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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:

  • 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

    • Šumatić, M., Malmberg, L., 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
      DOI: 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

    • Pakarinen, E., Malmberg, L.-E., Poikkeus, A.-M., Siekkinen, M., & Lerkkanen, M.-K. (2022). Investigating applicability of ratings of indicators of the CLASS Pre-K instrument. INTERNATIONAL JOURNAL OF RESEARCH & METHOD IN EDUCATION. https://doi.org/10.1080/1743727X.2022.2128741
      DOI: https://doi.org/10.1080/1743727X.2022.2128741

    • Davison, K., Malmberg, L.-E., & Sylva, K. (2022). Academic help-seeking interactions in the classroom: A microlongitudinal study. The British Journal of Educational Psychology, e12538. https://doi.org/10.1111/bjep.12538
      DOI: https://doi.org/10.1111/bjep.12538

    • 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. 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
      DOI: https://doi.org/10.3389/feduc.2021.812801

    • 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
      DOI: 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
      DOI: https://doi.org/10.1080/01443410.2021.1887456

    • 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. https://doi.org/10.1080/00220973.2021.1897774
      DOI: https://doi.org/10.1080/00220973.2021.1897774

    • 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. https://doi.org/10.1016/j.tate.2020.103255
      DOI: https://doi.org/10.1016/j.tate.2020.103255

    • Fackler, S., Sammons, P., & Malmberg, L.-E. (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
      DOI: https://doi.org/10.1002/rev3.3242

    • Fackler, S., Sammons, P., & Malmberg, L.-E. (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
      DOI: 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
      DOI: 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

    • 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
      DOI: 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
      DOI: 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
      DOI: 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
      DOI: 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
      DOI: 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
      DOI: https://doi.org/10.1016/j.lindif.2018.11.001

    • Martin, A., Mansour, M., & Malmberg, L. (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). https://doi.org/10.1080/01443410.2018.1545997
      DOI: https://doi.org/10.1080/01443410.2018.1545997

    • 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

    • 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
      DOI: https://doi.org/10.1037/edu0000086

    • 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

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

    • 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
      DOI: https://doi.org/10.1016/j.lindif.2015.01.014

    • 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
      DOI: https://doi.org/10.1080/09243453.2013.871302

    • 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

    • 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
      DOI: 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

    • 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
      DOI: https://doi.org/10.1016/j.ijedudev.2014.08.009

    • Malmberg, L., 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. https://doi.org/10.1007/s10212-013-0206-1
      DOI: https://doi.org/10.1007/s10212-013-0206-1

    • 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 Dev, 39(5), 676-687. https://doi.org/10.1111/j.1365-2214.2012.01421.x
      DOI: https://doi.org/10.1111/j.1365-2214.2012.01421.x

    • Stein, A., Malmberg, L., 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. https://doi.org/10.1111/j.1365-2214.2012.01421.x
      DOI: 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
      DOI: https://doi.org/10.1504/ijqre.2013.057689

    • Malmberg, L., 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
      DOI: https://doi.org/10.1016/j.lindif.2013.09.007

    • 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
      DOI: 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
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    • 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
      DOI: 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 Behav Dev, 35(3), 439-451. https://doi.org/10.1016/j.infbeh.2012.02.007
      DOI: https://doi.org/10.1016/j.infbeh.2012.02.007

    • Flouri, E., & Malmberg, L.-E. (2012). Fathers’ involvement and preschool children’s behavior in stable single-mother families. Children and Youth Services Review.

    • 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
      DOI: 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. Soc Psychiatry Psychiatr Epidemiol, 46(7), 533-542. https://doi.org/10.1007/s00127-010-0215-1
      DOI: https://doi.org/10.1007/s00127-010-0215-1

    • Eynon, R., & Malmberg, L. (2011). A typology of young people’s Internet use: Implications for education. Computers and Education, 56(3), 585-595. https://doi.org/10.1016/j.compedu.2010.09.020
      DOI: https://doi.org/10.1016/j.compedu.2010.09.020

    • Hagger, H., & Malmberg, L. (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
      DOI: 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
      DOI: https://doi.org/10.1348/026151010x533229

    • Eynon, R., & Malmberg, L.-E. (2011). Understanding the online information-seeking behaviours of young people: The role of networks of support. Journal of Computer Assisted Learning.

