014https://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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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., 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

  • 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

  • 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

  • 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

  • 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

  • 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., 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/10.1080/0031383980420207http://dx.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. (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., & Fackler, S. (n.d.). Teachers’ self-efficacy in 14 OECD countries: teacher, student group, school and leadership effects. Teaching and Teacher Education.

  • Malmberg, L., & Trempala, J. (n.d.). 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:1024577805149https://link.springer.com/article/10.1023/A%3A1024577805149

  • Malmberg, L. (n.d.). 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.

  • Funded Research Projects

    • The potential of biophysiology for understanding learning and teaching experiences.
      (2018-20)