TY  - CONF
AU  - Jošić, Smiljana
AU  - Videnović, Marina
AU  - Krstić, Ksenija
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/965
AB  - Peer Collaborative Problem Solving (CPS) can positively influence learning and
development, in different domains and at different levels of education. Studying collaboration
among adolescents is relevant for educational practice since it helps identify the conditions under
which collaboration might be productive as well as the ways teachers could support students’ CPS
in education. The aim of this systematic review was to identify and systematize research findings
on training and scaffolding modalities enabling adolescents to engage in productive CPS. Following
PRISMA guidelines we searched PsycInfo, WoS and ERIC databases and selected 5256 published
abstracts in English. Six researchers screened the titles and abstracts of all identified papers (2
researchers per abstract) and selected 160 fully published papers for reflexive thematic analyses.
Among 160 selected papers, there were 110 provided data on adult scaffolding or the contribution
of teacher/researcher support. The results revealed that the quality of cooperation training itself
was described in 17 papers (15.4%), while scaffolding was a much more common topic in the
selected research (N = 78; 70.9%). We also selected papers that included both training and
scaffolding (N = 13; 11.8%). Regarding the impact of this kind of support on collaborative problem
solving, the majority of published papers reported positive effects (N = 60, 53.6%) and only a few
of them found its effects to be negative (N = 7, 6.3%). The remaining 44 papers (40%) did not
analyse an impact of training or scaffolding. Our thematic analyses found that in efforts to
contribute to successful CPS, adults (teachers/researchers) can moderate peer interaction in three
ways, by focusing on either cognitive processes (N = 82; 75%), group discussions (N = 73; 66%), or
classroom management (N = 23; 21%). All characteristics that emerged in this review will be
discussed and concluding remarks will be focused on educational implications.
PB  - Niš : Faculty of Philosophy
C3  - International conference days of applied psychology
T1  - Scaffolding peer collaborative problem solving: a qualitative systematic review
EP  - 63
SP  - 63
VL  - 19
UR  - https://hdl.handle.net/21.15107/rcub_ipir_965
ER  - 

@conference{
author = "Jošić, Smiljana and Videnović, Marina and Krstić, Ksenija",
year = "2023",
abstract = "Peer Collaborative Problem Solving (CPS) can positively influence learning and
development, in different domains and at different levels of education. Studying collaboration
among adolescents is relevant for educational practice since it helps identify the conditions under
which collaboration might be productive as well as the ways teachers could support students’ CPS
in education. The aim of this systematic review was to identify and systematize research findings
on training and scaffolding modalities enabling adolescents to engage in productive CPS. Following
PRISMA guidelines we searched PsycInfo, WoS and ERIC databases and selected 5256 published
abstracts in English. Six researchers screened the titles and abstracts of all identified papers (2
researchers per abstract) and selected 160 fully published papers for reflexive thematic analyses.
Among 160 selected papers, there were 110 provided data on adult scaffolding or the contribution
of teacher/researcher support. The results revealed that the quality of cooperation training itself
was described in 17 papers (15.4%), while scaffolding was a much more common topic in the
selected research (N = 78; 70.9%). We also selected papers that included both training and
scaffolding (N = 13; 11.8%). Regarding the impact of this kind of support on collaborative problem
solving, the majority of published papers reported positive effects (N = 60, 53.6%) and only a few
of them found its effects to be negative (N = 7, 6.3%). The remaining 44 papers (40%) did not
analyse an impact of training or scaffolding. Our thematic analyses found that in efforts to
contribute to successful CPS, adults (teachers/researchers) can moderate peer interaction in three
ways, by focusing on either cognitive processes (N = 82; 75%), group discussions (N = 73; 66%), or
classroom management (N = 23; 21%). All characteristics that emerged in this review will be
discussed and concluding remarks will be focused on educational implications.",
publisher = "Niš : Faculty of Philosophy",
journal = "International conference days of applied psychology",
title = "Scaffolding peer collaborative problem solving: a qualitative systematic review",
pages = "63-63",
volume = "19",
url = "https://hdl.handle.net/21.15107/rcub_ipir_965"
}

Jošić, S., Videnović, M.,& Krstić, K.. (2023). Scaffolding peer collaborative problem solving: a qualitative systematic review. in International conference days of applied psychology
Niš : Faculty of Philosophy., 19, 63-63.
https://hdl.handle.net/21.15107/rcub_ipir_965

Jošić S, Videnović M, Krstić K. Scaffolding peer collaborative problem solving: a qualitative systematic review. in International conference days of applied psychology. 2023;19:63-63.
https://hdl.handle.net/21.15107/rcub_ipir_965 .

