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001-es BibID:	BIBFORM103767
035-os BibID:	(WoS)000854408200001 (Scopus)85138168717
Első szerző:	Amukune, Stephen
Cím:	Comparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers / Stephen Amukune, Gabriella Józsa, Krisztián Józsa
Dátum:	2022
ISSN:	0020-7187
Megjegyzések:	Cross-national comparisons represent an avenue for investigating milestones achieved by one region that can help improve standards in another country. This study compares the development of executive functioning in Hungarian and Kenyan preschoolers as they prepare for school readiness. The study's cross-sectional design entailed sampling preschoolers from Hungary (n = 187) and Kenya (n = 420) aged between 4 and 8 years nested in 35 classrooms. Preschool class teachers rated the children's executive functioning using the Childhood Executive Functioning Inventory (CHEXI). The two-factor structure of the CHEXI demonstrated a strong measurement invariance for the two countries, Hungary and Kenya. Significant gender differences were noted on both subscales in the Hungarian sample but not in the Kenyan preschoolers. Additionally, no differences were found in the executive functioning of boys from both countries. However, the girls exhibited variances in the inhibition subscale. Contrary to expectations, no linear mixed effects were observed for country or the interactions between age and country apropos difficulties related to inhibition and total executive functioning except for working memory. Better working memory skills noted in the Hungarian sample were attributed to a superior preschool education system.
Tárgyszavak:	Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk Executive Function CHEXI School Readiness Hungary Kenya
Megjelenés:	International Journal of Early Childhood. - Epub (2022), p. 1-18. -
További szerzők:	Józsa Gabriella (1976-) Józsa Krisztián
Pályázati támogatás:	NKFI K124839 Egyéb
Internet cím:	Szerző által megadott URL DOI Intézményi repozitóriumban (DEA) tárolt változat
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001-es BibID:	BIBFORM103613
Első szerző:	Amukune, Stephen
Cím:	Comparison of the mastery motivation of hungarian school children with mild intellectual disability with that of those developing typically / Stephen Amukune, Józsa Krisztián, Szenczi Beáta, Józsa Gabriella
Dátum:	2022
Megjegyzések:	Researchers have reported that students with mild intellectual deficits (MID) may have lower motivation than students without disabilities (e.g., Deci, 2003). More recent research, however, fails to provide robust evidence for a motivational deficit in individuals with intellectual disabilities. Empirical data suggest that the motivation of students with intellectual disabilities are of a similar or even higher level than that of their typically developing peers (e.g., Józsa & Fazekasné, 2007). Few studies have investigated mastery motivation (MM) in children with MID. This study aimed to compare the MM of Hungarian school children with MID with the MM of those developing typically. The study adopted a cross-sectional design involving 1550 participants aged between 9 and 14 years, who were randomly selected across grades 3, 5, and 7 in Hungary. All the MID students attended special education schools (n=556), while typically developing children were from general education (n=644). We used identical measures for typically developing and MID students. Mastery motivation was assessed from two perspectives: (1) teachers' ratings and (2) self-ratings of students. Teachers rated the children on MM using the Hungarian version of Dimensions of Mastery Questionnaire (DMQ 17; Morgan, 1998; Busch-Rossnagel & Morgan 2013) while students' self-report questionnaires were adapted versions of DMQ17 for students with MID (Józsa, 2007; Józsa & Fazekasné, 2007; Józsa & Molnár, 2013). DMQ 17 for teachers and students' self-report questionnaire both had good reliabilities (.924 and .797, respectively). Although nationally there are no differences in parents' education, for this sample, there was a significant difference in parents' education between the two subsamples, that is, between children developing typically and children with MID (Mann-Whitney test: mothers' education: z=17.01 p<.001; fathers' education: z=16.10 p<.001). Findings revealed that correlations between students' self-ratings and teachers' ratings were moderate. In addition, MID children's self-reports and teachers' rating of mastery motivation were related. We also IQ matched typically normal (n=192) and MID students (n=229), and compared their MM. There was no significant difference in the cognitive persistence scale (t=0.35, p=.73), however, there were significant differences in all the other MM subscales (t=-1.85?3.12, p<.01). Similarly, there was no significant difference in cognitive persistence (t=-0.01, p=.99), mastery pleasure (t=-0.28, p=.78), and social persistence with children (t=1.52, p=.13)in students' self-reports, but there were significant differences in gross motor and social persistence with children. Typically developing and MID students had comparable cognitive persistence, either self-reported or rated by teachers.
