{"id":8,"date":"2022-05-01T11:59:49","date_gmt":"2022-05-01T11:59:49","guid":{"rendered":"https:\/\/edu.u-szeged.hu\/meta\/\/?page_id=8"},"modified":"2025-09-30T06:49:42","modified_gmt":"2025-09-30T06:49:42","slug":"publikaciok","status":"publish","type":"page","link":"https:\/\/edu.u-szeged.hu\/meta\/publikaciok\/","title":{"rendered":"Publik\u00e1ci\u00f3k"},"content":{"rendered":"\n

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Scopusban regisztr\u00e1lt k\u00f6zlem\u00e9nyek<\/strong><\/p>\n\n\n\n

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2025<\/strong><\/p>\n\n\n\n

Bir\u00f3, F., & Cs\u00edkos, Cs. (2025). The Broadwell-Burch Four-stage Model of Competence Development and the Mathematics Teaching Profession. Mathematics Teaching-Research Journal<\/em>, 17<\/em>(3), 5\u201325. http:\/\/files.commons.gc.cuny.edu.s3.amazonaws.com\/wp-content\/blogs.dir\/34462\/files\/2025\/07\/01_Biro_5-25.pdf<\/a><\/p>\n\n\n\n

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2024<\/strong><\/p>\n\n\n\n

Hidayatullah, A., & Cs\u00edkos, C. (2024). The Role of Students\u2019 Beliefs, Parents’ Educational Level, and The Mediating Role of Attitude and Motivation in Students\u2019 Mathematics Achievement.\u00a0The Asia-Pacific Education Researcher<\/em>,\u00a033<\/em>(2), 253-262.
Let\u00f6lthet\u0151 innen: https:\/\/link.springer.com\/article\/10.1007\/s40299-023-00724-2<\/a><\/p>\n\n\n\n

Hidayatullah, A., Cs\u00edkos, C., & Setiyawan, R. (2024). The Role of Belief Sources in Promoting Goal Orientation Beliefs, Self-Efficacy, and Beliefs About the Role of Teachers in Mathematics Learning. The Asia-Pacific Education Researcher<\/em>, 1-11.
Let\u00f6lthet\u0151 innen: https:\/\/link.springer.com\/content\/pdf\/10.1007\/s40299-024-00813-w.pdf<\/a><\/p>\n\n\n\n

Svraka, B., \u00c1lvarez, C., & Sz\u00fccs, D. (2024). Anxiety predicts math achievement in kindergarten children. Frontiers in Psychology<\/em>, 15<\/em>, 1335952.<\/p>\n\n\n\n

Let\u00f6lthet\u0151 innen: https:\/\/www.frontiersin.org\/journals\/psychology\/articles\/10.3389\/fpsyg.2024.1335952\/full<\/a><\/p>\n\n\n\n

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2023<\/strong><\/p>\n\n\n\n

Hidayatullah, A., & Cs\u00edkos, Cs. (2023). Association between psychological need satisfaction and online self-regulated learning. Asia Pacific Education Review, 1-11.<\/p>\n\n\n\n

Hidayatullah, A., Cs\u00edkos, C., & Syarifuddin, S. (2023). Beliefs in mathematics learning and utility value as predictors of mathematics engagement among primary education students: The mediating role of self-efficacy. Education 3-13<\/em>, 1-14.<\/p>\n\n\n\n

Hidayatullah, A., Cs\u00edkos, C., & Wafubwa, R. N. (2023). The dimensionality of personal beliefs; the investigation of beliefs based on the field study. Revista de Educaci\u00f3n a Distancia (RED)<\/em>, 23<\/em>(72).
Let\u00f6lthet\u0151 innen: https:\/\/revistas.um.es\/red\/article\/download\/540251\/333881<\/a> <\/p>\n\n\n\n

Hidayatullah, A., & Cs\u00edkos, C. (2023). The Role of Students\u2019 Beliefs, Parents’ Educational Level, and The Mediating Role of Attitude and Motivation in Students\u2019 Mathematics Achievement. The Asia-Pacific Education Researcher<\/em>, 1-10.
Let\u00f6lthet\u0151 innen: https:\/\/link.springer.com\/article\/10.1007\/s40299-023-00724-2<\/a> <\/p>\n\n\n\n

Hidayatullah, A., & Cs\u00edkos, C. (2023). Students\u2019 Responses to the Realistic Word Problems and Their Mathematics-Related Beliefs in Primary Education. Pedagogika<\/em>, 150<\/em>(2), 21-37.
Let\u00f6lthet\u0151 innen: https:\/\/ejournals.vdu.lt\/index.php\/Pedagogika\/article\/download\/4615\/2919<\/a><\/a><\/p>\n\n\n\n

Hussein, Y. F., & Cs\u00edkos, C. (2023). The effect of teaching conceptual knowledge on students\u2019 achievement, anxiety about, and attitude toward mathematics. Eurasia Journal of Mathematics, Science and Technology Education<\/em>, 19<\/em>(2), em2226.
Let\u00f6lthet\u0151 innen: https:\/\/www.ejmste.com\/download\/the-effect-of-teaching-conceptual-knowledge-on-students-achievement-anxiety-about-and-attitude-12938.pdf<\/a> <\/p>\n\n\n\n

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2022<\/strong><\/p>\n\n\n\n

Wafubwa, R. N., & Cs\u00edkos, C. (2022). Impact of formative assessment instructional approach on students\u2019 mathematics achievement and their metacognitive awareness. International Journal of Instruction, 15<\/em>, 119-138.
Let\u00f6lthet\u0151: International Journal of Instruction (e-iji.net)<\/a><\/p>\n\n\n\n

Karika, T., & Cs\u00edkos, C. (2022). A test for understanding simple fractions among 5th<\/sup> grade students at the beginning of lower secondary education. Eurasia Journal of Mathematics, Science and Technology Education, 2022, 18<\/em>(2), em2081
Let\u00f6lthet\u0151: https:\/\/www.ejmste.com\/download\/a-test-for-understanding-simple-fractions-among-5th-grade-students-at-the-beginning-of-lower-11654.pdf<\/a><\/p>\n\n\n\n

Hidayatullah, A., & Cs\u00edkos, C. (2022). Mathematics related belief system and word problem-solving in the Indonesian context. Eurasia Journal of Mathematics, Science and Technology Education, 2022, 18<\/em>(4), em2094
Let\u00f6lthet\u0151: https:\/\/www.ejmste.com\/download\/mathematics-related-belief-system-and-word-problem-solving-in-the-indonesian-context-11902.pdf<\/a><\/p>\n\n\n\n

Cs\u00edkos, C., Bir\u00f3, F., & Szit\u00e1nyi, J. (2022). Incorporating humor into mathematical word problems: Is there a negative effect on students\u2019 performance? International Journal of Instruction, 15<\/em>, 1079-1098.
Let\u00f6lthet\u0151 innen: https:\/\/files.eric.ed.gov\/fulltext\/EJ1355180.pdf<\/a> <\/p>\n\n\n\n