Jošić, Smiljana, Videnović, Marina, Krstić, Ksenija, "Scaffolding peer collaborative problem solving: a qualitative systematic review" in International conference days of applied psychology, 19 (2023):63-63,
https://hdl.handle.net/21.15107/rcub_ipir_965 .

TY  - JOUR
AU  - Baucal, Aleksandar
AU  - Jošić, Smiljana
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Ivanović, Jovan
AU  - Krstić, Ksenija
PY  - 2023
UR  - https://www.sciencedirect.com/science/article/pii/S1747938X2300060X
UR  - http://ipir.ipisr.org.rs/handle/123456789/985
AB  - Global demands for collaborative problem solving (CPS) have sparked investigations of peer collaboration in the educational context. The aim of this systematic review was to identify and systematize research findings on (a) characteristics of productive and unproductive face-to-face (f2f) or synchronous CPS via digital devices among adolescents in the educational context, (b) training and scaffolding modalities enabling adolescents to engage in productive CPS, and (c) ways of supporting productive CPS by using digital resources. We conducted a thematic analysis of 160 selected papers from a larger corpus and identified six main themes, that is, groups of characteristics of CPS: socio-cognitive aspects; socio-emotional aspects; the quality of task/problem-solving strategies; regulation of group activity oriented towards the task; regulation of group activity oriented towards group members; and participant engagement in CPS. We found that in efforts to contribute to successful CPS, adults (teachers/researchers) can moderate peer interaction in three ways, by focusing on either cognitive processes, group discussions, or classroom management. Regarding the third goal, we identified two major roles of digital resources in adolescent CPS. The first role pertained to ICT as a source of relevant knowledge or a tool for problem solving and the other role was related to peer collaboration and ICT as a tool for scaffolding collaboration. All characteristics that emerged in this review are discussed and concluding comments refer to educational implications.
T2  - Educational Research Review
T1  - What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review
SP  - 100567
VL  - n/a
DO  - 10.1016/j.edurev.2023.100567
ER  - 

@article{
author = "Baucal, Aleksandar and Jošić, Smiljana and Stepanović Ilić, Ivana and Videnović, Marina and Ivanović, Jovan and Krstić, Ksenija",
year = "2023",
abstract = "Global demands for collaborative problem solving (CPS) have sparked investigations of peer collaboration in the educational context. The aim of this systematic review was to identify and systematize research findings on (a) characteristics of productive and unproductive face-to-face (f2f) or synchronous CPS via digital devices among adolescents in the educational context, (b) training and scaffolding modalities enabling adolescents to engage in productive CPS, and (c) ways of supporting productive CPS by using digital resources. We conducted a thematic analysis of 160 selected papers from a larger corpus and identified six main themes, that is, groups of characteristics of CPS: socio-cognitive aspects; socio-emotional aspects; the quality of task/problem-solving strategies; regulation of group activity oriented towards the task; regulation of group activity oriented towards group members; and participant engagement in CPS. We found that in efforts to contribute to successful CPS, adults (teachers/researchers) can moderate peer interaction in three ways, by focusing on either cognitive processes, group discussions, or classroom management. Regarding the third goal, we identified two major roles of digital resources in adolescent CPS. The first role pertained to ICT as a source of relevant knowledge or a tool for problem solving and the other role was related to peer collaboration and ICT as a tool for scaffolding collaboration. All characteristics that emerged in this review are discussed and concluding comments refer to educational implications.",
journal = "Educational Research Review",
title = "What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review",
pages = "100567",
volume = "n/a",
doi = "10.1016/j.edurev.2023.100567"
}

Baucal, A., Jošić, S., Stepanović Ilić, I., Videnović, M., Ivanović, J.,& Krstić, K.. (2023). What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review. in Educational Research Review, n/a, 100567.
https://doi.org/10.1016/j.edurev.2023.100567

Baucal A, Jošić S, Stepanović Ilić I, Videnović M, Ivanović J, Krstić K. What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review. in Educational Research Review. 2023;n/a:100567.
doi:10.1016/j.edurev.2023.100567 .

