Research and Publications

Molnár, G. (2022). Digital revolution in Mathematics Education: The what and how of learning. Plenáris előadás. International Conference on Mathematics and Learning Research. Link: https://icomer.ums.ac.id/2022/

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. DOI: https://www.frontiersin.org/articles/10.3389/fpsyg.2022.867714/full

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

Nagy, M. T. & Korom, E. (2022). A tudomány természete (Nature of Science, NOS) és szerepe a természettudományos nevelésben. Iskolakultúra, 32(7), 84-102.

Anggia, H. & Habók, A. (2022). The role of students’ motivation for reading in reading comprehension. JURE 2022, Conference Paper, Porto. p. 30.

Oo, T. Z., Magyar, A. & Habók, A. (2022). A study of the relationship among reading strategies, language attitude, and reading proficiency. JURE 2022, Conference Paper, Porto. p. 30.

Nguyen, T. L. A. & Habók, A. (2022). A comparison of digital literacy and technology usage among undergraduates in different age cohort. JURE 2022, Conference Paper, Porto. p. 36.

Oo, T. Z. & Habók, A. (2022). Reflection-based questioning: Aspects affecting Myanmar students’ reading comprehension. Heliyon. 8(7) Paper e09864. 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. DOI: 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. DOI: https://doi.org/10.3390/jintelligence10030046

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. DOI: https://doi.org/10.3390/jintelligence10030047

Csányi, R. & Molnár, G. (2021). A tesztmegoldási motiváció kérdőíves és logadat alapú mérésének összehasonlító elemzése alacsony téttel rendelkező interaktív problémamegoldó környezetben. Magyar Pedagógia, 121(3), 281-307. (2022-ben jelent meg)

Tóth Alisa, Kárpáti Andrea & Molnár Gyöngyvér (2021): Színpercepció és színértelmezés 7–13 éves korban: képességszerkezet és a fejlődést befolyásoló tényezők. Magyar Pedagógia, 121(4), 311-342. (2022-ben jelent meg)

Wu, H. Molnár, G. (2022). Assessing cognitive and school-related factors influencing learning success during COVID-19 era. EARLI SIG1+4, Conference Paper, Cadiz. pp. 10.

Molnár, G. (2022). The duration of remote learning has differing impacts on students’ academic readiness. EARLI SIG1+4, Conference Paper, Cadiz. pp. 5.

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), Paper: e09743, 1-11. doi: 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. DOI: https://doi.org/10.1016/j.tsc.2022.101069

Nguyen, V. S. & Habók, A. (2022). Developing and Validating a Self-efficacy Questionnaire for CEFR A2 Level EFL Learners. MEXTESOL JOURNAL, 46(1), 1-11.

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

Oo, T. Z., Magyar, A. & Habók, A. (2022). The Effects of the Reflection-Based Interactive Teaching Approach on the Achievement of Students’ Reading Comprehension in English. (pp. 48). In Fejes, J. B. & Pásztor-Kovács, A. (Eds.), 18. Conference on Educational Assessment. Book of Abstracts. Szeged: University of Szeged, Doctoral School of Education.