TY  - CONF
AU  - Bogićević, Dragana
AU  - Popović-Ćitić, Branislava
AU  - Bukvić-Branković, Lidija
AU  - Trajković, Marija
AU  - Kovačević-Lepojević, Marina
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/929
AB  - School or student engagement is widely recognized as a multidimensional construct that
encompasses three aspects of engagement – cognitive, behavioral and emotional. Research
suggests that school engagement is associated with multiple students outcomes, including
academic achievement, school completion, and social-emotional adjustment. Therefore, the
aim of this study is to assess the engagement of high school students and to examine differences
in the level of engagement by gender and age so that we can determine which students are at
greater risk for various negative outcomes. Data on students’ engagement were collected using
the Delaware Student Engagement Scale (four-point Likert-type scale). The results of the
confirmatory factor analysis did not yield three separate factors, but instead showed that the
items of the behavioral and cognitive engagement subscales were best represented by one
factor. Thus, the scale consists of only two subscales: cognitive/behavioral engagement (8
items) and emotional engagement (4 items). The sample consisted of 860 students (59.6%
female) from Belgrade secondary schools, aged from 15 to 19 (M =16.38, SD = 1.05). The
results show that students are engaged to a considerable extent at the cognitive/behavioral level
(M = 3.22, SD = 0.66) and to a lesser extent at the emotional level (M = 2.85, SD = 0.91). When
looking at the total scores on the cognitive/behavioral engagement subscale, statistically
significant difference in the level of engagement by gender were found, t(786) = 2.29, p = <
0.05, d = 0.17, indicating a slightly higher engagement of female students, while no such
differences were found on the emotional engagement subscale, t(798) = 1.67, p = .10, d = 0.12.
In addition, a weak negative correlation was found between student age and level of
engagement on the cognitive/behavioral (r = -.15, p < .001) and emotional engagement
subscales (r = -.22, p < .001). In summary, the results of this study showed that high school
students’ engagement is at middle level, with girls being slightly more engaged in
cognitive/behavioral aspects and younger students generally more engaged compared to older
ones. This knowledge is is important from the perspective of prevention science and
strengthening protective factors in the school environment, such as student engagement, that
can contribute to positive developmental outcomes of students.
PB  - Beograd : Filozofski fakultet
C3  - Empirical studies in psychology
T1  - School engagement of high school students : Gender and age differences
SP  - 89
VL  - 29
UR  - https://hdl.handle.net/21.15107/rcub_ipir_929
ER  - 

@conference{
author = "Bogićević, Dragana and Popović-Ćitić, Branislava and Bukvić-Branković, Lidija and Trajković, Marija and Kovačević-Lepojević, Marina",
year = "2023",
abstract = "School or student engagement is widely recognized as a multidimensional construct that
encompasses three aspects of engagement – cognitive, behavioral and emotional. Research
suggests that school engagement is associated with multiple students outcomes, including
academic achievement, school completion, and social-emotional adjustment. Therefore, the
aim of this study is to assess the engagement of high school students and to examine differences
in the level of engagement by gender and age so that we can determine which students are at
greater risk for various negative outcomes. Data on students’ engagement were collected using
the Delaware Student Engagement Scale (four-point Likert-type scale). The results of the
confirmatory factor analysis did not yield three separate factors, but instead showed that the
items of the behavioral and cognitive engagement subscales were best represented by one
factor. Thus, the scale consists of only two subscales: cognitive/behavioral engagement (8
items) and emotional engagement (4 items). The sample consisted of 860 students (59.6%
female) from Belgrade secondary schools, aged from 15 to 19 (M =16.38, SD = 1.05). The
results show that students are engaged to a considerable extent at the cognitive/behavioral level
(M = 3.22, SD = 0.66) and to a lesser extent at the emotional level (M = 2.85, SD = 0.91). When
looking at the total scores on the cognitive/behavioral engagement subscale, statistically
significant difference in the level of engagement by gender were found, t(786) = 2.29, p = <
0.05, d = 0.17, indicating a slightly higher engagement of female students, while no such
differences were found on the emotional engagement subscale, t(798) = 1.67, p = .10, d = 0.12.
In addition, a weak negative correlation was found between student age and level of
engagement on the cognitive/behavioral (r = -.15, p < .001) and emotional engagement
subscales (r = -.22, p < .001). In summary, the results of this study showed that high school
students’ engagement is at middle level, with girls being slightly more engaged in
cognitive/behavioral aspects and younger students generally more engaged compared to older
ones. This knowledge is is important from the perspective of prevention science and
strengthening protective factors in the school environment, such as student engagement, that
can contribute to positive developmental outcomes of students.",
publisher = "Beograd : Filozofski fakultet",
journal = "Empirical studies in psychology",
title = "School engagement of high school students : Gender and age differences",
pages = "89",
volume = "29",
url = "https://hdl.handle.net/21.15107/rcub_ipir_929"
}

