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

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dc.contributor.authorAmukune, Stephen
dc.contributor.authorJózsa Krisztián
dc.contributor.authorJózsa Gabriella
dc.contributor.departmentGyakorlati és Továbbképzési Intézet
dc.contributor.institutionKRE - Pedagógiai Kar
dc.date.accessioned2026-04-24T07:02:30Z
dc.date.available2026-04-24T07:02:30Z
dc.date.issued2023
dc.description.abstractCross-national comparisons represent an avenue for investigating milestones achieved by one region that can help improve standards in another country. This study compares the development of executive functioning in Hungarian and Kenyan preschoolers as they prepare for school readiness. The study's cross-sectional design entailed sampling preschoolers from Hungary (n = 187) and Kenya (n = 420) aged between 4 and 8 years nested in 35 classrooms. Preschool class teachers rated the children's executive functioning using the Childhood Executive Functioning Inventory (CHEXI). The two-factor structure of the CHEXI demonstrated a strong measurement invariance for the two countries, Hungary and Kenya. Significant gender differences were noted on both subscales in the Hungarian sample but not in the Kenyan preschoolers. Additionally, no differences were found in the executive functioning of boys from both countries. However, the girls exhibited variances in the inhibition subscale. Contrary to expectations, no linear mixed effects were observed for country or the interactions between age and country apropos difficulties related to inhibition and total executive functioning except for working memory. Better working memory skills noted in the Hungarian sample were attributed to a superior preschool education system.
dc.formatpdf
dc.format.page18 p
dc.identifier.citationAmukune, Stephen - Józsa Krisztián - Józsa Gabriella: Comparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers. International Journal of Early Childhood 55. évfolyam, 2. szám, 2024. 205-222 p.
dc.identifier.doi https://doi.org/10.1007/s13158-022-00331-0
dc.identifier.issn0020-7187
dc.identifier.issue2. szám
dc.identifier.jtitleInternational Journal of Early Childhood
dc.identifier.mtmt33100074
dc.identifier.uri https://hdl.handle.net/20.500.14834/14430
dc.identifier.volume55. évfolyam
dc.languageangol
dc.language.isoen
dc.rightsszabadon hozzáférhető
dc.subjectexecutive function ; CHEXI ; school readiness ; Hungary ; Kenya
dc.subject.mabBölcsészettudományok::Neveléstudományok
dc.titleComparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers
dc.typeArticle
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