Cs\u00edkos, C. (2022). Metacognitive and Non-Metacognitive Processes in Arithmetic Performance: Can There Be More than One Meta-Level? Journal of Intelligence, 10<\/em>(3), 53
Let\u00f6lthet\u0151 innen: https:\/\/www.mdpi.com\/2079-3200\/10\/3\/53<\/a> <\/p>\n\n\n\n

Varga, Sz., P\u00e1sztor, A., & Stekl\u00e1cs, J. (2022). Online Assessment of Morphological Awareness in Grades 2\u20134: Its Development and Relation to Reading Comprehension. Journal of Intelligence, 10<\/em>(3), 47.
Let\u00f6lthet\u0151 innen: https:\/\/www.mdpi.com\/2079-3200\/10\/3\/47\/pdf<\/a> <\/p>\n\n\n\n

Tov\u00e1bbi publik\u00e1ci\u00f3k<\/strong><\/p>\n\n\n\n

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2025<\/strong><\/p>\n\n\n\n

Turz\u00f3-Sov\u00e1k, N. & Cs\u00edkos, Cs. (2025). Esszenci\u00e1lis \u00e1br\u00e1k szerepe egy fejleszt\u0151 k\u00eds\u00e9rlet keretein bel\u00fcl. Gyermeknevel\u00e9s 13<\/em>(1), 5-19.<\/p>\n\n\n\n

2024<\/strong><\/p>\n\n\n\n

Hidayatullah, A. (2024). Students\u2019 Mathematics-Related Beliefs and Academic Performance: Cross-Sectional Studies in Indonesia.\u00a0<\/em>\u00a0[Doctoral dissertation].\u00a0University of Szeged.
Let\u00f6lthet\u0151:\u00a0https:\/\/doktori.bibl.u-szeged.hu\/id\/eprint\/12111\/<\/a><\/p>\n\n\n\n

Stekl\u00e1cs, J., B\u00e1lint \u00c1., Cs\u00edkos, Cs. & Zank I. (2024). Metakogn\u00edci\u00f3, tudatelm\u00e9let, episztemol\u00f3giai meggy\u0151z\u0151d\u00e9sek. <\/em>Akad\u00e9miai Kiad\u00f3.<\/p>\n\n\n\n

2022<\/strong><\/p>\n\n\n\n

Wafubwa, R. N. (2022). Formative Assessment s an Instructional Approach in the Teaching and Learning of Mathematics: A Case of Secondary School Teachers and Students in Kenya <\/em> [Doctoral dissertation]. University of Szeged.
Let\u00f6lthet\u0151: https:\/\/doktori.hu\/index.php?menuid=192&lang=HU&sz_ID=29983<\/a><\/p>\n\n\n\n

B. N\u00e9meth, M., T\u00f3th, E., Cs\u00edkos, C., & Korom, E. (2022). A term\u00e9szettudom\u00e1ny tanul\u00e1s\u00e1nak motiv\u00e1ci\u00f3i a 6. \u00e9s a 8. \u00e9vfolyamon [Science Learning Motivation in Grades 6 and 8]. Magyar Tudom\u00e1ny, 183<\/em>(11), 1407-1419.
Let\u00f6lthet\u0151 innen: http:\/\/publicatio.bibl.u-szeged.hu\/25461\/1\/81039-61853.pdf<\/a> <\/p>\n\n\n\n

Cs\u00edkos, C. (2022). A metakogn\u00edci\u00f3elm\u00e9let 21. sz\u00e1zadi szerepv\u00e1llal\u00e1s\u00e1r\u00f3l \u2013 a sz\u00e1mol\u00e1si k\u00e9szs\u00e9g metakognit\u00edv \u00e9s nem metakognit\u00edv komponenseinek p\u00e9ld\u00e1j\u00e1n. Iskolakult\u00fara, 32<\/em>(11), 18-29.
Let\u00f6lthet\u0151 innen: <\/em>https:\/\/doi.org\/10.14232\/iskkult.2022.11.18<\/a><\/p>\n\n\n\n

Kis, O., Stekl\u00e1cs, J., Jakab K., & Kliv\u00e9nyi P. (2022). Af\u00e1zi\u00e1s szem\u00e9lyek lexikai hozz\u00e1f\u00e9r\u00e9s\u00e9nek vizsg\u00e1lata olvas\u00e1s k\u00f6zben. Besz\u00e9dtudom\u00e1ny<\/em>, 3, 162-184.
Let\u00f6lthet\u0151 innen: https:\/\/ojs.mtak.hu\/index.php\/besztud\/article\/download\/8516\/9270<\/a> <\/p>\n\n\n\n

Kis O., Stekl\u00e1cs J., Jakab K., & Kliv\u00e9nyi P. (2022). Enyhe \u00e9s k\u00f6z\u00e9ps\u00falyos af\u00e1zi\u00e1s szem\u00e9lyek sz\u00f3olvas\u00e1si k\u00e9pess\u00e9geinek vizsg\u00e1lata szemkamer\u00e1s eszk\u00f6zzel. In Moln\u00e1r, Gy., & T\u00f3th, E. (Szerk.), \u00daj kutat\u00e1sok a nevel\u00e9studom\u00e1nyokban 2021: A nevel\u00e9studom\u00e1ny v\u00e1laszai a j\u00f6v\u0151 kih\u00edv\u00e1saira <\/em>(pp. 41-53). Szegedi Tudom\u00e1nyegyetem Nevel\u00e9studom\u00e1nyi Int\u00e9zet, MTA Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g
Let\u00f6lthet\u0151 innen: http:\/\/publicatio.bibl.u-szeged.hu\/25718\/7\/33250190.pdf<\/a> <\/p>\n\n\n\n

Sipos, Z. (2022). Meixner-m\u00f3dszertanra \u00e9p\u00fcl\u0151 anyanyelvi fejleszt\u0151 foglalkoz\u00e1s az \u00f3voda nagycsoportj\u00e1ban. Gyermeknevel\u00e9s Tudom\u00e1nyos Foly\u00f3irat<\/em>, 10<\/em>(1), 179\u2013185.
Let\u00f6lthet\u0151 innen: https:\/\/doi.org\/10.31074\/gyntf.2022.1.179.185<\/a><\/p>\n\n\n\n

Konferenciaprezent\u00e1ci\u00f3k<\/strong><\/p>\n\n\n\n

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2025<\/strong><\/p>\n\n\n\n

48<\/strong>th<\/sup><\/strong> Conference of the International Group for the Psychology of Mathematics Education, Santiago, Chile, July 28<\/strong>th<\/sup><\/strong> to August 2<\/strong>st<\/sup><\/strong> 2025<\/strong><\/p>\n\n\n\n