Bogićević, D., Popović-Ćitić, B., Bukvić-Branković, L., Trajković, M.,& Kovačević-Lepojević, M.. (2023). School engagement of high school students : Gender and age differences. in Empirical studies in psychology
Beograd : Filozofski fakultet., 29, 89.
https://hdl.handle.net/21.15107/rcub_ipir_929

Bogićević D, Popović-Ćitić B, Bukvić-Branković L, Trajković M, Kovačević-Lepojević M. School engagement of high school students : Gender and age differences. in Empirical studies in psychology. 2023;29:89.
https://hdl.handle.net/21.15107/rcub_ipir_929 .

Bogićević, Dragana, Popović-Ćitić, Branislava, Bukvić-Branković, Lidija, Trajković, Marija, Kovačević-Lepojević, Marina, "School engagement of high school students : Gender and age differences" in Empirical studies in psychology, 29 (2023):89,
https://hdl.handle.net/21.15107/rcub_ipir_929 .

TY  - JOUR
AU  - Stojanović, Marija
AU  - Bukvić-Branković, Lidija
AU  - Popović-Ćitić, Branislava
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/892
AB  - In the situation of the pandemic teachers face multiple difficulties in terms of achieving the educational function of the school. In order to understand the challenges faced by primary school teachers when organizing the educational process under changed conditions, a qualitative research was conducted in which 12 representatives of six primary schools from different regions of Serbia were interviewed using the semi-structured interview method. The obtained results point to the initial challenges of teachers in terms of using digital technologies and online tools and ensuring "equal education" for all students, dealing with negative changes in student behaviour patterns, a lack of space for the implementation of the school's preventive role in terms of risky student behaviour, as well as to teachers' needs for technical and professional support in organizing preventive work with students in current conditions. Taking into account all the limitations of the research, it can serve as a general indicator of the current needs of teachers for support in pandemic education, but also as a starting point for further research.
AB  - У условима пандемије наставници се суочавају са вишеструким тешкоћама на плану остваривања образовно-васпитне функције школе. За потребе сагледавања изазова наставника приликом организовања образовно-васпитног процеса у измењеним условима функционисања, реализовано је квалитативно истраживање у којем је применом методе полуструктурираног интервјуа испитано 12 представника шест основних школа из различитих региона Србије. Добијени резултати указују на почетне изазове наставника у вези са употребом дигиталних технологија и онлајн-алата и обезбеђивање „једнаког образовања” за све ученике, суочавање са негативним променама у обрасцима понашања ученика, недостатак простора за остваривање превентивне улоге школе на плану ризичних понашања ученика, као и на потребе наставника за техничком и стручном подршком у организовању превентивног рада са ученицима у актуелним условима. Уважавајући сва ограничења истраживања, оно може послужити као општи показатељ актуелних потреба наставника за подршком у пандемијском образовању, али и као полазна основа за даља истраживања.
T2  - Inovacije u nastavi - časopis za savremenu nastavu
T2  - Inovacije u nastavi - časopis za savremenu nastavu
T1  - Izazovi obrazovno-vaspitnog procesa u "novoj normalnosti" - perspektiva nastavnika osnovnih škola
T1  - Challenges of the educational process in the "new normal" - the perspective of elementary school teachers
T1  - Изазови образовно-васпитног процеса у "новој нормалности" - перспектива наставника основних школа
EP  - 12
IS  - 4
SP  - 1
VL  - 35
DO  - 10.5937/inovacije2204001S
ER  - 

@article{
author = "Stojanović, Marija and Bukvić-Branković, Lidija and Popović-Ćitić, Branislava",
year = "2022",
abstract = "In the situation of the pandemic teachers face multiple difficulties in terms of achieving the educational function of the school. In order to understand the challenges faced by primary school teachers when organizing the educational process under changed conditions, a qualitative research was conducted in which 12 representatives of six primary schools from different regions of Serbia were interviewed using the semi-structured interview method. The obtained results point to the initial challenges of teachers in terms of using digital technologies and online tools and ensuring "equal education" for all students, dealing with negative changes in student behaviour patterns, a lack of space for the implementation of the school's preventive role in terms of risky student behaviour, as well as to teachers' needs for technical and professional support in organizing preventive work with students in current conditions. Taking into account all the limitations of the research, it can serve as a general indicator of the current needs of teachers for support in pandemic education, but also as a starting point for further research., У условима пандемије наставници се суочавају са вишеструким тешкоћама на плану остваривања образовно-васпитне функције школе. За потребе сагледавања изазова наставника приликом организовања образовно-васпитног процеса у измењеним условима функционисања, реализовано је квалитативно истраживање у којем је применом методе полуструктурираног интервјуа испитано 12 представника шест основних школа из различитих региона Србије. Добијени резултати указују на почетне изазове наставника у вези са употребом дигиталних технологија и онлајн-алата и обезбеђивање „једнаког образовања” за све ученике, суочавање са негативним променама у обрасцима понашања ученика, недостатак простора за остваривање превентивне улоге школе на плану ризичних понашања ученика, као и на потребе наставника за техничком и стручном подршком у организовању превентивног рада са ученицима у актуелним условима. Уважавајући сва ограничења истраживања, оно може послужити као општи показатељ актуелних потреба наставника за подршком у пандемијском образовању, али и као полазна основа за даља истраживања.",
journal = "Inovacije u nastavi - časopis za savremenu nastavu, Inovacije u nastavi - časopis za savremenu nastavu",
title = "Izazovi obrazovno-vaspitnog procesa u "novoj normalnosti" - perspektiva nastavnika osnovnih škola, Challenges of the educational process in the "new normal" - the perspective of elementary school teachers, Изазови образовно-васпитног процеса у "новој нормалности" - перспектива наставника основних школа",
pages = "12-1",
number = "4",
volume = "35",
doi = "10.5937/inovacije2204001S"
}

