2023
Q1 journal list
Zsákai, A., Annár, D., Koronczai, B., Molnár, K., Varró, P., Tóth, E., Szarvas, Sz., Tauber, T., Karkus, Zs., Várnai, D., Muzsnai, Á. (2023) A new monitoring system for nutritional status assessment in children at home. Scientific Reports 13, 4155 https://doi.org/10.1038/s41598-023-30998-x
Vig, J., Révész, L., Kaj, M., Kälbli, K., Svraka, B., Révész-Kiszela, K., & Csányi, T. (2023). The Prevalence of Educational Neuromyths among Hungarian Pre-Service Teachers. Journal of Intelligence, 11(2), https://doi.org/10.3390/jintelligence11020031
Szalay, L., Tóth, Z., Borbás, R., & Füzesi, I. (2023). Scaffolding of experimental design skills. Chemistry Education Research and Practice, https://doi.org/10.1039/D2RP00260D
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. https://doi.org/10.1016/j.learninstruc.2022.101706
2022
Q1 journal list
Patja, K., Huis in ‘t Veld, T., Arva, D. et al. (2022). Health promotion and disease prevention in the education of health professionals: a mapping of European educational programmes from 2019. BMC Medical Education, 22(778), https://doi.org/10.1186/s12909-022-03826-5
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, https://doi.org/10.1007/s13158-022-00324-z
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. https://doi.org/10.3390/jintelligence10040089
Liu, Y., & Pásztor, A. (2022). Design and Validate the Employer-Employee-Supported Critical Thinking Disposition Inventory (2ES-CTDI) for Undergraduates. Thinking Skills and Creativity, 46, 101169. https://doi.org/10.1016/j.tsc.2022.101169
Amukune, S., Józsa, G., & Józsa, K. (2022). Comparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers. International Journal of Early Childhood, https://doi.org/10.1007/s13158-022-00331-0
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. https://doi.org/10.3389/fpsyg.2022.867714
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. https://doi.org/10.3390/jintelligence10030053
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. https://doi.org/10.3390/jintelligence10030059
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. https://doi.org/10.3390/jintelligence10030047
Sukhbaatar, B., & Tarkó, K. (2022). Contextual Factors Impacting School and Pastoralist Family Communication in Rural Mongolia: A Partial Ecological Model. The Qualitative Report, 27(8), 1638–1659. https://doi.org/10.46743/2160-3715/2022.5511
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. https://doi.org/10.14746/ssllt.2022.12.2.6
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. https://doi.org/10.14746/ssllt.2022.12.2.1
Pawlak, M., & Csizér, K. (2022). Investigating the use of grammar learning strategies in Hungary and Poland: A comparative study. Applied Linguistics. https://doi.org/10.1093/applin/amac038
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. https://doi.org/10.14746/ssllt.2022.12.2.2
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(3), 212. https://doi.org/10.3390/languages7030212
Zólyomi, A. (2022). Exploring Hungarian secondary school English teachers’ beliefs about differentiated instruction. Language Teaching Research, Online first. https://doi.org/10.1177/13621688221114780
Oo, T. Z., & Habók, A. (2022). Reflection-based questioning: Aspects affecting Myanmar students’ reading comprehension. Heliyon, 8(7), 1–14. https://doi.org/10.1016/j.heliyon.2022.e09864
Ökördi, R., & Molnár, G. (2022). Computer-Based Intervention Closes Learning Gap in Math Accumulated in Remote Learning. Journal of Intelligence, 10(3), 58. https://doi.org/10.3390/jintelligence10030058
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. https://doi.org/10.3390/jintelligence10030046
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. Heliyon, 8(6), https://doi.org/10.1016/j.heliyon.2022.e09743
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. https://doi.org/10.1016/j.tsc.2022.101069
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(1), E08775. https://doi.org/10.1016/j.heliyon.2022.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. https://doi.org/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, https://doi.org/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. https://doi.org/10.3390/rel12100805
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. https://doi.org/10.1080/2331186X.2022.2143039
Katona, Zs., Tarkó, K., & Berki, T. (2022). First Aid Willingness Questionnaire for Schoolchildren: An Exploratory Factor Analysis and Correlation Study. Children, 9(7), 955. https://doi.org/10.3390/children9070955
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. https://doi.org/10.1515/cercles-2022-2046
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. https://doi.org/10.29333/iji.2022.15357a
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, 23, 297–310. https://doi.org/10.1007/s12564-022-09750-z
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. https://doi.org/10.29333/iji.2022.1527a
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. https://doi.org/10.29333/ejmste/11654
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. https://doi.org/10.29333/ejmste/11902
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. https://doi.org/10.3390/educsci12060372
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 93. https://doi.org/10.3390/socsci11030093
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. https://doi.org/10.22342/jme.v13i1.pp149-172
