Browsing by Author "Oo, Tun Zaw"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Open Access
    Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School Achievement
    (2022) Józsa Gabriella; Oo, Tun Zaw; Amukune, Stephen; Józsa Krisztián; Gyakorlati és Továbbképzési Intézet; KRE - Pedagógiai Kar
    Learning motivation, self-handicapping, executive function, and school achievement are interrelated variables affecting students’ intension of learning in higher education. However, many educators are unaware of the ability of these predictive variables and fail to encourage students’ further education. Therefore, with the aim of helping educators, this study was conducted to predict students’ intention of learning in higher education based on their learning motivation, self-handicapping, executive function, school achievement, and mothers’ education. We sampled Hungarian 12th graders (N = 1330) who participated in this study while collecting the data online during class hours. Questionnaires were used to measure learning motivation, self-handicapping, and executive function. Findings showed that higher learning motivation, lower self-handicapping, stronger working memory, and mother’s education could increase students’ intention of learning in higher education. Beyond our expectations, higher school achievement (GPA) was not a significant predictor. Comparing different theoretical perspectives, we deduced reliable predictors underlying Hungarian students’ intention of learning in higher education. Therefore, this study is of great importance for educators to pick out the real support for their students’ intention of learning in higher education by following our research findings.
  • Thumbnail Image
    Item
    Open Access
    School-Level and Demographic Differences in the Use of Artificial Intelligence Among Hungarian Elementary and High School Students
    (2026) Józsa Gabriella; Oo, Tun Zaw; Vallent Brigitta; Józsa Krisztián; Gyakorlati és Továbbképzési Intézet; KRE - Pedagógiai Kar
    Artificial intelligence (AI), including rapidly expanding generative AI tools, is increasingly shaping how school-age students search for information and complete learning tasks. Yet comparative evidence on AI awareness, use, and attitudes across school levels—especially among under-18 learners—remains limited in Central and Eastern Europe. Guided by the Technology Acceptance Model (TAM), this cross-sectional survey study examined Hungarian elementary and high school students’ AI use and school-related applications, focusing on perceived usefulness and willingness to use AI in learning contexts. Data were collected from 183 elementary and 127 high school students using a structured questionnaire. AI use was widespread in both groups, but marked school-level differences emerged. High school students reported more frequent and academically oriented AI use, greater reliance on AI tools when seeking help, and a stronger willingness to use AI during classroom activities. In contrast, elementary students more often relied on familiar platforms such as social media and YouTube and reported comparatively more recreational or conversational uses of AI. Across school levels, students generally viewed AI as useful and potentially engaging for learning, while many also expressed uncertainty about the reliability of AI-generated responses. These findings underscore the need for age-appropriate AI literacy education aligned with students’ developmental characteristics and digital habits, and they highlight the importance of teacher support and training to integrate AI meaningfully and responsibly into classroom practice.