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• Parental Assistance with Assignments – Types of Parental Involvement in Homework

  25-36.

  Mária-Magdolna Szász

  Views:

  542

  The present study analyses – using qualitative methods – parental involvement in children’s homework, the forms of parental involvement and the types of parents in the studied area, emphasizing the decisive role of parents in the educational life of their children, using the sample of several rural settlements in Szeklerland. By focusing on the rural context, this research contributes to the existing literature by offering a more nuanced understanding of parental involvement, potentially uncovering challenges and strategies that are unique to rural communities. The literature lacks a parent typology based on qualitative research. The most common types of parents are: “aversive”, “ ambitious “, “partner”, “accountable”, “networking”. The benefits of parental support for children’s learning at home have been widely emphasized by experts in recent research. Active parental involvement has a positive impact on student achievement and learning. It also gives parents a better insight into school life and enables them to develop a partnership with the teachers.

• Different Forms of Civil Activity and Employment in Hungary and Abroad, and the Development of Student Drop-out

  41-54

  Valéria Markos

  Zsófia Kocsis

  Ágnes Réka Dusa

  Views:

  483

  Young 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.

• Physical Activity and Workplace Stress: Influences on Health Perception Among Academics in Central and Eastern Europe

  1-13

  Klára Kovács

  Enrico Michelini

  Views:

  213

  Several studies have drawn attention to the unhealthy lifestyles of academic staff (lack of physical activity, unhealthy diet, high levels of stress, etc.). However, few studies have addressed the physical activity (PA) of academics, the problem of inactivity as compared to the average population or university students. Our study aims to determine the role of PA and participation in university sports, as well as other health behaviours and sources and resources of stress at work, on the self-assessed health (SAH) status of academics in five Central and Eastern European countries (Hungary, Ukraine, Slovakia, Serbia and Romania). To answer our research question, we used the database of our international survey (CEETHE 2023, N=821). According to our results, SAH is mainly and positively influenced by PA and health-conscious eating, as well as work engagement, and negatively correlated with age, burnout, work-life conflicts and workplace bullying as work stressors. Based on our findings, workplace interventions including sports and time management programmes are recommended for universities, and a safe working environment is essential to improve academics' subjective health status.

• Types of Fathers’ Home-based and School-based Involvement in a Hungarian Interview Study

  95-103

  Zsolt Csák

  Views:

  232

  This study explores the ways that Hungarian fathers are involved, at home and at school, in their children’s
  development and achievement. It also identifies the types of fathers that emerge based on this involvement.
  According to the literature, paternal involvement at home and at school contributes to academic achievement,
  similar to the involvement of mothers, but to a lesser extent and in different ways. The theoretical framework of
  the research relies on the types of parental involvement as defined by Epstein. The research was qualitative,
  based on 14 semi-structured interviews and the classification of fathers, resulting in three groups of similar size.
  The first group comprised fathers who contributed to their child’s achievement at home, often by helping with
  school-related activities, while not participating in school events. The second group included fathers who were
  involved at home and at school alike. Finally, the third group consisted of four divorced fathers, three of whom
  were involved both at home and at school, due to their particular situation. Overall, fathers’ school-based
  involvement can be increased by the supportive attitude of wives, fathers’ greater confidence in themselves and
  their abilities, and by informal events organized by schools (cooking or sports days), in which fathers are more
  likely to participate.