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The Relations between Student Foreign Language Anxiety and Social Variables
87-100Views:336Due to the labour market expectations, universities are responsible for preparing their students for competitive employment in Hungary or abroad. However, language anxiety is an insurmountable problem for many people, making it difficult to learn foreign languages, even though a confident command of them is a key factor in any job interview and essential in the world of work. This complex is one of the main factors hindering language learning, affecting all people to either a greater or lesser extent. In 2023, the University of Debrecen's researchers studied the impact of language anxiety on foreign language learning, surveying approximately 400 students of the university's commerce, marketing, and business management courses. After having a questionnaire filled in, descriptive statistical and cross-tabulation analyses were conducted, and the focus was on analysing the impact of social variables on language anxiety. Our research shows that women are significantly more anxious than men. Students who work while studying and use their foreign language skills at work experience significantly more anxiety than students who do not use a foreign language. Parents' language skills significantly affect their children's language anxiety. The research topic is relevant, as it highlights the importance of teaching strategies to reduce language anxiety in university foreign language teaching. The present study facilitates the teaching of those students who would not be able to overcome the anxiety barrier.
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The Relations between Students’ Intercultural Communication Competencies and Employability
72-79.Views:457In today’s globalised world, businesses operate on an international level. Most business and economics graduates will interact with colleagues, clients, and partners from diverse cultural backgrounds. Intercultural competencies are essential for their success and effective collaboration in the labour market. A special questionnaire was compiled to investigate students’ intercultural competencies. Based on the statements and responses of the questionnaire, the examination aimed to establish the principal components of the intercultural communication competencies of the students of a Hungarian university. In the next phase of the research, the principal components served to create student clusters which were analysed from a labour market point of view, focusing on advantages and disadvantages. The crucial question was: which cluster is in demand the most in the labour market? By utilizing a principal component analysis, the dataset was reduced to three key components. Subsequently, to classify the students into groups, a multivariate statistical procedure, i.e., cluster analysis, was used to reveal the structures by clearly considering the similarities of a relatively heterogeneous population and to create a relatively homogeneous subset. The study revealed five distinct student clusters, each with varying advantages and disadvantages for employers. In this context, the Interculturally Active and Open with Good Language Skills cluster proved to be the most competent, with the least ideal collection indisputably being the Interculturally Reluctant in Cooperating cluster. The research underscores the importance of intercultural communication competencies for employees and enriches our understanding of the dynamics between intercultural communication competencies and workforce readiness. Developing these competencies in foreign language classes will significantly facilitate our students’ employment.
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Department history research and collections in the service of understanding the Debrecen school of educational sciences
20–28Views:4Exploring the history of the Department of Educational Studies in Debrecen, as well as the history of university teacher training and the practice school, began in 2002 under the leadership of László Brezsnyánszky with the collaboration of the “Debrecen School” research group. In our study, we summarize the main results and present the collections under the supervision of the department, as well as the professional forums on departmental history organized by it. According to our findings, the Debrecen School of Educational Sciences – its various organizational units – possessed three functions: 1. It provided for the education of the scientific next generation in its own field of expertise; 2. It conducted training in its own discipline and announced lectures on pedagogical subjects for the interested circle of the student body; 3. It performed the instructional tasks of theoretical pedagogical courses for teacher candidates, and additionally carried out organizational and supervisory work in this field. The state university of Debrecen carried on the traditions of its predecessor, the Reformed College. In departments critical to the shaping of worldviews, such as pedagogy, Reformed faith and ecclesial commitment remained vibrant until 1950. In the years following the foundation (1912), lectures on educational science were held by the professor of the Department of Philosophy (Béla Tankó); later, the now independent Department of Pedagogy sought to strengthen its prestige with a more diverse and colorful range of lecture offerings. In his lectures, Professor Gyula Mitrovics strived to present the fields of science according to the traditional division of pedagogy (theory of education, history of education, didactics), while in his seminars, he covered the significance of the intelligence tests he conducted and of experimental pedagogy. Sándor Karácsony already spoke to his students about the practical questions of school educational work. The era of Béla Jausz and László Kelemen was about stabilization, the strengthening of the position within the Faculty of Arts, and the alignment with the direction and research designated by socialist educational science. During Kelemen’s leadership, the preparation for the independence of units growing out of the individual departmental groups took place.
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Learning communities in the various settings of lifelong learning
162-171Views:5This paper examines the role and functions of learning communities across different contexts of lifelong learning, focusing on higher education, vocational education and training, learning in later life, and cultural learning environments. Drawing on sociocultural learning theories and the concept of communities of practice, the study interprets learning as a socially embedded process shaped through participation, interaction, and shared meaning-making. The paper applies a conceptual and interpretive approach to explore how community-based learning manifests across diverse educational and cultural settings. The analysis highlights that learning communities extend beyond formal educational institutions and constitute important spaces for knowledge creation, social participation, and identity formation. In higher education, they foster student integration and intergenerational learning; in vocational education, workplace environments function as collaborative learning spaces supporting professional socialization; in later life, community learning contributes to active ageing and social inclusion; while cultural institutions provide alternative arenas for non-formal and informal learning. The findings suggest that learning communities represent a key framework of lifelong learning by strengthening the social embeddedness of knowledge and supporting participation and personal development throughout the life course.
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Students’ Motivations to Study Abroad: The Case of International Students at the University of Debrecen
76-81Views:2252Today there is a growing demand among international students to study in Hungary, more specifically with the launching of Stipendium Hungaricum program in 2013. The number of international scholarship holders increases each year, but till now, we have no significant research results about their study motivations, research has focused only on institutional perspectives (Kasza, & Hangyál 2018). The motivation of students is an important research field in higher education, particularly because there could be various factors to motivate students studying abroad. The motives can be categorised as intrinsic and extrinsic. Our research question is, what are the main intrinsic and extrinsic motivational factors that encourage students to study in Hungary? We performed 15 qualitative interviews among international scholarship holders on postgraduate levels. We gathered semi-structured interviews with the help of an interview scheme with five main questions. The investigated dimensions include the following: 1. introduction and context of interviewees, 2. Reasons for leaving the country of origin, 3. Reasons for country choice, 4. Preliminary knowledge about Hungary, 5. Personal expectations. After the data collection, we analysed texts with open coding process in which line by line and word for word was analysed (Khandkar, 2009). Then we were able to form a typology of motivations and we found subcategories within the intrinsic and extrinsic classification.
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Dropped-out Students and the Decision to Drop-out in Hungary
31-40Views:1193The interpretation of the phenomenon of student dropout, which represents a waste of a relatively large proportion of human and material capital in the social, individual and institutional domain, is impossible without examining dropout students. In this study, we analysed the DEPART 2018 database, which contains data from 605 Hungarian dropout students. We tried to identify higher education dropout scenarios and pointed out that higher educational dropout is a complex phenomenon. Based on the students' reports on their interpretation and evaluation of their dropouts, four student clusters were created. We compared the groups with their socio-cultural background and their decision to drop out from higher education, and their assessment of that decision. The most important result of the study is that it identifies a new group in addition to the international dropout types, and provides a detailed picture that calls our attention to the diversity of dropout groups, thereby moving beyond the over-generalised image of the dropout student.
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Different Forms of Civil Activity and Employment in Hungary and Abroad, and the Development of Student Drop-out
41-54Views:607Young people involved in higher education have created a specific culture, to which, in addition to their studies, social and cultural activities associated with university life are also related (Kozma, 2006). Among these activities, student employment and participation in civic organizations should be highlighted. Voluntary and paid work among higher education students is increasing. These activities have several advantages in terms of future benefits; however, the attracting role of the labour market is one possible reason for dropout. In our current research, we emphasize the role of employment and civil activity in the development of student dropout. Masevičiūtė et al. (2018) found that a quarter of students stopped studying for work-related reasons. In addition, a negative perception of the marketability of the course they are on may lead to the interruption of university studies. In our study, we analysed the extent to which students are willing to interrupt their higher education studies in exchange for voluntary work. In our current research, we examined how often and for what reasons students who dropped out did paid work and volunteering during their studies.