Stojanović, M., Bukvić-Branković, L.,& Popović-Ćitić, B.. (2022). Izazovi obrazovno-vaspitnog procesa u "novoj normalnosti" - perspektiva nastavnika osnovnih škola. in Inovacije u nastavi - časopis za savremenu nastavu, 35(4), 1-12.
https://doi.org/10.5937/inovacije2204001S

Stojanović M, Bukvić-Branković L, Popović-Ćitić B. Izazovi obrazovno-vaspitnog procesa u "novoj normalnosti" - perspektiva nastavnika osnovnih škola. in Inovacije u nastavi - časopis za savremenu nastavu. 2022;35(4):1-12.
doi:10.5937/inovacije2204001S .

Stojanović, Marija, Bukvić-Branković, Lidija, Popović-Ćitić, Branislava, "Izazovi obrazovno-vaspitnog procesa u "novoj normalnosti" - perspektiva nastavnika osnovnih škola" in Inovacije u nastavi - časopis za savremenu nastavu, 35, no. 4 (2022):1-12,
https://doi.org/10.5937/inovacije2204001S . .

TY  - CONF
AU  - Popović-Ćitić, Branislava
AU  - Paraušić, Ana
AU  - Stojanović, Marija
AU  - Bukvić-Branković, Lidija
AU  - Kovačević-Lepojević, Marina
AU  - Kovačević, Milica
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/794
AB  - Uvažavajući specifičnosti i izazove obrazovanja tokom pandemije, posebno nakon ponovnog otvaranja škola i uvođenja kombinovanog modela obrazovno-va- spitnog rada, postavljeno je nacionalno istraživanje sa ciljem sagledavanja potreba osnovnih škola u izmenjenim uslovima organizacije i sprovođenja pro- grama nastave i učenja. U ovom radu prezentovan je deo rezultata koji se odno- si na ispoljene promene u ponašanju učenika tokom prvog polugodišta školske 2020/21. godine, percipirane od strane njihovih nastavnika. Na uzorku od 817 nastavnika razredne i predmetne nastave iz 86 gradova u Republici Srbiji, primenom anketnog upitnika, prikupljeni su podaci o vidovima ponašanja za koje nastavnici ocenjuju da su postala učestalija kod učenika osnovnih škola.Dobijeni nalazi, posmatrano iz perspektive nastavnika, podržavaju polaz- nu pretpostavku o nepovoljnom uticaju pandemijskog obrazovanja na obrasce zdravstvenog, akademskog, emocionalnog i socijalnog ponašanja učenika. Iako praćeni nizom ograničenja, rezultati mogu poslužiti kao polazna osnova za dalja istraživanja koja će biti u funkciji planiranja adekvatnih strategija prevazilaženja problema ponašanja, ali i unapređenja opšte dobrobiti učeni- ka u post-kovid periodu.
AB  - Respecting the specifics and challenges of education during the pandemic, especially after the reopening of schools and introducing the combined model of educational work, a national research study has been set up to establish primary schools’ needs in the changed conditions of organization and implementation of the educational process.In this paper, a part of the study results is presented, which refers to the changes in the behavior of students which emerged during the first semester of the school year 2020/21. years, perceived by their teachers.On a sample of 817 primary and secondary school teachers from 86 cities in the Republic of Serbia, using a questionnaire, data were collected on behaviors that teachers estimate have become more present among primary school students. The obtained findings, viewed from the perspective of teachers, support the initial assumption of the adverse impact of pandemic education on the patterns of health, academic, emotional and social behavior of students. Although accompanied by a number of limitations, the results can serve as a starting point for further research that will serve to plan adequate strategies for overcoming behavioral problems, but also to improve the general well-being of students in the post-covid period.
PB  - Beograd : Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Međunarodni naučni skup Specijalna edukacija i rehabilitacija u uslovima pandemije COVID-19
T1  - Promene u ponašanju učenika nakon otvaranja škola: percepcija nastavnika
T1  - Changes in student behavior after school re-opening: teachers’ perception
EP  - 52
SP  - 45
UR  - https://hdl.handle.net/21.15107/rcub_ipir_794
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Paraušić, Ana and Stojanović, Marija and Bukvić-Branković, Lidija and Kovačević-Lepojević, Marina and Kovačević, Milica",
