@article{MTMT:36850037,
	title = {Navigating the Digital Age},
	url = {https://m2.mtmt.hu/api/publication/36850037},
	author = {Vetési, Erika and Schiller, Emese},
	doi = {10.15170/TM.2025.26.K1.4},
	journal-iso = {TUDÁSMENEDZSMENT},
	journal = {TUDÁSMENEDZSMENT},
	volume = {26},
	unique-id = {36850037},
	issn = {1586-0698},
	abstract = {In an era increasingly shaped by digital technologies, understanding how parents navigate their roles in digitally mediated environments has become a critical area of inquiry (Benedetto et al., 2020; Modecki et al., 2022) Digital parenting, as a multidimensional construct influenced by technological, educational, and socio-cultural factors, has garnered growing scholarly attention (Livingstone et al., 2015; Mascheroni et al., 2018). This study aims to systematically examine how digital parenting is conceptualized in recent academic literature (2020–2024) and to map the methodological approaches that characterize this emerging field.To address these aims, a systematic review was conducted in accordance with the PRISMA 2020 guidelines. The literature search was performed using the Web of Science database, resulting in the selection of 19 studies that were subjected to full-text analysis. Content analysis, supported by AI-assisted coding tools (Edwards et al., 2020) was employed to identify patterns in conceptual frameworks and methodological practices. Findings reveal that digital parenting is a complex, context-sensitive practice that requires adaptive approaches, shaped by individual, relational, and cultural factors and informed by diverse methodological perspectives. Theoretically, the study deepens the understanding of digital parenting by emphasizing relational dynamics and socio-cultural influences as core components of its conceptualization. Practically, the findings highlight the need for educational programs that enhance digital literacy, emotional attunement, and adaptive mediation among parents.},
	year = {2026},
	eissn = {2732-169X},
	pages = {29-53},
	orcid-numbers = {Vetési, Erika/0000-0002-4380-5576; Schiller, Emese/0000-0002-1875-4842}
}

@article{MTMT:34477900,
	title = {‘To go or not to go’: organizational determinants of academic staff participation in teaching mobility–a structural equation modelling approach},
	url = {https://m2.mtmt.hu/api/publication/34477900},
	author = {Ternai (nee Sulaimanova), Nazgul and Csereklye, Erzsébet and Győri, János and Horváth, László},
	doi = {10.1080/21568235.2023.2294742},
	journal-iso = {EU J HIGH EDU},
	journal = {EUROPEAN JOURNAL OF HIGHER EDUCATION},
	volume = {15},
	unique-id = {34477900},
	issn = {2156-8235},
	abstract = {Within the framework of the higher education internationalisation agenda, academic mobility has become a prevailing policy pillar in most universities, engaging both students and teaching staff. A growing body of literature investigates students’ experiences as the outcome of various mobility programmes. However, the encounters of teaching staff are still uncharted territory to a considerable extent. This study investigates precursors of staff mobility for teaching (SMT) in conjunction with three organisational attributes–learning organisational behaviour, support for SMT and strategic focus of institutions on internationalisation. We hypothesise that these organisational features are interrelated and have an impact on the probability of staff participating in mobility programmes for teaching purposes. We employ a structural equation modelling (SEM) with Maximum Likelihood estimation on data from a survey conducted in the framework of the Teach with Erasmus+ project from 745 academics in Europe. Findings support our argument that recognizing and understanding the relevance and interdependency of organisational learning and strategic support contribute to the creation of an inclusive and responsive climate encouraging SMT. © 2023 Informa UK Limited, trading as Taylor & Francis Group.},
	keywords = {organisational learning; organisational support; internationalisation of higher education; staff mobility for teaching; strategic focus},
	year = {2025},
	eissn = {2156-8243},
	pages = {166-184},
	orcid-numbers = {Csereklye, Erzsébet/0000-0002-6378-395X; Győri, János/0000-0002-3894-7959; Horváth, László/0000-0003-0003-1045}
}