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Participation in Shadow Education in Church- and State-Maintained Schools: The Role of Cultural and Social Capital
60-75Views:272Research on shadow education is often justified based on Bourdieu’s theory of capital as it is assumed to contribute to social inequalities. This paper focuses on the role of cultural and social capital and on the differences between state- and church-maintained schools in the North-Eastern parts of Hungary. Using a convenience sample and our own constructed measurement tool, a quantitative survey of secondary school language learners (N=711) was conducted to explore the relationship between the effectiveness of supplementary private language tutoring as well as the cultural and social capital of language learners in cross-sectoral comparisons. Our results highlight the positive correlation between the highest educational attainment of the mother, the participation rate in shadow education and language learners’ achievement. In our study, language learners whose mothers had a higher education level demonstrated greater efficiency, in terms of academic achievements. Despite being less successful in passing language examinations as a result of a lower social composition in denominational grammar schools, language learners could count on a higher level of support both from their language teachers - who were better able to support their students to progress at their own pace - and from their classmates and families, demonstrating that social capital had a compensating effect on their learning trajectories.
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A quantitative study of teacher trainees' experiences of board game pedagogy
129–142Views:18Nowadays, educating the young generation is a challenge for educators, as traditional teaching methods are no longer sufficient (Khalaf & Zin, 2018), so teaching methods that build not only on the cognitive but also on the social and emotional dimensions of learning must be used (Illeris, 2010; Lim et al, 2019.) Board game pedagogy is proving to be a useful method for solving the problems of 21st century education: board games can be used to introduce new topics or to teach specific parts of the curriculum (Damsa & Fromann, 2016; Antonaci et al, 2015). In our quantitative, pilot study (n=103), we seek to answer the question of the extent to which teacher trainees are familiarised with board game pedagogy during their training, and to assess the frequency of didactic methods and working methods used by university teachers. Of the students surveyed, only 54 had heard of board game pedagogy, a large proportion of them consider it to be a motivating and effective teaching tool and would like it to be part of their training. Regarding the variety of working methods and forms of work of university teachers, the more traditional methods of lecture and explanation, as well as individual and frontal forms of work, predominate. Despite these limitations, we have data that could serve as a basis for future research and could also contribute to the development of teacher education.
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Curricular and Extracurricular Learning among Students with Resilience Potential. Social Inequalities in Higher Education
37-42Views:366Does resilience potential in higher education mature into success or does it remain merely a promise of success due to rising social inequality? We studied curricular and extracurricular learning of students with outstanding academic achievement who entered higher education despite their disadvantage of social background (= students with resilience potential). A student survey database compiled in the research project “Higher Education for Social Cohesion – Cooperative Research and Development in a Cross-border Area” (HERD) (HURO/0901/253/2.2.2.) in 2012 was analyzed. Students of three Eastern Hungarian higher education institutions were surveyed (N = 1205). Students with resilience potential were identified in the intersection of two groups of variables: social background and input academic achievement. We have conducted a cluster analysis, which has resulted in the identification of students with resilience potential and other researched groups: drifters (low social background and low input academic achievement), beneficiaries (high social background and high academic achievement) and indifferent prodigals (high social background and low academic achievement). To sum up our results, the students with resilience potential only use higher education to fulfill curricular requirements, and hit a ceiling, compared to the beneficiaries, when it comes to the student year mining, meaningful extracurricular activities. Thus social inequalities crawl through these invisible channels into higher education and beyond.
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The Connection between Extracurricular, Leisure Time Activities, Religiosity and the Reasons for Drop-out
55-67Views:637The interruption of tertiary education and the reduction in the dropout rate have been a central issue in educational sociology and education research. Exploring the possible reasons for dropping out can significantly contribute to reducing the trend. Our aim is to map the links between students dropping out and individual factors. Consequently, we investigate the connection between extracurricular and leisure-time activities, health behaviour and religiosity in relation to dropout. This is explained by the fact that one of the axioms of the literature on dropout is that belonging to civil networks usually strengthens the commitment to the successful completion of studies. In our analysis, we used the database created during the research carried out in 2018 by the Center for Higher Education Research and Development (CHERD-H) in the framework of project No. 123847 of the National Research, Development and Innovation Fund of Hungary, entitled The Role of Social and Organisational Factors in Student Dropout (DEPART 2018, N=605). Our results show that the neglect of study obligations among those who are disappointed in the course and further education is closely related to the shift in value preferences and an increase in the time spent with entertainment activities and partying. It can also be stated that students take part indifferent types of extracurricular activities only to a limited extent, and the different forms of participation in activities and religiosity are not related to the causes of dropout.
