TY - JOUR AU - Phyo, Shwe Ye AU - Kopp, Erika TI - Mapping the Terrain of Resilience in Teacher Education Research: A Bibliometric Analysis (1999–2023) JF - EUROPEAN JOURNAL OF EDUCATION J2 - EUR J EDUC VL - 61 PY - 2026 IS - 1 PG - 14 SN - 0141-8211 DO - 10.1111/ejed.70367 UR - https://m2.mtmt.hu/api/publication/36469303 ID - 36469303 AB - Pursuing sustainable growth is essential in light of the world's recent volatility and instability. Resilience—the key to sustainable development—has drawn increasing research interest in teacher education, and the substantial amount of research shows how complex, dynamic, and multidisciplinary the field is. Given the abundance of resilience studies with different research foci, a bibliometric study should be conducted to illustrate the comprehensive knowledge map of this broad and diverse field. The publication volume and trends, prominent research constituents, knowledge foundations, and research themes were explored, utilising Biblioshiny and VOSviewer, along with the dataset extracted from Web of Science (1999–2023). Findings highlight its excellent development prospects and evolution trajectory. Several implications for fostering and enhancing resilience were offered while illuminating areas of inquiry for future resilience researchers and bibliometric researchers. LA - English DB - MTMT ER - TY - JOUR AU - Vetési, Erika AU - Schiller, Emese TI - Navigating the Digital Age JF - TUDÁSMENEDZSMENT J2 - TUDÁSMENEDZSMENT VL - 26 PY - 2026 IS - 1. különszám SP - 29 EP - 53 PG - 25 SN - 1586-0698 DO - 10.15170/TM.2025.26.K1.4 UR - https://m2.mtmt.hu/api/publication/36850037 ID - 36850037 AB - 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. LA - English DB - MTMT ER - TY - JOUR AU - Ternai (nee Sulaimanova), Nazgul AU - Csereklye, Erzsébet AU - Győri, János AU - Horváth, László TI - ‘To go or not to go’: organizational determinants of academic staff participation in teaching mobility–a structural equation modelling approach JF - EUROPEAN JOURNAL OF HIGHER EDUCATION J2 - EU J HIGH EDU VL - 15 PY - 2025 IS - 1 SP - 166 EP - 184 PG - 19 SN - 2156-8235 DO - 10.1080/21568235.2023.2294742 UR - https://m2.mtmt.hu/api/publication/34477900 ID - 34477900 N1 - Doctoral School of Education, ELTE Eötvös Loránd University, Budapest, Hungary Institute of Intercultural Psychology and Education, ELTE Eötvös Loránd University, Budapest, Hungary Institute of Education, ELTE Eötvös Loránd University, Budapest, Hungary Export Date: 4 January 2024 Correspondence Address: Sulaimanova, N.Kazinczy street 23-27, Hungary; email: nazgul.sulaimanova05@gmail.com AB - 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. LA - English DB - MTMT ER - TY - JOUR AU - Völgyesi-Molnár, Márta AU - Győri, Miklós AU - Eapen, Valsamma AU - Borsos, Zsófia AU - Havasi, Ágnes AU - Jakab, Zoltán AU - Janoch, Lászlóné AU - Németh, Vivien AU - Őszi, Tamásné AU - Szekeres, Ágota AU - Győriné Stefanik, Krisztina TI - Quality of Life in Hungarian Parents of Autistic Individuals JF - JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS J2 - J AUTISM DEV DISORD VL - 55 PY - 2025 IS - 3 SP - 1122 EP - 1137 PG - 16 SN - 0162-3257 DO - 10.1007/s10803-024-06243-3 UR - https://m2.mtmt.hu/api/publication/34539726 ID - 