Comparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers

Cross-national comparisons represent an avenue for investigating milestones achieved by one region that can help improve standards in another country. This study compares the development of executive functioning in Hungarian and Kenyan preschoolers as they prepare for school readiness. The study's cross-sectional design entailed sampling preschoolers from Hungary ( n = 187) and Kenya ( n = 420) aged between 4 and 8 years nested in 35 classrooms. Preschool class teachers rated the children's executive functioning using the Childhood Executive Functioning Inventory (CHEXI). The two-factor structure of the CHEXI demonstrated a strong measurement invariance for the two countries, Hungary and Kenya. Significant gender differences were noted on both subscales in the Hungarian sample but not in the Kenyan preschoolers. Additionally, no differences were found in the executive functioning of boys from both countries. However, the girls exhibited variances in the inhibition subscale. Contrary to expectations, no linear mixed effects were observed for country or the interactions between age and country apropos difficulties related to inhibition and total executive functioning except for working memory. Better working memory skills noted in the Hungarian sample were attributed to a superior preschool education system

Nemzetközi marketing az átalakuló világban

A nemzetközi marketing a marketingtudomány dinamikusan változó része. Rekettye professzor cikkben összegezte gondolatait e tudományterület fejlődéséről és fontosságáról. Cikke egyértelműen fogalmaz, ám néhány fontos kérdés tárgyalására nem kerített sort. E reagáló cikkben a szerző a nemzetközi marketing és a világgazdaság, a demográfiai változások és a technológiai kihívások kapcsolatát elemezte, bemutatva, hogy e tényezők miként befolyásolják a nemzetközi marketing szerepét, jelentőségét, jövőjét, s ezzel kiegészítette az eredeti cikk gondolatait

A finn példa

A finn példa című könyv szerzője, Dr. Pasi Shalberg maga is a matematika és a természettudományok tanáraként kezdte a pályáját. Jelenleg a finn Oktatási és Kulturális Minisztérium által szervezett CIMO (Nemzetközi Mobilitási és Együttműködési Központ) ügyvezető igazgatója, valamint az USA-ban működő ASCD (Szakfelügyeleti és Tantervfejlesztési Társaság) igazgatótanácsának tagja, a Helsinki Egyetem és az Oulu Egyetem docense

Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School Achievement

Learning motivation, self-handicapping, executive function, and school achievement are interrelated variables affecting students’ intension of learning in higher education. However, many educators are unaware of the ability of these predictive variables and fail to encourage students’ further education. Therefore, with the aim of helping educators, this study was conducted to predict students’ intention of learning in higher education based on their learning motivation, self-handicapping, executive function, school achievement, and mothers’ education. We sampled Hungarian 12th graders (N = 1330) who participated in this study while collecting the data online during class hours. Questionnaires were used to measure learning motivation, self-handicapping, and executive function. Findings showed that higher learning motivation, lower self-handicapping, stronger working memory, and mother’s education could increase students’ intention of learning in higher education. Beyond our expectations, higher school achievement (GPA) was not a significant predictor. Comparing different theoretical perspectives, we deduced reliable predictors underlying Hungarian students’ intention of learning in higher education. Therefore, this study is of great importance for educators to pick out the real support for their students’ intention of learning in higher education by following our research findings