Parents can have a significant impact on student progress, but it is unclear whether generally influential forms of parental involvement can be identified or if they have a differential impact. Our research focuses on the impact of different forms of parental involvement (at-home and in-school involvement) on primary and high school students’ academic performance, and we also examine the differences between low- and high-status families. Our quantitative research analyzed data from all students that were in Grade 6 and Grade 10 in Hungary in 2019, and we conducted analysis using the Hungarian National Competency Assessment database (n = 183.366). We examined how parental involvement affects children’s mathematics and reading achievements. The results of our research were as follows: (1) Parental involvement type impacts student achievement. Home-based PI has a negative effect, while teacher–parent conferences and discussing school events have a positive effect. (2) The link between parental involvement and student achievement is weaker for higher-status families compared to lower-status families. Based on our results, the generalizability of the positive impact of parental involvement can be questioned because not all forms of it have a favorable effect on student achievement.

There is numerous empirical evidence supporting that college students studying in fields with rigorous curriculum and high requirements, such as medical training, are characterized by a higher risk of attrition than their peers. Since Hungarian medical training attracts more and more international students every year, the issue of dropout can have a global impact. Our study aimed to examine attrition risks of local and international students in Hungarian medical training. In our study, we examined the dropout behaviour of all medical students who started their studies in 2010 in Hungary (N = 2391) by analysing longitudinal administrative data of those who studied between 2010 and 2017. Doing this, we conducted descriptive statistics and uncovered the risks of dropout using binary logistic regression. Our results indicate that the danger is primarily increased by factors directly linked to or indicating poor academic performance (slow pace of credit accumulation, tuition-based forms of finance). Individual characteristics, namely gender, and citizenship, also have a moderate but significant effect on the latter. Thus a policy proposal can be formulated consisting of making the training network less rigid, devoting more educational attention to and providing targeted mentoring for students with learning difficulties and academic hardships. Foreign medical students studying in Hungary comprise a large group that has a high attrition rate, making it a prime target for dropout-reducing programs.

The aim of our research was to investigate the impact of the Let's Teach for Hungary mentoring programme (TM) on a specific problem area, namely the prospects, career orientation, values and aspirations of students facing a career choice. In the course of the quantitative research, we used a self-developed questionnaire to investigate the academic expectations of mentored and nonmentoredstudents, as well as the roles of their parents and teachers from the students' perspective. The survey was conducted in the second semester of the 2021/2022 school year and involved 206 primary school students in grades 7 and8, and was conducted by the Discovery of the Hidden Value of Mentoring (DHVM) research team, which investigated the impact of the TM programme. Descriptive statistics, compare means, cross-tabulation analysis, and binarylogistic regression analysis were used to analyze the data. The results show that the programme is successful in engaging socially disadvantaged students, inwhose lives mentors play an important role, but still the strongest predictor of whether they decide to continue their education or not, even if they participate inthe mentoring programme, is the financial situation of their families and their GPA. Kutatásunk célja a Tanítsunk Magy arországért mentorprogram (TM) egy speciális problématerületre, a pályaválasztás előtt álló diákok kilátásaira, pályaorientációs értékeire, valamint továbbtanulási aspirációira gy akorolt hatásának vizsgálata. A kvantitatív kutatás során saját szerkesztésű kérdőívvel vizsgáltuk a mentorált és nem mentorált diákok tanulmányi elvárásait, valamint szüleik és pedagógusaik szerepét a diákok szemszögéből. A 2021/2022-es tanév második félévében végzett felmérés során 206 fő hetedik és nyolcadik osztályos általános iskolás diákkal vett fel adatokat a TM-program hatását vizsgáló Discovery of the Hidden Value of Mentoring (DHVM) nevű kutatócsoport. Az adatok elemzése során leíró statisztikákat, átlag-összehasonlítást, kereszttábla-elemzést, valamint bináris logisztikus regresszióelemzést alkalmaztunk. Az eredmények igazolták, hogy a program sikeresen vonja be a hátrányos helyzetű diákokat, akiknek az életében a mentorok fontos szerepet töltenek be, azonban a továbbtanulási döntés legerősebb prediktora még a mentorprogramban való részvétel mellett is a család anyagi helyzete és a tanulók jegyei.

Background Even though dropout is a well-researched topic in tertiary education, it is still not clear which variables have an impact on it beyond individual attributes. There is numerous empirical evidence supporting that college students studying in STEM fields are characterized by a higher risk of attrition than their peers. Even though medicine is not traditionally considered to be part of STEM disciplines, some suggest to include it, as the field of medicine is an important area in research focusing on student attrition. Since Hungarian medical training attracts more and more international students every year, the issue of attrition in this field of study can have a global impact too. Methods In our study we examined the dropout behavior of all medical students who started their studies in 2010 in Hungary (N = 977) by analyzing longitudinal administrative data of the students between 2010 and 2017, which unlike self-reported questionnaires made it possible for us to analyse data that without any kind of distortion. Since we analyzed the data of all students studying medicine in this period in Hungary, we conducted descriptive statistics and revealed the risk and protective factors of drouput using bonary logistic regression. Results Our results indicate that the risk of dropout can be increased by a low number of credits and passive semesters and the tuition-based forms of finance, although dormitory placement can serve as a protective factor. Conclusions Relieving the rigidity of the training network, more educational attention, targeted mentoring in the case of learning difficulties and dormitory placement in support of learning communities can be formulated as a policy proposal.