TY  - JOUR
AU  - Vukelić, Milica
AU  - Џиновић, Владимир
AU  - Čizmić, Svetlana
AU  - Petrović, Ivana B.
PY  - 2021
UR  - https://doi.org/10.1080/10720537.2021.2019631
UR  - http://ipir.ipisr.org.rs/handle/123456789/723
AB  - The COVID-19 pandemic could be considered as a career shock for employees in different industries around the world. The aim of this research was to gain insight into the dynamics of Serbian small business owners’ career shocks caused by the COVID-19 pandemic by using personal construct psychology (PCP) as a theoretical framework. We conducted 18 semi-structured interviews with 9 small business owners on two separate occasions and analyzed their personal stories. The data were collected during the most restrictive lockdown in Serbia in April 2020 and again at the end of June 2020 when the number of the people infected was on a rapid rise. The reaction to the career shock caused by the pandemic can be understood by analyzing transitions (how people perceive career shocks), people’s coping strategies and the way in which their dependencies were dispersed. This study contributes to understanding the career shock issue by viewing it through the lens of the personal construct theory.
T2  - Journal of Constructivist Psychology
T1  - A Study of Career Shocks from the Perspective of Personal Construct Psychology: Small Business Owners in the Jaws of the COVID-19 Pandemic in Serbia
EP  - 23
SP  - 1
DO  - 10.1080/10720537.2021.2019631
ER  - 

@article{
author = "Vukelić, Milica and Џиновић, Владимир and Čizmić, Svetlana and Petrović, Ivana B.",
year = "2021",
abstract = "The COVID-19 pandemic could be considered as a career shock for employees in different industries around the world. The aim of this research was to gain insight into the dynamics of Serbian small business owners’ career shocks caused by the COVID-19 pandemic by using personal construct psychology (PCP) as a theoretical framework. We conducted 18 semi-structured interviews with 9 small business owners on two separate occasions and analyzed their personal stories. The data were collected during the most restrictive lockdown in Serbia in April 2020 and again at the end of June 2020 when the number of the people infected was on a rapid rise. The reaction to the career shock caused by the pandemic can be understood by analyzing transitions (how people perceive career shocks), people’s coping strategies and the way in which their dependencies were dispersed. This study contributes to understanding the career shock issue by viewing it through the lens of the personal construct theory.",
journal = "Journal of Constructivist Psychology",
title = "A Study of Career Shocks from the Perspective of Personal Construct Psychology: Small Business Owners in the Jaws of the COVID-19 Pandemic in Serbia",
pages = "23-1",
doi = "10.1080/10720537.2021.2019631"
}

Vukelić, M., Џиновић, В., Čizmić, S.,& Petrović, I. B.. (2021). A Study of Career Shocks from the Perspective of Personal Construct Psychology: Small Business Owners in the Jaws of the COVID-19 Pandemic in Serbia. in Journal of Constructivist Psychology, 1-23.
https://doi.org/10.1080/10720537.2021.2019631

Vukelić M, Џиновић В, Čizmić S, Petrović IB. A Study of Career Shocks from the Perspective of Personal Construct Psychology: Small Business Owners in the Jaws of the COVID-19 Pandemic in Serbia. in Journal of Constructivist Psychology. 2021;:1-23.
doi:10.1080/10720537.2021.2019631 .

Vukelić, Milica, Џиновић, Владимир, Čizmić, Svetlana, Petrović, Ivana B., "A Study of Career Shocks from the Perspective of Personal Construct Psychology: Small Business Owners in the Jaws of the COVID-19 Pandemic in Serbia" in Journal of Constructivist Psychology (2021):1-23,
https://doi.org/10.1080/10720537.2021.2019631 . .

