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  - Grujicic, Roberto
AU  - Toskovic, Oliver
AU  - Lazarević, Ljiljana B.
AU  - Mandic-Maravic, Vanja
AU  - Mitkovic-Voncina, Marija
AU  - Radanović, Ana
AU  - Radosavljev-Kircanski, Jelena
AU  - Videnović, Marina
AU  - Pekmezovic, Tatjana
AU  - Pejovic Milovancevic, Milica
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/908
AB  - Corporal punishment (CP) is a widely spread disciplining practice among parents and caregivers globally. Our paper aimed to explore the relationship between the parental attitudes towards CP, expected outcomes of CP, and parenting practices on one hand, with the reported dysfunctions of their children, on the other. Additionally, we aimed to explore the relationship between the use of CP and the reported academic, developmental, and psychological–emotional dysfunctions of their children. The present study involved a nationally representative sample of 1186 parents in Serbia, who had at least one child aged 0–18 years at the moment of interviewing. The parents filled out a series of questionnaires on their attitudes towards CP, expectations of CP outcomes, and their parental practices. Findings indicate that parents that report having a child with dysfunctions have positive attitudes towards CP and expect positive outcomes of CP. These parents also report using more CP as a disciplining method, as well as other harsh disciplining practices. We also identified parental positive expectations of CP, use of physical assault, psychological aggression, neglect as significant predictors of reported child dysfunctions severity. Having all the results in mind, we can assume that children with health-related and school-related issues might be at potential risk of further maltreatment.
T2  - European Child & Adolescent Psychiatry
T2  - European Child & Adolescent PsychiatryEur Child Adolesc Psychiatry
T1  - How are parental practices and attitudes towards corporal punishment related to child academic, developmental, or psychological–emotional dysfunctioning?
DO  - 10.1007/s00787-022-02061-z
ER  - 

@article{
author = "Grujicic, Roberto and Toskovic, Oliver and Lazarević, Ljiljana B. and Mandic-Maravic, Vanja and Mitkovic-Voncina, Marija and Radanović, Ana and Radosavljev-Kircanski, Jelena and Videnović, Marina and Pekmezovic, Tatjana and Pejovic Milovancevic, Milica",
year = "2022",
abstract = "Corporal punishment (CP) is a widely spread disciplining practice among parents and caregivers globally. Our paper aimed to explore the relationship between the parental attitudes towards CP, expected outcomes of CP, and parenting practices on one hand, with the reported dysfunctions of their children, on the other. Additionally, we aimed to explore the relationship between the use of CP and the reported academic, developmental, and psychological–emotional dysfunctions of their children. The present study involved a nationally representative sample of 1186 parents in Serbia, who had at least one child aged 0–18 years at the moment of interviewing. The parents filled out a series of questionnaires on their attitudes towards CP, expectations of CP outcomes, and their parental practices. Findings indicate that parents that report having a child with dysfunctions have positive attitudes towards CP and expect positive outcomes of CP. These parents also report using more CP as a disciplining method, as well as other harsh disciplining practices. We also identified parental positive expectations of CP, use of physical assault, psychological aggression, neglect as significant predictors of reported child dysfunctions severity. Having all the results in mind, we can assume that children with health-related and school-related issues might be at potential risk of further maltreatment.",
journal = "European Child & Adolescent Psychiatry, European Child & Adolescent PsychiatryEur Child Adolesc Psychiatry",
title = "How are parental practices and attitudes towards corporal punishment related to child academic, developmental, or psychological–emotional dysfunctioning?",
doi = "10.1007/s00787-022-02061-z"
}

Grujicic, R., Toskovic, O., Lazarević, L. B., Mandic-Maravic, V., Mitkovic-Voncina, M., Radanović, A., Radosavljev-Kircanski, J., Videnović, M., Pekmezovic, T.,& Pejovic Milovancevic, M.. (2022). How are parental practices and attitudes towards corporal punishment related to child academic, developmental, or psychological–emotional dysfunctioning?. in European Child & Adolescent Psychiatry.
https://doi.org/10.1007/s00787-022-02061-z

Grujicic R, Toskovic O, Lazarević LB, Mandic-Maravic V, Mitkovic-Voncina M, Radanović A, Radosavljev-Kircanski J, Videnović M, Pekmezovic T, Pejovic Milovancevic M. How are parental practices and attitudes towards corporal punishment related to child academic, developmental, or psychological–emotional dysfunctioning?. in European Child & Adolescent Psychiatry. 2022;.
doi:10.1007/s00787-022-02061-z .