Konferenciak\u00f6tet: <\/strong>https:\/\/www.igpme.org\/wp-content\/uploads\/2025\/07\/PME48_GeneralContributions_ISSN_3081-0833.pdf<\/a> <\/strong><\/strong><\/p>\n\n\n\n

El\u0151ad\u00e1saink:<\/strong><\/p>\n\n\n\n

Bereczki, I., & Cs\u00edkos, Cs. (2025). Experience of an action research: Teaching proportions with visual support in grade 7. In: C. Cornejo; P. Felmer; D. M. G\u00f3mez; P. Dartnell; P. Araya; A. Peri; V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: General Contributions <\/em>(p. 221). <\/em>PME.<\/p>\n\n\n\n

Bir\u00f3, F., & Cs\u00edkos, Cs. (2025). Fifth-grade students\u2019 beliefs about errors in mathematics: a large-sample study. In: C. Cornejo; P. Felmer; D. M. G\u00f3mez; P. Dartnell; P. Araya; A. Peri; V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: General Contributions <\/em>(p. 223). <\/em>PME.<\/p>\n\n\n\n

Szit\u00e1nyi, J., \u00d6k\u00f6rdi, R., Bagota, M., Kulman, K., & Cs\u00edkos, Cs. (2025). Math anxiety of primary school teacher trainees. In: C. Cornejo; P. Felmer; D. M. G\u00f3mez; P. Dartnell; P. Araya; A. Peri; V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: General Contributions <\/em>(p. 331). <\/em>PME. Turz\u00f3-Sov\u00e1k, N., & Cs\u00edkos, Cs. (2025). Essential illustrations in realistic word problems: results of a design experiment. In: C. Cornejo; P. Felmer; D. M. G\u00f3mez; P. Dartnell; P. Araya; A. Peri; V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: General Contributions <\/em>(p. 334). <\/em>PME.<\/p>\n\n\n\n

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XXI. Pedag\u00f3giai \u00c9rt\u00e9kel\u00e9si Konferencia, 2025<\/strong><\/p>\n\n\n\n

Cs\u00edkos, Cs. (2025). Are there new developments in the assessment of metacognition? An analysis of the validity issues of metacognition measures used in the 10s and 20s. In Kiny\u00f3, L. & Dancs, K. (Szerk.). XXI. Pedag\u00f3giai \u00c9rt\u00e9kel\u00e9si Konferencia = 21st Conference on Educational Assessment : P\u00c9K 2025 = CEA 2025 : Program \u00e9s \u00f6sszefoglal\u00f3k : Program and Abstracts,<\/em>(p. 35). Szegedi Tudom\u00e1nyegyetem Nevel\u00e9studom\u00e1nyi Doktori Iskola.<\/p>\n\n\n\n

2024<\/strong><\/p>\n\n\n\n

24. Orsz\u00e1gos Nevel\u00e9studom\u00e1nyi Konferencia, 2024<\/strong><\/p>\n\n\n\n

Szit\u00e1nyi, J., Bir\u00f3, F. <\/strong>& Cs\u00edkos, Cs. (2024). Matematikai sz\u00f6veges feladatok meold\u00e1s\u00e1ra vonatkoz\u00f3 elm\u00e9leti \u00e9s gyakorlati kih\u00edv\u00e1sok. In Bocsi, V. & Cs\u00f3k, C. (Szerk.). XXIV. Orsz\u00e1gos Nevel\u00e9studom\u00e1nyi Konferencia: Absztraktk\u00f6tet: Oktat\u00e1s \u00e9s nevel\u00e9s a t\u00e1rsadalmi j\u00f3ll\u00e9t szolg\u00e1lat\u00e1ban. A nevel\u00e9s \u00e9s az oktat\u00e1s kih\u00edv\u00e1sai a v\u00e1ls\u00e1gok kor\u00e1ban.<\/em> (p. 62). MTA Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g, Debreceni Egyetem Gyermeknevel\u00e9si \u00e9s Gy\u00f3gypedag\u00f3giai Kar, Debreceni Egyetem B\u00f6lcs\u00e9szettudom\u00e1nyi Kar, Nevel\u00e9s- \u00e9s M\u0171vel\u0151d\u00e9studom\u00e1nyi Int\u00e9zet.<\/strong><\/p>\n\n\n\n

Cs\u00edkos, Cs., Bereczki I., & Szit\u00e1nyi, J.<\/strong> (2024). Akci\u00f3kutat\u00e1sunk m\u00f3dszertani kih\u00edv\u00e1sai \u00e9s jellemz\u0151i. In Bocsi, V. & Cs\u00f3k, C. (Szerk.). XXIV. Orsz\u00e1gos Nevel\u00e9studom\u00e1nyi Konferencia: Absztraktk\u00f6tet: Oktat\u00e1s \u00e9s nevel\u00e9s a t\u00e1rsadalmi j\u00f3ll\u00e9t szolg\u00e1lat\u00e1ban. A nevel\u00e9s \u00e9s az oktat\u00e1s kih\u00edv\u00e1sai a v\u00e1ls\u00e1gok kor\u00e1ban.<\/em> (p. 63). MTA Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g, Debreceni Egyetem Gyermeknevel\u00e9si \u00e9s Gy\u00f3gypedag\u00f3giai Kar, Debreceni Egyetem B\u00f6lcs\u00e9szettudom\u00e1nyi Kar, Nevel\u00e9s- \u00e9s M\u0171vel\u0151d\u00e9studom\u00e1nyi Int\u00e9zet.<\/strong><\/p>\n\n\n\n

Bir\u00f3, F., Bereczki I., Turz\u00f3-Sov\u00e1k, N. & Cs\u00edkos, Cs.<\/strong> (2024). A tanul\u00f3k affekt\u00edv \u00e9s kognit\u00edv szem\u00e9lyis\u00e9gjegyeinek v\u00e1ltoz\u00e1sa az akci\u00f3kutat\u00e1s sor\u00e1n. In Bocsi, V. & Cs\u00f3k, C. (Szerk.). XXIV. Orsz\u00e1gos Nevel\u00e9studom\u00e1nyi Konferencia: Absztraktk\u00f6tet: Oktat\u00e1s \u00e9s nevel\u00e9s a t\u00e1rsadalmi j\u00f3ll\u00e9t szolg\u00e1lat\u00e1ban. A nevel\u00e9s \u00e9s az oktat\u00e1s kih\u00edv\u00e1sai a v\u00e1ls\u00e1gok kor\u00e1ban.<\/em> (p. 64). MTA Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g, Debreceni Egyetem Gyermeknevel\u00e9si \u00e9s Gy\u00f3gypedag\u00f3giai Kar, Debreceni Egyetem B\u00f6lcs\u00e9szettudom\u00e1nyi Kar, Nevel\u00e9s- \u00e9s M\u0171vel\u0151d\u00e9studom\u00e1nyi Int\u00e9zet.<\/p>\n\n\n\n