TY  - JOUR
AU  - Vukelić, Milica
AU  - Džinović, Vladimir
AU  - Svetlana Čizmić
AU  - Ivana B. Petrović
PY  - 2021
UR  - https://doi.org/10.1080/10720537.2021.2019631
UR  - http://ipir.ipisr.org.rs/handle/123456789/724
AB  - The COVID-19 pandemic could be considered as a career shock for employees in different industries around the world. The aim of this research was to gain insight into the dynamics of Serbian small business owners’ career shocks caused by the COVID-19 pandemic by using personal construct psychology (PCP) as a theoretical framework. We conducted 18 semi-structured interviews with 9 small business owners on two separate occasions and analyzed their personal stories. The data were collected during the most restrictive lockdown in Serbia in April 2020 and again at the end of June 2020 when the number of the people infected was on a rapid rise. The reaction to the career shock caused by the pandemic can be understood by analyzing transitions (how people perceive career shocks), people’s coping strategies and the way in which their dependencies were dispersed. This study contributes to understanding the career shock issue by viewing it through the lens of the personal construct theory.
T2  - Journal of Constructivist Psychology
T1  - A Study of Career Shocks from the Perspective of Personal Construct Psychology: Small Business Owners in the Jaws of the COVID-19 Pandemic in Serbia
EP  - 23
SP  - 1
DO  - 10.1080/10720537.2021.2019631
ER  - 

@article{
author = "Vukelić, Milica and Džinović, Vladimir and Svetlana Čizmić and Ivana B. Petrović",
year = "2021",
abstract = "The COVID-19 pandemic could be considered as a career shock for employees in different industries around the world. The aim of this research was to gain insight into the dynamics of Serbian small business owners’ career shocks caused by the COVID-19 pandemic by using personal construct psychology (PCP) as a theoretical framework. We conducted 18 semi-structured interviews with 9 small business owners on two separate occasions and analyzed their personal stories. The data were collected during the most restrictive lockdown in Serbia in April 2020 and again at the end of June 2020 when the number of the people infected was on a rapid rise. The reaction to the career shock caused by the pandemic can be understood by analyzing transitions (how people perceive career shocks), people’s coping strategies and the way in which their dependencies were dispersed. This study contributes to understanding the career shock issue by viewing it through the lens of the personal construct theory.",
journal = "Journal of Constructivist Psychology",
title = "A Study of Career Shocks from the Perspective of Personal Construct Psychology: Small Business Owners in the Jaws of the COVID-19 Pandemic in Serbia",
pages = "23-1",
doi = "10.1080/10720537.2021.2019631"
}

Vukelić, M., Džinović, V., Svetlana Čizmić,& Ivana B. Petrović. (2021). A Study of Career Shocks from the Perspective of Personal Construct Psychology: Small Business Owners in the Jaws of the COVID-19 Pandemic in Serbia. in Journal of Constructivist Psychology, 1-23.
https://doi.org/10.1080/10720537.2021.2019631

Vukelić M, Džinović V, Svetlana Čizmić, Ivana B. Petrović. A Study of Career Shocks from the Perspective of Personal Construct Psychology: Small Business Owners in the Jaws of the COVID-19 Pandemic in Serbia. in Journal of Constructivist Psychology. 2021;:1-23.
doi:10.1080/10720537.2021.2019631 .

Vukelić, Milica, Džinović, Vladimir, Svetlana Čizmić, Ivana B. Petrović, "A Study of Career Shocks from the Perspective of Personal Construct Psychology: Small Business Owners in the Jaws of the COVID-19 Pandemic in Serbia" in Journal of Constructivist Psychology (2021):1-23,
https://doi.org/10.1080/10720537.2021.2019631 . .