Grujicic, Roberto, Toskovic, Oliver, Lazarević, Ljiljana B., Mandic-Maravic, Vanja, Mitkovic-Voncina, Marija, Radanović, Ana, Radosavljev-Kircanski, Jelena, Videnović, Marina, Pekmezovic, Tatjana, Pejovic Milovancevic, Milica, "How are parental practices and attitudes towards corporal punishment related to child academic, developmental, or psychological–emotional dysfunctioning?" in European Child & Adolescent Psychiatry (2022),
https://doi.org/10.1007/s00787-022-02061-z . .

TY  - JOUR
AU  - Grujicic, Roberto
AU  - Toskovic, Oliver
AU  - Lazarević, Ljiljana B.
AU  - Mandic-Maravic, Vanja
AU  - Mitkovic-Voncina, Marija
AU  - Radanović, Ana
AU  - Radosavljev-Kircanski, Jelena
AU  - Videnović, Marina
AU  - Pekmezovic, Tatjana
AU  - Pejovic Milovancevic, Milica
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/907
AB  - Corporal punishment (CP) is a widely spread disciplining practice among parents and caregivers globally. Our paper aimed to explore the relationship between the parental attitudes towards CP, expected outcomes of CP, and parenting practices on one hand, with the reported dysfunctions of their children, on the other. Additionally, we aimed to explore the relationship between the use of CP and the reported academic, developmental, and psychological–emotional dysfunctions of their children. The present study involved a nationally representative sample of 1186 parents in Serbia, who had at least one child aged 0–18 years at the moment of interviewing. The parents filled out a series of questionnaires on their attitudes towards CP, expectations of CP outcomes, and their parental practices. Findings indicate that parents that report having a child with dysfunctions have positive attitudes towards CP and expect positive outcomes of CP. These parents also report using more CP as a disciplining method, as well as other harsh disciplining practices. We also identified parental positive expectations of CP, use of physical assault, psychological aggression, neglect as significant predictors of reported child dysfunctions severity. Having all the results in mind, we can assume that children with health-related and school-related issues might be at potential risk of further maltreatment.
T2  - European Child & Adolescent Psychiatry
T2  - European Child & Adolescent PsychiatryEur Child Adolesc Psychiatry
T1  - How are parental practices and attitudes towards corporal punishment related to child academic, developmental, or psychological–emotional dysfunctioning?
DO  - 10.1007/s00787-022-02061-z
ER  - 

@article{
author = "Grujicic, Roberto and Toskovic, Oliver and Lazarević, Ljiljana B. and Mandic-Maravic, Vanja and Mitkovic-Voncina, Marija and Radanović, Ana and Radosavljev-Kircanski, Jelena and Videnović, Marina and Pekmezovic, Tatjana and Pejovic Milovancevic, Milica",
year = "2022",
abstract = "Corporal punishment (CP) is a widely spread disciplining practice among parents and caregivers globally. Our paper aimed to explore the relationship between the parental attitudes towards CP, expected outcomes of CP, and parenting practices on one hand, with the reported dysfunctions of their children, on the other. Additionally, we aimed to explore the relationship between the use of CP and the reported academic, developmental, and psychological–emotional dysfunctions of their children. The present study involved a nationally representative sample of 1186 parents in Serbia, who had at least one child aged 0–18 years at the moment of interviewing. The parents filled out a series of questionnaires on their attitudes towards CP, expectations of CP outcomes, and their parental practices. Findings indicate that parents that report having a child with dysfunctions have positive attitudes towards CP and expect positive outcomes of CP. These parents also report using more CP as a disciplining method, as well as other harsh disciplining practices. We also identified parental positive expectations of CP, use of physical assault, psychological aggression, neglect as significant predictors of reported child dysfunctions severity. Having all the results in mind, we can assume that children with health-related and school-related issues might be at potential risk of further maltreatment.",
journal = "European Child & Adolescent Psychiatry, European Child & Adolescent PsychiatryEur Child Adolesc Psychiatry",
title = "How are parental practices and attitudes towards corporal punishment related to child academic, developmental, or psychological–emotional dysfunctioning?",
doi = "10.1007/s00787-022-02061-z"
}