@article{MTMT:34539726,
	title = {Quality of Life in Hungarian Parents of Autistic Individuals},
	url = {https://m2.mtmt.hu/api/publication/34539726},
	author = {Völgyesi-Molnár, Márta and Győri, Miklós and Eapen, Valsamma and Borsos, Zsófia and Havasi, Ágnes and Jakab, Zoltán and Janoch, Lászlóné and Németh, Vivien and Őszi, Tamásné and Szekeres, Ágota and Győriné Stefanik, Krisztina},
	doi = {10.1007/s10803-024-06243-3},
	journal-iso = {J AUTISM DEV DISORD},
	journal = {JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS},
	volume = {55},
	unique-id = {34539726},
	issn = {0162-3257},
	year = {2025},
	eissn = {1573-3432},
	pages = {1122-1137},
	orcid-numbers = {Völgyesi-Molnár, Márta/0000-0001-9366-0726; Győri, Miklós/0000-0002-9649-5540; Borsos, Zsófia/0000-0001-5762-0399; Havasi, Ágnes/0000-0003-4547-0818; Jakab, Zoltán/0000-0001-8357-2642; Janoch, Lászlóné/0009-0000-0454-9525; Németh, Vivien/0000-0002-1010-0027; Őszi, Tamásné/0000-0003-1040-0203; Szekeres, Ágota/0000-0001-7120-9096; Győriné Stefanik, Krisztina/0000-0002-7798-0102}
}

@article{MTMT:34825037,
	title = {How to change and what to change? – Exploring university teachers’ conceptions of adaptive expertise in teaching},
	url = {https://m2.mtmt.hu/api/publication/34825037},
	author = {Frányó, Zsófia and Dorner, Helga},
	doi = {10.1080/14703297.2024.2343847},
	journal-iso = {INNOV EDUC TEACH INT},
	journal = {INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL},
	volume = {62},
	unique-id = {34825037},
	issn = {1470-3297},
	year = {2025},
	eissn = {1470-3300},
	pages = {745-759},
	orcid-numbers = {Dorner, Helga/0000-0002-9648-9992}
}

@article{MTMT:35001963,
	title = {Prevalence of the Risk of Exercise Addiction Based on a New Classification: A Cross-Sectional Study in 15 Countries},
	url = {https://m2.mtmt.hu/api/publication/35001963},
	author = {Bhavya, Chhabra and Granziol, Umberto and Griffiths, Mark D. and Zandonai, Thomas and Landolfi, Emilio and Solmi, Marco and Zou, Liye and Yang, Peiying and Lichtenstein, Mia Beck and Stoll, Oliver and Akimoto, Takayuki and Cantù-Berrueto, Abril and Larios, Angelica and Egorov, Aleksei Y. and de la Vega Marcos, Ricardo and Alpay, Merve and Nazlıgül, Merve Denizci and Yildirim, Mustafa and Trott, Mike and Portman, Robert M. and Szabó, Attila},
	doi = {10.1007/s11469-024-01322-z},
	journal-iso = {INT J MEN HEALTH ADD},
	journal = {INTERNATIONAL JOURNAL OF MENTAL HEALTH AND ADDICTION},
	volume = {23},
	unique-id = {35001963},
	issn = {1557-1874},
	abstract = {Exercise addiction is widely studied, but an official clinical diagnosis does not exist for this behavioral addiction. Earlier research using various screening instruments examined the absolute scale values while investigating the disorder. The Exercise Addiction Inventory-3 (EAI-3) was recently developed with two subscales, one denoting health-relevant exercise and the other addictive tendencies. The latter has different cutoff values for leisure exercisers and elite athletes. Therefore, the present 15-country study ( n  = 3,760) used the EAI-3 to classify the risk of exercise addiction (REA), but only if the participant reported having had a negative exercise-related experience. Based on this classification, the prevalence of REA was 9.5% in the sample. No sex differences, and few cross-national differences were found. However, collectivist countries reported greater REA in various exercise contexts than individualist countries. Moreover, the REA among athletes was (i) twice as high as leisure exercisers, (ii) higher in organized than self-planned exercises, irrespective of athletic status, and (iii) higher among those who exercised for skill/mastery reasons than for health and social reasons, again irrespective of athletic status. Eating disorders were more frequent among REA-affected individuals than in the rest of the sample. These results do not align with recent theoretical arguments claiming that exercise addiction is unlikely to be fostered in organized sports. The present study questions the current research framework for understanding exercise addiction and offers a new alternative to segregate self-harming exercise from passionate overindulgence in athletic life.},
	year = {2025},
	eissn = {1557-1882},
	pages = {3815-3836},
	orcid-numbers = {Bhavya, Chhabra/0000-0002-8309-3171; Granziol, Umberto/0000-0002-6286-6569; Griffiths, Mark D./0000-0001-8880-6524; Szabó, Attila/0000-0003-2788-4304}
}

