TY  - JOUR
AU  - Lepojević, Marina Kovačević
AU  - Branković, Lidija Bukvić
AU  - Popović-Ćitić, Branislava
AU  - Marinković, Ana Paraušić
AU  - Trajković, Marija
PY  - 2024
UR  - http://teme2.junis.ni.ac.rs/index.php/TEME/article/view/1744
UR  - http://ipir.ipisr.org.rs/handle/123456789/1093
AB  - The study aimed to examine the implementation of social teaching practices (STP) in primary schools in Serbia during the COVID-19 pandemic. We explored how the flexibility of STP relates to teachers’ socioemotional competencies (SEC), general teaching difficulties during the pandemic, their satisfaction with the education system, and perception of professional future on a sample of 817 teachers. Research findings suggest that those teachers with higher SEC, less teaching difficulties, and those who are more satisfied with the education system and more optimistic about their professional future implement more STPs. Differences in STPs were also found regarding the teachers’ gender, education cycle, and teaching modality. The study indicated that use of STPs by teachers in times of crisis can be empowered with diverse support opportunities through professional development.
AB  - Истраживање је усмерено ка процени могућности коришћења социјалних наставних пракси (СНП) у условима пандемијског образовања. На узорку од 817 наставника основних школа испитана је флексибилност социјалних наставних пракси у вези са социоемоционалним компетенцијама (СЕК) наставника, генералним тешкоћама извођења наставе током пандемије, задовољством наставника образовањем у време пандемије и перцепцијом будућности професије. Резултати истраживања упућују на то да социоемоционално компетентнији наставници, наставници задовољнији функционисањем образовног система у време пандемије, као и наставници оптимистичнији у вези са својом професионалном будућношћу примењују више СНП. Откривене су разлике у примени социјалних наставних пракси у односу на пол, образовни циклус и модалитет наставе. Резултати истраживања упућују на то да примена социјалних наставних пракси у кризним временима може бити унапређена различитим могућностима подршке у склопу професионалног развоја наставника.
T2  - TEME
T1  - Where there is a will, there is a way: the social teaching practices of primary school teachers during the COVID-19 pandemic
T1  - Где има воље, има и начина: социјалне наставне праксе наставника у основним школама током пандемије КОВИД-19
EP  - 34
IS  - n/a
SP  - 19
DO  - 10.22190/TEME230120002K
ER  - 

@article{
author = "Lepojević, Marina Kovačević and Branković, Lidija Bukvić and Popović-Ćitić, Branislava and Marinković, Ana Paraušić and Trajković, Marija",
year = "2024",
abstract = "The study aimed to examine the implementation of social teaching practices (STP) in primary schools in Serbia during the COVID-19 pandemic. We explored how the flexibility of STP relates to teachers’ socioemotional competencies (SEC), general teaching difficulties during the pandemic, their satisfaction with the education system, and perception of professional future on a sample of 817 teachers. Research findings suggest that those teachers with higher SEC, less teaching difficulties, and those who are more satisfied with the education system and more optimistic about their professional future implement more STPs. Differences in STPs were also found regarding the teachers’ gender, education cycle, and teaching modality. The study indicated that use of STPs by teachers in times of crisis can be empowered with diverse support opportunities through professional development., Истраживање је усмерено ка процени могућности коришћења социјалних наставних пракси (СНП) у условима пандемијског образовања. На узорку од 817 наставника основних школа испитана је флексибилност социјалних наставних пракси у вези са социоемоционалним компетенцијама (СЕК) наставника, генералним тешкоћама извођења наставе током пандемије, задовољством наставника образовањем у време пандемије и перцепцијом будућности професије. Резултати истраживања упућују на то да социоемоционално компетентнији наставници, наставници задовољнији функционисањем образовног система у време пандемије, као и наставници оптимистичнији у вези са својом професионалном будућношћу примењују више СНП. Откривене су разлике у примени социјалних наставних пракси у односу на пол, образовни циклус и модалитет наставе. Резултати истраживања упућују на то да примена социјалних наставних пракси у кризним временима може бити унапређена различитим могућностима подршке у склопу професионалног развоја наставника.",
journal = "TEME",
title = "Where there is a will, there is a way: the social teaching practices of primary school teachers during the COVID-19 pandemic, Где има воље, има и начина: социјалне наставне праксе наставника у основним школама током пандемије КОВИД-19",
pages = "34-19",
number = "n/a",
doi = "10.22190/TEME230120002K"
}

Lepojević, M. K., Branković, L. B., Popović-Ćitić, B., Marinković, A. P.,& Trajković, M.. (2024). Where there is a will, there is a way: the social teaching practices of primary school teachers during the COVID-19 pandemic. in TEME(n/a), 19-34.
https://doi.org/10.22190/TEME230120002K

Lepojević MK, Branković LB, Popović-Ćitić B, Marinković AP, Trajković M. Where there is a will, there is a way: the social teaching practices of primary school teachers during the COVID-19 pandemic. in TEME. 2024;(n/a):19-34.
doi:10.22190/TEME230120002K .

Lepojević, Marina Kovačević, Branković, Lidija Bukvić, Popović-Ćitić, Branislava, Marinković, Ana Paraušić, Trajković, Marija, "Where there is a will, there is a way: the social teaching practices of primary school teachers during the COVID-19 pandemic" in TEME, no. n/a (2024):19-34,
https://doi.org/10.22190/TEME230120002K . .

TY  - CONF
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić, Lidija
PY  - 2024
UR  - http://ipir.ipisr.org.rs/handle/123456789/1087
AB  - Bullying refers to intentional actions, repeated over time, that harm, intimidate, or humiliate
another person and that occur within the context of an imbalance of power, either real or
perceived, between the bully and the victim. Previous research suggests that age and gender
differences in bullying may be dependent upon the specific type of bullying behavior measured.
In general, the serious consequences of bullying impose the need for constant examination of
this negative phenomenon. To examine the frequency of personal experience of bullying
victimization among high school students, a survey was conducted on a sample of 243 Belgrade
students (76.5% female), aged 14–19 (M = 16.5; SD = 1.1). The Delaware Bullying
Victimization Scale (DBVS) was used to examine the frequency of personal experience of
bullying victimization. The DBVS is a six-point Likert-type scale (1 – never; 6 – every day),
which consists of a total of 16 items, which are further grouped into four subscales: Verbal,
Physical, Social/Relational and Cyberbullying. A separate score is computed for each subscale
(Verbal, Physical, Social/Relational, and Cyberbullying) and a total Bullying in School score
is computed by summing the scores on the first three subscales (under the recommendation of
the authors of the instrument). Internal reliability of the scale was high (α = .92). In general, it
can be said that high school students very rarely experienced bullying victimization (M = 1.63;
SD = .89). Verbal bullying victimization was the most common of all forms (M = 1.85; SD =
1.21), while cyberbullying was the least pronounced (M = 1.3; SD = .73). Male students more
often than female students experienced verbal (t(242) = 3.21, p < .01, d = .53), physical (t(242)
= 3.8, p < .01, d = .63), cyberbullying victimization (t(241) = 2.67, p = .01, d = .45), as well as
bullying victimization in general (t(242) = 3.29, p < .01, d = .55). The student's age had weak
positive correlations with the total score (r = 0.17, p = .01), but also with the scores on all
subscales (except for the Physical bullying). Based on the obtained findings, it can be
concluded that in the examined sample of high school students bullying victimization is not
frequent, male students experience bullying victimization more often, and the frequency of
bullying victimization increases with age. The results can serve as an initial insight and a
starting point to further assessments of bullying and intervention planning.
PB  - Beograd : Filozofski fakultet
C3  - XXX scientific conference: Empirical studies in psychology
T1  - Bullying victimization experiences among Belgrade high school students
EP  - 100
SP  - 100
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1087
ER  - 

