Search

Search Results

• The Statistical Analysis of the Academic Achievement of Young People Living in the Child Protection System

  29-38

  Ildikó Erdei

  Karolina Eszter Kovács

  Views:

  258

  In recent years, there has been an increasing emphasis on placing children in foster care. Our main research aims to explore the connections between the future orientation of disadvantaged young people living in residential care homes and foster families. In our pilot-study, we made it measurable by a comparative analysis of their study results. The sample consists of children raised in the child protection specialist and aftercare system of the Greek Catholic Child Protection Centre of Debrecen and Nyírség. The comparative analysis included 57 children and young people living in residential care homes and 57 children and young adults living in foster care. The members of both groups were born between 1993 and 2003, so are 15-25-year-olds. The comparative analysis was made on the basis of the available documents and study statistics between June 2019 and November 2019, to measure and compare the academic achievement of young people living in residential care homes and with foster parents. According to the statistical analysis, it was found that the academic achievement, based on year repetitions, show a more favourable picture of students living with foster parents. Depending on our results, a number of additional research questions arise.

• The Effect of Psychological Capital on Academic Success of College Students Mediated Through Student Engagement

  64-80

  Werede Tareke Gebregergis

  Karolina Eszter Kovács

  Csilla Csukonyi

  Views:

  104

  Although psychological capital is theorized to enhance academic success of college students, there is a lack of sufficient empirical evidence supporting this claim. Given this gap, the present study was conducted to explore the role of psychological capital in academic success of college students, mediated through student engagement. Undergraduate and postgraduate diploma students (N=502) were selected using a convenience sampling technique. The participants completed self-reported questionnaires assessing their psychological capital, student engagement, and academic success. To determine the statistical significance of the prediction, hierarchical multiple regression analyses were performed. PROCESS macro for SPSS was utilized for analyzing the mediation effect. Results obtained from the regression analyses revealed that psychological capital was positively and significantly related to both engagement and academic success. Notably, the mediation results also demonstrated that student engagement partially mediated the relationship between psychological capital and academic success. The results of the present study might contribute to the existing literature related to the importance of positive psychology in education by providing insight into the complicated relationship between psychological capital, student engagement, and academic success.

• The International Comparison of the Educational Systems of Iran, Myanmar and Ethiopia

  84-94

  Su Hnin Aye

  Birhanu Haile Agezew

  Arshia Iranfar

  Karolina Eszter Kovács

  Views:

  182

  Education systems usually fall into two main types: the Continental and Atlantic systems of education. Countries
  belonging to the third world often follow after the characteristics of the continental system, however, the
  specificities of the country may overwrite some characteristics of the original concept. This article aims to
  introduce some specific aspects of the educational systems of Iran, Ethiopia and Myanmar through the
  comparison of these systems. According to the data analysis, centralisation is relevant, but decentralisation
  tends to be strengthened in each country. Concerning their structure, similarities in the division of levels were
  identified, along with differences in duration and focus. Unsurprisingly, the curriculums are different in each
  country; however, the basic subjects are almost the same. Finally, the grading systems use similar categories,
  although the underlying points providing the basis for the grades significantly differ. Comparing them can
  contribute to their evaluation and further development.

• An International Comparison of Educational Systems: the Columbian, Iraqi and Kurdish cases

  110-120

  Peshawa Jalal Mohammed

  Jennyfer Casas

  Sanaa Taler Saleh

  Karolina Eszter Kovács

  Views:

  307

  As developing countries aim to improve their education to address the challenges of globalisation's economic and social demands, comparative education can provide references for reforms and changes. Through studying the educational systems of other countries, we can discover which reforms are possible and desirable. This article attempts to demonstrate some specific aspects of the educational systems of Columbia, Iraq and Iraqi Kurdistan and to compare them. It shows the decentralisation process and challenges of the systems. It also reveals the structure of education of the three systems and their differences related to duration and organisation of primary and secondary schools. Following that, the curriculum provision and their orientations are explained. Finally, the article also tries to find the differences in teacher training in terms of duration and training types, occurring before / during service. The obtained results show that the decentralisation process and its challenges are very similar in these educational systems while there are differences in the duration, structure, and curriculum subjects.