Grujicic, R., Toskovic, O., Lazarević, L. B., Mandic-Maravic, V., Mitkovic-Voncina, M., Radanović, A., Radosavljev-Kircanski, J., Videnović, M., Pekmezovic, T.,& Pejovic Milovancevic, M.. (2022). How are parental practices and attitudes towards corporal punishment related to child academic, developmental, or psychological–emotional dysfunctioning?. in European Child & Adolescent Psychiatry.
https://doi.org/10.1007/s00787-022-02061-z

Grujicic R, Toskovic O, Lazarević LB, Mandic-Maravic V, Mitkovic-Voncina M, Radanović A, Radosavljev-Kircanski J, Videnović M, Pekmezovic T, Pejovic Milovancevic M. How are parental practices and attitudes towards corporal punishment related to child academic, developmental, or psychological–emotional dysfunctioning?. in European Child & Adolescent Psychiatry. 2022;.
doi:10.1007/s00787-022-02061-z .

Grujicic, Roberto, Toskovic, Oliver, Lazarević, Ljiljana B., Mandic-Maravic, Vanja, Mitkovic-Voncina, Marija, Radanović, Ana, Radosavljev-Kircanski, Jelena, Videnović, Marina, Pekmezovic, Tatjana, Pejovic Milovancevic, Milica, "How are parental practices and attitudes towards corporal punishment related to child academic, developmental, or psychological–emotional dysfunctioning?" in European Child & Adolescent Psychiatry (2022),
https://doi.org/10.1007/s00787-022-02061-z . .

TY  - JOUR
AU  - Radanović, Ana
AU  - Kostić, Milutin
AU  - Pejović-Milovančević, Milica
AU  - Tošković, Oliver
AU  - Videnović, Marina
AU  - Mitković-Vončina, Marija
AU  - Radosavljev-Kirćanski, Jelena
AU  - Mandić-Maravić, Vanja
AU  - Lazarević, Ljiljana B.
PY  - 2022
UR  - https://www.sciencedirect.com/science/article/pii/S2772598722000320
UR  - http://ipir.ipisr.org.rs/handle/123456789/813
AB  - Although NSSI has been drawing the attention of researchers intensely for the last 30 years, to date there is no published study about rates of NSSI behaviors in countries of south-eastern Europe. The study aimed to explore NSSI in the Republic of Serbia. Data were collected using multistage random sampling. The final sample consisted of 2792 participants (57.4% female) while the NSSI subsample consisted of 405 participants (54.3% males). Results showed the NSSI rate in Serbia is 4.3% based on a percentage of people who answered affirmatively to lifetime NSSI engagement. However, when the percentage of people who reported at least one positive answer through the NSSI behaviors checklist, the rate rises to 14.5%. The most frequent NSSI behavior is wound picking. NSSI rate drops to 8.8% when wound picking is excluded. Those engaged in NSSI were more likely to report suicide attempts and seek professional help than those who did not report NSSI. Gender differences in NSSI frequency are found only in cases of headbanging and burning oneself. This study showed the scope of NSSI-related problems is similar in Serbia compared to other countries. It also raised questions about the lack of preventive programs and treatment strategies for dealing with NSSI in Serbia.
PB  - Elsevier
T2  - Psychiatry Research Communications
T2  - Psychiatry Research CommunicationsPsychiatry Research Communications
T1  - Nonsuicidal Self-Injury (NSSI) in Serbia: Nationally representative sample study
IS  - 3
SP  - 100051
VL  - 2
DO  - 10.1016/j.psycom.2022.100051
ER  - 

@article{
author = "Radanović, Ana and Kostić, Milutin and Pejović-Milovančević, Milica and Tošković, Oliver and Videnović, Marina and Mitković-Vončina, Marija and Radosavljev-Kirćanski, Jelena and Mandić-Maravić, Vanja and Lazarević, Ljiljana B.",
year = "2022",
abstract = "Although NSSI has been drawing the attention of researchers intensely for the last 30 years, to date there is no published study about rates of NSSI behaviors in countries of south-eastern Europe. The study aimed to explore NSSI in the Republic of Serbia. Data were collected using multistage random sampling. The final sample consisted of 2792 participants (57.4% female) while the NSSI subsample consisted of 405 participants (54.3% males). Results showed the NSSI rate in Serbia is 4.3% based on a percentage of people who answered affirmatively to lifetime NSSI engagement. However, when the percentage of people who reported at least one positive answer through the NSSI behaviors checklist, the rate rises to 14.5%. The most frequent NSSI behavior is wound picking. NSSI rate drops to 8.8% when wound picking is excluded. Those engaged in NSSI were more likely to report suicide attempts and seek professional help than those who did not report NSSI. Gender differences in NSSI frequency are found only in cases of headbanging and burning oneself. This study showed the scope of NSSI-related problems is similar in Serbia compared to other countries. It also raised questions about the lack of preventive programs and treatment strategies for dealing with NSSI in Serbia.",
publisher = "Elsevier",
journal = "Psychiatry Research Communications, Psychiatry Research CommunicationsPsychiatry Research Communications",
title = "Nonsuicidal Self-Injury (NSSI) in Serbia: Nationally representative sample study",
number = "3",
pages = "100051",
volume = "2",
doi = "10.1016/j.psycom.2022.100051"
}