ISBN:	978-963-306-862-5
Tárgyszavak:	Bölcsészettudományok Neveléstudományok előadáskivonat könyvrészlet mastery motivation mild intellectual deficit developing typically
Megjelenés:	18. Pedagógiai Értékelési Konferencia 18th Conference on Educational Assessment . Program és összefoglalók = program and abstracts / szerk. Fejes József Balázs, Pásztor-Kovács Anita. - p. 34. -
További szerzők:	Józsa Krisztián Szenczi Beáta Józsa Gabriella (1976-)
Internet cím:	Szerző által megadott URL Intézményi repozitóriumban (DEA) tárolt változat
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001-es BibID:	BIBFORM105957
Első szerző:	Józsa Gabriella
Cím:	Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents' Education and School Achievement / Gabriella Józsa, Tun Zaw Oo, Stephen Amukune, Krisztián Józsa
Dátum:	2022
ISSN:	2227-7102
Megjegyzések:	Learning motivation, self-handicapping, executive function, and school achievement are interrelated variables affecting students' intension of learning in higher education. However, many educators are unaware of the ability of these predictive variables and fail to encourage students' further education. Therefore, with the aim of helping educators, this study was conducted to predict students' intention of learning in higher education based on their learning motivation, self-handicapping, executive function, school achievement, and mothers' education. We sampled Hungarian 12th graders (N = 1330) who participated in this study while collecting the data online during class hours. Questionnaires were used to measure learning motivation, self-handicapping, and executive function. Findings showed that higher learning motivation, lower self-handicapping, stronger working memory, and mother's education could increase students' intention of learning in higher education. Beyond our expectations, higher school achievement (GPA) was not a significant predictor. Comparing different theoretical perspectives, we deduced reliable predictors underlying Hungarian students' intention of learning in higher education. Therefore, this study is of great importance for educators to pick out the real support for their students' intention of learning in higher education by following our research findings.
Tárgyszavak:	Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk motivation self-handicapping executive function school achievement intention of learning in higher education
Megjelenés:	Education Sciences. - 12 : 906 (2022), p. 1-19. -
További szerzők:	Oo, Tun Zaw Amukune, Stephen Józsa Krisztián
Internet cím:	Szerző által megadott URL DOI Intézményi repozitóriumban (DEA) tárolt változat
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001-es BibID:	BIBFORM103609
Első szerző:	Józsa Krisztián
Cím:	Design, development and application of focus app for assessment of school readiness / Józsa Krisztián, Amukune Stephen, Józsa Gabriella, Barrett Karen C.
Dátum:	2022
Megjegyzések:	School readiness predicts both school and life success, so measuring it effectively is extremely important [1]. Current school readiness tests focus on pre-academic skills; however, mastery motivation (MM: persistent, focus on trying to do a task [2], and executive functions (EF; planful self-control [3]) are also crucial [1], [4], [5]. The purpose of this paper is to provide an overview of the chronological development of Finding Out Children's Unique Strengths (FOCUS App; [6] ) which was initially designed for Hungarian and US cultures. FOCUS App is a game-like tablet-based assessment of two Approaches to Learning (ATL) domains, Mastery Motivation (MM) and Executive Functions (EF) and pre-academic skills for 3-8-year-old children. To measure these competencies, FOCUS has a total of seven tasks. Tasks 1 and 2 assess two pre-academic skills. Tasks 3-5 are letter and number search tasks designed to assess MM, operationalised as the child's persistence during moderately challenging tasks. Tasks 6 and 7 are primarily designed to assess EFs and provide MM measures based on a modified version of the dimensional card change sorting tasks (DCCS: [7]). Task 3-7 assess Approaches to Learning. The development of the FOCUS App started with face to face testing using paper-based prototypes designed to simulate the computer tablet screens. These pilot tests were successful in assessing number and letter search but not emotions. The level of difficulty was improved, and computer-based tasks were developed. The first version of FOCUS was released in 2017 for testing, piloting and evaluation. This version was web-based, developed on the .net platform and collected data on pre-academic skills, MM and EF. This version was in English and Hungarian. Due to internet connectivity challenges in schools, the second version was released in 2018, which was offline, tablet-based, and built on the Android platform. This version collected video recordings that enable the assessment of participants' task persistence and emotional expressions [6]. Two other adaptations have been designed, the Hebrew and Kenyan versions. We are now designing a feedback module that will provide real-time results to the user during school readiness tests. FOCUS App has several advantages over other similar apps. First, it assesses more than one domain. Second, it has adopted the Evidence Centred Design which provides evidence for tasks undertaken by children [8]. Third, it is computer game-based to make it fun for the children and to automate the process of data collection using a narrator that gives instructions. Moreover, the tasks are individualised, thus increasing the ability of the app to offer individualised interventions. Lastly, unlike other tools that have adopted the Dimensional Change Card Sort task (DCCS; [7],) the FOCUS app does not use reaction time to measure difficulty at higher levels
ISBN:	978-84-09-37758-9
Tárgyszavak:	Bölcsészettudományok Neveléstudományok előadáskivonat könyvrészlet FOCUS App Mastery Motivation Executive Functions Tablet-based Assessment
Megjelenés:	NTED2022: 16th annual International Technology, Education and Development Conference. Sharing the Passion for Learning / ed. L. Gómez Chova, A. López Martínez, I. Candel Torres. - p. 4903-4910. -
További szerzők:	Amukune, Stephen Józsa Gabriella (1976-) Barrett, Karen Caplovitz
Internet cím:	Szerző által megadott URL Intézményi repozitóriumban (DEA) tárolt változat
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