Közoktatás-fejlesztési Kutatási Program

A program keretében megjelent publikációk / Published publications under the program

2022

Q1 journal list

Patja, K., Huis in ‘t Veld, T., Arva, D. et al. Health promotion and disease prevention in the education of health professionals: a mapping of European educational programmes from 2019. BMC Med Educ 22, 778 (2022)

Amukune, S., Barrett, K. C., Szabó, N. & Józsa, K. (2022). Development and Application of FOCUS app for assessment of Approaches to Learning in 3-8-year-old children in Kenya: A Design-Based Research Approach. International Journal of Early Childhood

Molnár, G. & Hermann, Z. (2023). Short- and Long-term Effects of COVID-related Kindergarten and School Closures on First- to Eighth-grade Students’ School Readiness Skills and Mathematics, Reading and Science Learning. Learning and Instruction, 83(2), 101706

Szili, K., Kiss, R., Csapó, B., & Molnár, G. (2022). Computer-based development of reading skills to reduce dropouts in uncertain times. Journal of Intelligence, 10(4), 89.

Amukune, S., Barrett, K.C., Szabó, N. & Józsa, K. (2022). Development and Application of FOCUS App for Assessment of Approaches to Learning in 3–8-Year-Old Children in Kenya: A Design-Based Research Approach. International Journal of Early Childhood 2022 : 12. October

Liu, Y. & Pásztor, A. (2022). Design and Validate the Employer-Employee-Supported Critical Thinking Disposition Inventory (2ES-CTDI) for Undergraduates. Thinking Skills and Creativity

Amukune, S., Józsa, G., & Józsa, K. (2022). Comparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers. International Journal of Early Childhood 2022 : 16 September pp. 1-18.

Habók, A., Magyar, A. & Molnár, G. (2022). English as a foreign language learners' strategy awareness across proficiency levels from the perspective of self-regulated learning metafors. Frontiers in Psychology, Sec. Educational Psychology. 13:867714.

Csíkos, C. (2022). Metacognitive and Non-Metacognitive Processes in Arithmetic Performance: Can There Be More than One Meta-Level?./Journal of Intelligence/,/10/(3), 53

Pásztor, A., Magyar, A., Pásztor-Kovács, A. & Rausch, A. (2022). Online Assessment and Game-Based Development of Inductive Reasoning. Journal of Intelligence, 10(3), 59.

Varga, Sz., Pásztor, A. & Steklács, J. (2022). Online Assessment of Morphological Awareness in Grades 2–4: Its Development and Relation to Reading Comprehension. Journal of Intelligence, 10(3), 47.

Sukhbaatar Batdulam and Tarkó Klára (2022). Contextual Factors Impacting School and Pastoralist Family Communication in Rural Mongolia: A Partial Ecological Model. THE QUALITATIVE REPORT (1052-0147 2160-3715): 27 8 pp 1638-1659

Albert, Á., & Csizér, K. (2022). Investigating individual differences with qualitative research methods: Results of a meta-analysis of leading applied linguistics journals. Studies in Second Language Teaching and Learning, 12, 303-335.

Csizér, K., Albert, Á., Piniel, K. (2022). Introduction to the special issue on conducting research syntheses on individual differences in SLA. Studies in Second Language Teaching and Learning, 12, 157-171.

Pawlak, M., & Csizér, K. (2022). Investigating the use of grammar learning strategies in Hungary and Poland: A comparative study. Applied Linguistics. Online first.

Piniel, K., & Zólyomi, A. (2022). Gender differences in foreign language classroom anxiety: Results of a meta-analysis. Studies in Second Language Teaching and Learning, 12, 173-203.

Wu, Q., & Albert, Á. (2022). The role of teacher-generated, learner-generated, and creative content in Chinese EFL students’ narrative writing: A contextual perspective. Languages, 7. Online first.

Zólyomi, A. (2022). Exploring Hungarian secondary school English teachers’ beliefs about differentiated instruction. Language Teaching Research. Online first.

Oo, T. Z. & Habók, A. (2022). Reflection-based questioning: Aspects affecting Myanmar students’ reading comprehension. Heliyon. 8(7) Paper e09864. 1-14.

