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The role of higher education socialization in shaping students' future-oriented work ethic
111–118Views:8Research on higher education clearly indicates that the institutional environment, as well as the relationships formed with faculty and peers, not only influence academic achievement and the risk of dropout, but also have a significant long-term effect on students' life trajectories, future outlook, future orientation, and even their decisions to remain in a given geographic location (Pusztai, 2011; Bess & Dee, 2012; Sütő, 2021; Sütő, 2025; Demeter-Karászi, 2025). This suggests that higher education institutions do not operate merely as knowledge-transfer organizations, but also as socializing environments that shape students' relationship with work, achievement, and long-term goals. The theoretical framework of our research is therefore grounded in approaches that interpret future-oriented work ethic not exclusively as an individual psychological trait, but as a phenomenon embedded in social relationships and institutional contexts (Berger, 2001; Kuh & Umbach, 2004). Our research seeks to answer what associations can be identified between the characteristics of the social and institutional environment of higher education institutions — in particular, institutional culture, relationships with faculty and peers, and institutional trust — and students' future-oriented work ethic. Our empirical data are drawn from the 2023–2024 survey of the MTA–DE Public Education Development Research Program, a large-scale international database comprising 1,336 respondents. The results indicate that trust-based relationships with both faculty and peers, as well as the perception of a transparent and fair institutional atmosphere, are significantly associated with higher levels of future-oriented work ethic, with perceived supportive institutional culture emerging as the strongest predictor (β = 0.252; p < 0.001). It is particularly noteworthy that the effect of institutional and relational factors persisted even after controlling for social background variables. Our findings thereby corroborate the theoretical stance that future-oriented work ethic is not solely derived from individual attributes, but can be understood as an orientation shaped during higher education socialization through institutional and social environments. This is an especially important finding in light of the growing heterogeneity of the student body, as it suggests that a supportive institutional culture may contribute to strengthening the future orientation and long-term academic success of students from diverse social backgrounds.
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The Statistical Analysis of the Academic Achievement of Young People Living in the Child Protection System
29-38Views:409In 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.
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Inquiry into the Correlations between Sports Activity and Value Preference among Students in the Northern Great Plain Region as Regards the Role of Everyday Physical Education
53-65Views:276The vision of society can be influenced by the values young people hold regarding their way of life and physical well-being. Today, we are experiencing a crisis of these value preferences (Perényi, 2010). The aim of our study is to examine the effect of transferred sports values on the lifestyles of physically active and inactive students in light of the role of everyday physical education. In our research, 1521 students of the University of Debrecen and Nyíregyháza filled out the online questionnaire. Two-variable analyses and a multivariate principal component analysis were used, and the data were processed using SPSS. Regarding the relationship between sports activity and value orientation, the students included in the sample mostly focused on the “open” or post-material value dimension representing individual autonomy. This is in agreement with previous research data (Kovács, 2013; Perényi, 2010). Since this is a complex mechanism of action, we are unable to show causal relationships in our analysis. However, with regard to our research sample, it can be said that in the period since the introduction of everyday physical education, it has not yet had a demonstrable role in the physical activity and value system of students. Thus, promotion of an active lifestyle will, in the future, be critical in the lives of everyone. It will also prove essential in shaping the physical condition and mental well-being of the future’s society, not to mention it will help save the national economy. The first step in this process is the actual participating in physical education.
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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.