MTA-MATE Kora Gyermekkor Kutatócsoport

Utolsó frissítés: 2024 október 02.

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, 863. https://doi.org/10.3390/healthcare12080863 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, 576. https://doi.org/10.3390/children11050576 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

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 D1

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 Q2

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

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

Fináncz, J.; Podráczky, J.; Deutsch, K.; Soós, E.; Bánfai-Csonka, H.; Csima, M. Health Education Intervention Programs in Early Childhood Education: A Systematic Review. Educ. Sci. 2023, 13, 988. https://doi.org/10.3390/educsci13100988 

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

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 

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), pp. 389–412. https://www.e-iji.net/dosyalar/iji_2023_2_22.pdf 

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.

Amukune, S., Barrett, K. C., Szabó, N. & Józsa, K. (2022). 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, 1–19. https://doi.org/10.1007/s13158-022-00324-z 

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 

Amukune, S., Józsa, G., & Józsa, K. (2022). Comparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers. International Journal of Early Childhood. https://doi.org/10.1007/s13158-022-00331-0 

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 

Calchei, M., Oo, T. Z. & Józsa, K. (2023). Subject Specific Mastery Motivation in Moldovan Middle School Students. Behavioral Sciences, 13(2), 1–20. https://doi.org/10.3390/bs13020166 

Oo, T. Z., Tun, Z., Habók, A. & Józsa, K. (2023). Empowering Educators to Sustain Reflective Teaching Practices: The Validation of Instruments. Sustainability, 15(9), Paper: 7640 , 24 p. https://doi.org/10.3390/su15097640 

Oo, T. Z., Tun, Z., Habók, A. & Józsa, K. (2023). Qualifying Method-Centered Teaching Approaches through the Reflective Teaching Model for Reading Comprehension. Education Sciences, 13(5), Paper: 473 , 24 p.  https://doi.org/10.3390/educsci13050473 

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 

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

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, 2022, 10(3), 66. https://doi.org/10.3390/jintelligence10030066 

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. decemberben jelent meg)

Földi, F., Szabó, N., & Józsa, K. (2022). A szülők motiváló szerepe a hangszertanulásban. Neveléstudomány, 10(4),  5–18.  DOI: 10.21549/NTNY.39.2022.4.1

Földi, F., & Józsa, K. (2022). A Hangszertanulási motiváció kérdőív magyar adaptációja.  Iskolakultúra, 32(5), 96–109.
Szenczi, B., & Józsa, K. (2022). Az énképet vizsgáló SDQ-I (Self-Description Questionnaire-I) kérdőív hazai adaptációja. Iskolakultúra, 32(5), 76–95.

Földi, F., & Józsa, K. (2021). A hangszeres zene tanulásában szerepet játszó motivációs tényezők. Gyermeknevelés Tudományos Folyóirat, 9(3), 5–27. DOI: 10.31074/gyntf.2021.3.5.27