MTA-MATE Kora Gyermekkor Kutatócsoport

Last modified: 16. April 2025

2021.

Kiss, B., Asztalos, A., & Józsa, K. (2021). Motiválás az ének-zene órán: A gamifikáció (játékosítás) alkalmazási lehetőségei. Pedagógusképzés, 20(3), 75–91. https://doi.org/10.37205/TEL-hun.2021.3.04

2022.

Q1: Józsa, K., Amukune, S., Zentai, G., & Barrett, K. C. (2022). School Readiness Test and Intelligence in Preschool as Predictors of Middle School Success: Result of an 8-year Longitudinal Study. Journal of Intelligence, 10(3), 66. https://doi.org/10.3390/jintelligence10030066

Q1: Janurik M, & Józsa K. (2022). Long-Term Impacts of Early Musical Abilities on Academic Achievement: A Longitudinal Study. Journal of Intelligence, 10(3), 36. https://doi.org/10.3390/jintelligence10030036

Q1: Janurik, M., Surján, N., & Józsa, K. (2022). The Relationship between Early Word Reading, Phonological Awareness, Early Music Reading and Musical Aptitude. Journal of Intelligence, 10(3), 50. https://doi.org/10.3390/jintelligence10030050

Q2: Józsa, G., Oo, T. Z., Amukune, S., & Józsa, K. (2022). Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School Achievement. Education Sciences, 12(12), 906. https://doi.org/10.3390/educsci12120906

Földi, F., & Józsa, K. (2022). A Hangszertanulási motiváció kérdőív magyar adaptációja. Iskolakultúra, 32(5), 96–109. https://doi.org/10.14232/ISKKULT.2022.5.96

2023.

Q1: Amukune, S., Barrett, K. C., Szabó, N.,& Józsa, K. (2023). Development and Application of FOCUS App for Assessment of Approaches to Learning in 3–8-Year-Old Children in Kenya: A Design-Based Research Approach. International Journal of Early Childhood, 55, 69–87. https://doi.org/10.1007/s13158-022-00324-z

Q1: Amukune, S., Józsa, G., & Józsa, K. (2023). Comparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers. International Journal of Early Childhood, 55, 205–222. https://doi.org/10.1007/s13158-022-00331-0

Q1: Oo, T. Z., Habók, A., & Józsa, K. (2023). Empowering Educators to Sustain Reflective Teaching Practices: The Validation of Instruments. Sustainability, 15(9), 7640. https://doi.org/10.3390/su15097640

Q2: Amukune, S., & Józsa, K. (2023). Approaches to learning in elementary classrooms: Contribution of mastery motivation and executive functions on academic achievement. International Journal of Instruction, 16(2), 389–412. https://doi.org/10.29333/iji.2023.16222a

Q2: Amukune, S., & Józsa, K. (2023). Comparing Kenya and Hungary Preschool to School Transitions within the Theoretical Perspectives of Transition. Cogent Education, 10(2), 2248843. https://doi.org/10.1080/2331186X.2023.2248843

Q2: Calchei, M., Oo, T. Z., & Józsa, K. (2023). Subject Specific Mastery Motivation in Moldovan Middle School Students. Behavioral Sciences, 13(2), 166. https://doi.org/10.3390/bs13020166

Q2: Blasco, P., Saxton, S., Gullion, L. M., Oo, T. Z., Amukune, S., & Józsa, K. (2023). Assessment of Mastery Motivation and Neurodevelopment of Young Children at High Risk for Developmental Delays. Journal of Intelligence, 11(6), 115. https://doi.org/10.3390/jintelligence11060115

Q2: Fináncz, J., Podráczky, J., Deutsch, K., Soós, E., Bánfai-Csonka, H., & Csima, M. (2023). Health Education Intervention Programs in Early Childhood Education: A Systematic Review. Education Sciences, 13(10), 988. https://doi.org/10.3390/educsci13100988

Q2: Janurik, M., Oo, T. Z., Kis, N., Szabó, N., & Józsa, K. (2023). The Dynamics of Mastery Motivation and its Relationship with Self-Concept in Music Education. Behavioral Sciences, 13(8), 667. https://doi.org/10.3390/bs13080667

Q2: Oo, T. Z., Habók, A., & Józsa, K. (2023). Qualifying Method-Centered Teaching Approaches through the Reflective Teaching Model for Reading Comprehension. Education Sciences, 13(5), 473. https://doi.org/10.3390/educsci13050473

Földi, F., Szabó, N., & Józsa, K. (2023). Zenei műfajokról alkotott tanulói vélemények. Magyar Pedagógia, 123(3), 115–143. https://doi.org/10.14232/mped.2023.3.115

Földi, F., Szabó, N., & Józsa, K. (2023). Hangszertanulási motivációt támogató stratégiák tanárok és tanárjelöltek szemszögéből. Képzés és Gyakorlat: Neveléstudományi folyóirat, 21(2), 5–18. https://doi.org/10.17165/tp.2023.2.5-18

Szabó, N., Földi, F., & Józsa, K. (2023). A zenetanárrá válás motivációs összetevői. Iskolakultúra, 33(8), 36–51. https://doi.org/10.14232/iskkult.2023.8.36

2024.