Bereczki I., Turz\u00f3-Sov\u00e1k, N. & Szit\u00e1nyi, J.<\/strong> (2024). A pedag\u00f3gusokkal k\u00e9sz\u00fclt interj\u00fak eredm\u00e9nyei. In Bocsi, V. & Cs\u00f3k, C. (Szerk.). XXIV. Orsz\u00e1gos Nevel\u00e9studom\u00e1nyi Konferencia: Absztraktk\u00f6tet: Oktat\u00e1s \u00e9s nevel\u00e9s a t\u00e1rsadalmi j\u00f3ll\u00e9t szolg\u00e1lat\u00e1ban. A nevel\u00e9s \u00e9s az oktat\u00e1s kih\u00edv\u00e1sai a v\u00e1ls\u00e1gok kor\u00e1ban.<\/em> (p. 65). MTA Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g, Debreceni Egyetem Gyermeknevel\u00e9si \u00e9s Gy\u00f3gypedag\u00f3giai Kar, Debreceni Egyetem B\u00f6lcs\u00e9szettudom\u00e1nyi Kar, Nevel\u00e9s- \u00e9s M\u0171vel\u0151d\u00e9studom\u00e1nyi Int\u00e9zet.<\/p>\n\n\n\n

47th<\/sup> Conference of the International Group for the Psychology of Mathematics Education, Auckland, July 17th<\/sup> to 21st<\/sup> 2024<\/strong><\/p>\n\n\n\n

Cs\u00edkos, Cs., Bereczki, I., & Bir\u00f3, F. (2024). Does everyone have to know by heart how much 8 times 7 is? A cross-sectional study on students\u2019 views and performance. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.). Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education <\/em>(Vol. 1). PME.<\/p>\n\n\n\n

Bereczki, I., & Cs\u00edkos, Cs. (2024). Two more or twice as much? Proportional reasoning strategies in grades 5 to 7. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.). Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education <\/em>(Vol. 2, pp. 56\u201363). PME.<\/p>\n\n\n\n

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XX. Pedag\u00f3giai \u00c9rt\u00e9kel\u00e9si Konferencia, 2024<\/strong><\/p>\n\n\n\n

Cs\u00edkos, Cs., Bereczki, I., & Bir\u00f3, F. (2024) Az aritmetikai t\u00e9nyek v\u00e1ltoz\u00f3 szerepe a sz\u00e1mol\u00e1si k\u00e9szs\u00e9g fejl\u0151d\u00e9s\u00e9ben. In Hab\u00f3k, A. & Nagy, M. (Szerk.) XX. Pedag\u00f3giai \u00c9rt\u00e9kel\u00e9si Konferencia = 20th Conference on Educational Assessment : P\u00c9K 2024 = CEA 2024 : program \u00e9s \u00f6sszefoglal\u00f3k = program and abstracts,<\/em>(p. 22). Szegedi Tudom\u00e1nyegyetem Nevel\u00e9studom\u00e1nyi Doktori Iskola<\/p>\n\n\n\n

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2023<\/strong><\/p>\n\n\n\n

23. Orsz\u00e1gos Nevel\u00e9studom\u00e1nyi Konferencia, 2023<\/strong><\/p>\n\n\n\n

Bagota, M., K\u00e9ner, D., & \u00d6k\u00f6rdi, R. (2023). T\u00e9rgeometriai j\u00e1t\u00e9kok a t\u00e9r- \u00e9s s\u00edkbeli k\u00e9szs\u00e9gek fejleszt\u00e9s\u00e9nek szolg\u00e1lat\u00e1ban. In Bajz\u00e1th, A., Cs\u00e1nyi, K., & Gy\u0151ri, J. (Szerk.), Elk\u00f6telezetts\u00e9g \u00e9s Rugalmass\u00e1g: a nevel\u00e9studom\u00e1ny \u00fatjai az \u00e1talakul\u00f3 vil\u00e1gban: Absztraktk\u00f6tet, <\/em>(p. 55). Magyar Tudom\u00e1nyos Akad\u00e9mia Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g E\u00f6tv\u00f6s Lor\u00e1nd Tudom\u00e1nyegyetem Pedag\u00f3giai \u00e9s Pszichol\u00f3giai Kar<\/p>\n\n\n\n

Cs\u00edkos, Cs. (2023). A sz\u00e1mol\u00e1si k\u00e9szs\u00e9g metakognit\u00edv \u00e9s nem metakognit\u00edv elemeinek vizsg\u00e1lata 9. \u00e9vfolyamos szakiskolai tanul\u00f3k k\u00f6r\u00e9ben \u2013 a ny\u00e1ri visszaes\u00e9s jelens\u00e9ge. In Bajz\u00e1th, A., Cs\u00e1nyi, K., & Gy\u0151ri, J. (Szerk.), Elk\u00f6telezetts\u00e9g \u00e9s Rugalmass\u00e1g: a nevel\u00e9studom\u00e1ny \u00fatjai az \u00e1talakul\u00f3 vil\u00e1gban: Absztraktk\u00f6tet, <\/em>(p. 56). Magyar Tudom\u00e1nyos Akad\u00e9mia Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g E\u00f6tv\u00f6s Lor\u00e1nd Tudom\u00e1nyegyetem Pedag\u00f3giai \u00e9s Pszichol\u00f3giai Kar<\/p>\n\n\n\n

Turz\u00f3-Sov\u00e1k, N., Bereczki, I., & Cs\u00edkos, Cs. (2023). Egy matematikai PISA-feladat elemz\u00e9se: mi\u00e9rt nem tudj\u00e1k megoldani a tanul\u00f3k, ha minden sz\u00fcks\u00e9ges tud\u00e1selem\u00fck megvan hozz\u00e1?. In Bajz\u00e1th, A., Cs\u00e1nyi, K., & Gy\u0151ri, J. (Szerk.), Elk\u00f6telezetts\u00e9g \u00e9s Rugalmass\u00e1g: a nevel\u00e9studom\u00e1ny \u00fatjai az \u00e1talakul\u00f3 vil\u00e1gban: Absztraktk\u00f6tet, <\/em>(p. 57). Magyar Tudom\u00e1nyos Akad\u00e9mia Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g E\u00f6tv\u00f6s Lor\u00e1nd Tudom\u00e1nyegyetem Pedag\u00f3giai \u00e9s Pszichol\u00f3giai Kar<\/p>\n\n\n\n

