Lars‐erik Malmberg
Biographic Data
| ID | 2745547 |
|---|---|
| NAME | Lars‐erik Malmberg |
| GIVEN NAMES | Lars‐erik |
| FAMILY NAME | Malmberg |
| SIGNATURE | MALMBERG L E |
| AFFILIATIONS | University of Oxford |
| ORCID | 0000-0002-5309-7403 |
| VERIFIED | Yes |
| TOTAL WORKS | 35 |
| TOTAL CITATIONS | 112 |
| AUTHOR COUNT | 35 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Change and transmission of students' and teachers’ lesson-specific emotions
Background Although it is known that positive emotions in school benefit both students and teachers, students' emotions and teachers’ emotions are rarely examined together. Furthermore, emotions are rarely examined as lesson-specific, that is, as state-like that vary from one lesson to another. Aims Building on the emotion transmission literature, the aim of the present study was to examine the change in Finnish primary school students' and teach…
Understanding dyadic student-teacher relationships from two perspectives and their association with self-concept of ability
The student-teacher relationship influences primary school students’ social, emotional and academic outcomes, however, prior research has often overlooked reciprocity in perceptions and its impact on self-concept of ability, by relying on teacher reports. The present study used teacher and student reports of relationship quality from Grade 3 (n = 262, Mage = 9.11) and 4 (n = 399, Mage = 10.33), as well as the students’ self-concept of ability in …
Testing a three-phase model of the relationship between motivational appraisals, observable engagement, and subjective engagement
Achievement motivation amongst Rwandan students. A mixed-method study of its cognitive-affective structure and associations with school grades
School-level academic and cultural demands and resources
Affect and executive function dynamics in primary school classrooms
This study investigates the temporal dynamics and affective associations related to executive function (EF) performance in primary school classrooms using an intensive longitudinal design. Data were collected from 35 students aged 8.9 to 11.4 years. Participants reported their affective experiences and completed EF measures three times daily following a fixed sampling schedule. The data collection spanned two consecutive school weeks across three…
Are teachers' and students' emotions reciprocally transmitted in the classroom
BackgroundUnderstanding teachers' and students' emotions in the classroom is acknowledged as beneficial for teaching and learning. While existing studies have emphasized the relationships between teachers and students, it remains unclear how teachers' and students' emotions are transmitted from one lesson to the next.AimsWe investigated the transmission of teachers' and students' emotions by exploring reciprocal relationships between their emotio…
Sibling effects on problem and prosocial behavior in childhood
We investigated longitudinal relations between siblings' problem and prosocial behavior, measured by the Strengths and Difficulties Questionnaire, among different sibship sizes in the UK's Millennium Cohort Study. We identified 3436 families with two children and 1188 families with three children. All children (cohort members and their older sibling [OS]) had valid data on behavior at two time points (in 2004 and 2006). Using structural equation …
Exploring children’s exposure to voice assistants and their ontological conceptualizations of life and technology
Digital Voice Assistants (DVAs) have become a ubiquitous technology in today’s home and childhood environments. Inspired by (Bernstein and Crowley, J Learn Sci 17:225–247, 2008) original study ( n = 60, age 4–7 years) on how children’s ontological conceptualizations of life and technology were systematically associated with their real-world exposure to robotic entities, the current study explored this association for children in their middle chil…
Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools
Three dimensions of child–teacher relationships (derived from the Student-Teacher Relationship Scale) closeness, conflict and dependency have been conceptualized and investigated. In individualistic cultures a close relationship has been associated with children's academic performance and behavioural adjustment, conflictual relationships have been associated with maladjustment and externalising behaviours, and the dependency dimension has been ne…
The potential of biophysiology for understanding motivation, engagement and learning experiences
Background and AimsIntegrative models applied to human learning and performance emphasize the joint operation of biological, psychological, social, and educational processes to fully understand human functioning. Educational psychology researchers have typically emphasized psycho-educational and psycho-social factors in motivation, engagement and learning, but do not often consider the biophysiological factors.ResultsThis Editorial and Special Is…
Physical activity predicts task-related behaviour, affect and tiredness in the primary school classroom