@article{MTMT:35085702,
	title = {Exploring Hungarian teachers' perceptions of project-based learning in science and math education},
	url = {https://m2.mtmt.hu/api/publication/35085702},
	author = {Kasbary, Nicole and Haymour, Aghnar},
	doi = {10.1556/063.2024.00301},
	journal-iso = {HERJ},
	journal = {HUNGARIAN EDUCATIONAL RESEARCH JOURNAL (HERJ)},
	volume = {15},
	unique-id = {35085702},
	issn = {2062-9605},
	abstract = {Project-based learning (PJBL) emerges as an instructional teaching method promoting collaboration, critical thinking, and problem-solving skills among students. This pedagogical approach facilitates active engagement by forming student groups to collaboratively create and develop projects, thus, encouraging the exploration of diverse perspectives and ideas within the classroom. The PJBL approach departs from traditional learning methods and offers students opportunities for enjoyment, active participation, self-expression, and creativity. PJBL instills valuable teamwork skills from a young age by equipping students with essential resources for their future endeavors through immersive experiences. This article focuses on Hungarian teachers' perspectives on PJBL by employing a qualitative approach. The study conducts semi-structured interviews with nine educators to unravel their insights on the advantages and challenges of implementing PJBL in the classroom. The paper explores the nuanced views of Hungarian teachers and aims to provide a comprehensive understanding of how PJBL is perceived in the educational landscape. The findings contribute valuable insights to the broader discourse on project-based learning displaying a context-specific lens on the perceptions of educators in Hungary and enriching the understanding of PJBL's dynamics within the educational settings.},
	year = {2025},
	eissn = {2064-2199},
	pages = {88-104}
}

@article{MTMT:35183361,
	title = {Internationalisation of doctoral schools of education in Hungary: Rationale and organisational change},
	url = {https://m2.mtmt.hu/api/publication/35183361},
	author = {Ternai (nee Sulaimanova), Nazgul and Csereklye, Erzsébet and Győri, János},
	doi = {10.1556/063.2024.00297},
	journal-iso = {HERJ},
	journal = {HUNGARIAN EDUCATIONAL RESEARCH JOURNAL (HERJ)},
	volume = {15},
	unique-id = {35183361},
	issn = {2062-9605},
	abstract = {This pilot study presents the preliminary results of a larger qualitative study based on narratives of organisational change related to the internationalisation of the doctoral schools of education studies (DSEd) in Hungary, which are characterised by an inherent ambivalent position of national embeddedness and heightened internationalisation imperative. The theoretical perspectives for the pilot are grounded on the intersection of major topics as very few previous studies of precise focus were found. We looked at internationalisation of the doctoral programmes in general, cases of educational studies including teacher education, and the developmental theories relevant to the field of higher education. Semi-structured interviews with four educational professionals at a research-intensive university in Hungary depict personal narratives and perceptions of internationalisation – a challenging yet necessary experience. The pilot framework presents preliminary findings retrieved from the initial sub-sample. Pilot results picture the fine-grained process of organisational change concerning the internationalisation implementation based on the perspectives of academic staff whose frame of reference is a niche in the current discourse.},
	year = {2025},
	eissn = {2064-2199},
	pages = {192-209},
	orcid-numbers = {Ternai (nee Sulaimanova), Nazgul/0000-0003-4707-4210; Csereklye, Erzsébet/0000-0002-6378-395X; Győri, János/0000-0002-3894-7959}
}