@conference{
author = "Trajković, Marija and Popović-Ćitić, Branislava and Bukvić, Lidija",
year = "2024",
abstract = "Bullying refers to intentional actions, repeated over time, that harm, intimidate, or humiliate
another person and that occur within the context of an imbalance of power, either real or
perceived, between the bully and the victim. Previous research suggests that age and gender
differences in bullying may be dependent upon the specific type of bullying behavior measured.
In general, the serious consequences of bullying impose the need for constant examination of
this negative phenomenon. To examine the frequency of personal experience of bullying
victimization among high school students, a survey was conducted on a sample of 243 Belgrade
students (76.5% female), aged 14–19 (M = 16.5; SD = 1.1). The Delaware Bullying
Victimization Scale (DBVS) was used to examine the frequency of personal experience of
bullying victimization. The DBVS is a six-point Likert-type scale (1 – never; 6 – every day),
which consists of a total of 16 items, which are further grouped into four subscales: Verbal,
Physical, Social/Relational and Cyberbullying. A separate score is computed for each subscale
(Verbal, Physical, Social/Relational, and Cyberbullying) and a total Bullying in School score
is computed by summing the scores on the first three subscales (under the recommendation of
the authors of the instrument). Internal reliability of the scale was high (α = .92). In general, it
can be said that high school students very rarely experienced bullying victimization (M = 1.63;
SD = .89). Verbal bullying victimization was the most common of all forms (M = 1.85; SD =
1.21), while cyberbullying was the least pronounced (M = 1.3; SD = .73). Male students more
often than female students experienced verbal (t(242) = 3.21, p < .01, d = .53), physical (t(242)
= 3.8, p < .01, d = .63), cyberbullying victimization (t(241) = 2.67, p = .01, d = .45), as well as
bullying victimization in general (t(242) = 3.29, p < .01, d = .55). The student's age had weak
positive correlations with the total score (r = 0.17, p = .01), but also with the scores on all
subscales (except for the Physical bullying). Based on the obtained findings, it can be
concluded that in the examined sample of high school students bullying victimization is not
frequent, male students experience bullying victimization more often, and the frequency of
bullying victimization increases with age. The results can serve as an initial insight and a
starting point to further assessments of bullying and intervention planning.",
publisher = "Beograd : Filozofski fakultet",
journal = "XXX scientific conference: Empirical studies in psychology",
title = "Bullying victimization experiences among Belgrade high school students",
pages = "100-100",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1087"
}

Trajković, M., Popović-Ćitić, B.,& Bukvić, L.. (2024). Bullying victimization experiences among Belgrade high school students. in XXX scientific conference: Empirical studies in psychology
Beograd : Filozofski fakultet., 100-100.
https://hdl.handle.net/21.15107/rcub_ipir_1087

Trajković M, Popović-Ćitić B, Bukvić L. Bullying victimization experiences among Belgrade high school students. in XXX scientific conference: Empirical studies in psychology. 2024;:100-100.
https://hdl.handle.net/21.15107/rcub_ipir_1087 .

Trajković, Marija, Popović-Ćitić, Branislava, Bukvić, Lidija, "Bullying victimization experiences among Belgrade high school students" in XXX scientific conference: Empirical studies in psychology (2024):100-100,
https://hdl.handle.net/21.15107/rcub_ipir_1087 .

TY  - CONF
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/930
AB  - Intercultural sensitivity of students is becoming an increasingly important topic for
intercultural education and society. Intercultural sensitivity is defined as an individual's ability
to develop a positive emotion towards understanding and appreciating cultural differences in
order to promote appropriate and effective behavior in intercultural communication. In order
to examine the level of intercultural sensitivity of students, a survey was conducted on a sample
of 475 students (64.8% female), aged 13–19 years (M = 15.61; SD = 1.49), who attend primary
(26.5% of students) and secondary schools in Belgrade. The instrument Intercultural
Sensitivity Scale (ISS) was used to assess intercultural sensitivity. A short explanation was
written to the students that there are a large number of cultures in the world that differ from
each other in terms of customs, traditions and language, and that all people have the opportunity
to interact with people from different culture. Students were asked to evaluate their own
opinions and feelings in such situations. ISS is a five-point Likert-type scale, which consists of
a total of 24 items, further divided into five subscales: Interaction engagement (e.g. “I enjoy
interacting with people from different cultures”), Respect for cultural differences (e.g. “I
respect the values of people from different cultures”), Interaction confidence (e.g. “I am pretty
sure of myself in interacting with people from different cultures”), Interaction enjoyment (e.g.
“I get upset easily when interacting with people from different cultures”) and Interaction
attentiveness (measure social behaviors related to personal ability of attentiveness and
perceptiveness in interactions; e.g. “I am sensitive to my culturally-distinct counterpart’s subtle
meanings during our interaction”). The internal reliability of the scale was good (α = .88). The
mean global ISS score was 4 ± .57. When the scores on the subscales are observed, the students
record the highest score on the Respect for cultural diversity subscale (M = 4.30; SD = .76),
and the lowest on the Interaction attentiveness subscale (M = 3.27; SD = .95). Female students
are more interculturally sensitive than male students, both in terms of the total score (t(467) =
-7.36, p < 0.01, d = .69), and in the scores on all subscales. Also, it was established that the
level of intercultural sensitivity of students increases with age (r = 0.2, p < 0.01), that is,
secondary school students are more interculturally sensitive than elementary school students
(t(474) = 3.83, p < 0.01, d = .44), which can be explained by richer experience in diverse
interactions at an older age. This trend is also observed on all subscales, except for the
Interaction attentiveness subscale. The obtained results can serve as a basis for designing
educational interventions or programs aimed at developing students' intercultural sensitivity.
The above is particularly significant if we consider the importance of intercultural sensitivity
for the student's life and active participation in a multicultural and intercultural society.
PB  - Beograd : Filozofski fakultet
C3  - Empirical studies in psychology
T1  - Intercultural sensitivity of primary and secondary school students in Belgrade : Gender and age specificities
SP  - 118
VL  - 29
UR  - https://hdl.handle.net/21.15107/rcub_ipir_930
ER  - 

@conference{
author = "Trajković, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija",
year = "2023",
abstract = "Intercultural sensitivity of students is becoming an increasingly important topic for
intercultural education and society. Intercultural sensitivity is defined as an individual's ability
to develop a positive emotion towards understanding and appreciating cultural differences in
order to promote appropriate and effective behavior in intercultural communication. In order
to examine the level of intercultural sensitivity of students, a survey was conducted on a sample
of 475 students (64.8% female), aged 13–19 years (M = 15.61; SD = 1.49), who attend primary
(26.5% of students) and secondary schools in Belgrade. The instrument Intercultural
Sensitivity Scale (ISS) was used to assess intercultural sensitivity. A short explanation was
written to the students that there are a large number of cultures in the world that differ from
each other in terms of customs, traditions and language, and that all people have the opportunity
to interact with people from different culture. Students were asked to evaluate their own
opinions and feelings in such situations. ISS is a five-point Likert-type scale, which consists of
a total of 24 items, further divided into five subscales: Interaction engagement (e.g. “I enjoy
interacting with people from different cultures”), Respect for cultural differences (e.g. “I
respect the values of people from different cultures”), Interaction confidence (e.g. “I am pretty
sure of myself in interacting with people from different cultures”), Interaction enjoyment (e.g.
“I get upset easily when interacting with people from different cultures”) and Interaction
attentiveness (measure social behaviors related to personal ability of attentiveness and
perceptiveness in interactions; e.g. “I am sensitive to my culturally-distinct counterpart’s subtle
meanings during our interaction”). The internal reliability of the scale was good (α = .88). The
mean global ISS score was 4 ± .57. When the scores on the subscales are observed, the students
record the highest score on the Respect for cultural diversity subscale (M = 4.30; SD = .76),
and the lowest on the Interaction attentiveness subscale (M = 3.27; SD = .95). Female students
are more interculturally sensitive than male students, both in terms of the total score (t(467) =
-7.36, p < 0.01, d = .69), and in the scores on all subscales. Also, it was established that the
level of intercultural sensitivity of students increases with age (r = 0.2, p < 0.01), that is,
secondary school students are more interculturally sensitive than elementary school students
(t(474) = 3.83, p < 0.01, d = .44), which can be explained by richer experience in diverse
interactions at an older age. This trend is also observed on all subscales, except for the
Interaction attentiveness subscale. The obtained results can serve as a basis for designing
educational interventions or programs aimed at developing students' intercultural sensitivity.
The above is particularly significant if we consider the importance of intercultural sensitivity
for the student's life and active participation in a multicultural and intercultural society.",
publisher = "Beograd : Filozofski fakultet",
journal = "Empirical studies in psychology",
title = "Intercultural sensitivity of primary and secondary school students in Belgrade : Gender and age specificities",
pages = "118",
volume = "29",
url = "https://hdl.handle.net/21.15107/rcub_ipir_930"
}

Trajković, M., Popović-Ćitić, B.,& Bukvić Branković, L.. (2023). Intercultural sensitivity of primary and secondary school students in Belgrade : Gender and age specificities. in Empirical studies in psychology
Beograd : Filozofski fakultet., 29, 118.
https://hdl.handle.net/21.15107/rcub_ipir_930

Trajković M, Popović-Ćitić B, Bukvić Branković L. Intercultural sensitivity of primary and secondary school students in Belgrade : Gender and age specificities. in Empirical studies in psychology. 2023;29:118.
https://hdl.handle.net/21.15107/rcub_ipir_930 .

Trajković, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, "Intercultural sensitivity of primary and secondary school students in Belgrade : Gender and age specificities" in Empirical studies in psychology, 29 (2023):118,
https://hdl.handle.net/21.15107/rcub_ipir_930 .

