Students In Hungary Research Articles

Discrimination in track recommendation but not in grading: experimental evidence among primary school teachers in Hungary

Abstract This study examines discrimination in teacher assessments and track recommendations against Roma minority students in Hungary. We conducted a pre-registered randomized experiment among 413 primary school teachers. Participating teachers evaluated six mathematics or literacy and grammar tests with fictitious, randomized student names and recommended a high school track. Our results show mixed evidence for discrimination against Roma students: teachers do not discriminate in test evaluations but do so in high school track recommendations, though this latter effect is small. We find that contextual factors play a substantial role in discrimination in track recommendations: teachers who receive tests with fewer Roma than non-Roma names discriminate against Roma students, whereas teachers who receive tests with more Roma names do not. In the latter case, non-Roma students receive similarly low track recommendations as Roma students in both experimental conditions. The results are consistent with stereotype-based theories of discrimination.

A Quantitative Analysis of University Admission Results for Hungarian Ethnic Minority Students in the Carpathian Basin

This study analyses the higher education admission results of Hungarian ethnic minority students in Hungary originating from Central and Eastern European countries (Serbia, Croatia, Slovenia, Slovakia, Ukraine, and Romania) by secondary education background (national system vs. foreign system) and school-leaving qualification background (advanced and intermediate levels in Hungary and their native country). Students (n = 759) take (or have taken) part in undivided (5-year) and bachelor (3-year) programs at universities in Hungary and, for historical reasons, live as ethnic minorities in their home countries in the Carpathian Basin. There are significant differences in the number of students according to their secondary education background. Of the admitted students, 83.7% graduated from a national system secondary school and 16.3% from a foreign system secondary school before entering higher education. Using a Mann–Whitney U-test, we confirmed that the admission scores of students from the national secondary education system are significantly different from the scores of students who graduated from a foreign secondary education system (p < 0.001). The results of the Jonckheere–Terpstra test demonstrated that students with advanced-level exam results performed significantly better than those who entered higher education with intermediate-level or native country examination results (p < 0.001). However, there is no detectable difference (p > 0.05) between students who graduate at the intermediate level and students who graduate with a native country certificate. A regression model, based on the median admission scores, exhibited a trend of improving results for foreign students. The R2 quadratic determination coefficient is 0.705. This study provides insights into the educational pathways and decisions of Hungarian students residing abroad, underlining the influence of the national context and public education systems on their educational trajectories.

AI Tutors vs. Human Instructors: Perceptions of Higher Education Students in Hungary and Spain

Integrating AI-powered tutoring systems in higher education represents a significant advancement in educational technology, offering personalized and adaptive learning experiences. This study investigates the perceptions and expectations of higher education students in Hungary and Spain regarding AI tutors. Despite extensive research on the technological efficacy of AI systems, there is limited understanding of student attitudes in these specific cultural contexts. This research aims to fill this gap by exploring student expectations, satisfaction levels, and perceived benefits of AI tutors compared to human instructors. To achieve this, a validated questionnaire was administered to 184 higher education students from Hungary and Spain, capturing data on various dimensions of their expectations. The study's findings indicate that students appreciate the adaptability and continuous guidance provided by AI tutors, with Hungarian students showing higher overall expectations compared to their Spanish counterparts. These insights suggest that AI tutoring systems can enhance the learning experience by addressing individual student needs more effectively. The implications of this study are significant for higher education institutions seeking to integrate AI technologies.

Profiles of intercultural sensitivity of healthcare students: a person-centred approach.

