Attila Pásztor

Dados Biográficos

ID8317393
NOMEAttila Pásztor
PRENOMESAttila
SOBRENOMEPásztor
ASSINATURAPÁSZTOR A
AFILIAÇÕESUniversity of Szeged
ORCID0000-0001-8441-446X
VERIFICADOSim
TOTAL DE OBRAS7
TOTAL DE CITAÇÕES0
TOTAL COMO AUTOR7
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2020
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H0

  • A cross-national assessment on critical thinking disposition between Hungarian and Chinese undergraduate students

    Open AccessYong Liu, Attila Pásztor et al.ARTICLEThinking Skills and Creativity2026

  • Self-Assessment of Teamwork Skills Among Adolescents

    Open AccessAnita Pásztor-Kovács, Attila Pásztor et al.ARTICLEEducation Sciences2026

    Monitoring the development of increasingly essential collaborative skills at the individual level within a classroom context requires effective, easy-to-use, and quick measurement tools. These tools should provide global feedback on the skillset rather than reflecting performance in a single group task. A self-rated questionnaire is a beneficial option for this purpose. The aim of our research is to develop a self-rated scale for adolescents, the…

  • Developing a technology-based instrument for assessing inductive reasoning in kindergarten

    Open AccessAttila Pásztor, Anthony Rausch et al.ARTICLEJournal of Research on Technology…2026

    While digital tools are recognized for supporting skill development, few studies have explored their use in assessing reasoning during early childhood. To address this gap, our study examines the applicability, reliability, and construct validity of a tablet-based assessment for inductive reasoning in kindergarten. A clinical interview with 11 children tested the validity and usability of the tasks, followed by a larger study with 237 participant…

  • Relationships Among Self‐Efficacy, Instant Judgement, and Habitual Truth‐Digging in Undergraduates' Critical Thinking Disposition

    Open AccessYong Liu, Attila Pásztor et al.ARTICLEEuropean Journal of Education2026

    The Employer‐Employee‐Supported Critical Thinking Disposition Inventory (2ES‐CTDI) bridges theory and practice in higher education by assessing critical thinking disposition (CTD) components: self‐efficacy, instant judgement, and habitual truth‐digging. However, its broader applicability requires further validation. This study adapted and validated the Hungarian 2ES‐CTDI to examine the interactions among these CTD components. A sample of 1090 Hun…

  • Relationships Among Components of Critical Thinking Disposition in Primary School Students

    Open AccessYangyintao Zhao, Yong Liu et al.ARTICLEPsychology in the Schools2025

    Critical thinking disposition (CTD) is regarded as a personal trait within critical thinking (CT), representing an individual's tendency and attitude toward actively employing CT skills (CTS). Previous research has predominantly focused on the external influencing factors of CTD, with limited exploration into CTD itself and the interactions among its internal components. Additionally, most studies have concentrated on higher education, while insu…

  • Measuring collaborative problem solving

    Open AccessAnita Pásztor-Kovács, Attila Pásztor et al.ARTICLEInteractive Learning Environments2023

    In this paper, we present an agenda for the research directions we recommend in addressing the issues of realizing and evaluating communication in CPS instruments. We outline our ideas on potential ways to improve (1) generalizability in Human–Human assessment tools and ecological validity in Human–Agent ones; (2) flexible and convenient use of restricted communication options; and (3) an evaluation system of both Human–Human and Human-Agent inst…

  • Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task

    Open AccessKatariina Nuutila, Anna Tapola et al.ARTICLEFrontiers in Education2020

    In this study, we examined 1) how situational interest, self-efficacy, and performance predict each other during task engagement, and 2) how they, in turn, contribute to continued interest. Finnish fourth-graders (N = 263) did an inductive reasoning task consisting of two sections, figural and numerical. Before and after each section, the students reported their situational interest and self-efficacy, and at the end of the task, students stated w…