year = "2021",
abstract = "Uvažavajući specifičnosti i izazove obrazovanja tokom pandemije, posebno nakon ponovnog otvaranja škola i uvođenja kombinovanog modela obrazovno-va- spitnog rada, postavljeno je nacionalno istraživanje sa ciljem sagledavanja potreba osnovnih škola u izmenjenim uslovima organizacije i sprovođenja pro- grama nastave i učenja. U ovom radu prezentovan je deo rezultata koji se odno- si na ispoljene promene u ponašanju učenika tokom prvog polugodišta školske 2020/21. godine, percipirane od strane njihovih nastavnika. Na uzorku od 817 nastavnika razredne i predmetne nastave iz 86 gradova u Republici Srbiji, primenom anketnog upitnika, prikupljeni su podaci o vidovima ponašanja za koje nastavnici ocenjuju da su postala učestalija kod učenika osnovnih škola.Dobijeni nalazi, posmatrano iz perspektive nastavnika, podržavaju polaz- nu pretpostavku o nepovoljnom uticaju pandemijskog obrazovanja na obrasce zdravstvenog, akademskog, emocionalnog i socijalnog ponašanja učenika. Iako praćeni nizom ograničenja, rezultati mogu poslužiti kao polazna osnova za dalja istraživanja koja će biti u funkciji planiranja adekvatnih strategija prevazilaženja problema ponašanja, ali i unapređenja opšte dobrobiti učeni- ka u post-kovid periodu., Respecting the specifics and challenges of education during the pandemic, especially after the reopening of schools and introducing the combined model of educational work, a national research study has been set up to establish primary schools’ needs in the changed conditions of organization and implementation of the educational process.In this paper, a part of the study results is presented, which refers to the changes in the behavior of students which emerged during the first semester of the school year 2020/21. years, perceived by their teachers.On a sample of 817 primary and secondary school teachers from 86 cities in the Republic of Serbia, using a questionnaire, data were collected on behaviors that teachers estimate have become more present among primary school students. The obtained findings, viewed from the perspective of teachers, support the initial assumption of the adverse impact of pandemic education on the patterns of health, academic, emotional and social behavior of students. Although accompanied by a number of limitations, the results can serve as a starting point for further research that will serve to plan adequate strategies for overcoming behavioral problems, but also to improve the general well-being of students in the post-covid period.",
publisher = "Beograd : Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Međunarodni naučni skup Specijalna edukacija i rehabilitacija u uslovima pandemije COVID-19",
title = "Promene u ponašanju učenika nakon otvaranja škola: percepcija nastavnika, Changes in student behavior after school re-opening: teachers’ perception",
pages = "52-45",
url = "https://hdl.handle.net/21.15107/rcub_ipir_794"
}

Popović-Ćitić, B., Paraušić, A., Stojanović, M., Bukvić-Branković, L., Kovačević-Lepojević, M.,& Kovačević, M.. (2021). Promene u ponašanju učenika nakon otvaranja škola: percepcija nastavnika. in Međunarodni naučni skup Specijalna edukacija i rehabilitacija u uslovima pandemije COVID-19
Beograd : Fakultet za specijalnu edukaciju i rehabilitaciju., 45-52.
https://hdl.handle.net/21.15107/rcub_ipir_794

Popović-Ćitić B, Paraušić A, Stojanović M, Bukvić-Branković L, Kovačević-Lepojević M, Kovačević M. Promene u ponašanju učenika nakon otvaranja škola: percepcija nastavnika. in Međunarodni naučni skup Specijalna edukacija i rehabilitacija u uslovima pandemije COVID-19. 2021;:45-52.
https://hdl.handle.net/21.15107/rcub_ipir_794 .

Popović-Ćitić, Branislava, Paraušić, Ana, Stojanović, Marija, Bukvić-Branković, Lidija, Kovačević-Lepojević, Marina, Kovačević, Milica, "Promene u ponašanju učenika nakon otvaranja škola: percepcija nastavnika" in Međunarodni naučni skup Specijalna edukacija i rehabilitacija u uslovima pandemije COVID-19 (2021):45-52,
https://hdl.handle.net/21.15107/rcub_ipir_794 .