Anita Habók

University of Szeged

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Co-Authors

Andrea Magyar

University of Szeged

Lan Anh Thuy Nguyen

University of Szeged

Tun Zaw Oo

Magyar Agrár- és Élettudományi Egyetem

Son Van Nguyen

Thuyloi University

Helta Anggia

University of Szeged

Gyöngyvér Molnár

University of Szeged

Judit Nagy

Corvinus University of Budapest

Adam Ema Ileana

Tun Zaw Oo

Magyar Agrár- és Élettudományi Egyetem

Krisztián Józsa

University of Szeged

Cooperative Institutions

University of Szeged

MTA-SZTE Research Group on Artificial Intelligence

Hungarian Academy of Sciences

Magyar Agrár- és Élettudományi Egyetem

University of Luxembourg

Universidad Antonio Ruiz de Montoya

Eötvös Loránd University

Károli Gáspár University of the Reformed Church in Hungary

Budapest University of Technology and Economics

Corvinus University of Budapest

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Factor Analysis on the Motivation for Extensive Reading Questionnaire

Journal on Efficiency and Responsibility in Education and Science (2024)

Helta Anggia Anita Habók

This study examined the factors adapted from the Motivation for Reading Questionnaire. We considered eight dimensions (Self-Efficacy, Reading Challenge, Reading Curiosity, Reading Involvement, Importance of Reading, Recognition for Reading, Reading for Grades, and Social Reasons for Reading). In addition, we included some items based on the extensive reading, principles, and technology acceptance model. The study recruited 558 undergraduate students of English as a foreign language in Indonesia via Google Forms. The structure of the questionnaire was validated using exploratory and confirmatory factor analyses. To determine the dependability of the instrument, internal consistency reliabilities of the instrument as a whole and per factor were calculated. We computed the average variance extracted and the Heterotrait-Monotrait Ratio of Correlation to determine convergent and discriminant validities. The results led to the omission of six items with loading values < 0.50. The omissions included one item for Reading Involvement (0.42) and five items for Social Reasons for Reading (0.47; 0.43; n/s.; n/s.; and n/s.). Lastly, the study presented the significance of the results and directions for future studies.

Factor (programming language)

Questionnaire

10.7160/eriesj.2024.170302

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Validation of a Self-Regulated Foreign Language Learning Strategy Questionnaire Through Multidimensional Modelling

Frontiers in Psychology (2018)

Anita Habók Andrea Magyar

The main objective of the present research is to validate a Self-Regulated Foreign Language Learning Strategy Questionnaire based on previous research, conceptualized in a strategy inventory for language learning and self-regulated language learning. A total of 2223 lower secondary school children participated in the study. After the questionnaire development process, children completed the questionnaire online. Confirmatory factor analyses (CFA) were conducted through structural equation modelling (SEM) to assess our hypothesised six-factor structure model. The results of the CFA validated a five-factor correlated model with metacognitive, cognitive, meta-affective, meta-sociocultural-interactive and sociocultural-interactive factors, while the affective factor was not included. Internal and composite reliability confirmed the consistency of our factors, and convergent validity provided evidence for significant relationships between them. Our results draw attention to the complexity of language learning strategy use, which spans cognitive, affective and sociocultural factors as well as their 'meta' approaches. A more concrete distinction demands further investigation and a more accurate design of the questionnaire in the affective field.

Language Learning Strategies

Convergent validity

10.3389/fpsyg.2018.01388

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Learning to learn in Years 1 and 2 of Hungarian primary schools

Education 3-13 (2013)

Anita Habók

Learning to learn (L2L) is an important component of lifelong learning. First, the article discusses various possible definitions of L2L and identifies the most comprehensible definition, which provides the basis for the analysis. Subsequently, it presents the results of a pilot study carried out in the early stage of primary education. This study measured the level of knowledge of Year 1 and Year 2 students in three cognitive domains (science, thinking and reading) and gathered questionnaire data for the measurement of the affective domains of effort and perseverance, academic self-esteem and perceived support from significant other.

Component (thermodynamics)

10.1080/03004279.2013.783875

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Research on learning to learn among elementary school children and children with special educational needs

Anita Habók

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Non-English-Major Students’ Perceptions of Learner Autonomy and Factors Influencing Learner Autonomy in Vietnam

Relay Journal (2020)

Son Van Nguyen Anita Habók

The present paper reports on some stages of an ongoing research project which investigates how Vietnamese non-English-major university students perceive learner autonomy (LA) and which factors, from their perspective, influence the promotion of LA. Data was collected using questionnaires administered to more than 1,500 university undergraduates from different higher education institutions in Hanoi, Vietnam, and 13 students participated in semi-structured interviews. The initial stage of the project, detailed here, was to validate the questionnaire on the basis of reliability and Messick’s (1995) framework of validity. The results revealed that reliability and most aspects of validity investigated in this research were adequately fulfilled, except for the relative goodness indices, which needed improvement. Currently, both quantitative data and qualitative data are being analyzed to reach conclusions. The research results are expected to help the research team to provide suggestions on how to foster LA in English tertiary education. Accordingly, those results will be of interest to language educators in Vietnam in particular, scholars who are researching LA, and those who are interested in the promotion of LA.