TY  - CONF
AU  - Simić, Nataša
AU  - Vukelić, Milica
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/504
AB  - Psihološka i pedagoška podrška nastavnika predstavljaju značajne činioce postignuća učenika i
uspešne tranzicije iz osnovne škole u srednju školu. Cilj istraživanja bio je da se ispita povezanost
školskog angažovanja, motivacije za školsko učenje učenika prvog razreda srednjih škola i podrške
nastavnika, kao i da se provere eventualne razlike u povezanosti podrške nastavnika i školskog
angažovanja i podrške nastavnika i motivacije između učenika srednjih stručnih škola i gimnazija.
Upitnik je popunilo 447 učenika prvog razreda tri beogradske gimnazije (n = 198) i pet srednjih
stručnih škola (n = 249). Motivacija je procenjivana skalama kreiranim za potrebe ovog istraživanja
(Likertovog tipa) – jedne zasnovane na teoriji ciljeva (Skala orijentacije na postignuće i ovladavanje,
α1 = ,744) i druge na teoriji očekivanja i vrednovanja (Skala očekivanja i vrednovanja, α2 = ,798).
Školsko angažovanje procenjivano je Upitnikom školskog angažovanja (Fredericks et al., 2004), a
podrška nastavnika – Skalom podrške nastavnika i učenika (Torsheim et al., 2002). Korelacija između
podrške nastavnika i školskog angažovanja iznosi r = ,61, p< ,001, a korelacija između podrške
nastavnika i motivacije r1 = ,52, p< ,001, odnosno r2 = ,56, p < ,001. Kada se porede visine korelacija
između podrške nastavnika i angažovanosti u grupi učenika stručnih škola i gimnazija, ne utvrđuju
se značajne razlike, dok su razlike u visinama korelacijama između podrške nastavnika i motivacije,
operacionalizovane preko teorije ciljeva (rssš = ,46, p< ,001, rg = ,62, p< ,001, z = - 2,28, p < ,001) i preko
teorije očekivanja i vrednovanja (rssš = ,50, p< ,001, rg = ,64, p < ,001, z = - 2,09 , p< ,005) među ovim
grupama značajne. Rezultati su diskutovani u svetlu razlika u programima nastave i učenja za srednje
stručne škole i gimnazije i u inicijalnom obrazovanju nastavnika ovih škola, kao i u kontekstu razlika u
konstruktima motivacije i angažovanja.
AB  - Psychological and educational teacher support represent significant factors of students’ academic
achievement and adjustment during transition from primary to secondary school. This research tried
to investigate relationship between school engagement and motivation to learn of the secondary
school first graders, and teacher support. Additionally, we have tested the differences in relationship
between teacher support and school engagement, and teacher support and motivation depending
on the school type. The sample comprised 447 first graders from three Belgrade high schools (nhs=
198) and five vocational secondary schools (nvs = 249). Motivation was assessed with two Likerttype
scales developed for this research, one grounded in the goal orientation theory (Mastery and
Performance Orientation Scale, α1 = .744), and the other in the expectancy-value theory (Expectancy
and Value Scale, α2 = .798). The School Engagement Scale (Fredericks et al, 2004) and the Teacher
and Classmates Support Scale (Torsheim et al, 2002) were applied. Correlation between teacher
support and school engagement was r = .61, p< .001. Correlations between teacher support and both
measures of motivation were r1= .52, p< .001, and r2 = .56, p< .001. When subsamples of students
were analysed separately, there were no significant differences in the correlation between teacher
support and school engagement, while differences in the correlations between teacher support and
both measures of motivation were significant (Mastery and Performance Orientation, rvs=. 46, p <
.001, rhs =. 62, p < .001, z = - 2.28, p< .001; Expectancy and Value, rvs= .50, p = < .001, rhs =. 64, p< .001,
z = - 2.09, p< .005). Results were discussed in the light of differences between vocational and high
school curricula, and educational trajectories of vocational and high school teachers, as well as in the
context of differences between concepts of motivation and engagement.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Motivacija u obrazovanju između teorije i prakse
T1  - Povezanost podrške nastavnika, motivacije za školsko učenje i školskog angažovanja učenika srednjih stručnih škola i gimnazija
T1  - Relationship between teacher support, motivation to learn and school engagement among vocational and high school students
EP  - 59
SP  - 58
UR  - https://hdl.handle.net/21.15107/rcub_ipir_504
ER  - 

