Hungarian Educational Research Journal最新文献

{"title":"Acceptance and commitment approaches for athletes' wellbeing and performance: The flexible mind","authors":"Nasrin Jourian","doi":"10.1556/063.2024.00269","DOIUrl":"https://doi.org/10.1556/063.2024.00269","url":null,"abstract":"","PeriodicalId":235465,"journal":{"name":"Hungarian Educational Research Journal","volume":"42 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141654060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Undergraduate students admission practices and its relationship with students' academic performances at Madda Walabu University, Ethiopia, East Africa","authors":"Baru Aboma Totoba","doi":"10.1556/063.2023.00266","DOIUrl":"https://doi.org/10.1556/063.2023.00266","url":null,"abstract":"The main purpose of this study was to determine the relationship between undergraduate students' admission practices and their academic performance. The participants of this study were 233 undergraduate students who were in their first and third-year studies as well as two Madda Walabu University Professors. A mixed Research method was employed to analyze the data collected through Questionnaires, Interviews, and Documents. T-tests and correlation coefficients were performed to see the differences between students' academic performance and their admission practices. The result of this study revealed that there is a significant positive relationship between the students' admission practice and their academic performances at this University. This study determined that one of the factors impeding students' learning and academic performance at Madda Walabu University was the admission practice employed at this University to enroll students into different academic Programs. Therefore, this study expands the understanding that admission practices are among the factors influencing students' academic performances.","PeriodicalId":235465,"journal":{"name":"Hungarian Educational Research Journal","volume":"32 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141654095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Levels of emotional intelligence and student engagement in Eritrean college students","authors":"Werede Tareke Gebregergis, Furtuna Beraki, Mulubrhan Michael, Munira Ahmedin, Nahom Debesay, Tsega Atoshm, Wizdan Tekleberhan, Karolina Eszter Kovács, Csilla Csukonyi","doi":"10.1556/063.2024.00289","DOIUrl":"https://doi.org/10.1556/063.2024.00289","url":null,"abstract":"The study sought to explore the levels of emotional intelligence and academic engagement among college students, which has not been extensively represented in the existing literature within the Eritrean higher educational context. The study comprised a sample of 119 senior Asmara College of Education students selected through the convenience sampling strategy. The Self-Report Emotional Intelligence Test and Student Engagement Scale were employed to assess the levels of emotional intelligence and student engagement of the participants. Frequency distribution, Pearson-moment correlation, and independent sample t-tests were conducted for data analysis. A significance level of 0.05 was selected to determine statistical significance when testing the relationships of emotional intelligence and engagement with demographic variables. The findings of the study revealed that most students exhibited moderate to high levels of emotional intelligence and academic engagement. The independent sample t-tests indicated that female students tended to have higher levels of emotional intelligence and also reported higher behavioral engagement compared to male students. Regarding the program of study, students from the Department of Psychology and Educational Administration showed higher levels of emotional intelligence than Science education students. Conversely, Science Education students displayed greater cognitive engagement compared to those in Psychology and Educational Administration. Age was found to have a significant association with academic engagement, with older students demonstrating higher levels compared to younger students. However, the Pearson product-moment results demonstrated that significant emotional intelligence scores did not significantly differ across different age groups. The findings are expected to offer significant insights into student engagement and emotional intelligence within the context of higher education. Moreover, this study can offer practical guidance for college communities on fostering students' levels of engagement in learning and emotional skills.","PeriodicalId":235465,"journal":{"name":"Hungarian Educational Research Journal","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141679164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Hungarian teachers' perceptions of project-based learning in science and math education","authors":"Nicole Kasbary, Aghnar Haymour","doi":"10.1556/063.2024.00301","DOIUrl":"https://doi.org/10.1556/063.2024.00301","url":null,"abstract":"Project-based learning (PJBL) emerges as an instructional teaching method promoting collaboration, critical thinking, and problem-solving skills among students. This pedagogical approach facilitates active engagement by forming student groups to collaboratively create and develop projects, thus, encouraging the exploration of diverse perspectives and ideas within the classroom. The PJBL approach departs from traditional learning methods and offers students opportunities for enjoyment, active participation, self-expression, and creativity. PJBL instills valuable teamwork skills from a young age by equipping students with essential resources for their future endeavors through immersive experiences. This article focuses on Hungarian teachers' perspectives on PJBL by employing a qualitative approach. The study conducts semi-structured interviews with nine educators to unravel their insights on the advantages and challenges of implementing PJBL in the classroom. The paper explores the nuanced views of Hungarian teachers and aims to provide a comprehensive understanding of how PJBL is perceived in the educational landscape. The findings contribute valuable insights to the broader discourse on project-based learning displaying a context-specific lens on the perceptions of educators in Hungary and enriching the understanding of PJBL's dynamics within the educational settings.","PeriodicalId":235465,"journal":{"name":"Hungarian Educational Research Journal","volume":"105 