Svraka, B. (2023). Diszkalkulia \u00e9s intelligencia: A l\u00e1tens v\u00e1ltoz\u00f3 modellez\u00e9s\u00e9nek megk\u00f6zel\u00edt\u00e9se. In Bajz\u00e1th, A., Cs\u00e1nyi, K., & Gy\u0151ri, J. (Szerk.), Elk\u00f6telezetts\u00e9g \u00e9s Rugalmass\u00e1g: a nevel\u00e9studom\u00e1ny \u00fatjai az \u00e1talakul\u00f3 vil\u00e1gban: Absztraktk\u00f6tet, <\/em>(p. 58). Magyar Tudom\u00e1nyos Akad\u00e9mia Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g E\u00f6tv\u00f6s Lor\u00e1nd Tudom\u00e1nyegyetem Pedag\u00f3giai \u00e9s Pszichol\u00f3giai Kar<\/p>\n\n\n\n

Bir\u00f3, F., & Szit\u00e1nyi, J. (2023). \u00c9szreveszem-e, akit tan\u00edtok? Tan\u00edt\u00f3jel\u00f6ltek noticing kompetenci\u00e1j\u00e1nak vizsg\u00e1lata vide\u00f3megfigyel\u00e9ssel \u00f6sszekapcsolt interj\u00fa m\u00f3dszerrel. In Bajz\u00e1th, A., Cs\u00e1nyi, K., & Gy\u0151ri, J. (Szerk.), Elk\u00f6telezetts\u00e9g \u00e9s Rugalmass\u00e1g: a nevel\u00e9studom\u00e1ny \u00fatjai az \u00e1talakul\u00f3 vil\u00e1gban: Absztraktk\u00f6tet, <\/em>(p. 59). Magyar Tudom\u00e1nyos Akad\u00e9mia Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g E\u00f6tv\u00f6s Lor\u00e1nd Tudom\u00e1nyegyetem Pedag\u00f3giai \u00e9s Pszichol\u00f3giai Kar<\/p>\n\n\n\n

Kiss, Sz., Cs\u00edkos, Cs., & Demeter, K. (2023). Verb\u00e1lis \u00e9s nonverb\u00e1lis indik\u00e1torok \u00f3vod\u00e1s gyermekek kreat\u00edv probl\u00e9mamegold\u00e1si folyamataiban. In Bajz\u00e1th, A., Cs\u00e1nyi, K., & Gy\u0151ri, J. (Szerk.), Elk\u00f6telezetts\u00e9g \u00e9s Rugalmass\u00e1g: a nevel\u00e9studom\u00e1ny \u00fatjai az \u00e1talakul\u00f3 vil\u00e1gban: Absztraktk\u00f6tet, <\/em>(p. 59). Magyar Tudom\u00e1nyos Akad\u00e9mia Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g E\u00f6tv\u00f6s Lor\u00e1nd Tudom\u00e1nyegyetem Pedag\u00f3giai \u00e9s Pszichol\u00f3giai Kar<\/p>\n\n\n\n

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XIX. Pedag\u00f3giai \u00c9rt\u00e9kel\u00e9si Konferencia, Szeged, 2023. 04. 20-22.<\/strong><\/p>\n\n\n\n

Hidayatullah, A., & Cs\u00edkos, C. (2023). Exploring the association between satisfaction, socio-demographic characteristics of learners and self-efficacy beliefs: The mediating role of online self-regulated learning. In Kasik, L. & G\u00e1l, Z. (Szerk.), XIX. Pedag\u00f3giai \u00c9rt\u00e9kel\u00e9si Konferencia: program \u00e9s \u00f6sszefoglal\u00f3k<\/em>, (p. 34). Szegedi Tudom\u00e1nyegyetem Nevel\u00e9studom\u00e1nyi Doktori Iskola<\/p>\n\n\n\n

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16. K\u00e9pz\u00e9s \u00e9s Gyakorlat Nemzetk\u00f6zi Nevel\u00e9studom\u00e1nyi Konferencia, Kaposv\u00e1r, 2023. 05. 18-19.<\/strong><\/p>\n\n\n\n

Bir\u00f3, F. (2023). \u00c9szreveszem-e, akit tan\u00edtok? \u2013 A noticing fejleszt\u00e9s\u00e9nek nemzetk\u00f6zi gyakorlata a tan\u00edt\u00f3k\u00e9pz\u00e9sben. In Pet\u0151n\u00e9 Csima, M. & Zentai, G. (Szerk.), 16. K\u00e9pz\u00e9s \u00e9s Gyakorlat Nemzetk\u00f6zi Nevel\u00e9studom\u00e1nyi Konferencia: Program \u00e9s absztraktok<\/em>, (p. 57). Magyar Agr\u00e1r- \u00e9s \u00c9lettudom\u00e1nyi Egyetem Nevel\u00e9studom\u00e1nyi Int\u00e9zet <\/p>\n\n\n\n

Cs\u00edkos, C. (2023). A gondolkod\u00e1sfejl\u0151d\u00e9s gr\u00e1dicsai: A tudatos gyakorl\u00e1s szerepe \u00e9s egy\u00e9ni k\u00fcl\u00f6nbs\u00e9gei az alapk\u00e9szs\u00e9gek fejl\u0151d\u00e9s\u00e9ben. Plen\u00e1ris el\u0151ad\u00e1s. In Pet\u0151n\u00e9 Csima, M. & Zentai, G. (Szerk.), 16. K\u00e9pz\u00e9s \u00e9s Gyakorlat Nemzetk\u00f6zi Nevel\u00e9studom\u00e1nyi Konferencia: Program \u00e9s absztraktok<\/em>, (p. 29). Magyar Agr\u00e1r- \u00e9s \u00c9lettudom\u00e1nyi Egyetem Nevel\u00e9studom\u00e1nyi Int\u00e9zet <\/p>\n\n\n\n

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46th<\/sup> Conference of the International Group for the Psychology of Mathematics Education, Haifa, July 16th<\/sup> to 21st<\/sup> 2023<\/strong><\/p>\n\n\n\n

Bereczki, I. & Cs\u00edkos, C. (2023). Measuring proportional reasoning in grades 5 to 7: What develops and what does not?. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education<\/em> (Vol. 1, p. 363). PME.<\/p>\n\n\n\n

Turz\u00f3-Sov\u00e1k, N., Bir\u00f3, F., & Cs\u00edkos, C. (2023). Elementary students (in)flexible strategy use in word problems as revealed by eye-tracking. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education<\/em> (Vol. 1, p. 408). PME.<\/p>\n\n\n\n

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The 20th<\/sup> Biennial EARLI Conference for Research on Learning and Instruction, 2-26 August 2023 Thesaloniki, Greece<\/strong><\/p>\n\n\n\n

Bir\u00f3, F., Cs\u00edkos, C., & Szit\u00e1nyi, J. (2023). Benefits of errors: Noticing young learners mathematical thinking through confusions and mistakes. In EARLI 2023-Education as a hope in uncertain times<\/em>. EARLI 2023.<\/p>\n\n\n\n