TY  - CONF
AU  - Popović Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Trajković, Marija
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/931
AB  - Rezilijentnost se široko određuje kao kapacitet sistema da anticipira, adaptira i reorganizuje sebe
u uslovima nedaća na načine koji promovišu i održavaju njegovo uspešno funkcionisanje. Danas nema
spora da je ovaj kapacitet rezultat facilitativnih interakcija sa kopostojećim podređenim i nadređenim
sistemima koji omogućavaju da sistem ili njegovi delovi dobro funkcionišu tokom i nakon napada,
poremećaja ili stresa. Uvažavajući zahtev savremene nauke o rezilijentnosti da se u obzir uzmu multipli
sistemi ili nivoi sistema (biološki, psihološki, socijalni, veštački i prirodni), sve veći broj naučnika, sudeći
po novijim generacijama studija u humanim i prirodnim naukama, preusmerava interesovanje sa
objašnjenja rezilijentnosti unutar jednog sistema na razvijanje multisistemskih modela koji uvažavaju
recipročne interakcije između sistema tokom suočavanja sa spoljašnjim ili unutrašnjim pretnjama njihovoj
stabilnosti. Pregledom literature iz različitih disciplina utvrđeno je da procesi koji promovišu rezilijentnost
mogu biti veoma različiti u zavisnosti od konteksta u kome se pojavljuju, te da se u osnovi razlikuje
najmanje pet procesa koji stoje u vezi sa rezilijentnošću, a to su: perzistencija, rezistencija, oporavak,
adaptacija i transformacija. Prva dva procesa ne zahtevaju menjanje sistema i u tom smislu prethode
aktiviranju rezilijentnosti, dok preostala tri doprinose promenama koje sisteme čine održivijim u
kontekstima nedaća. U radu će biti predstavljeno na koji način sistemi, koji su u riziku da budi preplavljeni
unutrašnjim i spoljašnjim stresorima, mogu, kroz procese perzistencije i rezistencije, nastaviti da
funkcionišu bez promena i zadržati svoje uobičajeno ponašanje, te kako se, kroz procese oporavka,
adaptacije i transformacije, sistemi pod stresom ili nakon napada mogu kretati ka novom režimu
ponašanja, odnosno menjati na način da budu održiviji u kontekstima nedaća. Dodatno, u cilju
razumevanja procesa rezilijentnosti iz ugla multisistemskog modela, biće ukazano na značaj uvažavanja
praga stabilnosti, sprega povratnih informacija i kompromisa između sistema, te činjenice da procesi
rezilijentnosti nisu agentični, tj. da sistemi ne biraju jednu strategiju suočavanja u odnosu na druge, već,
umesto toga, optimizuju svoje funkcionisanje korišćenjem kopostojećih sistema za resurse koji različite
strategije čine manje ili više izvodljivim.
PB  - Beograd : Društvo defektologa Srbije
C3  - Dani defektologa Srbije
T1  - Razumevanje procesa rezilijentnosti iz ugla multisistemskog modela
UR  - https://hdl.handle.net/21.15107/rcub_ipir_931
ER  - 

@conference{
author = "Popović Ćitić, Branislava and Bukvić Branković, Lidija and Trajković, Marija",
year = "2023",
abstract = "Rezilijentnost se široko određuje kao kapacitet sistema da anticipira, adaptira i reorganizuje sebe
u uslovima nedaća na načine koji promovišu i održavaju njegovo uspešno funkcionisanje. Danas nema
spora da je ovaj kapacitet rezultat facilitativnih interakcija sa kopostojećim podređenim i nadređenim
sistemima koji omogućavaju da sistem ili njegovi delovi dobro funkcionišu tokom i nakon napada,
poremećaja ili stresa. Uvažavajući zahtev savremene nauke o rezilijentnosti da se u obzir uzmu multipli
sistemi ili nivoi sistema (biološki, psihološki, socijalni, veštački i prirodni), sve veći broj naučnika, sudeći
po novijim generacijama studija u humanim i prirodnim naukama, preusmerava interesovanje sa
objašnjenja rezilijentnosti unutar jednog sistema na razvijanje multisistemskih modela koji uvažavaju
recipročne interakcije između sistema tokom suočavanja sa spoljašnjim ili unutrašnjim pretnjama njihovoj
stabilnosti. Pregledom literature iz različitih disciplina utvrđeno je da procesi koji promovišu rezilijentnost
mogu biti veoma različiti u zavisnosti od konteksta u kome se pojavljuju, te da se u osnovi razlikuje
najmanje pet procesa koji stoje u vezi sa rezilijentnošću, a to su: perzistencija, rezistencija, oporavak,
adaptacija i transformacija. Prva dva procesa ne zahtevaju menjanje sistema i u tom smislu prethode
aktiviranju rezilijentnosti, dok preostala tri doprinose promenama koje sisteme čine održivijim u
kontekstima nedaća. U radu će biti predstavljeno na koji način sistemi, koji su u riziku da budi preplavljeni
unutrašnjim i spoljašnjim stresorima, mogu, kroz procese perzistencije i rezistencije, nastaviti da
funkcionišu bez promena i zadržati svoje uobičajeno ponašanje, te kako se, kroz procese oporavka,
adaptacije i transformacije, sistemi pod stresom ili nakon napada mogu kretati ka novom režimu
ponašanja, odnosno menjati na način da budu održiviji u kontekstima nedaća. Dodatno, u cilju
razumevanja procesa rezilijentnosti iz ugla multisistemskog modela, biće ukazano na značaj uvažavanja
praga stabilnosti, sprega povratnih informacija i kompromisa između sistema, te činjenice da procesi
rezilijentnosti nisu agentični, tj. da sistemi ne biraju jednu strategiju suočavanja u odnosu na druge, već,
umesto toga, optimizuju svoje funkcionisanje korišćenjem kopostojećih sistema za resurse koji različite
strategije čine manje ili više izvodljivim.",
publisher = "Beograd : Društvo defektologa Srbije",
journal = "Dani defektologa Srbije",
title = "Razumevanje procesa rezilijentnosti iz ugla multisistemskog modela",
url = "https://hdl.handle.net/21.15107/rcub_ipir_931"
}

Popović Ćitić, B., Bukvić Branković, L.,& Trajković, M.. (2023). Razumevanje procesa rezilijentnosti iz ugla multisistemskog modela. in Dani defektologa Srbije
Beograd : Društvo defektologa Srbije..
https://hdl.handle.net/21.15107/rcub_ipir_931

Popović Ćitić B, Bukvić Branković L, Trajković M. Razumevanje procesa rezilijentnosti iz ugla multisistemskog modela. in Dani defektologa Srbije. 2023;.
https://hdl.handle.net/21.15107/rcub_ipir_931 .

Popović Ćitić, Branislava, Bukvić Branković, Lidija, Trajković, Marija, "Razumevanje procesa rezilijentnosti iz ugla multisistemskog modela" in Dani defektologa Srbije (2023),
https://hdl.handle.net/21.15107/rcub_ipir_931 .

TY  - CONF
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić Marinković, Ana
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/953
AB  - Kulturalne kompetencije nastavnika smatraju se ključnom pretpostavkom uvažavanja različitosti, kreiranja
klime međusobnog razumevanja, poštovanja i ravnopravne saradnje u školi. U cilju ispitivanja samoprocene
kulturalnih kompetencija, realizovano je istraživanje na uzorku od 254 nastavnika srednjih škola.
Instrument koji je korišćen u istraživanju je Skala za samoprocenu kulturalnih kompetencija osoblja škole.
Rezultati pokazuju da nastavnici, generalno, na relativno visokom nivou ocenjuju sopstvene kulturalne
kompetencije. Samoprocena kulturalnih kompetencija nastavnika značajno zavisi od pola i dužine radnog
staža u obrazovanju. Uz uvažavanje ključnih nedostataka istraživanja, može se izvesti zaključak o zadovoljavajućem
nivou kulturalnih kompetencija nastavnika srednjih škola, ali i o jasnom prostoru za njihovo
dalje unapređivanje. Istaknuto mesto na tom planu zavređuju programi stručnog usavršavanja nastavnika,
kao i inkorporiranje sadržaja kojim se obrađuju teme kulturalnih kompetencija u kurikulume obrazovanja
budućeg nastavničkog kadra.
PB  - Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju
C3  - Susreti pedagoga: Nacionalni naučni skup U potrazi za kvalitetnim obrazovanjem i vaspitanjem
T1  - Kulturalne kompetencije u obrazovno-vaspitnoj praksi: samoprocena nastavnika srednjih škola
EP  - 160
SP  - 157
UR  - https://hdl.handle.net/21.15107/rcub_ipir_953
ER  - 

