English – MTA-SZTE Metakogníció Kutatócsoport

Leader of the research group:

Prof. Dr. Csaba Csíkos, University of Szeged, Department of Educational Evaluation and Planning, csikoscs@edpsy.u-szeged.hu

Secretary:

Fanni Biró metacognition.researchgroup@gmail.com

Summary of the research proposal

Mathematical and reading literacies have been in the very focus of both national and international system-level educational surveys. In both fields, the Hungarian educational system performed below the OECD-average, therefore in line with the EU-2030 educational targets and with national policies, educational researchers and in-service teachers aim to develop and use more effective teaching methods.

The main aim of the MTA-SZTE Metacognition Research Group is to explore the metacognitive components that contribute to better performance both in mathematics and reading. Our research focuses on the methods that may enhance both teachers’ and students’ thinking by means of applying metacognition. The four main topic of the Metacognition Research Group: (1) Number concept and arithmetic skills, (2) Mathematical word problems, (3) Reading comprehension strategies, and (4) Pedagogical views and metacognitive scaffolding. Our primary aim is to join the forefront of the international research community by prestigious publications. The results of our research contribute to the development of educational tools and instructional-methodological ideas; further contributing to the convergence and synergy of theory and practice, thus utilizing the scientific results in educational practice.

Publications registered in Scopus (Scopusban regisztrált közlemények)

2024

Hidayatullah, A., & Csíkos, C. (2024). The Role of Students’ Beliefs, Parents’ Educational Level, and The Mediating Role of Attitude and Motivation in Students’ Mathematics Achievement. The Asia-Pacific Education Researcher, 33(2), 253-262.
Letölthető innen: https://link.springer.com/article/10.1007/s40299-023-00724-2

Hidayatullah, A., Csíkos, C., & Setiyawan, R. (2024). The Role of Belief Sources in Promoting Goal Orientation Beliefs, Self-Efficacy, and Beliefs About the Role of Teachers in Mathematics Learning. The Asia-Pacific Education Researcher, 1-11.
Letölthető innen: https://link.springer.com/content/pdf/10.1007/s40299-024-00813-w.pdf

Svraka, B., Álvarez, C., & Szücs, D. (2024). Anxiety predicts math achievement in kindergarten children. Frontiers in Psychology, 15, 1335952.

Letölthető innen: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1335952/full

2023

Hidayatullah, A., Csíkos, C., & Wafubwa, R. N. (2023). The dimensionality of personal beliefs; the investigation of beliefs based on the field study. Revista de Educación a Distancia (RED), 23(72).
Letölthető innen: https://revistas.um.es/red/article/download/540251/333881

Hidayatullah, A., & Csíkos, C. (2023). The Role of Students’ Beliefs, Parents’ Educational Level, and The Mediating Role of Attitude and Motivation in Students’ Mathematics Achievement. The Asia-Pacific Education Researcher, 1-10.
Letölthető innen: https://link.springer.com/article/10.1007/s40299-023-00724-2

Hidayatullah, A., & Csíkos, C. (2023). Students’ Responses to the Realistic Word Problems and Their Mathematics-Related Beliefs in Primary Education. Pedagogika, 150(2), 21-37.
Letölthető innen: https://ejournals.vdu.lt/index.php/Pedagogika/article/download/4615/2919

Hussein, Y. F., & Csíkos, C. (2023). The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(2), em2226.
Letölthető innen: https://www.ejmste.com/download/the-effect-of-teaching-conceptual-knowledge-on-students-achievement-anxiety-about-and-attitude-12938.pdf

2022

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.
Letölthető: International Journal of Instruction (e-iji.net)

Karika, T., & Csíkos, C. (2022). A test for understanding simple fractions among 5^th grade students at the beginning of lower secondary education. Eurasia Journal of Mathematics, Science and Technology Education, 2022, 18(2), em2081
Letölthető: https://www.ejmste.com/download/a-test-for-understanding-simple-fractions-among-5th-grade-students-at-the-beginning-of-lower-11654.pdf

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
Letölthető: https://www.ejmste.com/download/mathematics-related-belief-system-and-word-problem-solving-in-the-indonesian-context-11902.pdf

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, 1079-1098.
Letölthető innen: https://files.eric.ed.gov/fulltext/EJ1355180.pdf

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
Letölthető innen: https://www.mdpi.com/2079-3200/10/3/53

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.
Letölthető innen: https://www.mdpi.com/2079-3200/10/3/47/pdf

International Conference Presentations and Proceedings

2023

46^th Conference of the International Group for the Psychology of Mathematics Education, Haifa, July 16^th to 21^st 2023

Bereczki, I. & Csíkos, C. (2023). Measuring proportional reasoning in grades 5 to 7: What develops and what does not?. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 363). PME.

Turzó-Sovák, N., Biró, F., & Csíkos, C. (2023). Elementary students (in)flexible strategy use in word problems as revealed by eye-tracking. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 408). PME.

The 20^th Biennial EARLI Conference for Research on Learning and Instruction, 2-26 August 2023 Thesaloniki, Greece

Biró, F., Csíkos, C., & Szitányi, J. (2023). Benefits of errors: Noticing young learners mathematical thinking through confusions and mistakes. In EARLI 2023-Education as a hope in uncertain times. EARLI 2023.

Hidayatullah, A., & Csíkos, C. (2023). Beliefs and mathematics achievements : association with attitudes and motivation. In EARLI 2023-Education as a hope in uncertain times. EARLI 2023.

2022

22^nd European Conference on Literacy
Dublin, July 4^th to 6^th, 2022

Bóna, J., & Steklács, J. (2022). Development of oral reading fluency in Hungarian-speaking students between 4^thand 5^th grade: Results of acoustic phonetic and eye-tracking analyses. In 22^nd European Conference on Literacy: Literacy and Diversity: New Directions. (p. 123).

Steklács, J. (2022). Reading comprehension strategies, executive functions. Outlines of a common paradigm. In 22^nd European Conference on Literacy: Literacy and Diversity: New Directions. (p. 159).

Varga, Sz., & Steklács, J. (2022). Developing literary reading comprehension skill through morphological intervention in primary school. In 22^nd European Conference on Literacy: Literacy and Diversity: New Directions. (p. 170).

45^th Conference of the International Group for the Psychology of Mathematics Education
Alicante, July 18^th to 23^rd, 2022

Biró, F. & Csíkos, C. (2022). Realistic non-routine word problems and students’ freely constructed drawings. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 336). PME.

Karika, T., & Csíkos, C. (2022). Types of visual representations of fractions in Hungarian textbooks for 5^thgraders. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 245). PME.

Svraka, B., Csíkos, C., & Szitányi, J. (2022). The epidemiology of mathematical performance, anxiety, and psychosomatic symptoms. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 300). PME.