34539726 LA - English DB - MTMT ER - TY - JOUR AU - Frányó, Zsófia AU - Dorner, Helga TI - How to change and what to change? – Exploring university teachers’ conceptions of adaptive expertise in teaching JF - INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL J2 - INNOV EDUC TEACH INT VL - 62 PY - 2025 IS - 2 SP - 745 EP - 759 PG - 15 SN - 1470-3297 DO - 10.1080/14703297.2024.2343847 UR - https://m2.mtmt.hu/api/publication/34825037 ID - 34825037 N1 - online megjelenés: 2024.04.22. LA - English DB - MTMT ER - TY - JOUR AU - Bhavya, Chhabra AU - Granziol, Umberto AU - Griffiths, Mark D. AU - Zandonai, Thomas AU - Landolfi, Emilio AU - Solmi, Marco AU - Zou, Liye AU - Yang, Peiying AU - Lichtenstein, Mia Beck AU - Stoll, Oliver AU - Akimoto, Takayuki AU - Cantù-Berrueto, Abril AU - Larios, Angelica AU - Egorov, Aleksei Y. AU - de la Vega Marcos, Ricardo AU - Alpay, Merve AU - Nazlıgül, Merve Denizci AU - Yildirim, Mustafa AU - Trott, Mike AU - Portman, Robert M. AU - Szabó, Attila TI - Prevalence of the Risk of Exercise Addiction Based on a New Classification: A Cross-Sectional Study in 15 Countries JF - INTERNATIONAL JOURNAL OF MENTAL HEALTH AND ADDICTION J2 - INT J MEN HEALTH ADD VL - 23 PY - 2025 IS - 5 SP - 3815 EP - 3836 PG - 22 SN - 1557-1874 DO - 10.1007/s11469-024-01322-z UR - https://m2.mtmt.hu/api/publication/35001963 ID - 35001963 AB - 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. LA - English DB - MTMT ER - TY - JOUR AU - Kasbary, Nicole AU - Haymour, Aghnar TI - Exploring Hungarian teachers' perceptions of project-based learning in science and math education JF - HUNGARIAN EDUCATIONAL RESEARCH JOURNAL (HERJ) J2 - HERJ VL - 15 PY - 2025 IS - 1 SP - 88 EP - 104 PG - 17 SN - 2062-9605 DO - 10.1556/063.2024.00301 UR - https://m2.mtmt.hu/api/publication/35085702 ID - 35085702 AB - 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. LA - English DB - MTMT ER - TY - JOUR AU - Ternai (nee Sulaimanova), Nazgul AU - Csereklye, Erzsébet AU - Győri, János TI - Internationalisation of doctoral schools of education in Hungary: Rationale and organisational change JF - HUNGARIAN EDUCATIONAL RESEARCH JOURNAL (HERJ) J2 - HERJ VL - 15 PY - 2025 IS - 2 SP - 192 EP - 209 PG - 18 SN - 2062-9605 DO - 10.1556/063.2024.00297 UR - https://m2.mtmt.hu/api/publication/35183361 ID - 35183361 AB - 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. LA - English DB - MTMT ER - TY - JOUR AU - Stamenkovska, Tatjana AU - Alvarez Llerena, Carlos Lenin AU - Győri, János TI - International students' motivational disposition for learning Hungarian as a foreign language – A quantitative study JF - HUNGARIAN EDUCATIONAL RESEARCH JOURNAL (HERJ) J2 - HERJ VL - 15 PY - 2025 IS - 2 SP - 226 EP - 243 PG - 18 SN - 2062-9605 DO - 10.1556/063.2024.00298 UR - https://m2.mtmt.hu/api/publication/35284311 ID - 35284311 AB - 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. LA - English DB - MTMT ER - TY - THES AU - Nagy-Kolozsvári, Enikő TI - A gyermekirodalom alkalmazása az angol mint idegen nyelv oktatásában a kárpátaljai magyar tannyelvű iskolákban PB - Eötvös Loránd Tudományegyetem (ELTE) PY - 2025 SP - 230 DO - 10.15476/ELTE.2024.180 UR - https://m2.mtmt.hu/api/publication/35576770 ID - 35576770 LA - Hungarian DB - MTMT ER -