Hidayatullah, A., & Cs\u00edkos, C. (2023). Beliefs and mathematics achievements : association with attitudes and motivation. In EARLI 2023-Education as a hope in uncertain times<\/em>. EARLI 2023.<\/p>\n\n\n\n

2022<\/strong><\/p>\n\n\n\n

22nd<\/sup> European Conference on Literacy<\/strong>
Dublin, July 4th<\/sup> to 6th<\/sup>, 2022<\/strong><\/p>\n\n\n\n

B\u00f3na, J., & Stekl\u00e1cs, J. (2022). Development of oral reading fluency in Hungarian-speaking students between 4th<\/sup> and 5th<\/sup> grade: Results of acoustic phonetic and eye-tracking analyses. In 22nd<\/sup> European Conference on Literacy: Literacy and Diversity: New Directions<\/em>. (p. 123).<\/p>\n\n\n\n

Stekl\u00e1cs, J. (2022). Reading comprehension strategies, executive functions. Outlines of a common paradigm. In 22nd<\/sup> European Conference on Literacy: Literacy and Diversity: New Directions<\/em>. (p. 159).<\/p>\n\n\n\n

Varga, Sz., & Stekl\u00e1cs, J. (2022). Developing literary reading comprehension skill through morphological intervention in primary school. In 22nd<\/sup> European Conference on Literacy: Literacy and Diversity: New Directions<\/em>. (p. 170).<\/p>\n\n\n\n

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45th<\/sup> Conference of the International Group for the Psychology of Mathematics Education
Alicante, July 18th<\/sup> to 23rd<\/sup>, 2022<\/strong><\/p>\n\n\n\n

Bir\u00f3, F. & Cs\u00edkos, C. (2022). Realistic non-routine word problems and students\u2019 freely constructed drawings. In C. Fern\u00e1ndez, S. Llinares, A. Guti\u00e9rrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education<\/em> (Vol. 4, p. 336). PME.<\/p>\n\n\n\n

Karika, T., & Cs\u00edkos, C. (2022). Types of visual representations of fractions in Hungarian textbooks for 5th<\/sup> graders. In C. Fern\u00e1ndez, S. Llinares, A. Guti\u00e9rrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education<\/em> (Vol. 4, p. 245). PME.<\/p>\n\n\n\n

Svraka, B., Cs\u00edkos, C., & Szit\u00e1nyi, J. (2022). The epidemiology of mathematical performance, anxiety, and psychosomatic symptoms. In C. Fern\u00e1ndez, S. Llinares, A. Guti\u00e9rrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education<\/em> (Vol. 4, p. 300). PME.<\/p>\n\n\n\n

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2021<\/strong><\/p>\n\n\n\n

A 2021. \u00e9vi Orsz\u00e1gos Nevel\u00e9studom\u00e1nyi Konferencia, Szeged, 2021. november 18-20.<\/strong><\/p>\n\n\n\n

Bir\u00f3, F. (2021). Scaffolding a koragyermekkori matematikai nevel\u00e9sben: egy fogalom eredete, jelent\u00e9startalma \u00e9s ereje. In Moln\u00e1r, Gy. & T\u00f3th, E. (Szerk.), A nevel\u00e9studom\u00e1ny v\u00e1laszai a j\u00f6v\u0151 kih\u00edv\u00e1saira : XXI. Orsz\u00e1gos Nevel\u00e9studom\u00e1nyi Konferencia Szeged, 2021. november 18-20. : program, el\u0151ad\u00e1s \u00f6sszefoglal\u00f3k. <\/em>(p. 213). MTA Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g, SZTE BTK Nevel\u00e9studom\u00e1nyi Int\u00e9zet<\/p>\n\n\n\n

A 2022. \u00e9vi Orsz\u00e1gos Nevel\u00e9studom\u00e1nyi Konferenci\u00e1n  (P\u00e9cs, 2022. november 17-19.) az MTA-SZTE Metakogn\u00edci\u00f3 Kutat\u00f3csoport tagjai szimp\u00f3zium keret\u00e9ben mutatt\u00e1k be kutat\u00e1si eredm\u00e9nyeiket.<\/p>\n\n\n\n

Szit\u00e1nyi, J. (2022). A matematikai k\u00e9pess\u00e9gek \u00e1ltal\u00e1nos pedag\u00f3giai \u00e9s matematikadidaktikai vizsg\u00e1lata 5-6 \u00e9ves korban. In Stekl\u00e1cs, J. & Moln\u00e1r-Kov\u00e1cs, Zs. (Szerk.), 21. sz\u00e1zadi k\u00e9pess\u00e9gek, \u00edr\u00e1sbelis\u00e9g, es\u00e9lyegyenl\u0151s\u00e9g. Absztraktk\u00f6tet: XXII. Orsz\u00e1gos Nevel\u00e9studom\u00e1nyi Konferencia<\/em>, (p. 191). MTA Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g, PTE BTK Nevel\u00e9studom\u00e1nyi Int\u00e9zet<\/p>\n\n\n\n

Bir\u00f3, F. (2022). Sz\u00f6veges feladatok megold\u00e1s\u00e1nak t\u00e1mogat\u00e1sa \u2013 Scaffolding a gyakorlatban. In Stekl\u00e1cs, J. & Moln\u00e1r-Kov\u00e1cs, Zs. (Szerk.), 21. sz\u00e1zadi k\u00e9pess\u00e9gek, \u00edr\u00e1sbelis\u00e9g, es\u00e9lyegyenl\u0151s\u00e9g. Absztraktk\u00f6tet: XXII. Orsz\u00e1gos Nevel\u00e9studom\u00e1nyi Konferencia<\/em>, (p. 192). MTA Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g, PTE BTK Nevel\u00e9studom\u00e1nyi Int\u00e9zet<\/p>\n\n\n\n

Karika, T. (2022). A t\u00f6rtek tan\u00edt\u00e1s\u00e1nak probl\u00e9m\u00e1i az als\u00f3 \u00e9s fels\u0151 tagozat hat\u00e1r\u00e1n. In Stekl\u00e1cs, J. & Moln\u00e1r-Kov\u00e1cs, Zs. (Szerk.), 21. sz\u00e1zadi k\u00e9pess\u00e9gek, \u00edr\u00e1sbelis\u00e9g, es\u00e9lyegyenl\u0151s\u00e9g. Absztraktk\u00f6tet: XXII. Orsz\u00e1gos Nevel\u00e9studom\u00e1nyi Konferencia<\/em>, (p. 193). MTA Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g, PTE BTK Nevel\u00e9studom\u00e1nyi Int\u00e9zet<\/p>\n\n\n\n