Ökördi, R. & Molnár, G. (2022). Computer-Based Intervention Closes Learning Gap in Math Accumulated in Remote Learning. Journal of Intelligence, 10(3), 58.

Wu, H. & Molnár, G. (2022). Analysing Complex Problem-Solving Strategies from a Cognitive Perspective: The Role of Thinking Skills. Journal of Intelligence, 10(3), 46.

Nguyen, T. L. A. & Habók, A. (2022). Adaptation and validation of a computer-assisted language learning attitude questionnaire in a Vietnamese EFL context: A comparison between online and paper modes of administration

Liu, Y., & Pásztor, A. (2022). Effects of Problem-Based Learning Instructional Intervention on Critical Thinking in Higher Education: A Meta-Analysis. Thinking Skills and Creativity, 45, 101069.

Molnár, G., Alrababah, S. A., & Greiff, S. (2022). How We Explore, Interpret, and Solve Complex Problems: A Cross-National Study of Problem-Solving Processes. Heliyon, 8 (e08775)

Habók, A., Magyar, A. & Molnár, G. (2022). Investigating the relationship among English language learning strategies, language achievement, and attitude. Frontiers in Psychology, 13:867714. doi: 10.3389/fpsyg.2022.867714

Magyar, A., Habók, A. & Molnár, G. (2022). Exploring the role of EFL receptive skills and learning strategy usage in the ability to acquire and apply knowledge at the beginning of higher education. Frontiers in Psychology, doi: 10.3389/fpsyg.2022.808546

Pusztai, G., Bacskai, K., & Morvai, L. (2021). Religious values and educational norms among catholic and protestant teachers in Hungary. Religions, 12(10), 1-12. 805.


Q2 journal list

Calchei, M., Barrett, K. C., Amukune, S., & Józsa, K. (2022). Comparative Study of Russian- and Romanian-Speaking Students’ Mastery Motivation in the Republic of Moldova. Cogent Education, 9:1, 2143039, DOI: 10.1080/2331186X.2022.2143039

Katona Zsolt, Tarkó Klára and Berki Tamás (2022). First Aid Willingness Questionnaire for Schoolchildren: An Exploratory Factor Analysis and Correlation Study. CHILDREN-BASEL ( 2227-9067): 9 7 Paper 955. 10 p.

Wind, A., & Zólyomi A. (2022). The longitudinal development of self-assessment and academic writing: An advanced writing programme. Language Learning in Higher Education, 12, 185-207.

Csíkos, C., Biró, F., & Szitányi, J. (2022). Incorporating humor into mathematical word problems: Is there a negative effect on students’ performance?/International Journal of Instruction/,/15/(3), 1079-1098.

Wu, H., Rahmat, A. S., Molnár, G. (2022). Inductive and combinatorial reasoning in international educational context: Assessment, measurement invariance, and latent mean differences. Asia Pacific Education Review.

Wafubwa, R. N., & Csíkos, C. (2022). Impact of formative assessment instructional approach on students’ mathematics achievement and their metacognitive awareness. International Journal of Instruction, 15, 119-138.

Karika, T., & Csíkos, C. (2022). A test for understanding simple fractions among 5th grade students at the beginning of lower secondary education. Eurasia Journal of Mathematics, Science and Technology Education, 2022, 18(2), em2081

Hidayatullah, A., & Csíkos, C. (2022). Mathematics related belief system and word problem-solving in the Indonesian context. Eurasia Journal of Mathematics, Science and Technology Education, 2022, 18(4), em2094

Kovács, K. E., Dan, B., Hrabéczy, A., Bacskai, K., Pusztai, G. (2022). Is resilience a trait or a result of parental involvement? The results of a systematic literature review. Educational Sciences, 12, 372. 1-18.

Ceglédi, T. H., Fényes, H., & Pusztai, G. (2022). The effect of resilience and gender on the persistence of higher education students. Social Sciences 11(3), 1-14.

Fitriana, L. D., Ekawati, R., Kovács, Z. (2022). Interventions for acceptance and inclusion of people with intellectual disability: A cross-national study. Journal on Mathematics Education, 13(1), 149-172.