@conference{
author = "Trajković, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Kovačević-Lepojević, Marina and Paraušić Marinković, Ana",
year = "2023",
abstract = "Kulturalne kompetencije nastavnika smatraju se ključnom pretpostavkom uvažavanja različitosti, kreiranja
klime međusobnog razumevanja, poštovanja i ravnopravne saradnje u školi. U cilju ispitivanja samoprocene
kulturalnih kompetencija, realizovano je istraživanje na uzorku od 254 nastavnika srednjih škola.
Instrument koji je korišćen u istraživanju je Skala za samoprocenu kulturalnih kompetencija osoblja škole.
Rezultati pokazuju da nastavnici, generalno, na relativno visokom nivou ocenjuju sopstvene kulturalne
kompetencije. Samoprocena kulturalnih kompetencija nastavnika značajno zavisi od pola i dužine radnog
staža u obrazovanju. Uz uvažavanje ključnih nedostataka istraživanja, može se izvesti zaključak o zadovoljavajućem
nivou kulturalnih kompetencija nastavnika srednjih škola, ali i o jasnom prostoru za njihovo
dalje unapređivanje. Istaknuto mesto na tom planu zavređuju programi stručnog usavršavanja nastavnika,
kao i inkorporiranje sadržaja kojim se obrađuju teme kulturalnih kompetencija u kurikulume obrazovanja
budućeg nastavničkog kadra.",
publisher = "Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju",
journal = "Susreti pedagoga: Nacionalni naučni skup U potrazi za kvalitetnim obrazovanjem i vaspitanjem",
title = "Kulturalne kompetencije u obrazovno-vaspitnoj praksi: samoprocena nastavnika srednjih škola",
pages = "160-157",
url = "https://hdl.handle.net/21.15107/rcub_ipir_953"
}

Trajković, M., Popović-Ćitić, B., Bukvić Branković, L., Kovačević-Lepojević, M.,& Paraušić Marinković, A.. (2023). Kulturalne kompetencije u obrazovno-vaspitnoj praksi: samoprocena nastavnika srednjih škola. in Susreti pedagoga: Nacionalni naučni skup U potrazi za kvalitetnim obrazovanjem i vaspitanjem
Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju., 157-160.
https://hdl.handle.net/21.15107/rcub_ipir_953

Trajković M, Popović-Ćitić B, Bukvić Branković L, Kovačević-Lepojević M, Paraušić Marinković A. Kulturalne kompetencije u obrazovno-vaspitnoj praksi: samoprocena nastavnika srednjih škola. in Susreti pedagoga: Nacionalni naučni skup U potrazi za kvalitetnim obrazovanjem i vaspitanjem. 2023;:157-160.
https://hdl.handle.net/21.15107/rcub_ipir_953 .

Trajković, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Kovačević-Lepojević, Marina, Paraušić Marinković, Ana, "Kulturalne kompetencije u obrazovno-vaspitnoj praksi: samoprocena nastavnika srednjih škola" in Susreti pedagoga: Nacionalni naučni skup U potrazi za kvalitetnim obrazovanjem i vaspitanjem (2023):157-160,
https://hdl.handle.net/21.15107/rcub_ipir_953 .

TY  - CONF
AU  - Bogićević, Dragana
AU  - Bukvić Branković, Lidija
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1009
AB  - School o r s tudent e ngagement i s w idely r ecognized a s a m ultidimensional c onstruct
that encompasses three aspects of engagement – cognitive, behavioral, and emotional.
Previous research has linked student engagement to various positive developmental
outcomes such as academic achievement, prosocial behavior, and sense of belonging to
the school. Examining school engagement and its relationship with prosocial behavior
is especially important in high school, when engagement is known to decline. Therefore,
the aim of this study is to examine whether adolescents’ school engagement is
associated with prosocial behavior among high school students.
The research sample consisted of 766 students (61.1% female) from four high schools in
Serbia, age from 15 to 19 (M = 16.36, SD = 1.04). School engagement was assessed by Delaware Student Engagement Scale (four-point Likert-type scale, α = .90). The results
of the confirmatory factor analysis did not yield three separate factors, but instead
showed that the items of the behavioral and cognitive engagement subscales were best
represented by one factor. Thus, the scale consists of only two subscales:
cognitive/behavioral engagement (8 items, α = .89) and emotional engagement (4
items, α = .90). Data on prosocial behavior were collected using the prosocial subscale
of The Strengths and Difficulties Questionnaire (5 items, α = .84).
The results show that school engagement is statistically significantly positively
correlated with students’ prosocial behavior. Students with higher scores on the
engagement scale exhibit more prosocial behaviors (r = .64, p = <.001). In addition, a
stronger relationship is found between students' cognitive-behavioral engagement and
prosocial behaviors (r = .65, p = <.001), compared to emotional engagement (r = .46, p =
<.001). The correlation remains significant even when age and gender of respondents
are taken into account.
The results of this study suggest that school engagement can be a powerful resource
for prevention practice and the promotion of prosocial behavior, and that it would be
useful to plan interventions that promote active engagement of students in school.
PB  - Novi Sad : Filozofski fakultet
C3  - Current Trends in Psychology
T1  - Student engagement and prosocial behavior in high school students
EP  - 116
SP  - 115
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1009
ER  - 

@conference{
author = "Bogićević, Dragana and Bukvić Branković, Lidija and Trajković, Marija and Popović-Ćitić, Branislava",
year = "2023",
abstract = "School o r s tudent e ngagement i s w idely r ecognized a s a m ultidimensional c onstruct
that encompasses three aspects of engagement – cognitive, behavioral, and emotional.
Previous research has linked student engagement to various positive developmental
outcomes such as academic achievement, prosocial behavior, and sense of belonging to
the school. Examining school engagement and its relationship with prosocial behavior
is especially important in high school, when engagement is known to decline. Therefore,
the aim of this study is to examine whether adolescents’ school engagement is
associated with prosocial behavior among high school students.
The research sample consisted of 766 students (61.1% female) from four high schools in
Serbia, age from 15 to 19 (M = 16.36, SD = 1.04). School engagement was assessed by Delaware Student Engagement Scale (four-point Likert-type scale, α = .90). The results
of the confirmatory factor analysis did not yield three separate factors, but instead
showed that the items of the behavioral and cognitive engagement subscales were best
represented by one factor. Thus, the scale consists of only two subscales:
cognitive/behavioral engagement (8 items, α = .89) and emotional engagement (4
items, α = .90). Data on prosocial behavior were collected using the prosocial subscale
of The Strengths and Difficulties Questionnaire (5 items, α = .84).
The results show that school engagement is statistically significantly positively
correlated with students’ prosocial behavior. Students with higher scores on the
engagement scale exhibit more prosocial behaviors (r = .64, p = <.001). In addition, a
stronger relationship is found between students' cognitive-behavioral engagement and
prosocial behaviors (r = .65, p = <.001), compared to emotional engagement (r = .46, p =
<.001). The correlation remains significant even when age and gender of respondents
are taken into account.
The results of this study suggest that school engagement can be a powerful resource
for prevention practice and the promotion of prosocial behavior, and that it would be
useful to plan interventions that promote active engagement of students in school.",
publisher = "Novi Sad : Filozofski fakultet",
journal = "Current Trends in Psychology",
title = "Student engagement and prosocial behavior in high school students",
pages = "116-115",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1009"
}

Bogićević, D., Bukvić Branković, L., Trajković, M.,& Popović-Ćitić, B.. (2023). Student engagement and prosocial behavior in high school students. in Current Trends in Psychology
Novi Sad : Filozofski fakultet., 115-116.
https://hdl.handle.net/21.15107/rcub_ipir_1009

Bogićević D, Bukvić Branković L, Trajković M, Popović-Ćitić B. Student engagement and prosocial behavior in high school students. in Current Trends in Psychology. 2023;:115-116.
https://hdl.handle.net/21.15107/rcub_ipir_1009 .

Bogićević, Dragana, Bukvić Branković, Lidija, Trajković, Marija, Popović-Ćitić, Branislava, "Student engagement and prosocial behavior in high school students" in Current Trends in Psychology (2023):115-116,
https://hdl.handle.net/21.15107/rcub_ipir_1009 .

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

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

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

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

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

TY  - GEN
AU  - Gutvajn, Nikoleta
AU  - Drobac, Ana
AU  - Đerić, Ivana
AU  - Kovačević-Lepojević, Marina
AU  - Jošić, Smiljana
AU  - Micić, Isidora
AU  - Radanović, Ana
AU  - Trajković, Marija
AU  - Tadić, Violeta
AU  - Džinović, Vladimir
AU  - Ševkušić, Slavica
PY  - 2023
UR  - https://www.ipisr.org.rs/images/publikacije/kako-postupati-u-kriznim-situacijamapreporuke-za-školsku-zajednicu
UR  - http://ipir.ipisr.org.rs/handle/123456789/940
AB  - Поштовани и драги наставници, стручни сарадници и директори школа,
Поводом трагичног догађаја у основној школи „Владислав Рибникар“ у Београду,
обраћамо вам се да бисмо вам показали да нисте сами. Ми, сарадници Института за
педагошка истраживања, смо уз вас као што сте и ви увек уз нас, спремни да сарађујете
и помогнете нам у нашим истраживачким активностима.
Осим што утиче на појединце који су директно њиме погођени, овај трагични догађај
може пореметити образовни процес у целини и утицати на све учеснике школског
живота и ширу заједницу. Школе треба да буду позитивна средина за учење и поучавање
која ученицима и запосленима пружа осећај континуитета, сигурности и припадности.
У овом кризном периоду пред вас се постављају веома висока очекивања – да наставите
одговорно да испуњавате своје свакодневне школске обавезе и да будете подршка
и ослонац својим ученицима у превазилажењу трауматских искустава. Притом, лако
се може изгубити из вида да сте и ви сведоци трагичног догађаја и да и вама треба
додатна снага и подршка да бисте одговорили на овај изазов.
Питате се какво понашање можете да очекујете од ученика и како да комуницирате
са њима у околностима које су стресне и неуобичајене. Свесни смо да је ваше богато
педагошко искуство ваш најснажнији ресурс, али нико не може бити потпуно спреман
за изазове овог типа. Овај приручник вам пружа основне препоруке на које можете да
се ослоните у кризним ситуацијама у раду са ученицима.
Мај, 2023. године
AB  - Poštovani i dragi nastavnici, stručni saradnici i direktori škola,
Povodom tragičnog događaja u osnovnoj školi „Vladislav Ribnikar“ u Beogradu,
obraćamo vam se da bismo vam pokazali da niste sami. Mi, saradnici Instituta za
pedagoška istraživanja, smo uz vas kao što ste i vi uvek uz nas, spremni da sarađujete
i pomognete nam u našim istraživačkim aktivnostima.
Osim što utiče na pojedince koji su direktno njime pogođeni, ovaj tragični događaj
može poremetiti obrazovni proces u celini i uticati na sve učesnike školskog
života i širu zajednicu. Škole treba da budu pozitivna sredina za učenje i poučavanje
koja učenicima i zaposlenima pruža osećaj kontinuiteta, sigurnosti i pripadnosti.
U ovom kriznom periodu pred vas se postavljaju veoma visoka očekivanja – da nastavite
odgovorno da ispunjavate svoje svakodnevne školske obaveze i da budete podrška
i oslonac svojim učenicima u prevazilaženju traumatskih iskustava. Pritom, lako
se može izgubiti iz vida da ste i vi svedoci tragičnog događaja i da i vama treba
dodatna snaga i podrška da biste odgovorili na ovaj izazov.
Pitate se kakvo ponašanje možete da očekujete od učenika i kako da komunicirate
sa njima u okolnostima koje su stresne i neuobičajene. Svesni smo da je vaše bogato
pedagoško iskustvo vaš najsnažniji resurs, ali niko ne može biti potpuno spreman
za izazove ovog tipa. Ovaj priručnik vam pruža osnovne preporuke na koje možete da
se oslonite u kriznim situacijama u radu sa učenicima.
Maj, 2023. godine
PB  - Београд : Институт за педагошка истраживања
T1  - Како поступати у кризним ситуацијама : препоруке за школску заједницу
T1  - Kako postupati u kriznim situacijama : preporuke za školsku zajednicu
EP  - 23
SP  - 3
UR  - https://hdl.handle.net/21.15107/rcub_ipir_940
ER  - 

@misc{
author = "Gutvajn, Nikoleta and Drobac, Ana and Đerić, Ivana and Kovačević-Lepojević, Marina and Jošić, Smiljana and Micić, Isidora and Radanović, Ana and Trajković, Marija and Tadić, Violeta and Džinović, Vladimir and Ševkušić, Slavica",
year = "2023",
abstract = "Поштовани и драги наставници, стручни сарадници и директори школа,
Поводом трагичног догађаја у основној школи „Владислав Рибникар“ у Београду,
обраћамо вам се да бисмо вам показали да нисте сами. Ми, сарадници Института за
педагошка истраживања, смо уз вас као што сте и ви увек уз нас, спремни да сарађујете
и помогнете нам у нашим истраживачким активностима.
Осим што утиче на појединце који су директно њиме погођени, овај трагични догађај
може пореметити образовни процес у целини и утицати на све учеснике школског
живота и ширу заједницу. Школе треба да буду позитивна средина за учење и поучавање
која ученицима и запосленима пружа осећај континуитета, сигурности и припадности.
У овом кризном периоду пред вас се постављају веома висока очекивања – да наставите
одговорно да испуњавате своје свакодневне школске обавезе и да будете подршка
и ослонац својим ученицима у превазилажењу трауматских искустава. Притом, лако
се може изгубити из вида да сте и ви сведоци трагичног догађаја и да и вама треба
додатна снага и подршка да бисте одговорили на овај изазов.
Питате се какво понашање можете да очекујете од ученика и како да комуницирате
са њима у околностима које су стресне и неуобичајене. Свесни смо да је ваше богато
педагошко искуство ваш најснажнији ресурс, али нико не може бити потпуно спреман
за изазове овог типа. Овај приручник вам пружа основне препоруке на које можете да
се ослоните у кризним ситуацијама у раду са ученицима.
Мај, 2023. године, Poštovani i dragi nastavnici, stručni saradnici i direktori škola,
Povodom tragičnog događaja u osnovnoj školi „Vladislav Ribnikar“ u Beogradu,
obraćamo vam se da bismo vam pokazali da niste sami. Mi, saradnici Instituta za
pedagoška istraživanja, smo uz vas kao što ste i vi uvek uz nas, spremni da sarađujete
i pomognete nam u našim istraživačkim aktivnostima.
Osim što utiče na pojedince koji su direktno njime pogođeni, ovaj tragični događaj
može poremetiti obrazovni proces u celini i uticati na sve učesnike školskog
života i širu zajednicu. Škole treba da budu pozitivna sredina za učenje i poučavanje
koja učenicima i zaposlenima pruža osećaj kontinuiteta, sigurnosti i pripadnosti.
U ovom kriznom periodu pred vas se postavljaju veoma visoka očekivanja – da nastavite
odgovorno da ispunjavate svoje svakodnevne školske obaveze i da budete podrška
i oslonac svojim učenicima u prevazilaženju traumatskih iskustava. Pritom, lako
se može izgubiti iz vida da ste i vi svedoci tragičnog događaja i da i vama treba
dodatna snaga i podrška da biste odgovorili na ovaj izazov.
Pitate se kakvo ponašanje možete da očekujete od učenika i kako da komunicirate
sa njima u okolnostima koje su stresne i neuobičajene. Svesni smo da je vaše bogato
pedagoško iskustvo vaš najsnažniji resurs, ali niko ne može biti potpuno spreman
za izazove ovog tipa. Ovaj priručnik vam pruža osnovne preporuke na koje možete da
se oslonite u kriznim situacijama u radu sa učenicima.
Maj, 2023. godine",
publisher = "Београд : Институт за педагошка истраживања",
title = "Како поступати у кризним ситуацијама : препоруке за школску заједницу, Kako postupati u kriznim situacijama : preporuke za školsku zajednicu",
pages = "23-3",
url = "https://hdl.handle.net/21.15107/rcub_ipir_940"
}

Gutvajn, N., Drobac, A., Đerić, I., Kovačević-Lepojević, M., Jošić, S., Micić, I., Radanović, A., Trajković, M., Tadić, V., Džinović, V.,& Ševkušić, S.. (2023). Како поступати у кризним ситуацијама : препоруке за школску заједницу. 
Београд : Институт за педагошка истраживања., 3-23.
https://hdl.handle.net/21.15107/rcub_ipir_940

Gutvajn N, Drobac A, Đerić I, Kovačević-Lepojević M, Jošić S, Micić I, Radanović A, Trajković M, Tadić V, Džinović V, Ševkušić S. Како поступати у кризним ситуацијама : препоруке за школску заједницу. 2023;:3-23.
https://hdl.handle.net/21.15107/rcub_ipir_940 .

Gutvajn, Nikoleta, Drobac, Ana, Đerić, Ivana, Kovačević-Lepojević, Marina, Jošić, Smiljana, Micić, Isidora, Radanović, Ana, Trajković, Marija, Tadić, Violeta, Džinović, Vladimir, Ševkušić, Slavica, "Како поступати у кризним ситуацијама : препоруке за школску заједницу" (2023):3-23,
https://hdl.handle.net/21.15107/rcub_ipir_940 .

TY  - CONF
AU  - Bogićević, Dragana
AU  - Bukvić, Lidija
AU  - Popović-Ćitić, Branislava
AU  - Trajković, Marija
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/964
AB  - Disciplinary practices refer to procedures teachers use in school to manage student
behavior and promote self-discipline. The aim of this study is to examine the use of positive,
punitive, and SEL disciplinary techniques and their effects on students’ prosocial behavior.
The research sample consisted of 766 students (61.1% female) aged 15 to 19 years (M = 16.36, SD
= 1.04). Teachers’ disciplinary techniques were assessed using the Delaware Positive, Punitive, and
SEL Techniques Scale (four-point Likert-type scale, α = .87). The scale consists of three subscales
measuring students’ perceptions of the use of positive behavior techniques (6 items, α = .88),
punitive/corrective techniques (6 items, α = .74), and social emotional learning techniques (6
items, α = .88). Data on prosocial behavior were collected using the prosocial subscale of the
Strengths and Difficulties Questionnaire (5 items, α = .84). The data show that secondary teachers
use all three groups of disciplinary techniques to about the same extent, although SEL and positive
disciplinary techniques are used to a slightly greater extent. Results indicate that teacher
techniques are statistically significantly correlated with student prosocial behavior (r(764) = .40, p =
<.001). The strongest positive correlation was found between SEL learning techniques and
prosocial behavior (r(764) = .48, p = < .001), then with positive behavior techniques (r(764) = .39, p = <
.001), while a very weak negative correlation was found between punitive techniques and
prosocial behavior (r(764) = -.11, p = < .01). This correlation remains even when respondents’ age
and gender are taken into account. The results of this study suggest that in the school context, it
may be useful to plan interventions that promote the use of SEL and positive disciplinary practices
which can be effective for prevention of behavioral problems among students.
PB  - Niš : Faculty of Philosophy
C3  - International conference days of applied psychology
T1  - Teachers’ disciplinary practices and prosocial behavior in high school students
EP  - 69
SP  - 69
VL  - 19
UR  - https://hdl.handle.net/21.15107/rcub_ipir_964
ER  - 

@conference{
author = "Bogićević, Dragana and Bukvić, Lidija and Popović-Ćitić, Branislava and Trajković, Marija",
year = "2023",
abstract = "Disciplinary practices refer to procedures teachers use in school to manage student
behavior and promote self-discipline. The aim of this study is to examine the use of positive,
punitive, and SEL disciplinary techniques and their effects on students’ prosocial behavior.
The research sample consisted of 766 students (61.1% female) aged 15 to 19 years (M = 16.36, SD
= 1.04). Teachers’ disciplinary techniques were assessed using the Delaware Positive, Punitive, and
SEL Techniques Scale (four-point Likert-type scale, α = .87). The scale consists of three subscales
measuring students’ perceptions of the use of positive behavior techniques (6 items, α = .88),
punitive/corrective techniques (6 items, α = .74), and social emotional learning techniques (6
items, α = .88). Data on prosocial behavior were collected using the prosocial subscale of the
Strengths and Difficulties Questionnaire (5 items, α = .84). The data show that secondary teachers
use all three groups of disciplinary techniques to about the same extent, although SEL and positive
disciplinary techniques are used to a slightly greater extent. Results indicate that teacher
techniques are statistically significantly correlated with student prosocial behavior (r(764) = .40, p =
<.001). The strongest positive correlation was found between SEL learning techniques and
prosocial behavior (r(764) = .48, p = < .001), then with positive behavior techniques (r(764) = .39, p = <
.001), while a very weak negative correlation was found between punitive techniques and
prosocial behavior (r(764) = -.11, p = < .01). This correlation remains even when respondents’ age
and gender are taken into account. The results of this study suggest that in the school context, it
may be useful to plan interventions that promote the use of SEL and positive disciplinary practices
which can be effective for prevention of behavioral problems among students.",
publisher = "Niš : Faculty of Philosophy",
journal = "International conference days of applied psychology",
title = "Teachers’ disciplinary practices and prosocial behavior in high school students",
pages = "69-69",
volume = "19",
url = "https://hdl.handle.net/21.15107/rcub_ipir_964"
}

Bogićević, D., Bukvić, L., Popović-Ćitić, B.,& Trajković, M.. (2023). Teachers’ disciplinary practices and prosocial behavior in high school students. in International conference days of applied psychology
Niš : Faculty of Philosophy., 19, 69-69.
https://hdl.handle.net/21.15107/rcub_ipir_964

Bogićević D, Bukvić L, Popović-Ćitić B, Trajković M. Teachers’ disciplinary practices and prosocial behavior in high school students. in International conference days of applied psychology. 2023;19:69-69.
https://hdl.handle.net/21.15107/rcub_ipir_964 .

Bogićević, Dragana, Bukvić, Lidija, Popović-Ćitić, Branislava, Trajković, Marija, "Teachers’ disciplinary practices and prosocial behavior in high school students" in International conference days of applied psychology, 19 (2023):69-69,
https://hdl.handle.net/21.15107/rcub_ipir_964 .

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  - Popović-Ćitić, Branislava
AU  - Trajković, Marija
AU  - Bukvić, Lidija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić Marinković, Ana
AU  - Kovačević, Milica
AU  - Bogićević, Dragana
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/977
AB  - Uvod: Kulturalne kompetencije, kao skup vrednosti, znanja, stavova
i veština potrebnih za razumevanje i poštovanje kulturalno različitih
pojedinaca, te uspostavljanje pozitivnih i konstruktivnih odnosa sa
njima, smatraju se važnim aspektom profesionalnog razvoja nastavnika u
okvirima interkulturalnog obrazovanja.
Cilj: Uvid u nivo razvijenosti kulturalnih kompetencija nastavnika srednje
škole – u domenima kulturalne svesnosti, znanja i veština, uz sagledavanje
uticaja pola i starosti ispitanika na rezultate samoprocene.
Metode: Uzorak je činilo 254 nastavnika (78,7% ženskog pola), starosti od
23 do 63 godine (M = 45,7; SD = 9,11), iz osam beogradskih srednjih škola.
Podaci su prikupljeni Kontrolnom listom za samoprocenu kulturalne
kompetencije (Cultural Competence Self-Assessment Checklist), koju čini
36 stavki na četvorostepenoj skali Likertovog tipa (α = .95), grupisanih u
tri podskale: kulturalna svesnost (α = .77), kulturalno znanje (α = .91) i
kulturalne veštine (α = .92).
Rezultati: Nastavnici srednje škole poseduju zadovoljavajući nivo
kulturalnih kompetencija (M = 3,13; SD = .47), pri čemu u najvećoj meri
raspolažu kulturalnim znanjem (M = 3,38; SD = .52), zatim kulturalnim
veštinama (M = 3,10; SD = .59) i, na kraju, kulturalnom svesnošću (M =
2,88; SD = .49). Mlađi i nastavnici ženskog pola procenjuju sopstveni nivo
ukupnih kulturalnih kompetencija višim u odnosu na starije (r = 0,21, p
< 0.01) i nastavnike muškog pola (t(214) = -2,26, p < 0,05). Najznačajnije
razlike, kada je u pitanju pol nastavnika, beleže se na nivou kulturalnih
veština (t(240) = -3,24, p < 0,01), dok su u odnosu na starost, razlike
najizraženije u domenu kulturalnog znanja (r = 0,23, p < 0,01).
Zaključak: Iako nastavnici svoje kulturalne kompetencije ocenjuju na
relativno visokom nivou, prostor za njihovo unapređivanje postoji.
Opravdano bi bilo implementirati programe stručnog usavršavanja
koji bi, kroz jačanje kulturalne svesnosti, znanja i veština nastavnika,
doprineli demokratskoj kulturi, interkulturalnom obrazovanju i kulturalno
kompetentnoj praksi u obrazovnom radu.
AB  - Introduction: Cultural competencies, as a set of values, knowledge,
attitudes and skills needed for understanding and respecting culturally
different individuals, and establishing positive and constructive relations
with them, are considered an important aspect of the professional
development of teachers in the framework of intercultural education.
Aim: An insight into the level of cultural competencies of high school
teachers – in the domains of cultural awareness, knowledge and skills,
while looking at the influence of gender and age of respondents on the
results of self-assessment.
Method: The sample consisted of 254 teachers (78.7% female), aged 23
to 63 (M = 45.7; SD = 9.11), from eight Belgrade high schools. Data were
collected with the Cultural Competence Self-Assessment Checklist, which
consists of 36 items on a four-point Likert-type scale (α = .95), grouped
into three subscales: cultural awareness (α = .77), cultural knowledge (α =
.91) and cultural skills (α = .92).
Results: High school teachers report a satisfactory level of cultural
competence (M = 3.13; SD = .47), whereby they have the most cultural
knowledge (M = 3.38; SD = .52), followed by cultural skills (M = 3.10; SD
= .59) and, finally, cultural awareness (M = 2.88; SD = .49). Younger and
female teachers estimate their own level of overall cultural competence
higher than older (r = 0.21, p < 0.01) and male teachers (t(214) = -2.26, p
< 0.05). The most significant differences, when it comes to the teacher’s
gender, are recorded at the level of cultural skills (t(240) = -3.24, p < 0.01),
while in relation to age, the differences are most pronounced in the
domain of cultural knowledge (r = 0.23, p < 0.01).
Conclusion: Although teachers rate their cultural competence at a
relatively high level, there is room for improvement. It would be desirable
to implement professional development programs that, through the
strengthening of cultural awareness, knowledge and skills of teachers,
would contribute to democratic culture, intercultural education and
culturally competent practice in educational work.
PB  - Beograd : Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - 12th International Scientific Conference Special Education and rehabilitation today
T1  - Kulturalne kompetencije u obrazovanju: rezultati samoprocene nastavnika srednje škole
T1  - Cultural competencies in education: results from self-assessment of high school teachers
EP  - 134
SP  - 133
UR  - https://hdl.handle.net/21.15107/rcub_ipir_977
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Trajković, Marija and Bukvić, Lidija and Kovačević-Lepojević, Marina and Paraušić Marinković, Ana and Kovačević, Milica and Bogićević, Dragana",
year = "2023",
abstract = "Uvod: Kulturalne kompetencije, kao skup vrednosti, znanja, stavova
i veština potrebnih za razumevanje i poštovanje kulturalno različitih
pojedinaca, te uspostavljanje pozitivnih i konstruktivnih odnosa sa
njima, smatraju se važnim aspektom profesionalnog razvoja nastavnika u
okvirima interkulturalnog obrazovanja.
Cilj: Uvid u nivo razvijenosti kulturalnih kompetencija nastavnika srednje
škole – u domenima kulturalne svesnosti, znanja i veština, uz sagledavanje
uticaja pola i starosti ispitanika na rezultate samoprocene.
Metode: Uzorak je činilo 254 nastavnika (78,7% ženskog pola), starosti od
23 do 63 godine (M = 45,7; SD = 9,11), iz osam beogradskih srednjih škola.
Podaci su prikupljeni Kontrolnom listom za samoprocenu kulturalne
kompetencije (Cultural Competence Self-Assessment Checklist), koju čini
36 stavki na četvorostepenoj skali Likertovog tipa (α = .95), grupisanih u
tri podskale: kulturalna svesnost (α = .77), kulturalno znanje (α = .91) i
kulturalne veštine (α = .92).
Rezultati: Nastavnici srednje škole poseduju zadovoljavajući nivo
kulturalnih kompetencija (M = 3,13; SD = .47), pri čemu u najvećoj meri
raspolažu kulturalnim znanjem (M = 3,38; SD = .52), zatim kulturalnim
veštinama (M = 3,10; SD = .59) i, na kraju, kulturalnom svesnošću (M =
2,88; SD = .49). Mlađi i nastavnici ženskog pola procenjuju sopstveni nivo
ukupnih kulturalnih kompetencija višim u odnosu na starije (r = 0,21, p
< 0.01) i nastavnike muškog pola (t(214) = -2,26, p < 0,05). Najznačajnije
razlike, kada je u pitanju pol nastavnika, beleže se na nivou kulturalnih
veština (t(240) = -3,24, p < 0,01), dok su u odnosu na starost, razlike
najizraženije u domenu kulturalnog znanja (r = 0,23, p < 0,01).
Zaključak: Iako nastavnici svoje kulturalne kompetencije ocenjuju na
relativno visokom nivou, prostor za njihovo unapređivanje postoji.
Opravdano bi bilo implementirati programe stručnog usavršavanja
koji bi, kroz jačanje kulturalne svesnosti, znanja i veština nastavnika,
doprineli demokratskoj kulturi, interkulturalnom obrazovanju i kulturalno
kompetentnoj praksi u obrazovnom radu., Introduction: Cultural competencies, as a set of values, knowledge,
attitudes and skills needed for understanding and respecting culturally
different individuals, and establishing positive and constructive relations
with them, are considered an important aspect of the professional
development of teachers in the framework of intercultural education.
Aim: An insight into the level of cultural competencies of high school
teachers – in the domains of cultural awareness, knowledge and skills,
while looking at the influence of gender and age of respondents on the
results of self-assessment.
Method: The sample consisted of 254 teachers (78.7% female), aged 23
to 63 (M = 45.7; SD = 9.11), from eight Belgrade high schools. Data were
collected with the Cultural Competence Self-Assessment Checklist, which
consists of 36 items on a four-point Likert-type scale (α = .95), grouped
into three subscales: cultural awareness (α = .77), cultural knowledge (α =
.91) and cultural skills (α = .92).
Results: High school teachers report a satisfactory level of cultural
competence (M = 3.13; SD = .47), whereby they have the most cultural
knowledge (M = 3.38; SD = .52), followed by cultural skills (M = 3.10; SD
= .59) and, finally, cultural awareness (M = 2.88; SD = .49). Younger and
female teachers estimate their own level of overall cultural competence
higher than older (r = 0.21, p < 0.01) and male teachers (t(214) = -2.26, p
< 0.05). The most significant differences, when it comes to the teacher’s
gender, are recorded at the level of cultural skills (t(240) = -3.24, p < 0.01),
while in relation to age, the differences are most pronounced in the
domain of cultural knowledge (r = 0.23, p < 0.01).
Conclusion: Although teachers rate their cultural competence at a
relatively high level, there is room for improvement. It would be desirable
to implement professional development programs that, through the
strengthening of cultural awareness, knowledge and skills of teachers,
would contribute to democratic culture, intercultural education and
culturally competent practice in educational work.",
publisher = "Beograd : Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "12th International Scientific Conference Special Education and rehabilitation today",
title = "Kulturalne kompetencije u obrazovanju: rezultati samoprocene nastavnika srednje škole, Cultural competencies in education: results from self-assessment of high school teachers",
pages = "134-133",
url = "https://hdl.handle.net/21.15107/rcub_ipir_977"
}

Popović-Ćitić, B., Trajković, M., Bukvić, L., Kovačević-Lepojević, M., Paraušić Marinković, A., Kovačević, M.,& Bogićević, D.. (2023). Kulturalne kompetencije u obrazovanju: rezultati samoprocene nastavnika srednje škole. in 12th International Scientific Conference Special Education and rehabilitation today
Beograd : Fakultet za specijalnu edukaciju i rehabilitaciju., 133-134.
https://hdl.handle.net/21.15107/rcub_ipir_977

Popović-Ćitić B, Trajković M, Bukvić L, Kovačević-Lepojević M, Paraušić Marinković A, Kovačević M, Bogićević D. Kulturalne kompetencije u obrazovanju: rezultati samoprocene nastavnika srednje škole. in 12th International Scientific Conference Special Education and rehabilitation today. 2023;:133-134.
https://hdl.handle.net/21.15107/rcub_ipir_977 .

Popović-Ćitić, Branislava, Trajković, Marija, Bukvić, Lidija, Kovačević-Lepojević, Marina, Paraušić Marinković, Ana, Kovačević, Milica, Bogićević, Dragana, "Kulturalne kompetencije u obrazovanju: rezultati samoprocene nastavnika srednje škole" in 12th International Scientific Conference Special Education and rehabilitation today (2023):133-134,
https://hdl.handle.net/21.15107/rcub_ipir_977 .

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  - CONF
AU  - Kovačević-Lepojević, Marina
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić, Lidija
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1012
AB  - In the post-Columbine era, schools worldwide have come to view school safety through
a school security lens. After the recent school shooting in Serbia, we seem to be inclined
to repeat the same pattern here, even though it has been shown that formal control in
schools (e.g., surveillance measures) is not effective in reducing misconduct, or at least
not as effective as a positive school climate might be (Fisher et al., 2019; King & Bracy,
2019; Tanner-Smith et al., 2018). Authoritative discipline theory suggests (Gregory
& Cornell, 2009) that schools that set high expectations for behavior (e.g., fairness
of school rules) and promote warm support (e.g., good teacher-student relationships)
increase school safety and reduce the likelihood of students violating school rules (Bear
et al., 2014). Findings indicate that a positive school climate is closely related to greater
school safety (Cornell, 2021; Kutsyuruba et al., 2015) and less school victimization,
including bullying (Gutvajn et al., 2021) and cyberbullying (Yang et al., 2021). The
fairness of school rules is usually considered to be an indicator of informal social control,
effective in maintaining school safety (Fisher et al., 2019).
PB  - Belgrade : Institute for Educational Research
C3  - Towards a More Equitable Education: From Research to Change
T1  - Through an atmosphere of fairness to safer schools
EP  - 135
SP  - 128
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1012
ER  - 