AimWe investigated the dose-response relationship between acute physical activity (PA) intensity during physical education (PE) lessons (dose), and task behaviour and learning experiences in the classroom after PE (response), and mediation effects of acute PA on-task behaviour via learning experiences.MethodA total of 78 children (Mage = 9.30 years; 43 females) took part. Participants reported learning experiences (tiredness, positive and negativ…
Academic help-seeking interactions in the classroom
BackgroundHelp-seeking research has traditionally inferred behavioural responses to the need for help from post-hoc reflections and experiments outside of the classroom context.AimWe aimed to gain an ecologically valid understanding of the help-seeking process by examining the association between pupils' task-specific perceptions and their help-seeking interactions with teachers and peers during lessons.SampleParticipants were 290 pupils in Years…
Individual Differences in the Effects of Physical Activity on Classroom Behaviour
Background: Promoting physical activity (PA) in children is associated with a wide range of desired outcomes. With children increasingly not meeting recommended levels of activity, the school setting offers many opportunities to improve this. Increasing children’s on-task behaviour is of particular importance to teachers, and while it has previously been suggested that PA can improve classroom behaviour, a consensus on the dose-response relations…
The Effectiveness of Museum Intervention on Parent–Child Conversations
Museums offer great potential for learning, mediated by parent–child conversations. Despite much qualitative research conducting informative observations of family museum interactions, limited experimental work has investigated how to maximize these experiences. Recent studies have begun to quantitatively examine the potential of researcher-facilitated and resource-based interventions to enhance parent–child conversation in the museum context. Th…
Teacher well-being in the classroom
Given the high stress and attrition rate among teachers, there is a need to expand knowledge on situational experiences that contribute to teacher well-being. We investigated the links between student lesson-specific behaviour (disruptive behaviour, engagement), teachers' lesson-specific (positive, negative) emotions, daily (morning and end-of-working), and personal general well-being of 20 Taiwanese primary school teachers using a micro-longitud…
Lifelong learning and the Internet
This paper uses nationally representative survey data of adults Internet use in Britain to examine current patterns in the uptake of lifelong learning via the Internet. We develop and test a model that accounts for structure, agency and outcomes using structural equation modelling to address two questions: (1) how structure (as measured by age, gender, SES, Education and ACORN) is related to personal and capital enhancing outcomes of learning onl…
Intra-individual dynamics of lesson-specific engagement
BackgroundStudent engagement denotes active participation in academic work through commitment and involvement in learning tasks (Appleton et al., 2006, Journal of School Psychology, 44, 427). This study looks at questions such as whether engagement experiences in one lesson have an effect on the next lesson. In the present study, process-oriented analyses were conducted to examine lower secondary school students' engagement experiences and the st…
An international perspective on teacher self-efficacy
Moving on up in the information society? A longitudinal analysis of the relationship between Internet use and social class mobility in Britain
Many universal access policies are based on the assumption that the removal of the digital divide will enhance social mobility. But this assumption is not supported by the available evidence. Using four waves of longitudinal data from Britain we show that Internet use has a positive effect on social class mobility, while controlling for age, gender, education, health, and previous social class membership between 1997 and 2013. In doing so, we con…
Relationship building between toddlers and new caregivers in out-of-home childcare
Teachers' self-efficacy in 14 OECD countries
Academic buoyancy, student's achievement, and the linking role of control
BACKGROUND: Previous research has indicated that although academic buoyancy and student's achievement are associated, the relationship is relatively modest. AIMS: We sought to determine whether another construct might link academic buoyancy and student's achievement. Based on prior theoretical and empirical work, we examined a sense of control as one possible linking mechanism. SAMPLE: The study analysed data from 2,971 students attending 21 Aust…
Horizontal inequalities in children’s educational outcomes in Ethiopia
Fathers' involvement and preschool children's behavior in stable single-mother families
Teachers' self-efficacy in 14 OECD countries
Family and child factors related to the use of non-maternal infant care
Goal-orientation and teacher motivation among teacher applicants and student teachers
Teacher well-being in the classroom