@article{MTMT:35284311,
	title = {International students' motivational disposition for learning Hungarian as a foreign language – A quantitative study},
	url = {https://m2.mtmt.hu/api/publication/35284311},
	author = {Stamenkovska, Tatjana and Alvarez Llerena, Carlos Lenin and Győri, János},
	doi = {10.1556/063.2024.00298},
	journal-iso = {HERJ},
	journal = {HUNGARIAN EDUCATIONAL RESEARCH JOURNAL (HERJ)},
	volume = {15},
	unique-id = {35284311},
	issn = {2062-9605},
	abstract = {While extensive research has been conducted on L2 motivation in the Hungarian context, more studies need to be focused on international students beginning to learn Hungarian while studying in Hungary. This article offers an explanatory investigation into the motivational dispositions influencing the learning of Hungarian as a second language (L2) among international students at Hungarian higher institutions. By utilizing a mixed-methods approach, the study included 203 international students. It analyzed components of the L2 Motivational Self System (L2MSS), including the Ideal L2 Self , the Ought-to L2 Self , and Learning Experiences , alongside other motivational dispositions such as cultural integration, personal aspirations, and social influences. The aim is to address the existing knowledge gap regarding the dynamics of language learning motivation, particularly for less commonly taught languages like Hungarian. The findings highlight the importance of aligning language learning with students' cultural and personal goals, revealing strong connections between various motivational factors. Regression analysis suggests how different elements, such as the Ideal Self, Intrinsic Motivation , and Ought-to Self , contribute to the overall motivation for learning Hungarian. This research provides valuable insights into the complex interplay of motivational factors, offering a more profound understanding for educators and policymakers aiming to improve the language learning experience for international students.},
	year = {2025},
	eissn = {2064-2199},
	pages = {226-243},
	orcid-numbers = {Alvarez Llerena, Carlos Lenin/0000-0001-7263-2611; Győri, János/0000-0002-3894-7959}
}

@mastersthesis{MTMT:35576770,
	title = {A gyermekirodalom alkalmazása az angol mint idegen nyelv oktatásában a kárpátaljai magyar tannyelvű iskolákban},
	url = {https://m2.mtmt.hu/api/publication/35576770},
	author = {Nagy-Kolozsvári, Enikő},
	doi = {10.15476/ELTE.2024.180},
	publisher = {Eötvös Loránd University},
	unique-id = {35576770},
	year = {2025}
}

@article{MTMT:35581936,
	title = {Unveiling missing voices – Lifelong Experiences of fathers parenting autistic sons: An interpretative phenomenological analysis},
	url = {https://m2.mtmt.hu/api/publication/35581936},
	author = {Koltai, Borbála Gabriella and Pados, Eszter and Rácz, József},
	doi = {10.1177/13623613241290096},
	journal-iso = {AUTISM},
	journal = {AUTISM},
	volume = {29},
	unique-id = {35581936},
	issn = {1362-3613},
	abstract = {This study addresses the underrepresentation of fathers in autism research, particularly those with adult-aged autistic offspring. The authors explored the lifelong experiences and interpretations of fathers raising their autistic sons. Ten Hungarian fathers participated in a one-time semi-structured interview. Interpretative phenomenological analysis revealed four Group Experience Themes: ‘A revolving cycle around losing and regaining control’, ‘Crossing boundaries: accepting and adapting’, ‘Being in the world as a father: experiences of eternality and liminality’, and ‘Personal growth through pervading experience’. The findings highlight unique fatherhood experiences and offer implications for professionals and service providers.},
	year = {2025},
	eissn = {1461-7005},
	pages = {788-801},
	orcid-numbers = {Koltai, Borbála Gabriella/0000-0002-4800-513X; Rácz, József/0000-0003-3354-1738}
}