Overview

Dr. Krisztián Józsa is a Professor of Education. His major research focus is mastery motivation which he has been studying for more than 20 years. His research interest is primarily to identify what factors have an important role in child development; working on improvement programs that can help disadvantaged children, and children with a developmental delay. He is a coauthor of DIFER (Diagnostic System of Assessment and Criterion-Referenced Improvement between the Ages of 4–8). This well-known standardized test battery is widely used in Hungary as a school readiness tool.

Research keywords:
agricultural vocational education, early childhood education, mastery motivation, executive function, cognitive skills, school readiness, assessment in education

Publications

Mastery motivation

The relationship between mastery motivation, self-regulated learning, and school success: A hungarian and wider european perspective

Developmental changes in cognitive persistence and academic achievement between grade 4 and grade 8

Mastery motivation, parenting, and school achievement among Hungarian adolescents

Executive function

Game-like tablet assessment of approaches to learning: Assessing mastery motivation and executive functions

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

Approaches to Learning in Elementary Classrooms: Contribution of Mastery Motivation and Executive Functions on Academic Achievement

Early childhood education

Preschool and kindergarten in Hungary and the United States: A comparison within transnational development policy

Comparing Kenya and Hungary preschool to school transitions within the theoretical perspectives of transition

School readiness

School Readiness Test and Intelligence in Preschool as Predictors of Middle School Success: Result of an Eight-Year Longitudinal Study

Development and Application of FOCUS App for Assessment of Approaches to Learning in 3–8-Year-Old Children in Kenya: A Design-Based Research Approach

Game-Based Assessment of School Readiness Domains of 3-8-year-old-children: A Scoping Review

Cognitive skills

The Relationship between Early Word Reading, Phonological Awareness, Early Music Reading and Musical Aptitude

Affective and Social Mastery Motivation in Preschool as Predictors of Early School Success: A Longitudinal Study

Long-Term Impacts of Early Musical Abilities on Academic Achievement: A Longitudinal Study
 


Projects

MTA-MATE Early Childhood Research Group 

This project aims to help children who may struggle with their school start by concentrating on promoting healthy habits and environmental education.

Collaborations: Colorado State University (USA), Pwani University (Kenya), Oregon Health and Science University (USA).

https://nevelestudomany.uni-mate.hu/mta-mate-kora-gyermekkor-kutatocsoport-kutatok


The Role of Mastery Motivation and Executive Functions in School Performance

The main question of the research is what role mastery motivation and executive function play in children’s cognitive development and school achievement.

Collaborations: Colorado State University (USA), Pwani University (Kenya), Oregon Health and Science University (USA).

Prof. Dr. Krisztián Józsa
Institute of Education
Campus address: H-7400 Kaposvár, Guba Sándor str. 40.
Jozsa.Krisztian@uni-mate.hu
Jozsa.Krisztian@uni-mate.hu

MTMT: 10001148
Scopus: 56134080400