Given the high stress and attrition rate among teachers, there is a need to expand knowledge on situational experiences that contribute to teacher well-being. We investigated the links between student lesson-specific behaviour (disruptive behaviour, engagement), teachers' lesson-specific (positive, negative) emotions, daily (morning and end-of-working), and personal general well-being of 20 Taiwanese primary school teachers using a micro-longitud…
Effects of a preschool intervention on cognitive development among East-African preschool children
Anticipated Transition to Adulthood
Relationship building between toddlers and new caregivers in out-of-home childcare
Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences
Background Conceptualizations of teachers' agency beliefs converge around domains of support and instruction.Aim We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experiences in partnership schools during the practicum.Samples Out of a sample of 66 student teachers who had responded to at least two out of four times to a questionnair…
An international perspective on teacher self-efficacy
Moving on up in the information society? A longitudinal analysis of the relationship between Internet use and social class mobility in Britain
Many universal access policies are based on the assumption that the removal of the digital divide will enhance social mobility. But this assumption is not supported by the available evidence. Using four waves of longitudinal data from Britain we show that Internet use has a positive effect on social class mobility, while controlling for age, gender, education, health, and previous social class membership between 1997 and 2013. In doing so, we con…
Academic buoyancy, student's achievement, and the linking role of control
BACKGROUND: Previous research has indicated that although academic buoyancy and student's achievement are associated, the relationship is relatively modest. AIMS: We sought to determine whether another construct might link academic buoyancy and student's achievement. Based on prior theoretical and empirical work, we examined a sense of control as one possible linking mechanism. SAMPLE: The study analysed data from 2,971 students attending 21 Aust…
Pre-service teachers’ goals and future-time extension, concerns, and well-being
Physical activity predicts task-related behaviour, affect and tiredness in the primary school classroom
AimWe investigated the dose-response relationship between acute physical activity (PA) intensity during physical education (PE) lessons (dose), and task behaviour and learning experiences in the classroom after PE (response), and mediation effects of acute PA on-task behaviour via learning experiences.MethodA total of 78 children (Mage = 9.30 years; 43 females) took part. Participants reported learning experiences (tiredness, positive and negativ…
Are teachers' and students' emotions reciprocally transmitted in the classroom
BackgroundUnderstanding teachers' and students' emotions in the classroom is acknowledged as beneficial for teaching and learning. While existing studies have emphasized the relationships between teachers and students, it remains unclear how teachers' and students' emotions are transmitted from one lesson to the next.AimsWe investigated the transmission of teachers' and students' emotions by exploring reciprocal relationships between their emotio…
The potential of biophysiology for understanding motivation, engagement and learning experiences
Background and AimsIntegrative models applied to human learning and performance emphasize the joint operation of biological, psychological, social, and educational processes to fully understand human functioning. Educational psychology researchers have typically emphasized psycho-educational and psycho-social factors in motivation, engagement and learning, but do not often consider the biophysiological factors.ResultsThis Editorial and Special Is…
Fathers' involvement and preschool children's behavior in stable single-mother families
How do Finnish students prepare for their future in three school types? The relation between content of plans, information gathering and self‐evaluations
The effect of gender and school type on Swedish speaking Finnish students' information gathering for the future and self‐evaluation was investigated in a study, in which 15‐year‐old comprehensive school students and 18‐year‐old upper secondary school and vocational school students ( N =460) served as samples. It was observed that girls generally reported more information gathering than boys did, about three content areas, mostly concerning future…
Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools
Three dimensions of child–teacher relationships (derived from the Student-Teacher Relationship Scale) closeness, conflict and dependency have been conceptualized and investigated. In individualistic cultures a close relationship has been associated with children's academic performance and behavioural adjustment, conflictual relationships have been associated with maladjustment and externalising behaviours, and the dependency dimension has been ne…
Academic help-seeking interactions in the classroom