Radanović, A., Kostić, M., Pejović-Milovančević, M., Tošković, O., Videnović, M., Mitković-Vončina, M., Radosavljev-Kirćanski, J., Mandić-Maravić, V.,& Lazarević, L. B.. (2022). Nonsuicidal Self-Injury (NSSI) in Serbia: Nationally representative sample study. in Psychiatry Research Communications
Elsevier., 2(3), 100051.
https://doi.org/10.1016/j.psycom.2022.100051

Radanović A, Kostić M, Pejović-Milovančević M, Tošković O, Videnović M, Mitković-Vončina M, Radosavljev-Kirćanski J, Mandić-Maravić V, Lazarević LB. Nonsuicidal Self-Injury (NSSI) in Serbia: Nationally representative sample study. in Psychiatry Research Communications. 2022;2(3):100051.
doi:10.1016/j.psycom.2022.100051 .

Radanović, Ana, Kostić, Milutin, Pejović-Milovančević, Milica, Tošković, Oliver, Videnović, Marina, Mitković-Vončina, Marija, Radosavljev-Kirćanski, Jelena, Mandić-Maravić, Vanja, Lazarević, Ljiljana B., "Nonsuicidal Self-Injury (NSSI) in Serbia: Nationally representative sample study" in Psychiatry Research Communications, 2, no. 3 (2022):100051,
https://doi.org/10.1016/j.psycom.2022.100051 . .

TY  - CONF
AU  - Stepanović Ilić, Ivana
AU  - Mojović, Kristina
AU  - Videnović, Marina
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/423
AB  - Upotreba digitalnih materijala u obrazovanju i njihovo poređenje sa tradicionalnim
su predmet brojnih istraživanja (Daniel & Woody, 2013; Van Horne et al., 2016; Woody et al.,
2010). Ivić (2019) ističe da još nema dovoljno saznanja i praktičnih iskustava kako bismo doneli
pouzdan sud o vrednosti elektronskih materijala. To posebno važi za njihovu primenu kod
najmlađih učenika jer su istraživanja uglavnom ispitivala studente.
PB  - Beograd : Institut za pedagoška istraživanja
PB  - Beograd : Institut za psihologiju
C3  - Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
T1  - Iskustva učenika IV razreda osnovne škole sa digitalnim i klasičnim testovima znanja
EP  - 53
SP  - 50
UR  - https://hdl.handle.net/21.15107/rcub_ipir_423
ER  - 

@conference{
author = "Stepanović Ilić, Ivana and Mojović, Kristina and Videnović, Marina",
year = "2021",
abstract = "Upotreba digitalnih materijala u obrazovanju i njihovo poređenje sa tradicionalnim
su predmet brojnih istraživanja (Daniel & Woody, 2013; Van Horne et al., 2016; Woody et al.,
2010). Ivić (2019) ističe da još nema dovoljno saznanja i praktičnih iskustava kako bismo doneli
pouzdan sud o vrednosti elektronskih materijala. To posebno važi za njihovu primenu kod
najmlađih učenika jer su istraživanja uglavnom ispitivala studente.",
publisher = "Beograd : Institut za pedagoška istraživanja, Beograd : Institut za psihologiju",
journal = "Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika",
title = "Iskustva učenika IV razreda osnovne škole sa digitalnim i klasičnim testovima znanja",
pages = "53-50",
url = "https://hdl.handle.net/21.15107/rcub_ipir_423"
}

Stepanović Ilić, I., Mojović, K.,& Videnović, M.. (2021). Iskustva učenika IV razreda osnovne škole sa digitalnim i klasičnim testovima znanja. in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
Beograd : Institut za pedagoška istraživanja., 50-53.
https://hdl.handle.net/21.15107/rcub_ipir_423

Stepanović Ilić I, Mojović K, Videnović M. Iskustva učenika IV razreda osnovne škole sa digitalnim i klasičnim testovima znanja. in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika. 2021;:50-53.
https://hdl.handle.net/21.15107/rcub_ipir_423 .