Baucal, Aleksandar, Jošić, Smiljana, Stepanović Ilić, Ivana, Videnović, Marina, Ivanović, Jovan, Krstić, Ksenija, "What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review" in Educational Research Review, n/a (2023):100567,
https://doi.org/10.1016/j.edurev.2023.100567 . .

TY  - CONF
AU  - Baucal, Aleksandar
AU  - Pavlović Babić, Dragica
AU  - Altaras Dimitrijević, Ana
AU  - Krstić, Ksenija
AU  - Jolić Marjanović, Zorana
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Jošić, Smiljana
AU  - Nikitović, Tijana
AU  - Mojović Zdravković, Kristina
AU  - Rajić, Milana
AU  - Ivanović, Jovan
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/863
AB  - The aim of this paper is to present a viable, psychologically based framework designed for systematical promotion of the adolescents’ capacities for collaborative problem solving and possibilities for their cultivation through everyday school practice. Specifically, a model for designing teacher-training programs is proposed, wherein several elements of effective collaborative problem solving are drawn together.
PB  - Serbia : Faculty of Technical Sciences Čačak
C3  - Technics and informatics in education – TIE 2022
T1  - From collaboration to solutions: Encouraging collaborative problem solving through school practice
EP  - 472
SP  - 470
DO  - 10.46793/TIE22.470B
ER  - 

@conference{
author = "Baucal, Aleksandar and Pavlović Babić, Dragica and Altaras Dimitrijević, Ana and Krstić, Ksenija and Jolić Marjanović, Zorana and Stepanović Ilić, Ivana and Videnović, Marina and Jošić, Smiljana and Nikitović, Tijana and Mojović Zdravković, Kristina and Rajić, Milana and Ivanović, Jovan",
year = "2022",
abstract = "The aim of this paper is to present a viable, psychologically based framework designed for systematical promotion of the adolescents’ capacities for collaborative problem solving and possibilities for their cultivation through everyday school practice. Specifically, a model for designing teacher-training programs is proposed, wherein several elements of effective collaborative problem solving are drawn together.",
publisher = "Serbia : Faculty of Technical Sciences Čačak",
journal = "Technics and informatics in education – TIE 2022",
title = "From collaboration to solutions: Encouraging collaborative problem solving through school practice",
pages = "472-470",
doi = "10.46793/TIE22.470B"
}

Baucal, A., Pavlović Babić, D., Altaras Dimitrijević, A., Krstić, K., Jolić Marjanović, Z., Stepanović Ilić, I., Videnović, M., Jošić, S., Nikitović, T., Mojović Zdravković, K., Rajić, M.,& Ivanović, J.. (2022). From collaboration to solutions: Encouraging collaborative problem solving through school practice. in Technics and informatics in education – TIE 2022
Serbia : Faculty of Technical Sciences Čačak., 470-472.
https://doi.org/10.46793/TIE22.470B

Baucal A, Pavlović Babić D, Altaras Dimitrijević A, Krstić K, Jolić Marjanović Z, Stepanović Ilić I, Videnović M, Jošić S, Nikitović T, Mojović Zdravković K, Rajić M, Ivanović J. From collaboration to solutions: Encouraging collaborative problem solving through school practice. in Technics and informatics in education – TIE 2022. 2022;:470-472.
doi:10.46793/TIE22.470B .

Baucal, Aleksandar, Pavlović Babić, Dragica, Altaras Dimitrijević, Ana, Krstić, Ksenija, Jolić Marjanović, Zorana, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smiljana, Nikitović, Tijana, Mojović Zdravković, Kristina, Rajić, Milana, Ivanović, Jovan, "From collaboration to solutions: Encouraging collaborative problem solving through school practice" in Technics and informatics in education – TIE 2022 (2022):470-472,
https://doi.org/10.46793/TIE22.470B . .

TY  - JOUR
AU  - Radanović, Ana
AU  - Micić, Isidora
AU  - Pavlović, Svetlana
AU  - Krstić, Ksenija
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/355
AB  - The present study is couched within Rachman’s three-pathway theory of fear acquisition (Rachman 1977, 1991). Besides the direct contact with the objects of fear, this model also includes two indirect pathways to fear acquisition: negative information transmission and modelling. The study aims to explore the contribution of these three factors to the level of children’s fear of COVID-19. The sample consisted of 376 children (59.6% girls), aged 7 to 19 (Mage = 12.77 SDage = 3.57), and one of their parents (Mage = 42.88, SDage = 6.00). The survey was conducted online during the COVID-19 national state of emergency in the Republic of Serbia. The children assessed their fear of COVID-19, general fearfulness, negative information transmission and modelling by their parents, as well as the level of exposure to negative information outside their home. The parents assessed their own fear of COVID-19 and trait anxiety. Parents’ anxiety, children’s age, and children’s general fearfulness were used as covariates. The results of our path analysis provide support for Rachman’s notion of indirect pathways. The more the parents were afraid of COVID-19, the more they expressed this (either verbally or through their behaviour), which in turn led to an increase in the children’s fear of COVID-19. Furthermore, children’s exposure to negative information related to COVID-19, provided by their teachers and peers or stemming from the media, directly contributed to the level of children’s fear. The results of the study emphasize the importance of caregivers’ behaviour during global health crises and provide some clues as to what caregivers may do to protect their children’s mental health in such circumstances.
PB  - Frontiers Media
T2  - Frontiers in Psychology
T1  - Don't Think That Kids Aren't Noticing: Indirect Pathways to Children's Fear of COVID-19
VL  - 12
DO  - 10.3389/fpsyg.2021.635952
ER  - 

@article{
author = "Radanović, Ana and Micić, Isidora and Pavlović, Svetlana and Krstić, Ksenija",
year = "2021",
abstract = "The present study is couched within Rachman’s three-pathway theory of fear acquisition (Rachman 1977, 1991). Besides the direct contact with the objects of fear, this model also includes two indirect pathways to fear acquisition: negative information transmission and modelling. The study aims to explore the contribution of these three factors to the level of children’s fear of COVID-19. The sample consisted of 376 children (59.6% girls), aged 7 to 19 (Mage = 12.77 SDage = 3.57), and one of their parents (Mage = 42.88, SDage = 6.00). The survey was conducted online during the COVID-19 national state of emergency in the Republic of Serbia. The children assessed their fear of COVID-19, general fearfulness, negative information transmission and modelling by their parents, as well as the level of exposure to negative information outside their home. The parents assessed their own fear of COVID-19 and trait anxiety. Parents’ anxiety, children’s age, and children’s general fearfulness were used as covariates. The results of our path analysis provide support for Rachman’s notion of indirect pathways. The more the parents were afraid of COVID-19, the more they expressed this (either verbally or through their behaviour), which in turn led to an increase in the children’s fear of COVID-19. Furthermore, children’s exposure to negative information related to COVID-19, provided by their teachers and peers or stemming from the media, directly contributed to the level of children’s fear. The results of the study emphasize the importance of caregivers’ behaviour during global health crises and provide some clues as to what caregivers may do to protect their children’s mental health in such circumstances.",
publisher = "Frontiers Media",
journal = "Frontiers in Psychology",
title = "Don't Think That Kids Aren't Noticing: Indirect Pathways to Children's Fear of COVID-19",
volume = "12",
doi = "10.3389/fpsyg.2021.635952"
}

Radanović, A., Micić, I., Pavlović, S.,& Krstić, K.. (2021). Don't Think That Kids Aren't Noticing: Indirect Pathways to Children's Fear of COVID-19. in Frontiers in Psychology
Frontiers Media., 12.
https://doi.org/10.3389/fpsyg.2021.635952

Radanović A, Micić I, Pavlović S, Krstić K. Don't Think That Kids Aren't Noticing: Indirect Pathways to Children's Fear of COVID-19. in Frontiers in Psychology. 2021;12.
doi:10.3389/fpsyg.2021.635952 .

Radanović, Ana, Micić, Isidora, Pavlović, Svetlana, Krstić, Ksenija, "Don't Think That Kids Aren't Noticing: Indirect Pathways to Children's Fear of COVID-19" in Frontiers in Psychology, 12 (2021),
https://doi.org/10.3389/fpsyg.2021.635952 . .

TY  - GEN
AU  - Radanović, Ana
AU  - Micić, Isidora
AU  - Pavlović, Svetlana
AU  - Krstić, Ksenija
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/356
AB  - The Supplementary Material for this article can be found
online at: https://www.frontiersin.org/articles/10.3389/fpsyg.
2021.635952/full#supplementary-material
PB  - Frontiers Media
T2  - Front Psychol
T1  - Supplementary data for article: Radanović, A.; Micić, I.; Pavlović, S.; Krstić, K. Don’t Think That Kids Aren’t Noticing: Indirect Pathways to Children’s Fear of COVID-19. Frontiers in Psychology 2021, 12. https://doi.org/10.3389/fpsyg.2021.635952.
EP  - 3
SP  - 1
UR  - https://hdl.handle.net/21.15107/rcub_ipir_356
ER  - 

@misc{
author = "Radanović, Ana and Micić, Isidora and Pavlović, Svetlana and Krstić, Ksenija",
year = "2021",
abstract = "The Supplementary Material for this article can be found
online at: https://www.frontiersin.org/articles/10.3389/fpsyg.
2021.635952/full#supplementary-material",
publisher = "Frontiers Media",
journal = "Front Psychol",
title = "Supplementary data for article: Radanović, A.; Micić, I.; Pavlović, S.; Krstić, K. Don’t Think That Kids Aren’t Noticing: Indirect Pathways to Children’s Fear of COVID-19. Frontiers in Psychology 2021, 12. https://doi.org/10.3389/fpsyg.2021.635952.",
pages = "3-1",
url = "https://hdl.handle.net/21.15107/rcub_ipir_356"
}

Radanović, A., Micić, I., Pavlović, S.,& Krstić, K.. (2021). Supplementary data for article: Radanović, A.; Micić, I.; Pavlović, S.; Krstić, K. Don’t Think That Kids Aren’t Noticing: Indirect Pathways to Children’s Fear of COVID-19. Frontiers in Psychology 2021, 12. https://doi.org/10.3389/fpsyg.2021.635952.. in Front Psychol
Frontiers Media., 1-3.
https://hdl.handle.net/21.15107/rcub_ipir_356

Radanović A, Micić I, Pavlović S, Krstić K. Supplementary data for article: Radanović, A.; Micić, I.; Pavlović, S.; Krstić, K. Don’t Think That Kids Aren’t Noticing: Indirect Pathways to Children’s Fear of COVID-19. Frontiers in Psychology 2021, 12. https://doi.org/10.3389/fpsyg.2021.635952.. in Front Psychol. 2021;:1-3.
https://hdl.handle.net/21.15107/rcub_ipir_356 .

Radanović, Ana, Micić, Isidora, Pavlović, Svetlana, Krstić, Ksenija, "Supplementary data for article: Radanović, A.; Micić, I.; Pavlović, S.; Krstić, K. Don’t Think That Kids Aren’t Noticing: Indirect Pathways to Children’s Fear of COVID-19. Frontiers in Psychology 2021, 12. https://doi.org/10.3389/fpsyg.2021.635952." in Front Psychol (2021):1-3,
https://hdl.handle.net/21.15107/rcub_ipir_356 .