BackgroundHelp-seeking research has traditionally inferred behavioural responses to the need for help from post-hoc reflections and experiments outside of the classroom context.AimWe aimed to gain an ecologically valid understanding of the help-seeking process by examining the association between pupils' task-specific perceptions and their help-seeking interactions with teachers and peers during lessons.SampleParticipants were 290 pupils in Years…
Intra-individual dynamics of lesson-specific engagement
BackgroundStudent engagement denotes active participation in academic work through commitment and involvement in learning tasks (Appleton et al., 2006, Journal of School Psychology, 44, 427). This study looks at questions such as whether engagement experiences in one lesson have an effect on the next lesson. In the present study, process-oriented analyses were conducted to examine lower secondary school students' engagement experiences and the st…
Action-Control Beliefs and School Experiences of Tanzanian Primary School Students
We investigated Tanzanian primary school students' action-control beliefs about school performance using the revised Control, Agency, and Means-Ends Interview (CAMI) and school experiences controlling for the effects of parental educational level, gender, and age. Five hundred forty-five students (254 boys and 291 girls) in grades 3 through 7 from both urban and rural schools responded to the CAMI questionnaire in Swahili. A structural equation m…
How do Finnish students prepare for their future in three school types? The relation between content of plans, information gathering and self‐evaluations
The effect of gender and school type on Swedish speaking Finnish students' information gathering for the future and self‐evaluation was investigated in a study, in which 15‐year‐old comprehensive school students and 18‐year‐old upper secondary school and vocational school students ( N =460) served as samples. It was observed that girls generally reported more information gathering than boys did, about three content areas, mostly concerning future…
Anticipated Transition to Adulthood
Action-Control Beliefs and School Experiences of Tanzanian Primary School Students
We investigated Tanzanian primary school students' action-control beliefs about school performance using the revised Control, Agency, and Means-Ends Interview (CAMI) and school experiences controlling for the effects of parental educational level, gender, and age. Five hundred forty-five students (254 boys and 291 girls) in grades 3 through 7 from both urban and rural schools responded to the CAMI questionnaire in Swahili. A structural equation m…
Goal-orientation and teacher motivation among teacher applicants and student teachers
Family and child factors related to the use of non-maternal infant care
Performance and Mastery Orientation of High School and University/College Students
This investigation assesses performance and mastery orientation from a Rasch perspective among high school and university students and provides a complementary approach to the factor analytic methods typical in goal theory research. Data shows that both school and university students are high in mastery orientation relative to performance orientation, and there is broad agreement for the separation of performance and mastery orientation. However,…
Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences
Background Conceptualizations of teachers' agency beliefs converge around domains of support and instruction.Aim We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experiences in partnership schools during the practicum.Samples Out of a sample of 66 student teachers who had responded to at least two out of four times to a questionnair…
Multilevel Motivation and Engagement
Statistical biases associated with single-level analyses underscore the importance of partitioning variance/covariance matrices into individual and group levels. From a multilevel perspective based on data from 21,579 students in 58 high schools, the present study assesses the multilevel factor structure of motivation and engagement with a particular focus on a recently developed instrument (the Motivation and Engagement Scale—High School; MES-HS…
Effects of a preschool intervention on cognitive development among East-African preschool children
Pre-service teachers’ goals and future-time extension, concerns, and well-being
Fathers' involvement and preschool children's behavior in stable single-mother families
Horizontal inequalities in children’s educational outcomes in Ethiopia
Academic buoyancy, student's achievement, and the linking role of control
BACKGROUND: Previous research has indicated that although academic buoyancy and student's achievement are associated, the relationship is relatively modest. AIMS: We sought to determine whether another construct might link academic buoyancy and student's achievement. Based on prior theoretical and empirical work, we examined a sense of control as one possible linking mechanism. SAMPLE: The study analysed data from 2,971 students attending 21 Aust…
Teachers' self-efficacy in 14 OECD countries
Relationship building between toddlers and new caregivers in out-of-home childcare