We aimed to explore healthcare students' intercultural sensitivity profiles and their relationship with empathy to develop effective education methods that promote non-discriminatory patient care. We conducted a cross-sectional questionnaire study, involving a total of 508 international (n= 100) and local (n= 408) healthcare students in Hungary by convenience sampling. The survey included demographics, the Intercultural Sensitivity Scale, and the Interpersonal Reactivity Index. We applied latent profile analysis to identify distinct sensitivity profiles and used multinomial logistic regression to estimate the predictive power of several background variables on profile group membership. A four-profile solution emerged: "Interculturally average" (n= 241), "Interculturally uncertain" (n= 76), "Interculturally sensitive" (n= 132), and "Interculturally refusing" (n= 54). The model (R2= 0.123; p= 0.001) revealed that psychology major tended to predict "uncertain" group membership (OR= 0.56, p= 0.08) and higher personal distress was a significant predictor of this group (OR=1.11, p= 0.002). Male gender (OR= 3.03, p= 0.001), medicine major (OR= 5.49, p= 0.01), lower perspective-taking (OR= 0.91, p= 0.007) and higher personal distress (OR= 1.09, p= 0.028) were identified as predictors of "refusing" group membership, compared to the "average" group. By exploring the ways students experience intercultural situations, a more personalized medical education can be developed with a special focus on vulnerable subgroups. For the "uncertain" group, the focus should be more on developing confidence, and intercultural experiences, whereas in the "refusing" group on strengthening empathy. In general, it can be useful to create mixed-gender, multidisciplinary, and intercultural learning environments.

Problematic usage of the internet among Hungarian elementary school children: a cross-sectional study

IntroductionProblematic usage of the internet (PUI) is perhaps one of the most frequently studied phenomena of the 21st century receiving increasing attention in both scientific literature and the media. Despite intensive research there have been relatively few meaningful studies among elementary school students in Hungary and worldwide, who may be considered as a high-risk population with regard to problematic internet use. The aim of our study was to carry out a complex research focusing on the prevalence and risk factors of PUI among elementary school children aged 10–15 years (Grade 5–8).MethodsDemographics included were gender, age, place of stay, type of residence, family type, parental education, start of internet use, used devices, daily internet use, purpose of internet use, internet accounts, ways of keeping in touch with friends and sporting activities. PUI was evaluated using the paper-based version of the Potentially Problematic Use of the Internet Questionnaire.ResultsOverall, 2000 paper-based questionnaires were successfully delivered and the final analysis included 1168 responses (overall response rate 58.4%). Mean age was 12.55 ± 1.24 years. Female gender (OR = 2.760, p = 0,006, CI 95% 0.065 to 0.384), younger age (11–12 years) (OR = 3.812, p < 0.001, 95% CI: 1.747–4.731), early exposure to the internet (OR = 3.466, p = 0.001, 95% CI 1.535–5.446), living in a small village (OR = 1.081, p = 0.002, 95% CI 1.041–1.186) urgency to answer online (OR = 4.677, p < 0.001, 95% CI: 2.714–6.639), decreased frequency of personal contact with friends (OR = 2.897, p = 0.004, 95% CI: 1.037–1.681), spending more than 6 h online (OR = 12.913, p < 0.001, 95% CI: 10.798–14.892), morning and nighttime internet use (OR = 3.846, p < 0.001, CI 95% 1.886–5.810) and never doing any sports (OR = 2.016, p = 0.044, 95% CI: 1.050–3.354) were independently associated with problematic internet use.ConclusionsBased on the results of our questionnaire survey more than 10% seemed to be problematic users in our study population, which is a relatively high rate. Early exposure to the internet as well as younger age were strongly related to this phenomenon. Duration of being online as well as daily time interval of internet use are important predisposing factors. Scarcely studied social factors such as being online at the expense of personal relationships and the lack of physical activity should be payed more attention to prevent the development of PUI.

Students' willingness to share knowledge in higher education in Hungary

AbstractGiven that knowledge is one of the most important human resource values, the manner of its acquisition, transfer and development within an organisation is crucial. It should come as no surprise that given the link between knowledge acquisition and development in most spheres, several individuals wish to restrict their knowledge to themselves, as it gives them value in the labour market. Yet, if we inculcate knowledge sharing habits among individuals at an early age, so that they not only impart but also acquire knowledge through knowledge transfer, information acquisition can become a mutually beneficial process for both providers and acquirers. In this study, we conducted a survey among university students in Hungary to investigate how open they are about sharing their knowledge with each other and what they expect from their peers in exchange for the information they have. Data analyses showed that students' willingness to transfer knowledge and their expectations in return for the knowledge transferred are greatly influenced by their mutual relationships, but the strength of these relationships impact the rewards they expect for knowledge transfer.