Svraka, B. (2022). A matematikai alulteljes\u00edt\u00e9s prevent\u00edv m\u00e9r\u00e9se. In Stekl\u00e1cs, J. & Moln\u00e1r-Kov\u00e1cs, Zs. (Szerk.), 21. sz\u00e1zadi k\u00e9pess\u00e9gek, \u00edr\u00e1sbelis\u00e9g, es\u00e9lyegyenl\u0151s\u00e9g. Absztraktk\u00f6tet: XXII. Orsz\u00e1gos Nevel\u00e9studom\u00e1nyi Konferencia<\/em>, (p. 194). MTA Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g, PTE BTK Nevel\u00e9studom\u00e1nyi Int\u00e9zet<\/p>\n\n\n\n

Bereczki, I. (2022). Fels\u0151 tagozatos tanul\u00f3k ar\u00e1nyoss\u00e1gi gondolkod\u00e1s\u00e1nak vizsg\u00e1lata. In Stekl\u00e1cs, J. & Moln\u00e1r-Kov\u00e1cs, Zs. (Szerk.), 21. sz\u00e1zadi k\u00e9pess\u00e9gek, \u00edr\u00e1sbelis\u00e9g, es\u00e9lyegyenl\u0151s\u00e9g. Absztraktk\u00f6tet: XXII. Orsz\u00e1gos Nevel\u00e9studom\u00e1nyi Konferencia<\/em>, (p. 195). MTA Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g, PTE BTK Nevel\u00e9studom\u00e1nyi Int\u00e9zet<\/p>\n\n\n\n