Moving on up in the information society? A longitudinal analysis of the relationship between Internet use and social class mobility in Britain
Many universal access policies are based on the assumption that the removal of the digital divide will enhance social mobility. But this assumption is not supported by the available evidence. Using four waves of longitudinal data from Britain we show that Internet use has a positive effect on social class mobility, while controlling for age, gender, education, health, and previous social class membership between 1997 and 2013. In doing so, we con…
An international perspective on teacher self-efficacy
Lifelong learning and the Internet
This paper uses nationally representative survey data of adults Internet use in Britain to examine current patterns in the uptake of lifelong learning via the Internet. We develop and test a model that accounts for structure, agency and outcomes using structural equation modelling to address two questions: (1) how structure (as measured by age, gender, SES, Education and ACORN) is related to personal and capital enhancing outcomes of learning onl…
Intra-individual dynamics of lesson-specific engagement
BackgroundStudent engagement denotes active participation in academic work through commitment and involvement in learning tasks (Appleton et al., 2006, Journal of School Psychology, 44, 427). This study looks at questions such as whether engagement experiences in one lesson have an effect on the next lesson. In the present study, process-oriented analyses were conducted to examine lower secondary school students' engagement experiences and the st…
Individual Differences in the Effects of Physical Activity on Classroom Behaviour
Background: Promoting physical activity (PA) in children is associated with a wide range of desired outcomes. With children increasingly not meeting recommended levels of activity, the school setting offers many opportunities to improve this. Increasing children’s on-task behaviour is of particular importance to teachers, and while it has previously been suggested that PA can improve classroom behaviour, a consensus on the dose-response relations…
The Effectiveness of Museum Intervention on Parent–Child Conversations
Museums offer great potential for learning, mediated by parent–child conversations. Despite much qualitative research conducting informative observations of family museum interactions, limited experimental work has investigated how to maximize these experiences. Recent studies have begun to quantitatively examine the potential of researcher-facilitated and resource-based interventions to enhance parent–child conversation in the museum context. Th…
Teacher well-being in the classroom
Given the high stress and attrition rate among teachers, there is a need to expand knowledge on situational experiences that contribute to teacher well-being. We investigated the links between student lesson-specific behaviour (disruptive behaviour, engagement), teachers' lesson-specific (positive, negative) emotions, daily (morning and end-of-working), and personal general well-being of 20 Taiwanese primary school teachers using a micro-longitud…
Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools
Three dimensions of child–teacher relationships (derived from the Student-Teacher Relationship Scale) closeness, conflict and dependency have been conceptualized and investigated. In individualistic cultures a close relationship has been associated with children's academic performance and behavioural adjustment, conflictual relationships have been associated with maladjustment and externalising behaviours, and the dependency dimension has been ne…
The potential of biophysiology for understanding motivation, engagement and learning experiences
Background and AimsIntegrative models applied to human learning and performance emphasize the joint operation of biological, psychological, social, and educational processes to fully understand human functioning. Educational psychology researchers have typically emphasized psycho-educational and psycho-social factors in motivation, engagement and learning, but do not often consider the biophysiological factors.ResultsThis Editorial and Special Is…
Physical activity predicts task-related behaviour, affect and tiredness in the primary school classroom
AimWe investigated the dose-response relationship between acute physical activity (PA) intensity during physical education (PE) lessons (dose), and task behaviour and learning experiences in the classroom after PE (response), and mediation effects of acute PA on-task behaviour via learning experiences.MethodA total of 78 children (Mage = 9.30 years; 43 females) took part. Participants reported learning experiences (tiredness, positive and negativ…
Psychology (31 works) · Developmental psychology (21 works) · Social Psychology (17 works) · Mathematics education (15 works) · Education, Achievement, and Giftedness (12 works) · Early Childhood Education and Development (11 works) · Computer Science (10 works) · Medicine (9 works) · Motivation and Self-Concept in Sports (9 works) · Pedagogy (8 works)