Találati lista | Tudóstér

001-es BibID:	BIBFORM131523
Első szerző:	Demeter József (geográfus, PhD Hallgató)
Cím:	Spatial Disparities in University Admission Outcomes Among Ethnic Hungarian Students: Regional Analysis in the Central European Carpathian Basin / József Demeter, Klára Czimre, Károly Teperics
Dátum:	2025
ISSN:	2227-7102
Megjegyzések:	This research investigates higher education admission outcomes at Hungarian universities for ethnic Hungarian minority students residing in countries within the Carpathian Basin. The region is distinguished by a variety of national policies that impact minority education. By analyzing extensive data on the availability of mother tongue education, the status of minority rights, advanced level examination performance, and types of settlement using a wide range of statistical methods, our study reveals significant cross-national differences in the distribution of admission scores and central tendencies. Compared to lower and more varied scores for students from Ukraine and Romania, ethnic Hungarian students from Serbia and Slovakia achieved high average admission scores. Performance was notably more consistent among students from EU member states compared to non-EU regions, strongly linking outcomes to the more robust implementation of minority rights and better access to mother-tongue education within the EU framework. A critical finding is the strong positive correlation (Pearson r = 0.837) between admission scores and advanced level examination results, highlighting the pivotal role of these exams for the academic progression of these minority students. The Jonckheere-Terpstra test (p < 0.05) further confirmed significant performance differences between ranked country groups, with Serbian and Slovak students generally outperforming their Ukrainian and Romanian counterparts. Counterintuitively, settlement type (urban vs. rural) exhibited a negligible relationship with admission scores (r = 0.150), explaining only 2% of score variability. This challenges common assumptions and suggests other factors specific to the Hungarian minority context are more influential. This study provides crucial insights into the complex dynamics influencing Hungarian minority students' access to higher education, underscoring cross-country educational inequalities, and informing the development of equitable minority rights and mother-tongue education policies in Central Europe for these often-marginalized communities.
Tárgyszavak:	Természettudományok Földtudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk ethnic students higher education admission comparative educational performance regional differences R-based statistical analysis choropleth mapping
Megjelenés:	Education Sciences. - 15 : 8 (2025), p. 1-21. -
További szerzők:	Czimre Klára (1974-) (geográfus) Teperics Károly (1963-) (geográfus)
Internet cím:	Szerző által megadott URL DOI Intézményi repozitóriumban (DEA) tárolt változat
Borító:
Saját polcon:

001-es BibID:	BIBFORM125684
035-os BibID:	(Scopus)85210159026 (WoS)001365204500001
Első szerző:	Demeter József (geográfus, PhD Hallgató)
Cím:	A Quantitative Analysis of University Admission Results for Hungarian Ethnic Minority Students in the Carpathian Basin / József Demeter, Klára Czimre, Károly Teperics
Dátum:	2024
ISSN:	2227-7102
Megjegyzések:	This study analyses the higher education admission results of Hungarian ethnic minority students in Hungary originating from Central and Eastern European countries (Serbia, Croatia, Slovenia, Slovakia, Ukraine, and Romania) by secondary education background (national system vs. foreign system) and school-leaving qualification background (advanced and intermediate levels in Hungary and their native country). Students (n = 759) take (or have taken) part in undivided (5-year) and bachelor (3-year) programs at universities in Hungary and, for historical reasons, live as ethnic minorities in their home countries in the Carpathian Basin. There are significant differences in the number of students according to their secondary education background. Of the admitted students, 83.7% graduated from a national system secondary school and 16.3% from a foreign system secondary school before entering higher education. Using a Mann?Whitney U-test, we confirmed that the admission scores of students from the national secondary education system are significantly different from the scores of students who graduated from a foreign secondary education system (p < 0.001). The results of the Jonckheere?Terpstra test demonstrated that students with advanced-level exam results performed significantly better than those who entered higher education with intermediate-level or native country examination results (p < 0.001). However, there is no detectable difference (p > 0.05) between students who graduate at the intermediate level and students who graduate with a native country certificate. A regression model, based on the median admission scores, exhibited a trend of improving results for foreign students. The R2 quadratic determination coefficient is 0.705. This study provides insights into the educational pathways and decisions of Hungarian students residing abroad, underlining the influence of the national context and public education systems on their educational trajectories.
Tárgyszavak:	Társadalomtudományok Regionális tudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk graduation results cross-border mobility national minority students secondary school system education statistics tertiary education
Megjelenés:	Education Sciences. - 14 : 11 (2024), p.1-19. -
További szerzők:	Czimre Klára (1974-) (geográfus) Teperics Károly (1963-) (geográfus)
Internet cím:	Szerző által megadott URL DOI Intézményi repozitóriumban (DEA) tárolt változat
Borító:
Saját polcon:

001-es BibID:	BIBFORM105342
035-os BibID:	(Scopus)85121586321 (WoS)000746826900001
Első szerző:	Urbanska, Magdalena
Cím:	Environmental Threats and Geographical Education: Students' Sustainability awareness-evaluation / Magdalena Urbanska, Przemysław Charzynski, Helen Gadsby, Tibor József Novák, Salih Sahin, Monica Denise Yilmaz
Dátum:	2021
ISSN:	2227-7102
Megjegyzések:	Teaching geography creates an opportunity for the transfer of knowledge about environmental problems and ways of solving them. Teachers from the Czech Republic, Hungary, Poland, Romania, Turkey, and the United Kingdom indicated strengths and weaknesses of physical geography as well as the selected geographical concepts of: Maps/Cartography, Astronomy/The Earth in the Universe, Atmosphere, Hydrosphere, Endogenic processes, Exogenic processes, and Soils and biosphere. There was a variety in how confident students were around these topic areas. The main types of difficulties identified by the study were: too little time for implementation, difficult terminology, and lack of tools for the proper transfer of knowledge. Moreover, the attractiveness of individual issues for students also varies. The research clearly shows that students lack an awareness of problems related to the environment. There are considerable differences between the level of students' knowledge about climate change or air and water pollution (relatively high awareness of global warming) and issues related to soil and vegetation cover (low awareness of soil depletion, soil pollution, changing the boundaries of the occurrence of plant zones, etc.). To make people aware of the importance of environment, we should take care of education in relation to global challenge and sustainable development.
Tárgyszavak:	Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk sustainable education pedosphere geography soil science education environmental threats
Megjelenés:	Education Sciences. - 12 : 1 (2021), p. 1-. -
További szerzők:	Charzynski, Przemyslaw Gadsby, Helen Novák Tibor (1973-) (geográfus) Şahin, Salih Yilmaz, Monica Denise
Internet cím:	Szerző által megadott URL DOI Intézményi repozitóriumban (DEA) tárolt változat
Borító:
Saját polcon: