Lars-Erik Malmberg
Biographic Data
| ID | 3656686 |
|---|---|
| NAME | Lars-Erik Malmberg |
| GIVEN NAMES | Lars-Erik |
| FAMILY NAME | Malmberg |
| SIGNATURE | MALMBERG L |
| AFFILIATIONS | University of Oxford |
| VERIFIED | No |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 80 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| 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…
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
Imagining, believing and achieving in L2 Arabic
Drawing on Dörnyei's (2005) Second Language Motivational Self System and research on academic self-concept and achievement, this study explored current self-concepts, imagined future selves (ideal self; ought-to self) and proficiency in L2 Arabic. 172 school students completed motivation surveys and language proficiency measures at the start and end of one school year. L2 self-concepts were measured separately for Modern Standard Arabic, Classica…
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…
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…
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…
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
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
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
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,…
Family and child factors related to the use of non-maternal infant care
Goal-orientation and teacher motivation among teacher applicants and student teachers
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…
Anticipated Transition to Adulthood
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
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
Fathers' involvement and preschool children's behavior in stable single-mother families
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…
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,…
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…
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
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…
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…
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
Imagining, believing and achieving in L2 Arabic
Drawing on Dörnyei's (2005) Second Language Motivational Self System and research on academic self-concept and achievement, this study explored current self-concepts, imagined future selves (ideal self; ought-to self) and proficiency in L2 Arabic. 172 school students completed motivation surveys and language proficiency measures at the start and end of one school year. L2 self-concepts were measured separately for Modern Standard Arabic, Classica…
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…
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…
Psychology (18 works) · Developmental psychology (12 works) · Social Psychology (11 works) · Mathematics education (8 works) · Computer Science (7 works) · Education, Achievement, and Giftedness (7 works) · Medicine (6 works) · Motivation and Self-Concept in Sports (6 works) · Social Psychology (6 works) · Early Childhood Education and Development (5 works)