Myagmarkhorloo, C., & Habók, A. (2026). Measuring multidimensional student engagement beyond western contexts: A mixed-methods validation study in Mongolian higher education. International Journal of Educational Research Open, 11, 100591. https://doi.org/10.1016/j.ijedro.2026.100591
Myagmarkhorloo, C., Ganzorigt, B. U., & Habók, A. (2026). Student engagement and self-regulated learning across standard and AI-enhanced flipped learning: a within-subjects longitudinal study. Frontiers in Psychology, 17, 1936442. https://doi.org/10.3389/fpsyg.2026.1936442
Magyar, A., Habók, A., & Molnár, G. (2026). Technológiaalapú szókincsfejlesztés és olvasásértés: egy nagymintás kontrollcsoportos kutatás eredményei. Magyar Pedagógia, 126(2), 99-121. https://doi.org/10.14232/mped.2026.2.99
Myagmarkhorloo, C., Dorjsembe, D., & Habók, A. (2026). Measuring self-regulated learning and personality in a Mongolian security and defense training institution: psychometric validation of the MSLQ-M and BFI-2-S using exploratory structural equation modeling. Frontiers in Education, 11, 1915438. https://doi.org/10.3389/feduc.2026.1915438
Nabhan, S., & Habók, A. (2026). Assessment of multiliteracies in English language education: a systematic literature review. Cogent Education, 13(1), 2677985. https://doi.org/10.1080/2331186X.2026.2677985
- Wu, H., Cheong, N. F., & Molnár, G. (2026, May). A computer-based assessment of developmental differences in complex problem solving: Evidence from students in Macao. 18th International Conference on Computer Supported Education, Benidorm, Spain.
Pamelasari, S. D., & Habók, A. (2026). Systematic review of motivational orientation in English for specific purposes: Insights from a decade of research (2016–2025). Acta Psychologica, 268, 107309. https://doi.org/10.1016/j.actpsy.2026.107309
- Munkácsy, B., Tóth, E., Pásztor, A., & Molnár, G. (2026): Do mixed-SES classes support reading? A 7-year longitudinal study. European Conference on Educational Research (Ecer 2026), Tamperes. Paper presentation.
- Pásztor, A., Munkácsy, B., Tóth, E., & Molnár, G. (2026): Socioeconomic differences in the development of inductive reasoning from Grades 3 to 7: A longitudinal study in Hungary, European Conference on Educational Research (ECER) 2026, Tampere. Paper presentation
Nabhan, S., & Habók, A. (2026). Assessment of multiliteracies in English language education: a systematic literature review. Cogent Education, 13(1), 2677985. https://doi.org/10.1080/2331186X.2026.2677985
Dong, M. H., Cuong, T. V., & Habók, A. (2026, June). Modeling the interplay of self-regulated learning, intrinsic motivation, and language achievement among Vietnamese EFL students. In Frontiers in Education (Vol. 11, p. 1852313). Frontiers Media SA. https://doi.org/10.3389/feduc.2026.1852313
Habók, A., Magyar, A., & Molnár, G. (2026). Effect of vocabulary knowledge and learning-related affective factors on school achievement in reading. European Journal of Psychology of Education, 41, 45. https://doi.org/10.1007/s10212-026-01078-1
Wu, H., Cheong, N. G., & Molnár, G. (2026). Beyond strategy use: Examining strategy stability in complex problem solving through logfile data. Education Sciences, 16(9), 1392. https://www.mdpi.com/2227-7102/16/9/1392
Magyar, A., Habók, A., & Molnár, G. (2026). Technology-based development of subject-specific vocabulary of primary school students. Literacy Research and Instruction, 65(4). https://www.tandfonline.com/doi/full/10.1080/19388071.2025.2515961
Listiaji, P. & Molnár, G. (2026). Computational thinking as a latent predictor of academic success in teacher education. Acta Psychologica, 270, 107652. https://www.sciencedirect.com/science/article/pii/S0001691826014538?via%3Dihub
Cheruiyot, L. G. & Molnár G. (2026). Beyond test scores: Student effort profiles in computer-based assessments of scientific thinking. International Journal of Educational Research Open, 11. Paper 100583, https://www.sciencedirect.com/science/article/pii/S2666374026000129?via%3Dihub
Pásztor, A., Munkácsy, B., Tóth, E., & Molnár, G. (2026): Socioeconomic differences in the development of inductive reasoning from Grades 3 to 7: A longitudinal study in Hungary, European Conference on Educational Research (ECER) 2026, Tampere. Paper presentation.
- Munkácsy, B., Tóth, E., Pásztor, A., & Molnár, G. (2026): Do mixed-SES classes support reading? A 7-year longitudinal study. European Conference on Educational Research (Ecer 2026), Tamperes. Paper presentation.
Lakatos, K., Pásztor, A., & Molnár G. (2026). A Rövidített Friedben Tesztszorongás Skála (B-FTAS) magyar adaptációja: egyetemi hallgatók tesztszorongásszintje és nemi különbségek. Neveléstudomány: Oktatás Kutatás Innováció, 15(2) 106-126. https://ojs.elte.hu/nevelestudomany/article/view/13022
Habók, A., Magyar, A., & Molnár, G. (2026). Developing Reading Strategies Through Technology-Based Intervention. Reading Psychology, 47(2), 253-257. https://www.tandfonline.com/doi/full/10.1080/02702711.2025.2551564