Assessment of Information Literacy Skills: A Case Study

"In the information society, the concept of IL is at the center of educational research. In higher education, university teachers and students need to keep up with current research trends in the application of IL skills. The generation, processing and storage of information has never been more marked in any age, as Manuel Castel writes in his work The World of Knowledge. Information therefore determines all aspects of life, and it is therefore necessary for those who choose a career in the intellectual field to be equipped with information skills. An information literate individual is able to recognise when and where information is needed, to find it, analyse it and apply it successfully. To be considered information-literate a person must be able to recognize the need for information and assess its scope, to locate information quickly and efficiently from a variety of sources and databases. He/she must be able to evaluate information and sources, and be able to organise and process information or create new knowledge, recognise and solve problems. After reviewed the studies and research on information literacy, a questionnaire survey of a sample of 230 university students in Hungary was used to assess students' information literacy. This paper presents the main results of the survey. "

Conflict management in Physical Education: The critical role of team-based activities in physical education to improve cooperation and wellbeing

Physical Education (PE) teachers’ responsibility is critical in supporting the development of students’ motivation, positive attitude and behaviour. . This study explored students’ conflict management styles, the most common sources of conflicts during PE, and the relationship between conflict management styles, self-perceived health and social-emotional wellbeing among high school students in Hungary. A self-administered, anonymous, cross-sectional survey was completed by students in high school (n=385, 54.8 % female Mage =16.98 yrs, SD. 1.28). Only 2.9% of the students reported applying a collaborating management style. These students also rated their health higher. However, students with competitive conflict management were more satisfied with their lives. Most students never had conflicts with the teacher, and if any, they used accommodating conflict management strategies. Behavioural expectations, extreme performance requirements, and disliking the subject were the most common sources of conflicts in PE. The conflict management strategies did not significantly correlate with the psychosomatic symptoms scale; however, students with collaborating conflict management reported fewer sleep problems. These findings underpin the significant role of conflict management skills in health and social-emotional wellbeing. Keywords: adolescent, team sports, physical education, wellbeing, conflicts

Motivation Toward Sport, Physical Activity And Exercise Between College Students In Hungary And The United States, During Covid-19

Motivation Toward Sport, Physical Activity And Exercise Between College Students In Hungary And The United States, During Covid-19

The Impact of Sustainable Education Practices on Food Consumption Behaviours – An Experimental Study of Agrarian School's Students in Hungary

The Impact of Sustainable Education Practices on Food Consumption Behaviours – An Experimental Study of Agrarian School's Students in Hungary

Ranking Trust Factors Affecting Risk Perception in Illicit Drug Purchase on the Darknet: A Large-Scale Survey Study in Hungary

Abstract The process of illicit drug trafficking on darknet markets is highly affected by various trust factors. Although the factors potentially affecting customers’ risk perception can be identified based on previous research, cyber criminology has not produced empirical research ranking the importance of the specific factors. This study was designed to fill this gap by developing a tool that measures the importance of the various trust factors. To test out the measurement tool, a large-scale survey with projective situational questions was conducted among university students in Hungary. The sample (n = 5481) was compiled to include potential darknet market customers, respondents with above-average computer skills needed to access the darknet, and taking into account that university students are a group of society particularly exposed to drug consumption. The end product of this research is a trust matrix ranking the factors affecting illicit drug purchases on darknet markets. Among the factors, the survey’s target group ranked reliable and undamaged delivery of goods and the reliability of vendors as the most important. The measurement tool developed in this research will facilitate further criminological research on vendor reputation. Its findings also point to the need for further research on delivery providers and predict that influencing the delivery-related risk perception of potential customers could effectively reduce demand.