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Scopusban regisztr\u00e1lt k\u00f6zlem\u00e9nyek 2025 Bir\u00f3, F., & Cs\u00edkos, Cs. (2025). The Broadwell-Burch Four-stage Model of Competence Development and the Mathematics Teaching Profession. Mathematics Teaching-Research Journal, 17(3), 5\u201325. http:\/\/files.commons.gc.cuny.edu.s3.amazonaws.com\/wp-content\/blogs.dir\/34462\/files\/2025\/07\/01_Biro_5-25.pdf 2024 Hidayatullah, A., & Cs\u00edkos, C. (2024). The Role of Students\u2019 Beliefs, Parents’ Educational Level, and The Mediating Role of Attitude and Motivation in Students\u2019 Mathematics Achievement.\u00a0The Asia-Pacific Education Researcher,\u00a033(2), 253-262.Let\u00f6lthet\u0151 innen: https:\/\/link.springer.com\/article\/10.1007\/s40299-023-00724-2 Hidayatullah, A., Cs\u00edkos, C., & Setiyawan, R. (2024). The Role of Belief Sources in Promoting Goal Orientation Beliefs, Self-Efficacy, and Beliefs About the Role of Teachers in Mathematics Learning. The Asia-Pacific Education Researcher, 1-11.Let\u00f6lthet\u0151 innen: https:\/\/link.springer.com\/content\/pdf\/10.1007\/s40299-024-00813-w.pdf Svraka, B., \u00c1lvarez, C., & Sz\u00fccs, D. (2024). Anxiety predicts math achievement in kindergarten children. Frontiers in Psychology, 15, 1335952. Let\u00f6lthet\u0151 innen: https:\/\/www.frontiersin.org\/journals\/psychology\/articles\/10.3389\/fpsyg.2024.1335952\/full 2023 Hidayatullah, A., & Cs\u00edkos, Cs. (2023). Association between psychological need satisfaction and online self-regulated learning. Asia Pacific Education Review, 1-11. Hidayatullah, A., Cs\u00edkos, C., & Syarifuddin, S. (2023). Beliefs in mathematics learning and utility value as predictors of mathematics engagement among primary education students: The mediating role of self-efficacy. Education 3-13, 1-14. Hidayatullah, A., Cs\u00edkos, C., & Wafubwa, R. N. (2023). The dimensionality of personal beliefs; the investigation of beliefs based on the field study. Revista de Educaci\u00f3n a Distancia (RED), 23(72).Let\u00f6lthet\u0151 innen: https:\/\/revistas.um.es\/red\/article\/download\/540251\/333881 Hidayatullah, A., & Cs\u00edkos, C. (2023). The Role of Students\u2019 Beliefs, Parents’ Educational Level, and The Mediating Role of Attitude and Motivation in Students\u2019 Mathematics Achievement. The Asia-Pacific Education Researcher, 1-10.Let\u00f6lthet\u0151 innen: https:\/\/link.springer.com\/article\/10.1007\/s40299-023-00724-2 Hidayatullah, A., & Cs\u00edkos, C. (2023). Students\u2019 Responses to the Realistic Word Problems and Their Mathematics-Related Beliefs in Primary Education. Pedagogika, 150(2), 21-37.Let\u00f6lthet\u0151 innen: https:\/\/ejournals.vdu.lt\/index.php\/Pedagogika\/article\/download\/4615\/2919 Hussein, Y. F., & Cs\u00edkos, C. (2023). The effect of teaching conceptual knowledge on students\u2019 achievement, anxiety about, and attitude toward mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(2), em2226.Let\u00f6lthet\u0151 innen: https:\/\/www.ejmste.com\/download\/the-effect-of-teaching-conceptual-knowledge-on-students-achievement-anxiety-about-and-attitude-12938.pdf 2022 Wafubwa, R. N., & Cs\u00edkos, C. (2022). Impact of formative assessment instructional approach on students\u2019 mathematics achievement and their metacognitive awareness. International Journal of Instruction, 15, 119-138.Let\u00f6lthet\u0151: International Journal of Instruction (e-iji.net) Karika, T., & Cs\u00edkos, C. (2022). A test for understanding simple fractions among 5th grade students at the beginning of lower secondary education. 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Students\u2019 Mathematics-Related Beliefs and Academic Performance: Cross-Sectional Studies in Indonesia.\u00a0\u00a0[Doctoral dissertation].\u00a0University of Szeged.Let\u00f6lthet\u0151:\u00a0https:\/\/doktori.bibl.u-szeged.hu\/id\/eprint\/12111\/ Stekl\u00e1cs, J., B\u00e1lint \u00c1., Cs\u00edkos, Cs. & Zank I. (2024). Metakogn\u00edci\u00f3, tudatelm\u00e9let, episztemol\u00f3giai meggy\u0151z\u0151d\u00e9sek. Akad\u00e9miai Kiad\u00f3. 2022 Wafubwa, R. N. (2022). Formative Assessment s an Instructional Approach in the Teaching and Learning of Mathematics: A Case of Secondary School Teachers and Students in Kenya  [Doctoral dissertation]. University of Szeged.Let\u00f6lthet\u0151: https:\/\/doktori.hu\/index.php?menuid=192&lang=HU&sz_ID=29983 B. N\u00e9meth, M., T\u00f3th, E., Cs\u00edkos, C., & Korom, E. (2022). 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Magyar Tudom\u00e1nyos Akad\u00e9mia Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g E\u00f6tv\u00f6s Lor\u00e1nd Tudom\u00e1nyegyetem Pedag\u00f3giai \u00e9s Pszichol\u00f3giai Kar Turz\u00f3-Sov\u00e1k, N., Bereczki, I., & Cs\u00edkos, Cs. (2023). Egy matematikai PISA-feladat elemz\u00e9se: mi\u00e9rt nem tudj\u00e1k megoldani a tanul\u00f3k, ha minden sz\u00fcks\u00e9ges tud\u00e1selem\u00fck megvan hozz\u00e1?. In Bajz\u00e1th, A., Cs\u00e1nyi, K., & Gy\u0151ri, J. (Szerk.), Elk\u00f6telezetts\u00e9g \u00e9s Rugalmass\u00e1g: a nevel\u00e9studom\u00e1ny \u00fatjai az \u00e1talakul\u00f3 vil\u00e1gban: Absztraktk\u00f6tet, (p. 57). Magyar Tudom\u00e1nyos Akad\u00e9mia Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g E\u00f6tv\u00f6s Lor\u00e1nd Tudom\u00e1nyegyetem Pedag\u00f3giai \u00e9s Pszichol\u00f3giai Kar Svraka, B. (2023). Diszkalkulia \u00e9s intelligencia: A l\u00e1tens v\u00e1ltoz\u00f3 modellez\u00e9s\u00e9nek megk\u00f6zel\u00edt\u00e9se. In Bajz\u00e1th, A., Cs\u00e1nyi, K., & Gy\u0151ri, J. (Szerk.), Elk\u00f6telezetts\u00e9g \u00e9s Rugalmass\u00e1g: a nevel\u00e9studom\u00e1ny \u00fatjai az \u00e1talakul\u00f3 vil\u00e1gban: Absztraktk\u00f6tet, (p. 58). Magyar Tudom\u00e1nyos Akad\u00e9mia Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g E\u00f6tv\u00f6s Lor\u00e1nd Tudom\u00e1nyegyetem Pedag\u00f3giai \u00e9s Pszichol\u00f3giai Kar Bir\u00f3, F., & Szit\u00e1nyi, J. (2023). \u00c9szreveszem-e, akit tan\u00edtok? Tan\u00edt\u00f3jel\u00f6ltek noticing kompetenci\u00e1j\u00e1nak vizsg\u00e1lata vide\u00f3megfigyel\u00e9ssel \u00f6sszekapcsolt interj\u00fa m\u00f3dszerrel. In Bajz\u00e1th, A., Cs\u00e1nyi, K., & Gy\u0151ri, J. (Szerk.), Elk\u00f6telezetts\u00e9g \u00e9s Rugalmass\u00e1g: a nevel\u00e9studom\u00e1ny \u00fatjai az \u00e1talakul\u00f3 vil\u00e1gban: Absztraktk\u00f6tet, (p. 59). Magyar Tudom\u00e1nyos Akad\u00e9mia Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g E\u00f6tv\u00f6s Lor\u00e1nd Tudom\u00e1nyegyetem Pedag\u00f3giai \u00e9s Pszichol\u00f3giai Kar Kiss, Sz., Cs\u00edkos, Cs., & Demeter, K. (2023). Verb\u00e1lis \u00e9s nonverb\u00e1lis indik\u00e1torok \u00f3vod\u00e1s gyermekek kreat\u00edv probl\u00e9mamegold\u00e1si folyamataiban. In Bajz\u00e1th, A., Cs\u00e1nyi, K., & Gy\u0151ri, J. (Szerk.), Elk\u00f6telezetts\u00e9g \u00e9s Rugalmass\u00e1g: a nevel\u00e9studom\u00e1ny \u00fatjai az \u00e1talakul\u00f3 vil\u00e1gban: Absztraktk\u00f6tet, (p. 59). Magyar Tudom\u00e1nyos Akad\u00e9mia Pedag\u00f3giai Tudom\u00e1nyos Bizotts\u00e1g E\u00f6tv\u00f6s Lor\u00e1nd Tudom\u00e1nyegyetem Pedag\u00f3giai \u00e9s Pszichol\u00f3giai Kar XIX. Pedag\u00f3giai \u00c9rt\u00e9kel\u00e9si Konferencia, Szeged, 2023. 04. 20-22. Hidayatullah, A., & Cs\u00edkos, C. (2023). Exploring the association between satisfaction, socio-demographic characteristics of learners and self-efficacy beliefs: The mediating role of online self-regulated learning. In Kasik, L. & G\u00e1l, Z. (Szerk.), XIX. Pedag\u00f3giai \u00c9rt\u00e9kel\u00e9si Konferencia: program \u00e9s \u00f6sszefoglal\u00f3k, (p. 34). Szegedi Tudom\u00e1nyegyetem Nevel\u00e9studom\u00e1nyi Doktori Iskola 16. K\u00e9pz\u00e9s \u00e9s Gyakorlat Nemzetk\u00f6zi Nevel\u00e9studom\u00e1nyi Konferencia, Kaposv\u00e1r, 2023. 05. 18-19. Bir\u00f3, F. (2023). \u00c9szreveszem-e, akit tan\u00edtok? \u2013 A noticing fejleszt\u00e9s\u00e9nek nemzetk\u00f6zi gyakorlata a tan\u00edt\u00f3k\u00e9pz\u00e9sben. In Pet\u0151n\u00e9 Csima, M. & Zentai, G. (Szerk.), 16. K\u00e9pz\u00e9s \u00e9s Gyakorlat Nemzetk\u00f6zi Nevel\u00e9studom\u00e1nyi Konferencia: Program \u00e9s absztraktok, (p. 57). Magyar Agr\u00e1r- \u00e9s \u00c9lettudom\u00e1nyi Egyetem Nevel\u00e9studom\u00e1nyi Int\u00e9zet  Cs\u00edkos, C. (2023). A gondolkod\u00e1sfejl\u0151d\u00e9s gr\u00e1dicsai: A tudatos gyakorl\u00e1s szerepe \u00e9s egy\u00e9ni k\u00fcl\u00f6nbs\u00e9gei az alapk\u00e9szs\u00e9gek fejl\u0151d\u00e9s\u00e9ben. Plen\u00e1ris el\u0151ad\u00e1s. In Pet\u0151n\u00e9 Csima, M. & Zentai, G. (Szerk.), 16. K\u00e9pz\u00e9s \u00e9s Gyakorlat Nemzetk\u00f6zi Nevel\u00e9studom\u00e1nyi Konferencia: Program \u00e9s absztraktok, (p. 29). Magyar Agr\u00e1r- \u00e9s \u00c9lettudom\u00e1nyi Egyetem Nevel\u00e9studom\u00e1nyi Int\u00e9zet  46th Conference of the International Group for the Psychology of Mathematics Education, Haifa, July 16th to 21st 2023 Bereczki, I. & Cs\u00edkos, C. (2023). Measuring proportional reasoning in grades 5 to 7: What develops and what does not?. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 363). PME. 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