D1: Földi, F., Szabó, N., Oo, T. Z., Csizmadia, G., & Józsa, K. (2024). Motivation in Learning Musical Instruments: The Role of Parents, Teachers, and Friends. Music & Science, 7. https://doi.org/10.1177/20592043241284822

D1: Szabó, N., Földi, F., Oo, T. Z., Csizmadia, G., & Józsa, K. (2024). Musical Genre Preferences among School Students: The Role of the Family Background and Musical Instruments Learning. Music & Science, 7. https://doi.org/10.1177/20592043241236639

Q1: Oo, T. Z., Kadyirov, T., Kadyjrova. L., & Józsa, K. (2024). Design-Based Learning in Higher Education: Its Effects On Students’ Motivation, Creativity and Design Skills. Thinking Skills and Creativity, 53, 101621.

Q1: Szabó, N., Földi, F., Oo, T. Z., Csizmadia, G., & Józsa, K. (2024). Musical Preferences among Students Aged 9–19: A Study on Musical Genres and Styles. Education Sciences, 14(3), 290. https://doi.org/10.3390/educsci14030290

Q1: Tareke, T. G., Woreta, G. T., Zewude, G. T., Amukune, S., Oo, T. Z., & Józsa, K. (2024). Overview of Ethiopian Public Higher Education: Trends, System, Challenges, and Quality Issues. Education Sciences, 14(10), 1065. https://doi.org/10.3390/educsci14101065

Q2: Calchei, M., Amukune, S., & Józsa, K. (2024). Comparing Subject-Specific Mastery Motivation in Hungary and the Republic of Moldova. Frontiers in Education, 8, 1259391. https://doi.org/10.3389/feduc.2023.1259391

Q2: Csima, M., Podráczky, J., Keresztes, V., Soós, E., & Fináncz, J. (2024). The Role of Parental Health Literacy in Establishing Health-Promoting Habits in Early Childhood. Children. 11(5), 576. https://doi.org/10.3390/children11050576

Q2: Csima, M., Podráczky, J., Cseh, S., Sipos, D., Garai, S., & Fináncz, J. (2024). Downside of Helping Professions: A Comparative Study of Health Indicators and Health Behaviour among Nurses and Early Childhood Educators. Healthcare, 12(8), 863. https://doi.org/10.3390/healthcare12080863 

Q2: Józsa, K., Oo, T. Z., Borbélyová, D., & Podráczky, J. (2024). Deductive Reasoning Skills in Children Aged 4–8 Years Old. Journal of Intelligence, 12(3), 33. https://doi.org/10.3390/jintelligence12030033

Q2: Zewude, G. T., Oo, T. Z., Józsa, G., & Józsa, K. (2024). The Relationship among Internet Addiction, Moral Potency, Mindfulness, and Psychological Capital. European Journal of Investigation in Health, Psychology and Education, 14(6), 1735–1756. https://doi.org/10.3390/ejihpe14060115

Józsa, K., Józsa, G., & Amukune, S. (2024). Tanulási kompetencia. Gyermeknevelés Tudományos Folyóirat, 12(3), 165–185. https://doi.org/10.31074/gyntf.2024.3.165.185

Kovács, K., Józsa, K., Szabó, N., & Janurik, M. (2024). Az ének-zene tagozatos és a normál tanterv szerint tanulók éneklési képességének összehasonlító vizsgálata. Képzés és Gyakorlat: Neveléstudományi folyóirat, 22(2), 40–55. https://doi.org/10.17165/tp.2024.2.40-55

Bencéné Fekete, A., Oo, T. Z., Szántóné Tóth, H., Zentai, G., Kövérné Nagyházi, B., & Józsa, K. (2024). Content Validity Assessment: A Specialized Instrument for Developing Children’s Learning Habits in the First Grade. In L. Gómez Chova, A. López Martínez, & J. Lees (Eds.), EDULEARN24 Proceedings: 16th International Conference on Education and New Learning Technologies (pp. 3493–3502). International Association of Technology, Education and Development (IATED). Palma de Mallorca, Spain. doi: 10.21125/edulearn.2024.0910

Csima, M., Keresztes, V., Soós, E., Zentai, G., & Nagyházi, B. (2024). Linguistic Aspects and Contentual Dimensions Regarding the Meaning of "Health" in Children Aged 4-6. In L. Gómez Chova, A. López Martínez, & J. Lees (Eds.), EDULEARN24 Proceedings: 16th International Conference on Education and New Learning Technologies (pp. 4740–4747). International Association of Technology, Education and Development (IATED). Palma de Mallorca, Spain. doi: 10.21125/edulearn.2024.1164