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Teaching English for Students with Special Educational Needs During the Pandemic
20-31Views:435This research aimed to examine the impact of distance learning on SEN students’ English language education, parental involvement in the education of these children, as well as the ICT tools used for their development. There is little information about the difficulties and trials these students and their teachers had to face during the COVID-19 epidemic. Moreover, parental involvement plays a significant role in school performance, but there is little information about how this was realized during distance learning. We assumed that the biggest problem was the transition from face-to-face education to the online sphere. To examine this, we conducted semistructured personal interviews with elementary school English teachers from north-eastern Hungary. The most important result of our research is that during this period only a few SEN students could receive special, individual lessons, and differentiated education was implemented to a somewhat limited extent. To conclude, more programs should be created that meet the different needs of SEN to properly educate these children, and that as many development specialists as possible, who could provide group or individual lessons, should be recruited.
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Educational Psychology
107-111Views:454Bibliography of the reviewed book: Santrock, J. W. (2018). Educational Psychology (6 Ed). McGraw-Hill Education.
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Aspects of the Well-being of University Instructors Related to Online Education During and After the Pandemic – Case Study of a Hungarian University
14-25Views:279In the past decade, quite a few articles have been published about the advantages and disadvantages of working from home online, and by studying the experiences that they present, it would be possible to much more thoroughly plan the rather complex, multi-faceted process of digital transition. However, the coronavirus epidemic that broke out in early 2020 did not allow for thoughtful preparation. The new work schedule resulted in profound changes to the work of university lecturers, thus, it obviously also had a significant impact on their well-being. In this study, we examine the state of the well-being of the instructors at one of the biggest universities in Hungary, the University of Debrecen. The period in question is at the introduction of emergency remote teaching and at the end of the pandemic period. Using quantitative and qualitative methods, we collected data and information at different times. Based on this, we revealed what resources the instructors relied on, how they were able to meet the challenges of education online.
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Happiness, trust, and social relationships: The social dimensions of urban quality of life in Debrecen
51-62Views:6The study of happiness and quality of life in urban settings has become increasingly prominent in both international and domestic social science research. The quality of social relationships and the level of trust are among the key determinants of subjective well-being. This study aims to explore the relationships between happiness, trust, and social ties among the urban population of Debrecen, and to examine how these vary across different demographic groups. The analysis is based on a representative sample of 500 respondents from the “Debrecen 2025” survey, using questionnaire-based data collection. The findings indicate that the subjective well-being of Debrecen’s residents is generally favourable and closely associated with the quality of their social relationships. In particular, family and friendship ties, as well as levels of trust, show consistent associations with life satisfaction. At the same time, it is not the quantity of social ties, but their quality, that proves to be decisive. No significant gender differences were found, whereas notable variations emerge across age groups and levels of educational attainment: older individuals and those with higher levels of education tend to report higher levels of well-being and trust. The results confirm the importance of social capital in shaping urban quality of life and suggest that strengthening social relationships and fostering trust may play a key role in improving overall well-being.
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English Language Learning Using Literary Texts in the Virtual 3D Space of the MaxWhere Seminar System
18-27Views:251Through this paper, we will provide a brief overview of the 3D virtual library project and a more detailed review of its current application for English language learning. The implementation of the library project makes use of the innovative 3D presentation features of the MaxWhere Seminar System. As an innovative application of the project, we compiled a bilingual learning material for Hungarian students to improve their language skills and competence in English at an advanced level. The complex structure and organization of the learning material is based partially on the hypertextual relationships between entries of selected keywords containing various contexts from different works of world literature. We developed the learning material taking into careful consideration the appropriate characteristics of the hyperlink structure. Our basic hypothesis was that if the bilingual learning material is organized as a more or less scale-free network of interconnected nodes, this might or would result in an optimized and efficient knowledge transfer in the learning process. After the first version of the material had been completed, we wanted to evaluate the overall difficulty of the material. As such, we were using the Google Translate (GT) service to check the proper understanding of a set of selected English language phrases and sentences through their Hungarian translations provided by GT. As a result, we created a more or less scale-free learning material whose linguistic content has been properly checked.
