Találati lista | Tudóstér

001-es BibID:	BIBFORM135443
Első szerző:	Csák Zsolt (Oktatáskutató)
Cím:	The Influencing Factors of Fathers' and Mothers' School-Based Involvement in a Central and Eastern European Sample / Csák Zsolt, Fényes Hajnalka, Pusztai Gabriella
Dátum:	2026
ISSN:	1855-9719 2232-2647
Megjegyzések:	Parental involvement has been widely studied internationally and, more recently, in Hungary as well. School-based involvement by mothers or fathers can positively impact a child's achievement, yet relatively little attention has been paid to the differences between fathers' and mothers' involvement. In the present study, we conducted a secondary analysis of a dataset from a questionnaire survey of parents in a Central and Eastern European region, focusing on differences between fathers' and mothers' school-based involvement. A further novel aspect of our study is that we also investigated the impact of different school practices on school-based involvement. The dependent variable in our regression analysis is a principal component derived from school-based involvement items. Among the explanatory variables, we emphasised the role of the parent's relationship to the child (father or mother) and the school's initiative in fostering involvement. The latter was explored using an exploratory factor analysis, revealing five parent-perceived dimensions of school ini-tiative: Information and Contact, Emphasis on Informal Programmes, Decision-Making Opportunities, Presence of Professional Support, and Online Communication Forums. Our results show that fathers report lower levels of school-based involvement, and that school initiative significantly promotes parental engagement. Parental involvement in-creases when schools provide regular, meaningful information, organise informal events and foster community-building interactions. Our find-ings suggest that greater emphasis should be placed on informal school events - such as carnivals or sports days - that encourage the partic-ipation of both parents, and on ensuring that parents are involved in school decision-making processes in order to strengthen parent-teacher relationships.
Tárgyszavak:	Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk school-based involvement parental involvement gender differences school initiative school-family partnership
Megjelenés:	Center for Educational Policy Studies Journal. - [Epub ahead of print] (2026). -
További szerzők:	Fényes Hajnalka (1968-) (közgazdász, szociológus) Pusztai Gabriella (1966-) (nevelésszociológus, oktatáskutató)
Internet cím:	Szerző által megadott URL DOI Intézményi repozitóriumban (DEA) tárolt változat
Borító:
Saját polcon:

001-es BibID:	BIBFORM097945
Első szerző:	Fényes Hajnalka (közgazdász, szociológus)
Cím:	Paid Work alongside Higher Education Studies as an Investment in Human Capital / Fényes, Hajnalka
Dátum:	2021
ISSN:	1855-9719 2232-2647
Tárgyszavak:	Társadalomtudományok Szociológiai tudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk
Megjelenés:	Center for Educational Policy Studies Journal. - 11 : 2 (2021), p. 231-250. -
Internet cím:	Szerző által megadott URL DOI Intézményi repozitóriumban (DEA) tárolt változat
Borító:
Saját polcon:

001-es BibID:	BIBFORM086810
Első szerző:	Fényes Hajnalka (közgazdász, szociológus)
Cím:	Gender Role Attitudes among Higher Education Students in a Borderland Central-Eastern- European Region called 'Partium' / Fényes Hajnalka
Dátum:	2014
ISSN:	1855-9719 2232-2647
Megjegyzések:	In this paper, we examine the attitudes towards gender roles among higher education students in a borderland Central-Eastern European region. We used the database of ♭The Impact of Tertiary Education on Regional Development' project (N=602, 2010). We intend to determine what kind of attitudes towards gender roles the students identify themselves with, what affects these attitudes (gender, faculty type, social background of students, locality type, religiosity), and finally what kind of educational policy implications could be relevant concerning our findings. We have used cluster analysis and a logistic regression model, and formulated several hypotheses that were controlled by these methods. Our results show that there are a large number of students who belong to the more traditional attitude cluster in this region, but women more frequently identify themselves with modern gender roles than men do. The faculty-type effect has only been partly detected. We have found that with ♭male-dominated' majors, both women and men identify themselves with more traditional attitudes and that with ♭female-dominated' majors all students have more modern attitudes. The effect of social background is contradictory. Those whose parents had larger numbers of books had increased modern attitudes, but the factor ♭regular financial problems in the family' also increased it. Our next result is that students who live in villages are not more traditional than others, because they live in cities during their studies. Our final result is that churchly religious students think more traditionally regarding gender roles than others do, but those who are religious in their own way do not
Tárgyszavak:	Társadalomtudományok Szociológiai tudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk gender role attitudes higher education students quantitative regional research
Megjelenés:	Center for Educational Policy Studies Journal. - 2 (2014), p. 49-70. -
Internet cím:	Szerző által megadott URL Intézményi repozitóriumban (DEA) tárolt változat
Borító:
Saját polcon: