TY  - JOUR
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Mijatović, Luka
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/973
AB  - A sense of school belonging is considered a protective and promotive factor for a
wide range of academic and developmental outcomes of students. However, previous
research efforts were overly focused on examining the factors and processes that
underlie it, and the available literature identifies a lack of a clear model of action that
school actors should apply in order to improve it and, consequently, enjoy its benefits.
The main goal of this paper is the analysis of relevant literature, with the aim of
identifying the factors that contribute to the development of a sense of school belonging
among students. In accordance with the basic principles of the adapted Bronfenbrenner’s
bio-psycho-socio-ecological model of school belonging, the findings of the conducted
review indicate that the sense of school belonging is of a systemic nature, and that its
development and intensity are determined by multiple experiences, interactions and
factors that usually exist on the individual, school-relational and contextual level.
Although the paper provides preliminary insights into the factors that contribute to the
development of a sense of school belonging, further research into these factors, which
will examine their predictive effect, provide the possibility of defining a clear model of
action, and represent a starting point for designing adequate interventions, is necessary.
PB  - Niš : Univerzitet u Nišu
T2  - Teme
T1  - Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation
EP  - 384
IS  - 2
SP  - 371
VL  - XLVII
DO  - 10.22190/TEME220805024T
ER  - 

@article{
author = "Trajković, Marija and Popović-Ćitić, Branislava and Mijatović, Luka",
year = "2023",
abstract = "A sense of school belonging is considered a protective and promotive factor for a
wide range of academic and developmental outcomes of students. However, previous
research efforts were overly focused on examining the factors and processes that
underlie it, and the available literature identifies a lack of a clear model of action that
school actors should apply in order to improve it and, consequently, enjoy its benefits.
The main goal of this paper is the analysis of relevant literature, with the aim of
identifying the factors that contribute to the development of a sense of school belonging
among students. In accordance with the basic principles of the adapted Bronfenbrenner’s
bio-psycho-socio-ecological model of school belonging, the findings of the conducted
review indicate that the sense of school belonging is of a systemic nature, and that its
development and intensity are determined by multiple experiences, interactions and
factors that usually exist on the individual, school-relational and contextual level.
Although the paper provides preliminary insights into the factors that contribute to the
development of a sense of school belonging, further research into these factors, which
will examine their predictive effect, provide the possibility of defining a clear model of
action, and represent a starting point for designing adequate interventions, is necessary.",
publisher = "Niš : Univerzitet u Nišu",
journal = "Teme",
title = "Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation",
pages = "384-371",
number = "2",
volume = "XLVII",
doi = "10.22190/TEME220805024T"
}

Trajković, M., Popović-Ćitić, B.,& Mijatović, L.. (2023). Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation. in Teme
Niš : Univerzitet u Nišu., XLVII(2), 371-384.
https://doi.org/10.22190/TEME220805024T

Trajković M, Popović-Ćitić B, Mijatović L. Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation. in Teme. 2023;XLVII(2):371-384.
doi:10.22190/TEME220805024T .

Trajković, Marija, Popović-Ćitić, Branislava, Mijatović, Luka, "Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation" in Teme, XLVII, no. 2 (2023):371-384,
https://doi.org/10.22190/TEME220805024T . .

TY  - CONF
AU  - Kovačević-Lepojević, Marina
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić, Lidija
AU  - Mijatović, Luka
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1008
AB  - A process model of parental monitoring (PM) proposes that PM occurs in two distinct
stages: before the adolescent goes out and when they return home. Parental and
adolescent responses to monitoring interactions impact on future monitoring episodes.
Research suggests that passive PM strategies (e.g. child disclosure) correlate with
higher parental knowledge and less behavior problems. Self-reported measures were
used on a sample of 507 Belgrade secondary school students (42.1% male) to examine
the mediating effect (mediation analysis using JASP) of parental knowledge (the Scale
of Parental Monitoring) on the relationship of PM strategies (Child Disclosure, Parental
Solicitation and Parental Control) (the Scale of Parental Monitoring) with externalising
problems (Aggressive and Rule-Breaking Behaviour) (ASEBA, YSR). The research results
show that Parental Knowledge mediate the relation of Child Disclosure and RuleBreaking Behaviour (z = -6.544, p < .001) and Parental Control and Rule-Breaking
Behaviour (z =-3.770, p< .001). No direct link between Parental Control and RuleBreaking Behavior, as well as Parental Solicitation and Rule-Breaking Behavior were
established. Full mediation of the link between Child Disclosure and Aggressive Behavior by Parental Knowledge is found (total indirect effect z = -4.050, p < .001). The research
results were discussed in the context of the relevance of the PM strategies for greater
parental knowledge and prevention of externalising problems in adolescence.
PB  - Novi Sad : Filozofski fakultet
C3  - Current Trends in Psychology
T1  - Relevance of parental monitoring strategies in explanation of externalizing behaviour problems in adolescence: Mediation of parental knowledge
EP  - 146
SP  - 145
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1008
ER  - 

@conference{
author = "Kovačević-Lepojević, Marina and Trajković, Marija and Popović-Ćitić, Branislava and Bukvić, Lidija and Mijatović, Luka",
year = "2023",
abstract = "A process model of parental monitoring (PM) proposes that PM occurs in two distinct
stages: before the adolescent goes out and when they return home. Parental and
adolescent responses to monitoring interactions impact on future monitoring episodes.
Research suggests that passive PM strategies (e.g. child disclosure) correlate with
higher parental knowledge and less behavior problems. Self-reported measures were
used on a sample of 507 Belgrade secondary school students (42.1% male) to examine
the mediating effect (mediation analysis using JASP) of parental knowledge (the Scale
of Parental Monitoring) on the relationship of PM strategies (Child Disclosure, Parental
Solicitation and Parental Control) (the Scale of Parental Monitoring) with externalising
problems (Aggressive and Rule-Breaking Behaviour) (ASEBA, YSR). The research results
show that Parental Knowledge mediate the relation of Child Disclosure and RuleBreaking Behaviour (z = -6.544, p < .001) and Parental Control and Rule-Breaking
Behaviour (z =-3.770, p< .001). No direct link between Parental Control and RuleBreaking Behavior, as well as Parental Solicitation and Rule-Breaking Behavior were
established. Full mediation of the link between Child Disclosure and Aggressive Behavior by Parental Knowledge is found (total indirect effect z = -4.050, p < .001). The research
results were discussed in the context of the relevance of the PM strategies for greater
parental knowledge and prevention of externalising problems in adolescence.",
publisher = "Novi Sad : Filozofski fakultet",
journal = "Current Trends in Psychology",
title = "Relevance of parental monitoring strategies in explanation of externalizing behaviour problems in adolescence: Mediation of parental knowledge",
pages = "146-145",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1008"
}

Kovačević-Lepojević, M., Trajković, M., Popović-Ćitić, B., Bukvić, L.,& Mijatović, L.. (2023). Relevance of parental monitoring strategies in explanation of externalizing behaviour problems in adolescence: Mediation of parental knowledge. in Current Trends in Psychology
Novi Sad : Filozofski fakultet., 145-146.
https://hdl.handle.net/21.15107/rcub_ipir_1008

Kovačević-Lepojević M, Trajković M, Popović-Ćitić B, Bukvić L, Mijatović L. Relevance of parental monitoring strategies in explanation of externalizing behaviour problems in adolescence: Mediation of parental knowledge. in Current Trends in Psychology. 2023;:145-146.
https://hdl.handle.net/21.15107/rcub_ipir_1008 .

Kovačević-Lepojević, Marina, Trajković, Marija, Popović-Ćitić, Branislava, Bukvić, Lidija, Mijatović, Luka, "Relevance of parental monitoring strategies in explanation of externalizing behaviour problems in adolescence: Mediation of parental knowledge" in Current Trends in Psychology (2023):145-146,
https://hdl.handle.net/21.15107/rcub_ipir_1008 .

TY  - JOUR
AU  - Stevanović, Jelena
AU  - Antić, Slobodanka
AU  - Mijatović, Luka
AU  - Blažin, Barbara
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1035
AB  - Функционална, вишеструка, контекстуална писменост („нова писменост”) је доминантни концепт у савременој теорији, истраживањима и образовној политици. Иако функционална писменост садржи више различитих димензија, највећи значај имају језичка
и читалачка писменост. У досадашњим истраживањима о писмености испитаници су
најчешће били ученици до почетка средње школе, док су друге популације (на пример
млади и одрасли) често биле занемарене. У овом експлоративном истраживању у фокусу
је функционална писменост (превасходно њена два домена: читалачка и језичка писменост) студентске популације. С тим у вези, циљ овог рада јесте да се утврди какве су,
из перспективе студената, њихове језичке праксе и како процењују властиту писменост.
Истовремено, мерили смо постигнуће испитаника на задацима читалачке писмености и
разматрали односе између наведених варијабли. У истраживању је учествовало 225 студената факултета друштвених наука Универзитета у Београду који су онлајн попуњавали композитни упитник. Резултати указују на то да студенти: а) високо процењују своју
писменост, али да њихов успех на задацима читалачке писмености није с тим у складу; б)
да је језичка пракса композитна варијабла у којој су читање и писање на различит начин
повезани са успехом на задацима читалачке писмености. У раду је предложен модел од носа ових варијабли. На крају је указано на педагошке интервенције које могу допринети
унапређивању и развијању функционалне писмености студената у целини.
AB  - Funkcionalna, višestruka, kontekstualna pismenost („nova pismenost”) je dominantni koncept u savremenoj teoriji, istraživanjima i obrazovnoj politici. Iako funkcionalna pismenost sadrži više različitih dimenzija, najveći značaj imaju jezička i čitalačka pismenost. U dosadašnjim istraživanjima o pismenosti ispitanici su najčešće bili učenici do početka srednje škole, dok su druge populacije (na primer mladi i odrasli) često bile zanemarene. U ovom eksplorativnom istraživanju u fokusu je funkcionalna pismenost (prevashodno njena dva domena: čitalačka i jezička pismenost) studentske populacije. S tim u vezi, cilj ovog rada jeste da se utvrdi kakve su, iz perspektive studenata, njihove jezičke prakse i kako procenjuju vlastitu pismenost. Istovremeno, merili smo postignuće ispitanika na zadacima čitalačke pismenosti i razmatrali odnose između navedenih varijabli. U istraživanju je učestvovalo 225 studenata fakulteta društvenih nauka Univerziteta u Beogradu koji su onlajn popunjavali kompozitni upitnik. Rezultati ukazuju na to da studenti: a) visoko procenjuju svoju pismenost, ali da njihov uspeh na zadacima čitalačke pismenosti nije s tim u skladu; b) da je jezička praksa kompozitna varijabla u kojoj su čitanje i pisanje na različit način povezani sa uspehom na zadacima čitalačke pismenosti. U radu je predložen model od nosa ovih varijabli. Na kraju je ukazano na pedagoške intervencije koje mogu doprineti unapređivanju i razvijanju funkcionalne pismenosti studenata u celini.
PB  - Београд : Институт за педагошка истраживања
T2  - Зборник Института за педагошка истраживања
T1  - Однос студената према властитој језичкој пракси, самопроцени писмености и њихово разумевање прочитаног
T1  - Odnos studenata prema vlastitoj jezičkoj praksi, samoproceni pismenosti i njihovo razumevanje pročitanog
EP  - 274
IS  - 2
SP  - 255
VL  - 55
DO  - 10.2298/ZIPI2302255S
ER  - 

@article{
author = "Stevanović, Jelena and Antić, Slobodanka and Mijatović, Luka and Blažin, Barbara",
year = "2023",
abstract = "Функционална, вишеструка, контекстуална писменост („нова писменост”) је доминантни концепт у савременој теорији, истраживањима и образовној политици. Иако функционална писменост садржи више различитих димензија, највећи значај имају језичка
и читалачка писменост. У досадашњим истраживањима о писмености испитаници су
најчешће били ученици до почетка средње школе, док су друге популације (на пример
млади и одрасли) често биле занемарене. У овом експлоративном истраживању у фокусу
је функционална писменост (превасходно њена два домена: читалачка и језичка писменост) студентске популације. С тим у вези, циљ овог рада јесте да се утврди какве су,
из перспективе студената, њихове језичке праксе и како процењују властиту писменост.
Истовремено, мерили смо постигнуће испитаника на задацима читалачке писмености и
разматрали односе између наведених варијабли. У истраживању је учествовало 225 студената факултета друштвених наука Универзитета у Београду који су онлајн попуњавали композитни упитник. Резултати указују на то да студенти: а) високо процењују своју
писменост, али да њихов успех на задацима читалачке писмености није с тим у складу; б)
да је језичка пракса композитна варијабла у којој су читање и писање на различит начин
повезани са успехом на задацима читалачке писмености. У раду је предложен модел од носа ових варијабли. На крају је указано на педагошке интервенције које могу допринети
унапређивању и развијању функционалне писмености студената у целини., Funkcionalna, višestruka, kontekstualna pismenost („nova pismenost”) je dominantni koncept u savremenoj teoriji, istraživanjima i obrazovnoj politici. Iako funkcionalna pismenost sadrži više različitih dimenzija, najveći značaj imaju jezička i čitalačka pismenost. U dosadašnjim istraživanjima o pismenosti ispitanici su najčešće bili učenici do početka srednje škole, dok su druge populacije (na primer mladi i odrasli) često bile zanemarene. U ovom eksplorativnom istraživanju u fokusu je funkcionalna pismenost (prevashodno njena dva domena: čitalačka i jezička pismenost) studentske populacije. S tim u vezi, cilj ovog rada jeste da se utvrdi kakve su, iz perspektive studenata, njihove jezičke prakse i kako procenjuju vlastitu pismenost. Istovremeno, merili smo postignuće ispitanika na zadacima čitalačke pismenosti i razmatrali odnose između navedenih varijabli. U istraživanju je učestvovalo 225 studenata fakulteta društvenih nauka Univerziteta u Beogradu koji su onlajn popunjavali kompozitni upitnik. Rezultati ukazuju na to da studenti: a) visoko procenjuju svoju pismenost, ali da njihov uspeh na zadacima čitalačke pismenosti nije s tim u skladu; b) da je jezička praksa kompozitna varijabla u kojoj su čitanje i pisanje na različit način povezani sa uspehom na zadacima čitalačke pismenosti. U radu je predložen model od nosa ovih varijabli. Na kraju je ukazano na pedagoške intervencije koje mogu doprineti unapređivanju i razvijanju funkcionalne pismenosti studenata u celini.",
publisher = "Београд : Институт за педагошка истраживања",
journal = "Зборник Института за педагошка истраживања",
title = "Однос студената према властитој језичкој пракси, самопроцени писмености и њихово разумевање прочитаног, Odnos studenata prema vlastitoj jezičkoj praksi, samoproceni pismenosti i njihovo razumevanje pročitanog",
pages = "274-255",
number = "2",
volume = "55",
doi = "10.2298/ZIPI2302255S"
}

Stevanović, J., Antić, S., Mijatović, L.,& Blažin, B.. (2023). Однос студената према властитој језичкој пракси, самопроцени писмености и њихово разумевање прочитаног. in Зборник Института за педагошка истраживања
Београд : Институт за педагошка истраживања., 55(2), 255-274.
https://doi.org/10.2298/ZIPI2302255S

Stevanović J, Antić S, Mijatović L, Blažin B. Однос студената према властитој језичкој пракси, самопроцени писмености и њихово разумевање прочитаног. in Зборник Института за педагошка истраживања. 2023;55(2):255-274.
doi:10.2298/ZIPI2302255S .

Stevanović, Jelena, Antić, Slobodanka, Mijatović, Luka, Blažin, Barbara, "Однос студената према властитој језичкој пракси, самопроцени писмености и њихово разумевање прочитаног" in Зборник Института за педагошка истраживања, 55, no. 2 (2023):255-274,
https://doi.org/10.2298/ZIPI2302255S . .

TY  - CONF
AU  - Lazarević, Emilija
AU  - Stevanović, Jelena
AU  - Mijatović, Luka
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/923
AB  - The quality of education dictates the stability of social development and global
economic competitiveness of a country. Namely, “the measure of success for
any education and training system should be what people actually learn from
it, and how effectively” (Jessup, 1991: 2).
Educational standards constitute one of the solutions for raising the quality of
education. Uncontestably, they bear immense importance for the general improvement
of an education system. However, they are no less crucial for achieving excellence and
providing equal opportunities to all students. Likewise, it should be emphasized that
educational standards represent a distinctive feature of what is known as the new concept
of education or education based on standards. This manner of organizing primary and
secondary education originated in America. More specifically, it emerged in the USA,
Great Britain, and Australia, but was soon adopted by many countries (e.g., China,India, South Korea, Brazil, Germany, France, and Russia) In fact, over the past three
decades, the application of educational standards has spread across the world.
PB  - The state, problems, and needs of the modern education community
C3  - The state, problems, and needs of the modern education community
T1  - Educational standards of achievement in lower primary education: class teachers’ opinions
SP  - 131
SP  - 138
UR  - https://hdl.handle.net/21.15107/rcub_ipir_923
ER  - 

@conference{
author = "Lazarević, Emilija and Stevanović, Jelena and Mijatović, Luka",
year = "2022",
abstract = "The quality of education dictates the stability of social development and global
economic competitiveness of a country. Namely, “the measure of success for
any education and training system should be what people actually learn from
it, and how effectively” (Jessup, 1991: 2).
Educational standards constitute one of the solutions for raising the quality of
education. Uncontestably, they bear immense importance for the general improvement
of an education system. However, they are no less crucial for achieving excellence and
providing equal opportunities to all students. Likewise, it should be emphasized that
educational standards represent a distinctive feature of what is known as the new concept
of education or education based on standards. This manner of organizing primary and
secondary education originated in America. More specifically, it emerged in the USA,
Great Britain, and Australia, but was soon adopted by many countries (e.g., China,India, South Korea, Brazil, Germany, France, and Russia) In fact, over the past three
decades, the application of educational standards has spread across the world.",
publisher = "The state, problems, and needs of the modern education community",
journal = "The state, problems, and needs of the modern education community",
title = "Educational standards of achievement in lower primary education: class teachers’ opinions",
pages = "131-138",
url = "https://hdl.handle.net/21.15107/rcub_ipir_923"
}

Lazarević, E., Stevanović, J.,& Mijatović, L.. (2022). Educational standards of achievement in lower primary education: class teachers’ opinions. in The state, problems, and needs of the modern education community
The state, problems, and needs of the modern education community., 131.
https://hdl.handle.net/21.15107/rcub_ipir_923

Lazarević E, Stevanović J, Mijatović L. Educational standards of achievement in lower primary education: class teachers’ opinions. in The state, problems, and needs of the modern education community. 2022;:131.
https://hdl.handle.net/21.15107/rcub_ipir_923 .

Lazarević, Emilija, Stevanović, Jelena, Mijatović, Luka, "Educational standards of achievement in lower primary education: class teachers’ opinions" in The state, problems, and needs of the modern education community (2022):131,
https://hdl.handle.net/21.15107/rcub_ipir_923 .

TY  - JOUR
AU  - Kovačević Lepojević, Marina
AU  - Mijatović, Luka
AU  - Gutvajn, Nikoleta
PY  - 2022
UR  - https://hrcak.srce.hr/file/439299
UR  - http://ipir.ipisr.org.rs/handle/123456789/938
AB  - Research suggests the differences between parenting boys and girls related to externalising behaviour problems. Self-reported measures were used on a sample of
507 Belgrade secondary school students (42.1% male) to
examine the moderating effect of gender on the relationship of parental monitoring (the Scale of Parental Monitoring), parental attachment (the Inventory of Parents and
Peer Attachment, IPPA), and parental practice (the Alabama Parenting Questionnaire) with externalising problems
(aggressive and rule-breaking behaviour) (ASEBA, YSR). The research results show gender differences in rule-breaking behaviour, externalising
problems and some parenting variables. Hierarchical regression analyses revealed
significant predictors of aggressive behaviour, rule-breaking behaviour and externalising problems, whereby poor monitoring displayed the strongest relations with
all of the criteria. The moderating effect of gender was identified in explaining the
links between communication with the mother, positive parenting and trust in the
father with rule-breaking behaviour. The research results were discussed in the context of the protective relationship in the father-son and mother-daughter dyads for
rule-breaking behaviour. The practical implications of differentiation between the
relevance of mothers’ and fathers’ parenting for adolescent adjustment in terms of
gender are provided.
AB  - Istraživanja ukazuju da su razlike u odgoju dječaka i djevojčica povezani s eksternalizacijom problema u ponašanju. Samoprijavljene mjere koristile su se na
uzorku od 507 beogradskih učenika srednjih škola (42,1% dječaka) kako bi se istražili
moderacijski učinci roda na odnos između roditeljskog nadzora (Skala roditeljskog
nadzora), privrženost roditeljima (Inventar privrženosti roditeljima i vršnjacima) i roditeljske prakse (Upitnik roditeljstva iz Alabame) i problema eksternalizacije (agresivno ponašanje i kršenje pravila). Rezultati istraživanja ukazuju na rodne razlike u
kršenju pravila, eksternalizaciji problema i nekim varijablama roditeljstva. Analize
hijerarhijske regresije otkrivaju značajne pokazatelje agresivnog ponašanja, kršenja pravila i eksternaliziranja problema, dok slab nadzor ima najveću povezanost sa
svim kriterijima. Moderacijski učinak roda identificiran je u pojašnjenju veza između
komunikacije s majkom, pozitivnog roditeljstva i povjerenja u oca s kršenjem pravila.
Rezultati istraživanja raspravljaju se u kontekstu zaštitničkog roditeljstva u dijadama otac-sin i majka-kćiza kršenje pravila. Navode se praktične implikacije razlikovanja značaja roditeljstva majki i očeva za prilagodbu adolescenata u pogledu roda.
PB  - Zagreb :  Pravni Fakultet, Studijski centar socijalnog rada
T2  - Ljetopis socijalnog rada
T1  - Externalising behaviour problems in adolescence predicted by parental monitoring, practices and attachment: Exploring the moderating role of gender
T1  - Eksternalizacija problema u ponašanju u adolescentskoj dobi na temelju predviđanja roditeljskog nadzora, praksi i privrženosti: Istraživanje moderacijske uloge spola
EP  - 441
IS  - 3
SP  - 413
VL  - 29
DO  - 10.3935/ljsr.v29i3.433
ER  - 

@article{
author = "Kovačević Lepojević, Marina and Mijatović, Luka and Gutvajn, Nikoleta",
year = "2022",
abstract = "Research suggests the differences between parenting boys and girls related to externalising behaviour problems. Self-reported measures were used on a sample of
507 Belgrade secondary school students (42.1% male) to
examine the moderating effect of gender on the relationship of parental monitoring (the Scale of Parental Monitoring), parental attachment (the Inventory of Parents and
Peer Attachment, IPPA), and parental practice (the Alabama Parenting Questionnaire) with externalising problems
(aggressive and rule-breaking behaviour) (ASEBA, YSR). The research results show gender differences in rule-breaking behaviour, externalising
problems and some parenting variables. Hierarchical regression analyses revealed
significant predictors of aggressive behaviour, rule-breaking behaviour and externalising problems, whereby poor monitoring displayed the strongest relations with
all of the criteria. The moderating effect of gender was identified in explaining the
links between communication with the mother, positive parenting and trust in the
father with rule-breaking behaviour. The research results were discussed in the context of the protective relationship in the father-son and mother-daughter dyads for
rule-breaking behaviour. The practical implications of differentiation between the
relevance of mothers’ and fathers’ parenting for adolescent adjustment in terms of
gender are provided., Istraživanja ukazuju da su razlike u odgoju dječaka i djevojčica povezani s eksternalizacijom problema u ponašanju. Samoprijavljene mjere koristile su se na
uzorku od 507 beogradskih učenika srednjih škola (42,1% dječaka) kako bi se istražili
moderacijski učinci roda na odnos između roditeljskog nadzora (Skala roditeljskog
nadzora), privrženost roditeljima (Inventar privrženosti roditeljima i vršnjacima) i roditeljske prakse (Upitnik roditeljstva iz Alabame) i problema eksternalizacije (agresivno ponašanje i kršenje pravila). Rezultati istraživanja ukazuju na rodne razlike u
kršenju pravila, eksternalizaciji problema i nekim varijablama roditeljstva. Analize
hijerarhijske regresije otkrivaju značajne pokazatelje agresivnog ponašanja, kršenja pravila i eksternaliziranja problema, dok slab nadzor ima najveću povezanost sa
svim kriterijima. Moderacijski učinak roda identificiran je u pojašnjenju veza između
komunikacije s majkom, pozitivnog roditeljstva i povjerenja u oca s kršenjem pravila.
Rezultati istraživanja raspravljaju se u kontekstu zaštitničkog roditeljstva u dijadama otac-sin i majka-kćiza kršenje pravila. Navode se praktične implikacije razlikovanja značaja roditeljstva majki i očeva za prilagodbu adolescenata u pogledu roda.",
publisher = "Zagreb :  Pravni Fakultet, Studijski centar socijalnog rada",
journal = "Ljetopis socijalnog rada",
title = "Externalising behaviour problems in adolescence predicted by parental monitoring, practices and attachment: Exploring the moderating role of gender, Eksternalizacija problema u ponašanju u adolescentskoj dobi na temelju predviđanja roditeljskog nadzora, praksi i privrženosti: Istraživanje moderacijske uloge spola",
pages = "441-413",
number = "3",
volume = "29",
doi = "10.3935/ljsr.v29i3.433"
}

Kovačević Lepojević, M., Mijatović, L.,& Gutvajn, N.. (2022). Externalising behaviour problems in adolescence predicted by parental monitoring, practices and attachment: Exploring the moderating role of gender. in Ljetopis socijalnog rada
Zagreb :  Pravni Fakultet, Studijski centar socijalnog rada., 29(3), 413-441.
https://doi.org/10.3935/ljsr.v29i3.433

Kovačević Lepojević M, Mijatović L, Gutvajn N. Externalising behaviour problems in adolescence predicted by parental monitoring, practices and attachment: Exploring the moderating role of gender. in Ljetopis socijalnog rada. 2022;29(3):413-441.
doi:10.3935/ljsr.v29i3.433 .

Kovačević Lepojević, Marina, Mijatović, Luka, Gutvajn, Nikoleta, "Externalising behaviour problems in adolescence predicted by parental monitoring, practices and attachment: Exploring the moderating role of gender" in Ljetopis socijalnog rada, 29, no. 3 (2022):413-441,
https://doi.org/10.3935/ljsr.v29i3.433 . .

TY  - CONF
AU  - Kovačević-Lepojević, Marina
AU  - Stojanović, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Mijatović, Luka
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/843
AB  - Istraživači učestalo potvrđuju povezanost socioemocionalnih kompetencija i emocionalne angažovanosti
učenika sa pozitivnim razvojnim ishodima i boljim postignućem. Ređe se postavlja pitanje jesu li
socioemocionalno kompetentniji učenici i srećniji, kao i koja je uloga emocionalne angažovanosti s tim u vezi.
Cilj ovog rada predstavlja sagledavanje povezanosti socioemocionalnih veština i emocionalne angažovanosti
učenika beogradskih srednjih škola sa zadovoljstvom životom. Ukupno 860 učenika (40.4% učenika muškog
pola) popunilo je: 1) Skalu socioemocionalnih veština učenika (Delaware School Climate Survey – Student
SEL Skills Scale) kojom se procenjuju odgovornost, socijalna svesnost, samoregulacija i veštine uspostavljanja
i održavanja odnosa sa drugima; 2) Skalu emocionalne angažovanosti učenika (Delaware School Climate
Survey – Student Emotional Engagement Scale) koja daje opštu meru emocionalne angažovanosti; i 3) Kratku
višedimenzionalnu skalu zadovoljstva životom (Brief Multidimensional Students’ Life Scale). Rezultati
istraživanja ukazuju na to da socioemocionalne kompetencije i emocionalna angažovanost kao set
prediktorskih varijabli objašnjavaju oko 38% varijanse zadovoljstva životom kod učenika (R = .61, R2 = .38,
F (6649.19) = 62.12, p < .001), pri čemu se kao značajni pojedinačni prediktori izdvajaju veštine uspostavljanja
i održavanja odnosa (β = .30; p < .001) i socijalna svesnost (β = -.14; p < .001). Dodatno, utvrđeno je da
emocionalna angažovanost predstavlja značajan medijator u objašnjenju povezanosti većine ispitivanih socioemocionalnih veština učenika (veštine uspostavljanja i održavanja odnosa (z = 6.733, p < .001); socijalne
svesnosti (z = 5.640, p < .001) i samoregulacije (z = 4.629, p < .001) sa zadovoljstvom životom. Rezultati
ukazuju na važnost stimulisanja emocionalne angažovanosti učenika u školama, kako bi se stekli uslovi za
ostvarivanje ličnih potencijala i dobrobiti učenika.
PB  - Beograd : Društvo psihologa Srbije
C3  - Psihologija između profesije i nauke
T1  - Socioemocionalne kompetencije, emocionalna angažovanost i zadovoljstvo životom kod beogradskih srednjoškolaca
EP  - 61
SP  - 60
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4752
ER  - 

@conference{
author = "Kovačević-Lepojević, Marina and Stojanović, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Mijatović, Luka",
year = "2022",
abstract = "Istraživači učestalo potvrđuju povezanost socioemocionalnih kompetencija i emocionalne angažovanosti
učenika sa pozitivnim razvojnim ishodima i boljim postignućem. Ređe se postavlja pitanje jesu li
socioemocionalno kompetentniji učenici i srećniji, kao i koja je uloga emocionalne angažovanosti s tim u vezi.
Cilj ovog rada predstavlja sagledavanje povezanosti socioemocionalnih veština i emocionalne angažovanosti
učenika beogradskih srednjih škola sa zadovoljstvom životom. Ukupno 860 učenika (40.4% učenika muškog
pola) popunilo je: 1) Skalu socioemocionalnih veština učenika (Delaware School Climate Survey – Student
SEL Skills Scale) kojom se procenjuju odgovornost, socijalna svesnost, samoregulacija i veštine uspostavljanja
i održavanja odnosa sa drugima; 2) Skalu emocionalne angažovanosti učenika (Delaware School Climate
Survey – Student Emotional Engagement Scale) koja daje opštu meru emocionalne angažovanosti; i 3) Kratku
višedimenzionalnu skalu zadovoljstva životom (Brief Multidimensional Students’ Life Scale). Rezultati
istraživanja ukazuju na to da socioemocionalne kompetencije i emocionalna angažovanost kao set
prediktorskih varijabli objašnjavaju oko 38% varijanse zadovoljstva životom kod učenika (R = .61, R2 = .38,
F (6649.19) = 62.12, p < .001), pri čemu se kao značajni pojedinačni prediktori izdvajaju veštine uspostavljanja
i održavanja odnosa (β = .30; p < .001) i socijalna svesnost (β = -.14; p < .001). Dodatno, utvrđeno je da
emocionalna angažovanost predstavlja značajan medijator u objašnjenju povezanosti većine ispitivanih socioemocionalnih veština učenika (veštine uspostavljanja i održavanja odnosa (z = 6.733, p < .001); socijalne
svesnosti (z = 5.640, p < .001) i samoregulacije (z = 4.629, p < .001) sa zadovoljstvom životom. Rezultati
ukazuju na važnost stimulisanja emocionalne angažovanosti učenika u školama, kako bi se stekli uslovi za
ostvarivanje ličnih potencijala i dobrobiti učenika.",
publisher = "Beograd : Društvo psihologa Srbije",
journal = "Psihologija između profesije i nauke",
title = "Socioemocionalne kompetencije, emocionalna angažovanost i zadovoljstvo životom kod beogradskih srednjoškolaca",
pages = "61-60",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4752"
}

Kovačević-Lepojević, M., Stojanović, M., Popović-Ćitić, B., Bukvić Branković, L.,& Mijatović, L.. (2022). Socioemocionalne kompetencije, emocionalna angažovanost i zadovoljstvo životom kod beogradskih srednjoškolaca. in Psihologija između profesije i nauke
Beograd : Društvo psihologa Srbije., 60-61.
https://hdl.handle.net/21.15107/rcub_rfasper_4752

Kovačević-Lepojević M, Stojanović M, Popović-Ćitić B, Bukvić Branković L, Mijatović L. Socioemocionalne kompetencije, emocionalna angažovanost i zadovoljstvo životom kod beogradskih srednjoškolaca. in Psihologija između profesije i nauke. 2022;:60-61.
https://hdl.handle.net/21.15107/rcub_rfasper_4752 .

Kovačević-Lepojević, Marina, Stojanović, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Mijatović, Luka, "Socioemocionalne kompetencije, emocionalna angažovanost i zadovoljstvo životom kod beogradskih srednjoškolaca" in Psihologija između profesije i nauke (2022):60-61,
https://hdl.handle.net/21.15107/rcub_rfasper_4752 .

TY  - CONF
AU  - Mijatović, Luka
AU  - Stižak, Nevena
AU  - Kovačević-Lepojević, Marina
AU  - Bukvić Branković, Lidija
AU  - Popović-Ćitić, Branislava
AU  - Stojanović, Marija
AU  - Paraušić, Ana
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/841
AB  - According to previous research, social media use among
students has increased during the COVID-19 pandemic due to
lockdown and transition to distance learning. Many studies have
demonstrated a link between personality traits and problematic
social media use (PSMU). In addition to basic personality traits,
trait emotional intelligence (EI) has shown to be a protective factor
against various behavioral problems: higher trait EI is likely to be
related to decreased PSMU. The present study explored the role
of basic personality traits and trait EI in predicting PSMU during
the pandemic. Subjects in this online research were female students
(N = 259) from the University of Belgrade who completed: (1) Bergen Social Media Scale (BSMAS), measuring problematic social
media use according to the core components of addiction (salience,
mood modification, tolerance, withdraw symptoms, conflict,
and relapse), (2) HEXACO Personality Inventory Revised comprising
traits Honesty-Humility, Emotionality, Extraversion, Agreeableness,
Conscientiousness and Openness to experience, and (3)
the TEIQue, examining trait EI factors - Well-Being, Self-control,
Emotionality, and Sociability. Hierarchical regression model comprised
of the HEXACO personality traits (entered 1st) and trait EI
factors (entered 2nd) as predictors, and PSMU as a criterion variable
was tested. HEXACO personality traits explained almost 23%
of variance (F(6, 252) = 13.682, Adj. R2 = .228, p < .001) with Honesty-
Humility (β = -.289, p < .001), Emotionality (β = .190, p < .001),
Extraversion (β = -.116, p < .05), Conscientiousness (β = -.275, p <
.001) and Openness to experience (β = -.116, p < .05) as significant
predictors. In the second step, PSMU was predicted (F(10, 248)
= 8.990, Adj. R2 = .236, p < .001) negatively by HEXACO Honesty-
Humility (β = -.287, p < .001), Conscientiousness (β = -.171, p <
.05) and by trait EI factor Self-control (β = -.202, p < .05). Trait EI
factors offered no incremental increase in predicting PSMU. The
current data confirmed relations between PSMU and most of HEXACO
personality traits. The results also indicate significant role of
Self-control as a trait EI factor in predicting PSMU in the COVID era.
PB  - Niš : Faculty of Philosophy, University of Niš
C3  - Current challenges in psychological science
T1  - Problematic social media use in the covid-19 era: the role of personality and trait emotional intelligence
EP  - 156
SP  - 155
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4886
ER  - 

@conference{
author = "Mijatović, Luka and Stižak, Nevena and Kovačević-Lepojević, Marina and Bukvić Branković, Lidija and Popović-Ćitić, Branislava and Stojanović, Marija and Paraušić, Ana",
year = "2022",
abstract = "According to previous research, social media use among
students has increased during the COVID-19 pandemic due to
lockdown and transition to distance learning. Many studies have
demonstrated a link between personality traits and problematic
social media use (PSMU). In addition to basic personality traits,
trait emotional intelligence (EI) has shown to be a protective factor
against various behavioral problems: higher trait EI is likely to be
related to decreased PSMU. The present study explored the role
of basic personality traits and trait EI in predicting PSMU during
the pandemic. Subjects in this online research were female students
(N = 259) from the University of Belgrade who completed: (1) Bergen Social Media Scale (BSMAS), measuring problematic social
media use according to the core components of addiction (salience,
mood modification, tolerance, withdraw symptoms, conflict,
and relapse), (2) HEXACO Personality Inventory Revised comprising
traits Honesty-Humility, Emotionality, Extraversion, Agreeableness,
Conscientiousness and Openness to experience, and (3)
the TEIQue, examining trait EI factors - Well-Being, Self-control,
Emotionality, and Sociability. Hierarchical regression model comprised
of the HEXACO personality traits (entered 1st) and trait EI
factors (entered 2nd) as predictors, and PSMU as a criterion variable
was tested. HEXACO personality traits explained almost 23%
of variance (F(6, 252) = 13.682, Adj. R2 = .228, p < .001) with Honesty-
Humility (β = -.289, p < .001), Emotionality (β = .190, p < .001),
Extraversion (β = -.116, p < .05), Conscientiousness (β = -.275, p <
.001) and Openness to experience (β = -.116, p < .05) as significant
predictors. In the second step, PSMU was predicted (F(10, 248)
= 8.990, Adj. R2 = .236, p < .001) negatively by HEXACO Honesty-
Humility (β = -.287, p < .001), Conscientiousness (β = -.171, p <
.05) and by trait EI factor Self-control (β = -.202, p < .05). Trait EI
factors offered no incremental increase in predicting PSMU. The
current data confirmed relations between PSMU and most of HEXACO
personality traits. The results also indicate significant role of
Self-control as a trait EI factor in predicting PSMU in the COVID era.",
publisher = "Niš : Faculty of Philosophy, University of Niš",
journal = "Current challenges in psychological science",
title = "Problematic social media use in the covid-19 era: the role of personality and trait emotional intelligence",
pages = "156-155",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4886"
}

Mijatović, L., Stižak, N., Kovačević-Lepojević, M., Bukvić Branković, L., Popović-Ćitić, B., Stojanović, M.,& Paraušić, A.. (2022). Problematic social media use in the covid-19 era: the role of personality and trait emotional intelligence. in Current challenges in psychological science
Niš : Faculty of Philosophy, University of Niš., 155-156.
https://hdl.handle.net/21.15107/rcub_rfasper_4886

Mijatović L, Stižak N, Kovačević-Lepojević M, Bukvić Branković L, Popović-Ćitić B, Stojanović M, Paraušić A. Problematic social media use in the covid-19 era: the role of personality and trait emotional intelligence. in Current challenges in psychological science. 2022;:155-156.
https://hdl.handle.net/21.15107/rcub_rfasper_4886 .

Mijatović, Luka, Stižak, Nevena, Kovačević-Lepojević, Marina, Bukvić Branković, Lidija, Popović-Ćitić, Branislava, Stojanović, Marija, Paraušić, Ana, "Problematic social media use in the covid-19 era: the role of personality and trait emotional intelligence" in Current challenges in psychological science (2022):155-156,
https://hdl.handle.net/21.15107/rcub_rfasper_4886 .