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141683493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sport and quality of life: Practices, habits and lifestyles","authors":"Maryam Farsad","doi":"10.1556/063.2024.00293","DOIUrl":"https://doi.org/10.1556/063.2024.00293","url":null,"abstract":"","PeriodicalId":235465,"journal":{"name":"Hungarian Educational Research Journal","volume":" 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141680866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mentoring-Projekte für Roma-Kinder in Europa [Mentor projects for Roma children in Europa]","authors":"K. Sebestyén","doi":"10.1556/063.2024.00304","DOIUrl":"https://doi.org/10.1556/063.2024.00304","url":null,"abstract":"","PeriodicalId":235465,"journal":{"name":"Hungarian Educational Research Journal","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141713635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aristocracy and education in Europe from the late 18th to the 20th centuries","authors":"M. Rébay","doi":"10.1556/063.2023.00280","DOIUrl":"https://doi.org/10.1556/063.2023.00280","url":null,"abstract":"","PeriodicalId":235465,"journal":{"name":"Hungarian Educational Research Journal","volume":"45 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140249254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Addressing diversity: An analysis of German curricula for history","authors":"S. Barsch","doi":"10.1556/063.2023.00261","DOIUrl":"https://doi.org/10.1556/063.2023.00261","url":null,"abstract":"This article analyses the extent to which German history curricula address aspects of diversity. The curricula are analysed in terms of whether they include diagnostic phases to identify students' individual interests. It also examines whether the historical experiences of minorities and the agency of subaltern groups are addressed. The extent to which the curricula abandon a Eurocentric perspective and integrate global historical aspects will also be considered. Methodologically, the curricula of two main school types in all German states were analysed by means of a qualitative content analysis. The focus was on curricula for lower and upper secondary schools. The results show that diversity is usually addressed only from the perspective of established narratives. A national and Eurocentric history continues to dominate the curricula. Only a few curricula explicitly address the diagnosis of students' performance and ideas. Finally, the paper discusses the evolving nature of curricula, influenced by societal needs and growing sensitivity to social diversity. It highlights the need for future research on diversity in teacher education and the practicality of implementing complex concepts such as postcolonial thought in the classroom. More empirical research is needed on current curricula and the teaching of history in different regions and types of school.","PeriodicalId":235465,"journal":{"name":"Hungarian Educational Research Journal","volume":"4 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When people still had enough time to live","authors":"M. Rébay","doi":"10.1556/063.2023.00157","DOIUrl":"https://doi.org/10.1556/063.2023.00157","url":null,"abstract":"In this paper the author want to focus especially on the education of girls from Hungarian aristocratic families by studying not only the relationship between the parents and the children but also the aim, content, methods of education. The sources were primarily the memoirs that have been more frequently published, that resulted in more detailed, subtle conclusions complete with personal motivations as well. The research method was narrative text analysis. The author concluded that there were practically only some aristocratic girls who had enrolled a secondary school before WW1. After WW1 there were more and more girls taking part in school education, the reason being their financial circumstances and the changed social and cultural situation. Some have already enrolled in university or obtained a vocational qualification. However, working women were very rare among them. The relationship between the parents and children was different by families, but the strict distance increasingly loosened up. One of the most important goal of education was the knowledge of modern languages. Besides practising religion and arts physical education and sports were present in the lives of the girls in the country. Girls could only move around in their own social groups, they put special emphasis on developing social competences. A girl's goal was to find a spouse who is worthy of her rank.","PeriodicalId":235465,"journal":{"name":"Hungarian Educational Research Journal","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender disparities and potentials in STEM approach in Jordan and Saudi Arabia – An analytical literature review","authors":"Jehan Alghneimin, Attila Varga, Monika Kovacs","doi":"10.1556/063.2023.00236","DOIUrl":"https://doi.org/10.1556/063.2023.00236","url":null,"abstract":"In recent years, the integrated approach of STEM disciplines (Science, Technology, Engineering, and Mathematics) has been adopted in the Middle East to improve students' scientific capacities and their formative thinking. Nevertheless, this approach encounters complications in the application, including many due to gender differences. Middle Eastern women's life and education is affected by conservative constraints and social norms where gender stereotypes and culture impact shared views about specific domains. Research regarding gender has frequently emphasized gender imbalance in virtually all STEM study fields and professions. This study explores STEM education's conceptual framework in Jordan and Saudi Arabia. Likewise, it provides an overview of STEM teachers' practices and their gender perspectives in the classrooms. We investigate the implementations and gender differences in STEM education by scrutinizing relevant literature and studies in the selected countries. The conclusions indicate a shortage of teachers' knowledge in applying STEM education in classrooms and a need for more development programs that qualify teachers for STEM education applications. In addition, the results show that gender disparities are promoted by the education system and teachers who teach STEM subjects in schools because social norms and gender stereotypes influence them.","PeriodicalId":235465,"journal":{"name":"Hungarian Educational Research Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130708621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}