@conference{
author = "Simić, Nataša and Vukelić, Milica",
year = "2020",
abstract = "Psihološka i pedagoška podrška nastavnika predstavljaju značajne činioce postignuća učenika i
uspešne tranzicije iz osnovne škole u srednju školu. Cilj istraživanja bio je da se ispita povezanost
školskog angažovanja, motivacije za školsko učenje učenika prvog razreda srednjih škola i podrške
nastavnika, kao i da se provere eventualne razlike u povezanosti podrške nastavnika i školskog
angažovanja i podrške nastavnika i motivacije između učenika srednjih stručnih škola i gimnazija.
Upitnik je popunilo 447 učenika prvog razreda tri beogradske gimnazije (n = 198) i pet srednjih
stručnih škola (n = 249). Motivacija je procenjivana skalama kreiranim za potrebe ovog istraživanja
(Likertovog tipa) – jedne zasnovane na teoriji ciljeva (Skala orijentacije na postignuće i ovladavanje,
α1 = ,744) i druge na teoriji očekivanja i vrednovanja (Skala očekivanja i vrednovanja, α2 = ,798).
Školsko angažovanje procenjivano je Upitnikom školskog angažovanja (Fredericks et al., 2004), a
podrška nastavnika – Skalom podrške nastavnika i učenika (Torsheim et al., 2002). Korelacija između
podrške nastavnika i školskog angažovanja iznosi r = ,61, p< ,001, a korelacija između podrške
nastavnika i motivacije r1 = ,52, p< ,001, odnosno r2 = ,56, p < ,001. Kada se porede visine korelacija
između podrške nastavnika i angažovanosti u grupi učenika stručnih škola i gimnazija, ne utvrđuju
se značajne razlike, dok su razlike u visinama korelacijama između podrške nastavnika i motivacije,
operacionalizovane preko teorije ciljeva (rssš = ,46, p< ,001, rg = ,62, p< ,001, z = - 2,28, p < ,001) i preko
teorije očekivanja i vrednovanja (rssš = ,50, p< ,001, rg = ,64, p < ,001, z = - 2,09 , p< ,005) među ovim
grupama značajne. Rezultati su diskutovani u svetlu razlika u programima nastave i učenja za srednje
stručne škole i gimnazije i u inicijalnom obrazovanju nastavnika ovih škola, kao i u kontekstu razlika u
konstruktima motivacije i angažovanja., Psychological and educational teacher support represent significant factors of students’ academic
achievement and adjustment during transition from primary to secondary school. This research tried
to investigate relationship between school engagement and motivation to learn of the secondary
school first graders, and teacher support. Additionally, we have tested the differences in relationship
between teacher support and school engagement, and teacher support and motivation depending
on the school type. The sample comprised 447 first graders from three Belgrade high schools (nhs=
198) and five vocational secondary schools (nvs = 249). Motivation was assessed with two Likerttype
scales developed for this research, one grounded in the goal orientation theory (Mastery and
Performance Orientation Scale, α1 = .744), and the other in the expectancy-value theory (Expectancy
and Value Scale, α2 = .798). The School Engagement Scale (Fredericks et al, 2004) and the Teacher
and Classmates Support Scale (Torsheim et al, 2002) were applied. Correlation between teacher
support and school engagement was r = .61, p< .001. Correlations between teacher support and both
measures of motivation were r1= .52, p< .001, and r2 = .56, p< .001. When subsamples of students
were analysed separately, there were no significant differences in the correlation between teacher
support and school engagement, while differences in the correlations between teacher support and
both measures of motivation were significant (Mastery and Performance Orientation, rvs=. 46, p <
.001, rhs =. 62, p < .001, z = - 2.28, p< .001; Expectancy and Value, rvs= .50, p = < .001, rhs =. 64, p< .001,
z = - 2.09, p< .005). Results were discussed in the light of differences between vocational and high
school curricula, and educational trajectories of vocational and high school teachers, as well as in the
context of differences between concepts of motivation and engagement.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Motivacija u obrazovanju između teorije i prakse",
title = "Povezanost podrške nastavnika, motivacije za školsko učenje i školskog angažovanja učenika srednjih stručnih škola i gimnazija, Relationship between teacher support, motivation to learn and school engagement among vocational and high school students",
pages = "59-58",
url = "https://hdl.handle.net/21.15107/rcub_ipir_504"
}

Simić, N.,& Vukelić, M.. (2020). Povezanost podrške nastavnika, motivacije za školsko učenje i školskog angažovanja učenika srednjih stručnih škola i gimnazija. in Motivacija u obrazovanju između teorije i prakse
Beograd : Institut za pedagoška istraživanja., 58-59.
https://hdl.handle.net/21.15107/rcub_ipir_504

Simić N, Vukelić M. Povezanost podrške nastavnika, motivacije za školsko učenje i školskog angažovanja učenika srednjih stručnih škola i gimnazija. in Motivacija u obrazovanju između teorije i prakse. 2020;:58-59.
https://hdl.handle.net/21.15107/rcub_ipir_504 .

Simić, Nataša, Vukelić, Milica, "Povezanost podrške nastavnika, motivacije za školsko učenje i školskog angažovanja učenika srednjih stručnih škola i gimnazija" in Motivacija u obrazovanju između teorije i prakse (2020):58-59,
https://hdl.handle.net/21.15107/rcub_ipir_504 .