Stepanović Ilić, Ivana, Mojović, Kristina, Videnović, Marina, "Iskustva učenika IV razreda osnovne škole sa digitalnim i klasičnim testovima znanja" in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika (2021):50-53,
https://hdl.handle.net/21.15107/rcub_ipir_423 .

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  - CONF
AU  - Krnjaić, Zora
AU  - Videnović, Marina
AU  - Potrić, Jelena
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/442
AB  - Koncept dobrobiti, dobrostanja ili blagostanja (engl. well-being) upućuje na pozitivne
karakteristike i optimalno funkcionisanje pojedinca tokom čitavog životnog ciklusa, a posebno
je pogodn kao teorijski okvir za razmatranje razvoja dece i mladih. Ovo je složen koncept
koji obuhvata: objektivne mere dobrobiti i životnih uslova dece i adolescenata; subjektivni
doživljaj dobrobiti dece i adolescenata, njihova iskustva, gledišta, procene i aspiracije; iskustva,
gledišta, procene i aspiracije drugih relevantnih aktera (roditelja i/ili drugih odgajatelja,
nastavnika i stručnjaka) u pogledu dobrobiti dece i adolescenata (Ben Arieh et al., 2014).
Ovako, sveobuhvatno određen, koncept dobrobiti naročito je primeren okvir za sagledavanje
položaja i potreba defavorizovane i osetljive grupe dece i adolescenata na porodičnom
semeštaju (Auerswald et al., 2017).
PB  - Beograd : Institut za pedagoška istraživanja
PB  - Beograd : Institut za psihologiju
C3  - Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
T1  - Stručni saradnici škola o dobrobiti adolescenata na hraniteljskom smeštaju
EP  - 153
SP  - 150
UR  - https://hdl.handle.net/21.15107/rcub_ipir_442
ER  - 

@conference{
author = "Krnjaić, Zora and Videnović, Marina and Potrić, Jelena",
year = "2021",
abstract = "Koncept dobrobiti, dobrostanja ili blagostanja (engl. well-being) upućuje na pozitivne
karakteristike i optimalno funkcionisanje pojedinca tokom čitavog životnog ciklusa, a posebno
je pogodn kao teorijski okvir za razmatranje razvoja dece i mladih. Ovo je složen koncept
koji obuhvata: objektivne mere dobrobiti i životnih uslova dece i adolescenata; subjektivni
doživljaj dobrobiti dece i adolescenata, njihova iskustva, gledišta, procene i aspiracije; iskustva,
gledišta, procene i aspiracije drugih relevantnih aktera (roditelja i/ili drugih odgajatelja,
nastavnika i stručnjaka) u pogledu dobrobiti dece i adolescenata (Ben Arieh et al., 2014).
Ovako, sveobuhvatno određen, koncept dobrobiti naročito je primeren okvir za sagledavanje
položaja i potreba defavorizovane i osetljive grupe dece i adolescenata na porodičnom
semeštaju (Auerswald et al., 2017).",
publisher = "Beograd : Institut za pedagoška istraživanja, Beograd : Institut za psihologiju",
journal = "Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika",
title = "Stručni saradnici škola o dobrobiti adolescenata na hraniteljskom smeštaju",
pages = "153-150",
url = "https://hdl.handle.net/21.15107/rcub_ipir_442"
}

Krnjaić, Z., Videnović, M.,& Potrić, J.. (2021). Stručni saradnici škola o dobrobiti adolescenata na hraniteljskom smeštaju. in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
Beograd : Institut za pedagoška istraživanja., 150-153.
https://hdl.handle.net/21.15107/rcub_ipir_442

Krnjaić Z, Videnović M, Potrić J. Stručni saradnici škola o dobrobiti adolescenata na hraniteljskom smeštaju. in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika. 2021;:150-153.
https://hdl.handle.net/21.15107/rcub_ipir_442 .

Krnjaić, Zora, Videnović, Marina, Potrić, Jelena, "Stručni saradnici škola o dobrobiti adolescenata na hraniteljskom smeštaju" in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika (2021):150-153,
https://hdl.handle.net/21.15107/rcub_ipir_442 .