    • Malmberg, L.-E., & Flouri, E. (2011). The comparison and interdependence of maternal and paternal influences on young children’s behavior and resilience. J Clin Child Adolesc Psychol, 40(3), 434-444. https://doi.org/10.1080/15374416.2011.563469
      DOI: https://doi.org/10.1080/15374416.2011.563469

    • Malmberg, L., 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
      DOI: https://doi.org/10.1016/j.ecresq.2010.04.003

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

    • Malmberg, L., 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
      DOI: https://doi.org/10.1037/a0020920

    • Barnes, J., Leach, P., Malmberg, L., 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. https://doi.org/10.1080/03004430902943959
      DOI: https://doi.org/10.1080/03004430902943959

    • Martin, A., Malmberg, L., & 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
      DOI: https://doi.org/10.1177/0013164410378089

    • 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. Br J Educ Psychol, 79(Pt 4), 677-694. https://doi.org/10.1348/000709909X454814
      DOI: https://doi.org/10.1348/000709909X454814

    • West, A., Lewis, S., Ram, B., Barnes, J., Leach, P., Sylva, K., Stein, A., Altmann, L., Bethell, K., Davies, B., Ellis, G., Gotlieb, J., Hague, L., Malmberg, L., Triner, A., & Walker, J. (2009). Why do some fathers become primary caregivers for their infants? A qualitative study. Child: Care, Health and Development, 35(2), 208-216. https://doi.org/10.1111/j.1365-2214.2008.00926.x
      DOI: https://doi.org/10.1111/j.1365-2214.2008.00926.x

    • Lewis, S., West, A., Stein, A., Malmberg, L., Bethell, K., Barnes, J., Sylva, K., Leach, P., Altmann, L., Davies, B., Ellis, G., Gotlieb, J., Hague, L., Ram, B., Triner, A., & Walker, J. (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
      DOI: 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
      DOI: https://doi.org/10.1177/0165025408095558

    • Malmberg, L. (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
      DOI: 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 Dev, 34(5), 603-612. https://doi.org/10.1111/j.1365-2214.2008.00837.x
      DOI: https://doi.org/10.1111/j.1365-2214.2008.00837.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
      DOI: https://doi.org/10.1080/09669760802357121

    • 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. Early Child Development and Care, 178(2), 177-209.

    • Martin, A., Marsh, H., Debus, R., & Malmberg, L. (2008). Performance and mastery orientation of high school and university/college students: A rasch perspective. Educational and Psychological Measurement, 68(3), 464-487. https://doi.org/10.1177/0013164407308478
      DOI: https://doi.org/10.1177/0013164407308478

    • 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
      DOI: https://doi.org/10.1016/j.infbeh.2007.03.007

    • Malmberg, L., & 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
      DOI: https://doi.org/10.1016/j.learninstruc.2007.09.014

    • Barnes, J., Ram, B., Leach, P., Altmann, L., Sylva, K., Malmberg, L., Stein, A., Davies, B., Godlieb, J., Hague, L., Nichols, M., Triner, A., & Walker, J. (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
      DOI: https://doi.org/10.1080/02646830701292399

    • 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. https://doi.org/10.1016/j.ecresq.2006.11.003
      DOI: https://doi.org/10.1016/j.ecresq.2006.11.003

    • Leach, P., Barnes, J., Nichols, M., Goldin, J., Stein, A., Sylva, K., Malmberg, L., Altmann, L., Davies, B., Godlieb, J., Hague, L., Jennings, D., Ram, B., Triner, A., & Walker, J. (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
      DOI: https://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.

    • Malmberg, L. (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
      DOI: https://doi.org/10.1016/j.tate.2005.07.005

    • Malmberg, L.-E., Ehrman, J., & Lithén, T. (2005). Adolescents’ and parents’ future beliefs. J Adolesc, 28(6), 709-723. https://doi.org/10.1016/j.adolescence.2004.12.007
      DOI: 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
      DOI: 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.-E., & Norrgard, 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
      DOI: 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
      DOI: https://doi.org/10.1080/0031383980420207

    • 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. https://doi.org/10.1080/00223989809599165
      DOI: https://doi.org/10.1080/00223989809599165

    • 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. https://doi.org/10.1111/j.2044-8279.1996.tb01212.x
      DOI: https://doi.org/10.1111/j.2044-8279.1996.tb01212.x

    • 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.

    • 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:1024577805149
      DOI: https://doi.org/10.1023/A:1024577805149

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

  • 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
      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
      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). Actions and agency in the school context. In Report Series at the Faculty of Education, No. 1. Åbo Akademi University.

    • 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.

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