TY  - CONF
AU  - Videnović, Marina
AU  - Rajić, Milana
AU  - Krstić, Ksenija
AU  - Stepanović Ilić, Ivana
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/437
AB  - Počnimo od informacije nepoznate samo onima koji će čitati ovaj tekst u
nekoj daljoj budućnosti: Kao mera borbe protiv pandemije izazvane virusom COVID-19
tokom marta, aprila i maja meseca 2020-te proglašeno je vanredno stanje, zatvoreni su vrtići,
skraćeno je radno vreme prodavnica i zabranjeno je kretanje u određenim periodima. Kao
posledica ovakve odluke, mnoge porodice su se suočile sa izazovima proisteklim iz potrebe
da se adaptiraju na iznenadne promena. Dosadašnja istraživanja iz drugih zemalja koje su se
suočile sa sličnom merom ukazuju da su roditelji u periodu zatvaranja ispoljavali emocionalnu
iscrpljenost (Marchetti et al., 2020) i psihološki distres povezan sa finansijskom nesigurnošću,
zatvaranjem škola, nedostupnost servisa za brigu o deci (Fontanesi i sar., 2020) i formalne
i neformalne mreže podrške (Crook, 2020). Tematska analiza komentara u onlajn forumima
namenjenih roditeljima, napisanih tokom pandemije, pokazuje veću zastupljenost negativnih,
kao i prisustvo sledećih izvora teškoća: 1. stres izazvan procenom sredine kao zdravstveno
ugrožavajuće 2. žalost zbog nedostataka socijalnih kontakata, porodične podrške i rituala 3.
izmenjeni odnosi u porodici 4. predstavljanje sebe kao srećnog da bi se izbegao osećaj krivice
5. briga za budućnost porodice (Chivers et al., 2020).
PB  - Beograd : Institut za pedagoška istraživanja
PB  - Beograd : Institut za psihologiju
C3  - Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
T1  - Izazovi roditeljstva tokom vanrednog stanja u Srbiji
EP  - 117
SP  - 114
UR  - https://hdl.handle.net/21.15107/rcub_ipir_437
ER  - 

@conference{
author = "Videnović, Marina and Rajić, Milana and Krstić, Ksenija and Stepanović Ilić, Ivana",
year = "2021",
abstract = "Počnimo od informacije nepoznate samo onima koji će čitati ovaj tekst u
nekoj daljoj budućnosti: Kao mera borbe protiv pandemije izazvane virusom COVID-19
tokom marta, aprila i maja meseca 2020-te proglašeno je vanredno stanje, zatvoreni su vrtići,
skraćeno je radno vreme prodavnica i zabranjeno je kretanje u određenim periodima. Kao
posledica ovakve odluke, mnoge porodice su se suočile sa izazovima proisteklim iz potrebe
da se adaptiraju na iznenadne promena. Dosadašnja istraživanja iz drugih zemalja koje su se
suočile sa sličnom merom ukazuju da su roditelji u periodu zatvaranja ispoljavali emocionalnu
iscrpljenost (Marchetti et al., 2020) i psihološki distres povezan sa finansijskom nesigurnošću,
zatvaranjem škola, nedostupnost servisa za brigu o deci (Fontanesi i sar., 2020) i formalne
i neformalne mreže podrške (Crook, 2020). Tematska analiza komentara u onlajn forumima
namenjenih roditeljima, napisanih tokom pandemije, pokazuje veću zastupljenost negativnih,
kao i prisustvo sledećih izvora teškoća: 1. stres izazvan procenom sredine kao zdravstveno
ugrožavajuće 2. žalost zbog nedostataka socijalnih kontakata, porodične podrške i rituala 3.
izmenjeni odnosi u porodici 4. predstavljanje sebe kao srećnog da bi se izbegao osećaj krivice
5. briga za budućnost porodice (Chivers et al., 2020).",
publisher = "Beograd : Institut za pedagoška istraživanja, Beograd : Institut za psihologiju",
journal = "Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika",
title = "Izazovi roditeljstva tokom vanrednog stanja u Srbiji",
pages = "117-114",
url = "https://hdl.handle.net/21.15107/rcub_ipir_437"
}

Videnović, M., Rajić, M., Krstić, K.,& Stepanović Ilić, I.. (2021). Izazovi roditeljstva tokom vanrednog stanja u Srbiji. in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
Beograd : Institut za pedagoška istraživanja., 114-117.
https://hdl.handle.net/21.15107/rcub_ipir_437

Videnović M, Rajić M, Krstić K, Stepanović Ilić I. Izazovi roditeljstva tokom vanrednog stanja u Srbiji. in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika. 2021;:114-117.
https://hdl.handle.net/21.15107/rcub_ipir_437 .

