Közoktatás-fejlesztési Kutatási Program

A program keretében megjelent publikációk / Published publications under the program


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


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