Fináncz, J., Csima, M., Keresztes, V., Soós, E., & Podráczky, J. (2024). Relationships between Parental Health Literacy and the Health-Supporting Habits of Preschool Children. In L. Gómez Chova, A. López Martínez, & J. Lees (Eds.), EDULEARN24 Proceedings: 16th International Conference on Education and New Learning Technologies (pp. 4683–4692). International Association of Technology, Education and Development (IATED). Palma de Mallorca, Spain. doi: 10.21125/edulearn.2024.1154

Szántóné Tóth, H., Bencéné Fekete, A., Fináncz, J., & Podráczky, J. (2024). The Pedagogical Concept of Sustainability in Hungarian Kindergarten Education Programmes. In L. Gómez Chova, A. López Martínez, & J. Lees (Eds.), EDULEARN24 Proceedings: 16th International Conference on Education and New Learning Technologies (pp. 4458–4466). International Association of Technology, Education and Development (IATED). Palma de Mallorca, Spain. doi:10.21125/edulearn.2024.1114

Józsa, K., & Borbélyová, D. (Eds.). (2024). Diagnostic Assessment of School Readiness. MATE Press.

Józsa, K., & Podráczky, J. (2024). Az óvoda-iskola átmenet segítése. In G. Pusztai, Á. Engler, A. Hrabéczy, & Bencze. Á. (Eds.), Mesterség és intelligencia az oktatáskutatásban: Tanulmányok Kozma Tamás tiszteletére (pp. 77–90). Debrecen, Debreceni Egyetem Felsőoktatási Kutató és Fejlesztő Központ (CHERD).

Podráczky, J., Hajduné Holló, K., Borbélyová, D., Nagyová, A., & Józsa, K. (2024). A Comparative Analysis of Hungarian and Slovakian preschool curricula. In K. Józsa, & D. Borbélyová (Eds.), Diagnostic Assessment of School Readiness (pp. 31–62). MATE Press. 10.54597/mate.0105

Zentai, G., Borbélyová, D., Bencéné Fekete, A., Nagyová, A., Horváthová, K., Orsovics, Y., & Józsa, K. (2024). A comparative analysis of Slovakian and Hungarian primary school curricula. In K. Józsa, & D. Borbélyová (Eds.), Diagnostic Assessment of School Readiness (pp. 63–83). MATE Press. 10.54597/mate.0106

2025.

Q1: Kovács, K., Janurik, M., Oo, T. Z., Szabó, N., & Józsa, K. (2025). Mastery Motivation, Mastery Pleasure, and Self-Concept in Singing of Students in Specialized and Non-Specialized Music Classes. Education Sciences, 15(2), 235. https://doi.org/10.3390/educsci15020235

Q1: Cuong, T. V., Khai, N. T., Oo, T. Z., & Józsa, K. (2025). The Impact of Social Media Use Motives on Students’ GPA: The Mediating Role of Daily Time Usage. Education Sciences, 15(3), 317. https://doi.org/10.3390/educsci15030317

Q2: Iváncsik, R., Podráczky, J., Molnár, M., Strómájer, G. P., & Csima, M. (2025). The Role of Animal-Assisted Intervention in Supporting the Preschool-to-School Transition. International Journal of Early Childhood, https://doi.org/10.1007/s13158-024-00414-0

Q2: Oo, T. Z., Kadyirov, T., Kadyjrova, L., & Józsa, K. (2025). Enhancing Design Skills in Art and Design Education. Frontiers in Education, 10, 1521823. https://doi.org/10.3389/feduc.2025.1521823.

Q2: Zewude, G. T., Bezie, A. E., Woreta, G. T., Tareke, T. G., Oo, T. Z., Hassen, A., Tareke, M., Orsovics, Y., & Józsa, K. (2025). A Parallel Mediation Model of Career Adaptability, Career Self-Efficacy, and Future Career Choice Among University Students: The Role of Basic Psychological Needs Satisfaction and Mindfulness. European Journal of Investigation in Health, Psychology and Education, 15(4), 47. https://doi.org/10.3390/ejihpe15040047

Podráczky, J., Csima, M., Fináncz, J., Oo, T. Z., & Józsa, K. (2025). Content Validity Assessment: Developing a New Pictorial Instrument for Measuring Health Competencies in Preschool Children. In L. G. Chova, C. G. Martínez, & J. Lees (Eds.) INTED2025 Proceedings: 19th International Technology, Education and Development Conference (pp. 4890–4900). Valencia, Spanyolország: IATED. https://doi.org/10.21125/inted.2025.1223