Videnović, Marina, Rajić, Milana, Krstić, Ksenija, Stepanović Ilić, Ivana, "Izazovi roditeljstva tokom vanrednog stanja u Srbiji" in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika (2021):114-117,
https://hdl.handle.net/21.15107/rcub_ipir_437 .

TY  - JOUR
AU  - Radanović, Ana
AU  - Micić, Isidora
AU  - Pavlović, Svetlana
AU  - Krstić, Ksenija
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/449
AB  - The aim of our study was to explore relations between parents’ and children’s fear of
COVID–19, parents’ dispositions (emotion regulation, self-efficacy, the anxiety trait) and
their distress (due to the pandemic, the national state of emergency [NSE] and curfews) and
how these variables have been affecting the quality of parental pandemic practices during
the COVID–19 NSE in Serbia. Our online questionnaire was filled in by 376 parents and
one of their children aged 7 to 19 years. Path analysis was used to analyze data. Higher
levels of cognitive reappraisal and self-efficacy directly contribute to a higher quality of
parental pandemic practices during NSE. Indirectly, parents’ fear, pandemic distress, and
parents’ cognitive anxiety symptoms increase children’s fear, consequently raising the quality
of parental pandemic practices. Pointing out protective and risk factors that may affect
pandemic parenting during NSE as well as mechanisms of their contributions, our findings
draw attention to the importance of parents’ negative emotions regulation and the effects of
children’s emotions on the quality of parental pandemic practices during an ongoing pandemic.
T2  - Psihologija
T1  - Pandemic parenting: predictors of quality of parental pandemic practices during COVID–19 lockdown in Serbia
EP  - 23
SP  - 1
DO  - 10.2298/PSI200731040R
ER  - 

@article{
author = "Radanović, Ana and Micić, Isidora and Pavlović, Svetlana and Krstić, Ksenija",
year = "2020",
abstract = "The aim of our study was to explore relations between parents’ and children’s fear of
COVID–19, parents’ dispositions (emotion regulation, self-efficacy, the anxiety trait) and
their distress (due to the pandemic, the national state of emergency [NSE] and curfews) and
how these variables have been affecting the quality of parental pandemic practices during
the COVID–19 NSE in Serbia. Our online questionnaire was filled in by 376 parents and
one of their children aged 7 to 19 years. Path analysis was used to analyze data. Higher
levels of cognitive reappraisal and self-efficacy directly contribute to a higher quality of
parental pandemic practices during NSE. Indirectly, parents’ fear, pandemic distress, and
parents’ cognitive anxiety symptoms increase children’s fear, consequently raising the quality
of parental pandemic practices. Pointing out protective and risk factors that may affect
pandemic parenting during NSE as well as mechanisms of their contributions, our findings
draw attention to the importance of parents’ negative emotions regulation and the effects of
children’s emotions on the quality of parental pandemic practices during an ongoing pandemic.",
journal = "Psihologija",
title = "Pandemic parenting: predictors of quality of parental pandemic practices during COVID–19 lockdown in Serbia",
pages = "23-1",
doi = "10.2298/PSI200731040R"
}

Radanović, A., Micić, I., Pavlović, S.,& Krstić, K.. (2020). Pandemic parenting: predictors of quality of parental pandemic practices during COVID–19 lockdown in Serbia. in Psihologija, 1-23.
https://doi.org/10.2298/PSI200731040R

Radanović A, Micić I, Pavlović S, Krstić K. Pandemic parenting: predictors of quality of parental pandemic practices during COVID–19 lockdown in Serbia. in Psihologija. 2020;:1-23.
doi:10.2298/PSI200731040R .

Radanović, Ana, Micić, Isidora, Pavlović, Svetlana, Krstić, Ksenija, "Pandemic parenting: predictors of quality of parental pandemic practices during COVID–19 lockdown in Serbia" in Psihologija (2020):1-23,
https://doi.org/10.2298/PSI200731040R . .