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The Mentoring’s Role among Alumni Students of István Wáli Roma College for Advanced Studies of the Reformed Church
36-52Views:407Colleges for Advanced Studies (CASs) are the oldest institutionalized talent development initiatives of higher education in Hungary (since 1895). The Act CCIV of 2011 on National Higher Education initiated the creation of a national network of denominational Roma CASs. In a CAS, students live in a dormitory, build a strong community, get scholarships and support from tutors and mentors. Important elements of Roma CASs are the following: religious education, social responsibility for society, and Roma identity empowerment (Godó et al., 2019; Kardos, 2013; Charta, 2011). In this study, we examined alumni (ex-university students) of a Roma CAS in Debrecen. Among other things, we were interested in how they relate to the mentoring process, how they feel about it, and how mentoring is perceived in their own lives. We are also interested in what types of mentors are mentioned and whether there is any form of mentoring in their current activities. Method of our research: qualitative interview analysis. Semi-structured interviews were conducted in 2018 with 17 alumni selected by snowball method. According to our results, the former students named 2 types of mentors who were next to them: layman and professional mentors, or they themselves can be typed as mentors on the basis of the following: layman mentors (layman persons involved in mentoring activities) and professional mentors. We consider it important to emphasize the role of the pastor in a Reformed institution, who has also been promoted to the professional mentoring category. In addition, our goal is to investigate the characteristics of networking patterns that emerge around specialist college students.
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The perspectives of the doctoral students of the University of Debrecen related to migration
103-111Views:412Research on migration processes in recent years has highlighted the fact that migration is becoming more common among younger and more educated people. We believe that it is worth meeting the (self)selection of (potential) migrants at the beginning of the process, and also, measuring the willingness to migrate is important. During our research, we investigated the migration plans of PhD students at the University of Debrecen through paper-based questionnaires. In our study, we seek to determine the extent to which PhD students in Debrecen are willing to migrate. Also, we investigate what the fundamental difference is between PhD students with the intent of migration and those without. 53.4% of the responding doctoral students intend to stay in Hungary after completing their doctoral training, while 46.6% consider it possible to settle abroad. It has been observed that strong and weak bonds of those who wish to stay in the country of residence are significant, while those who wish to stay abroad own migration shells.
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Characteristics of Teaching Community Capital - Focus on Teachers in Reformed Public Education Institutions
48-55Views:500The issue of the effectiveness of teaching is constantly at the center of research. "Teachers count", presents the OECD report (2005), which confirms the research of the day that the work of the teacher contributes significantly to the performance of students. The question is how to capture the factors that influence school performance. The focus of the examination of the theoretical background is on the professional capital theory, with the emphasis on the examination of social / teaching capital in addition to the human capital and decision capital components. Our research is based on a secondary analysis of a questionnaire among teachers working in Calvinist institutions in 2017. The focus of our interest is on identifying the characteristics (frequency) and content (agreeing with norms) of staff capital and the need for teachers to develop collaborative networking opportunities for future professional development.
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A dimension of well-being among talented students – An empirical study at the University of Debrecen
87–100Views:14Talent management in higher education remains a key issue, as university students are inherently talented when pursuing academic studies. Beyond this, many students engage in extracurricular activities, reflecting deeper personal motivations. This examines participants' future career orientation in a university Talent Management Program by examining their life goals. While many students lack clear aims during their studies, we hypothesize that talented students show stronger self-acceptance, autonomy, and a commitment to continuous development and growth. The Ryff-18 questionnaire assessed students’ psychological well-being across six dimensions: self-acceptance, quality of relationships, autonomy, environmental mastery, purpose in life, and personal growth. The research is part of a longitudinal study, launched in the 2016/2017 academic year and repeated in 2023/2024, allowing for generational comparison between Generation Z and Millennials. All Talent Program students were invited to participate. In 2016/2017, 359 of 489 students responded (73.41%), and in 2023/2024, 201 of 671 (16.69%). Students rated “living day by day” highly in both years, and acquiring new experiences was low. Despite this, results indicate that participants are generally goal-oriented and prioritize long-term aims over novelty-seeking. These findings highlight consistent traits among talented students across generations.
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How Do University Students Get Relevant Information?