Qualitative exploration of the socioeconomic status and motivations of Chinese students in Hungary

Surprisingly little research has been conducted on Chinese students in Hungary, despite their growing number. Education has gradually become a crucial element in attaining higher socioeconomic status, so it is vital to understand such students’ socioeconomic backgrounds and motivation for studying in Central Eastern Europe. Applying cultural mobility theory, this article explores students’ family backgrounds and motivations for pursuing tertiary education in Hungary. Twenty-six narrative interviews were conducted and analysed using grounded theory method. The results indicate that three important factors influenced lower-middle-class Chinese students’ choices to study in Hungary: the constraints of reality, educational aspirations, and a desire for self-expression. Working-class or lower-middle-class families were required to make compromises for their children to study abroad because their financial means limited the opportunity for international study. Therefore, education in a relatively low-cost country like Hungary became an option. This research contributes to current theories of educational mobility by offering fresh understandings about students with a lower-middle class SES, the influx of working-class Chinese students into Hungary, as well as the relationship between upward social mobility and studying internationally. The recommendations for policymakers in China and Hungary made in this paper enable the development of practicable strategies for enhancing learning environments, producing positive educational outcomes, fostering equitable education systems, and ameliorating the impact of a lower SES background on educational and social mobility.

Coffee, Energy Drinks Consumption and Caffeine Use Disorder Among Law Enforcement College Students in Hungary

Introduction: Caffeine is one of the most popular and consumed substances worldwide. The prevalence of caffeinated beverage consumption stands quite high among young people and in some professions, such as law enforcement. Aims: The aim of our study was to assess the lifetime and daily prevalence of caffeine consumption, the extent of consumption, and the prevalence of caffeine use disorder among law enforcement students. Methods: A cross-sectional, questionnaire-based survey was conducted among Hungarian law enforcement students at the University of Public Service (Hungary) Faculty of Law Enforcement (UPS FLE). The study sample (N = 180) consisted of 57.2% male (n = 103) and 42.8% female (n = 77). The Caffeine Use Disorder Questionnaire (CUDQ) was used to measure caffeine use disorder among law enforcement students. Results: The lifetime prevalence of caffeine consumption is 98.3% (n = 177) among law enforcement students. Two-fifths (n = 72) of law enforcement students are classified as daily consumers. The average caffeine intake of daily consumers was 177.5 mg/day (range: 60–550 mg/day; SD = 89.54). The majority (64.7%; n = 110) of caffeine users had experienced at least one symptom of caffeine use disorder in the past 12 months. Conclusions: This is the first study on caffeine consumption among Hungarian law enforcement students. Previous results suggest that the consumption of a high dose of caffeine could compromise aiming accuracy and shot placement, thereby jeopardizing the health and welfare of law enforcement personnel. Our results may be useful for researchers, Hungarian and foreign law enforcement agencies and law enforcement colleges, and vocational schools as well.

Examining young people’s awareness of electricity consumption during the energy crisis from the perspective of economics students in Hungary

Examining young people’s awareness of electricity consumption during the energy crisis from the perspective of economics students in Hungary

The Relationship between Perceived Organizational Support and the Intentions of International Students in Hungary to Stay in Hungary: The Role of Conflict Climate and Intercultural Adjustment

In recent years, Hungary has seen a dramatic increase in the number of international students, particularly since the government launched a scholarship program to encourage more talented overseas students to study at Hungarian universities. The mobilities of these students have notably increased their participation in part-time jobs or internships in the host country. These work experiences could broaden the perspectives of international students regarding the organizational operation modes in the host country’s firms; moreover, they may impact their ability to interculturally adjust to the host country’s culture, clarifying their intentions to stay or not. This article attempts to find out how perceived organizational support (POS) affects international students’ plans to stay and work abroad (IS), as well as what roles conflict management climate (CMC) and intercultural adjustment (IA) play in this relationship. A linear snowball sampling method was used to collect the data. The study’s sample was taken from international students in Hungary with part-time jobs or internships. A self-administrated questionnaire was distributed to the participants through online channels. The PLS-SEM method was used to empirically test the proposed hypothesis. Later, a total of 433 valid answers were used for the analysis. The results reveal that POS positively and significantly affects CMC and IA but has no significant effect on IS. Moreover, IA is the only factor that has a direct impact on IS and it shows a significant mediating impact on the relationship between POS and IS. The findings contribute to the success of Hungarian organizations in retaining talented young (or soon-to-graduate) employees in their companies by encouraging their intentions to stay in the country.