Vietnamese

Promotion (chess)

Learner autonomy

Validity

10.37237/relay/030110

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The role of students’ approaches in foreign language learning

Cogent Education (2020)

Anita Habók Andrea Magyar

The purpose of the study is to analyse how second language learning is supported by language learning strategies (LLS) and various learning approaches, namely, self-efficacy, instrumental motivation, effort and perseverance, and preferences for cooperative or competitive learning. The sample of the research was composed of students in Hungary in Years 5–8 (10–14-year olds, N = 1600). Two questionnaires were used to collect the data: an adapted version of Oxford's "Strategies Inventory for Language Learning" (SILL) questionnaire and the "Student Characteristics as Learners" questionnaire. A path analysis showed that learning components can be explained differently via language learning strategies and learning approaches. Our results have confirmed our hypotheses that strategy use significantly influences several learning approaches in the sample. Students, who willingly apply their language learning strategies set their learning goals more confidently, plan their learning process more consciously as they learn, and develop more self-efficacy and motivation towards language learning.

Language Learning Strategies

Sample (material)

Learning Sciences

10.1080/2331186x.2020.1770921

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University students’ metacognitive awareness of reading strategies (MARS) in online reading and MARS’ role in their English reading comprehension

PLoS ONE (2024)

Helta Anggia Anita Habók

Investigation about metacognitive awareness of reading strategies (MARS) has mainly focused on paper-based reading rather than online reading. Gender, reading media preferences, and English proficiency levels (EPL) account for students' differences in MARS. However, existing studies are still debating the predictive power of these variables on MARS. MARS was assumed to influence English reading comprehension even though research that firmly supports this assumption seems rare. Therefore, we examined Indonesian university students' MARS in online reading activities using data from 1412 university students in Indonesia. They were categorized into gender, reading media preferences, and EPL. The One-Way MANOVA results showed students' differences in MARS based on their gender, (F = 20.456, p < 0.05), reading media preferences, (F = 2.82, p < 0.05), and students' EPL, (F = 5.988, p < 0.05). The multiple regression analysis showed that global, support, and problem-solving strategies were simultaneously associated with English reading comprehension scores. This study emphasizes the effect of the variables on students' MARS differences and discloses the association between MARS and English reading comprehension.

10.1371/journal.pone.0313254

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Motivation and self-related beliefs as predictors of academic achievement in reading and mathematics: Structural equation models of longitudinal data

International Journal of Educational Research (2020)

Anita Habók Andrea Magyar Mária B. Németh Benő Csapó

This study examines the predictive power of motivational and self-related beliefs on reading and mathematics achievement. A representative sample (N = 2049 12–14-year-olds) was drawn for a large-scale longitudinal programme, with data collected at two measurement points separated by a two-year interval. In the research, two hypothesised models on the mediating role of self-related beliefs and motivational factors have been developed and tested. Results from structural equation modelling reinforced the mediating role of both self-related and motivational factors on academic achievement in Grades 6 and 8, although not each of the expected paths fit the model. Among the non-cognitive factors, self-concept had the highest effect on sixth graders' achievement and sixth graders' test results most dominantly determined eighth graders' achievement.

Predictive power

Longitudinal Study

10.1016/j.ijer.2020.101634

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Citations (49)

Assessing learning techniques of Hungarian and Romanian mother tongue students

Adam Ema Ileana Anita Habók

Romanian

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Investigating the relationship between self-regulated learning and language proficiency among EFL students in Vietnam

Research Square (Research Square) (2024)

Hoang Minh Dong Anita Habók

Abstract Self-regulated learning strategies have received significant attention by researchers and become the topic of many empirical studies since they are believed to significantly influence the achievement levels in acquiring a foreign language. The current research investigated the self-regulated learning strategies most commonly employed by Vietnamese EFL students, as well as any potential correlation between these strategies and language proficiency levels. The study involved the random selection of 140 undergraduate students to participate. The participants had different levels of English proficiency and learning backgrounds. They completed a self-regulated learning (SRL) questionnaire including 50 items, which is comprised of two parts. The first part gathers participants' personal details, including age, major of study, duration of English learning, and English proficiency determined through international test outcomes, while the second part assesses the participants' utilization frequency of SRL strategies. Quantitative methods were utilized to collect data, and descriptive statistics, and correlation analysis were performed to investigate the correlation between self-regulated learning and the language proficiency of learners. Results indicated that the participants often employed a range of self-regulation strategies for language learning. The three strategies that were most frequently used by the participants were elaboration, help-seeking, and time and study environment management, while critical thinking and effort regulation were the least employed strategies. Furthermore, a notable positive association was observed between students’ self-regulated learning strategies and their language proficiency. It was clear that language proficiency and elaboration strategy correlated most significantly, while the lowest correlation existed between language proficiency and effort regulation.

10.21203/rs.3.rs-3956946/v1

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Citations (1)