67-79Views:384The web and learning have evolved parallel as technological changes have influenced teaching and learning processes. In this study, I intend to extend this parallel with two other dimensions, namely, human 1.0-3.0 and influencer 1.0-3.0. The concepts are closely related to how the online world became popular abroad and what their impact is on learning and education. Thus, the question, “what is the significance of social media, and of its latest, most popular actors, of the “work” of influencers (which can be interpreted as fake news) in the lives of students in higher education?”, is also a very pertinent issue to touch on. Its involvement in our lives is ever growing and very often influences our media literacy. This gives us even more reason to look into social media’s impact.
However, our main goal is to find answers to the following questions:
• What opportunities does the digital toolkit give to students? What kind of digital literacy do students think they need to thrive in the job market?
• To what extent does the ICT literacy of pedagogical students differ from that of other students (lawyer, economics, doctor, technical)? What form of cognitive development is used for lifelong learning?
• To what extent are students’ IT literacy influenced by cultural, material, and family capital?
• How is information acquisition implemented in education? How conscious is the use of media among university students, and what is their critical attitude?
• To what extent does online media penetrate the medium of formal-informal and non-formal learning? How does the influencer activity of professional opinion leaders help students to think critically and thoughtfully?The sample of the survey is made up of students from the University of Debrecen. From the results we can see, that university students behave differently in the online space, on social media platforms and on messengers than they would elsewhere, thus this affects how they get information. The current situation, the pandemic, clearly demonstrates that advanced digital competence is essential for a confident presence in the online space and advanced critical thinking. Problems of digital inequality and division have surfaced, and the constructed reality mediated by the media is becoming increasingly distorted. During this period, the relationship between the media and media consumers has changed greatly, and the interaction has intensified.
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Interrelations between Sport and Leisure Activities among High School Students
41-52Views:392Research on the education, upbringing and habits of high school students is extremely varied and diversified across all areas of education. In our case, we would like to investigate students’ sporting and leisure habits, as several studies have found possible breakpoints in students’ lifestyles during this period, which is particularly true for sporting habits. Our research focuses on the leisure habits of students learning in Nyíregyháza and Debrecen. We were looking for answers to the following questions: What is the most common form of leisure time activity among the students investigated? and, what social and sport-related variables are associated with differences in leisure time use? We conducted a questionnaire survey in secondary schools in the two cities (N=450) to answer our questions. The analyses showed that screentime activities continue to play a dominant role in the leisure time of the age group studied, followed only by activities that can be linked to active leisure.
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Resource or risk? The role of higher education parental involvement in students’ future-aware work ethic
99-110Views:8One of the key determinants of higher education students’ academic progress is future-oriented work ethic, which can be reflected in persistence in pursuing long-term goals, goal-directed effort, and disciplined work practices. The aim of this study is to examine how different patterns of parental involvement in higher education are associated with students’ future-aware work ethic and how these forms of involvement function as either resources or risk factors in its development. The analysis is based on a secondary examination of data from the 2023–2024 survey of the MTA–DE Public Education Development Research Program (N = 1,336), conducted among higher education students in Hungary and Hungarian minority regions of the Carpathian Basin. To identify patterns of parental involvement, cluster analysis was applied, followed by an examination of the relationship between the identified clusters and the studied attitude using analysis of variance and two-step linear regression models. The findings indicate that parental involvement does not exert a uniform effect on students’ future-oriented work ethic. Students with highly involved parental backgrounds are characterized by significantly higher levels of future-oriented work ethic, and this association remains robust even after controlling for socio-demographic background variables. In contrast, ambivalent parental involvement shows a consistently negative relationship with the examined attitude. The effect of low parental involvement weakens when background factors are taken into account, suggesting a mediating role of social background. Overall, the results highlight that the quality and patterns of parental involvement play a decisive role in shaping this form of work ethic: supportive and consistent parental engagement can be interpreted as a resource, whereas ambivalent involvement constitutes a risk factor.
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The Effect of Psychological Capital on Academic Success of College Students Mediated Through Student Engagement
64-80Views:664Although 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.
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A treasury of tools: Navigating the complexities of international higher education
164–167Views:17Bibliography of the reviewed book: Dabney-Fekete, I. D. (Eds.) (2024). International higher education. Debrecen University Press.