How has university students’ drug use changed during Covid-19?

The Covid-19 outbreak and the lockdown have had significant psychological and social impactson everyone’s life. Changing life circumstances and daily routines, job losses, uncertainty, haveput a psychological strain on us. As a consequence, we may experience risk behaviours moreoften than before. The aim of the study is to analyse how risk behaviours have changed due toCovid-19 among university students in Hungary, and to identify the psycho-social factors along which the shift can be explained. The analysis is based on the data of ‘Covid-19 InternationalStudent Well-Being Study’ – a study initiated and coordinated by the University of Antwerpeninvolving 75 universities from 26 countries. Four Hungarian universities – Corvinus Universityof Budapest, the University of Debrecen, the University of Miskolc, and the University of Szegedparticipated in the study. The survey was conducted among all university students who filledin an online questtioannaire in Spring 2020. Our results show that all risk behavoiurs havedeclined during the Covid-19 period. However, students who had had consumed drug beforeCovid-19 have been using them more frequently during the pandemic. Our results suggest thatthe recreational use have probably declined and the problematic use have probably increasedamong university students during the pandemic. Our results highlight the fact that students forwhom the crisis situation imposed by the quarantine was hard to handle are more likely to usesubstances more frequently, so offering them prevention and treatment options is crucial.

Is it Worth Getting a Doctorate?

PhD training is part of the global education competition. The number of doctoral students per 100,000 people is a feature that moves together with the scientific performance of a country. Thus, doctoral training is an important element of a country’s innovation, in which Hungary is lagging behind. We assume that the main reason for the limited amount of doctoral students in Hungary is the low level of individual demand for training which, in turn, is due to the fact that the academic career of doctoral students promises low earnings compared to the placement of university graduates in other spheres. The earnings test and life earnings analysis presented by the study support this assumption: the earnings of those entering academically qualified academic careers are significantly lower than those of graduates working in the corporate sector. Though there are limitations present which impede the generalizability of these results, it does call to attention important trends to be acknowledged in future research.

PCR121 Knowledge and Attitudes of College Students to Sexually Transmitted Diseases in Hungary

Adolescents, accounting for 25% of the sexually active population, are the most affected by sexually transmitted disease (STD). To explore and assess the knowledge and attitudes of college students in Hungary to sexually transmitted diseases (STDs).

Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude.

The main objective of the study was to ascertain whether English as a Foreign Language learners with various levels of English language achievement differ significantly in applying foreign language learning strategies. We also aimed to explore strategy use frequency in connection with attitude toward English language learning. Data were collected from 1,653 lower secondary students in Hungary through a revised version of the previously developed online Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ) based on Oxford’s Strategic Self-Regulation (S2R) Model. The findings point to statistically significant differences in the frequency of English language strategy use among more and less proficient learners. Quantitative analyses also reported that, in spite of the students stated low or moderate levels of strategy use, it turned out as a statistically significant predictor of foreign language attitude and language achievement. The results draw attention to the relevance of strategy research in foreign language teaching as well as encourages strategy teaching within language instruction.

University Students’ Autonomous Learning Behaviors in Three Different Modes of ICT-Based Instruction in the COVID-19 Era: A Case Study of Lockdown Learning

This paper explores Hungarian university students’ autonomous learning behaviors during the first wave of the COVID-19 pandemic in Hungary (March-June 2020). A self-developed questionnaire was used to explore some aspects of learner autonomy relying on the action-oriented dimensions of Tassinari’s (2015) dynamic model of learner autonomy. The present paper aimed to investigate how university students in Hungary regulated their learning processes during the first wave of the COVID-19 epidemic in 2020 with regards to three Information and Communication Technology (ICT)-based teaching modes. Based on a quantitative study of the constructs of goal setting, management of the learning process and monitoring of efficiency, the researchers examine to what extent students were capable of adapting, through the exercise of learner autonomy, to challenges posed by the altered learning environment. Results of the study also show that participants had different perceptions of the three teaching modes and that students’ exercise of learner autonomy influenced their perception of these ICT-based teaching modes.