Közoktatás-fejlesztési Kutatási Program

A program keretében megjelent publikációk / Published publications under the program


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.