Kutatás és publikációk

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.

Liu, Y. & Pásztor, A. (2022). Design and Validate the Employer-Employee-Supported Critical Thinking Disposition Inventory (2ES-CTDI) for Undergraduates. Thinking Skills and Creativity, DOI: https://doi.org/10.1016/j.tsc.2022.101169

Majzik, T. & Molnár, G. (2022). Induktív gondolkodás fejlesztése oktatási robotokkal támogatott fejlesztő környezetben. Iskolakultúra, 32(7), 69-83. DOI: https://doi.org/10.14232/ISKKULT.2022.7.69

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