@conference{
author = "Kovačević-Lepojević, Marina and Trajković, Marija and Popović-Ćitić, Branislava and Bukvić, Lidija",
year = "2023",
abstract = "In the post-Columbine era, schools worldwide have come to view school safety through
a school security lens. After the recent school shooting in Serbia, we seem to be inclined
to repeat the same pattern here, even though it has been shown that formal control in
schools (e.g., surveillance measures) is not effective in reducing misconduct, or at least
not as effective as a positive school climate might be (Fisher et al., 2019; King & Bracy,
2019; Tanner-Smith et al., 2018). Authoritative discipline theory suggests (Gregory
& Cornell, 2009) that schools that set high expectations for behavior (e.g., fairness
of school rules) and promote warm support (e.g., good teacher-student relationships)
increase school safety and reduce the likelihood of students violating school rules (Bear
et al., 2014). Findings indicate that a positive school climate is closely related to greater
school safety (Cornell, 2021; Kutsyuruba et al., 2015) and less school victimization,
including bullying (Gutvajn et al., 2021) and cyberbullying (Yang et al., 2021). The
fairness of school rules is usually considered to be an indicator of informal social control,
effective in maintaining school safety (Fisher et al., 2019).",
publisher = "Belgrade : Institute for Educational Research",
journal = "Towards a More Equitable Education: From Research to Change",
title = "Through an atmosphere of fairness to safer schools",
pages = "135-128",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1012"
}

Kovačević-Lepojević, M., Trajković, M., Popović-Ćitić, B.,& Bukvić, L.. (2023). Through an atmosphere of fairness to safer schools. in Towards a More Equitable Education: From Research to Change
Belgrade : Institute for Educational Research., 128-135.
https://hdl.handle.net/21.15107/rcub_ipir_1012

Kovačević-Lepojević M, Trajković M, Popović-Ćitić B, Bukvić L. Through an atmosphere of fairness to safer schools. in Towards a More Equitable Education: From Research to Change. 2023;:128-135.
https://hdl.handle.net/21.15107/rcub_ipir_1012 .

Kovačević-Lepojević, Marina, Trajković, Marija, Popović-Ćitić, Branislava, Bukvić, Lidija, "Through an atmosphere of fairness to safer schools" in Towards a More Equitable Education: From Research to Change (2023):128-135,
https://hdl.handle.net/21.15107/rcub_ipir_1012 .

TY  - JOUR
AU  - Trajković, Marija
AU  - Kovačević, Lepojević Marina
AU  - Radulović, Mladen
PY  - 2023
UR  - https://scindeks.ceon.rs/Article.aspx?artid=0547-33302303337T
UR  - http://www.ncbi.nlm.nih.gov/pubmed/0547-33302303337T
UR  - http://ipir.ipisr.org.rs/handle/123456789/1056
AB  - The existing empirical subject matter testifies to a significant correlation between life satisfaction and positive future expectations among high school students. However, there is a lack of research situating more concretely the role of satisfaction with various aspects of life in relation to positive future expectations. Hence, this research focuses on the importance of satisfaction with various aspects of life among Belgrade high school students for their positive future expectations, with a particular emphasis on examining the role of school satisfaction. This research was conducted during the second semester of the 2021/22 academic year, on a sample of 215 Belgrade high school students. The results indicate that satisfaction with different aspects of life and satisfaction with life in general, have significant positive correlations with positive future expectations. Positive future expectations have the strongest correlation with self-satisfaction, while their lowest correlation is with school satisfaction. Despite its weak correlation with positive future expectations, satisfaction with school has proven to be a significant moderator of the strongest relationship identified - self-satisfaction and positive future expectations. In other words, the findings reached in this research point to the conclusion that activities planned in the context of the development of school satisfaction can compensate for the negative impact of self-satisfaction, prompting more positive future expectations. Considering that empirical endeavors so far have focused mostly on identifying a link with positive developmental outcomes, this research can serve as a starting point for a more detailed understanding of the mechanisms for encouraging positive future expectations among high school students.
AB  - Postojeća empirijska građa svedoči o značajnoj vezi zadovoljstva životom sa pozitivnim očekivanjima od budućnosti kod učenika srednjih škola. Međutim, u deficitu su istraživanja koja situiraju konkretniju ulogu zadovoljstva različitim životnim aspektima za pozitivna očekivanja od budućnosti. Stoga je ovo istraživanje usmereno na sagledavanje značaja zadovoljstva različitim aspektima života kod učenika beogradskih srednjih škola za njihova pozitivna očekivanja od budućnosti, s posebnim akcentom na ispitivanje uloge zadovoljstva školom. Istraživanje je sprovedeno tokom drugog polugodišta školske 2021/22. godine, na uzorku od 215 učenika beogradskih srednjih škola. Rezultati ukazuju na to da zadovoljstvo različitim aspektima života i zadovoljstvo životom generalno ostvaruju značajne pozitivne veze s pozitivnim očekivanjima od budućnosti. Najsnažnije veze pozitivna očekivanja od budućnosti ostvaruju sa zadovoljstvom sobom, dok se najslabija korelacija beleži sa zadovoljstvom školom. Uprkos slaboj povezanosti s pozitivnim očekivanjima od budućnosti, zadovoljstvo školom pokazuje se značajnim moderatorom najjače konstatovane veze - zadovoljstva sobom i pozitivnih očekivanja od budućnosti. Drugim rečima, nalazi dobijeni u ovom istraživanju upućuju na zaključak da planirane aktivnosti u kontekstu razvoja zadovoljstva školom mogu kompenzovati negativan uticaj zadovoljstva sobom i uticati na pozitivnija očekivanja od budućnosti. S obzirom na to da su dosadašnja empirijska stremljenja mahom bila fokusirana na utvrđivanje veze s pozitivnim razvojnim ishodima, ovo istraživanje može poslužiti kao polazna osnova za detaljnije sagledavanje mehanizama podsticanja pozitivnih očekivanja od budućnosti kod učenika srednjih škola.
T2  - Nastava i vaspitanje
T2  - Nastava i vaspitanje
T1  - Satisfaction with different aspects of life and positive future expectations among high school students: Specific significance of satisfaction with school
T1  - Zadovoljstvo različitim aspektima života i pozitivna očekivanja od budućnosti kod srednjoškolaca - specifičan značaj zadovoljstva školom
EP  - 351
IS  - 3
SP  - 337
VL  - 72
DO  - 10.5937/nasvas2303429T
ER  - 

@article{
author = "Trajković, Marija and Kovačević, Lepojević Marina and Radulović, Mladen",
year = "2023",
abstract = "The existing empirical subject matter testifies to a significant correlation between life satisfaction and positive future expectations among high school students. However, there is a lack of research situating more concretely the role of satisfaction with various aspects of life in relation to positive future expectations. Hence, this research focuses on the importance of satisfaction with various aspects of life among Belgrade high school students for their positive future expectations, with a particular emphasis on examining the role of school satisfaction. This research was conducted during the second semester of the 2021/22 academic year, on a sample of 215 Belgrade high school students. The results indicate that satisfaction with different aspects of life and satisfaction with life in general, have significant positive correlations with positive future expectations. Positive future expectations have the strongest correlation with self-satisfaction, while their lowest correlation is with school satisfaction. Despite its weak correlation with positive future expectations, satisfaction with school has proven to be a significant moderator of the strongest relationship identified - self-satisfaction and positive future expectations. In other words, the findings reached in this research point to the conclusion that activities planned in the context of the development of school satisfaction can compensate for the negative impact of self-satisfaction, prompting more positive future expectations. Considering that empirical endeavors so far have focused mostly on identifying a link with positive developmental outcomes, this research can serve as a starting point for a more detailed understanding of the mechanisms for encouraging positive future expectations among high school students., Postojeća empirijska građa svedoči o značajnoj vezi zadovoljstva životom sa pozitivnim očekivanjima od budućnosti kod učenika srednjih škola. Međutim, u deficitu su istraživanja koja situiraju konkretniju ulogu zadovoljstva različitim životnim aspektima za pozitivna očekivanja od budućnosti. Stoga je ovo istraživanje usmereno na sagledavanje značaja zadovoljstva različitim aspektima života kod učenika beogradskih srednjih škola za njihova pozitivna očekivanja od budućnosti, s posebnim akcentom na ispitivanje uloge zadovoljstva školom. Istraživanje je sprovedeno tokom drugog polugodišta školske 2021/22. godine, na uzorku od 215 učenika beogradskih srednjih škola. Rezultati ukazuju na to da zadovoljstvo različitim aspektima života i zadovoljstvo životom generalno ostvaruju značajne pozitivne veze s pozitivnim očekivanjima od budućnosti. Najsnažnije veze pozitivna očekivanja od budućnosti ostvaruju sa zadovoljstvom sobom, dok se najslabija korelacija beleži sa zadovoljstvom školom. Uprkos slaboj povezanosti s pozitivnim očekivanjima od budućnosti, zadovoljstvo školom pokazuje se značajnim moderatorom najjače konstatovane veze - zadovoljstva sobom i pozitivnih očekivanja od budućnosti. Drugim rečima, nalazi dobijeni u ovom istraživanju upućuju na zaključak da planirane aktivnosti u kontekstu razvoja zadovoljstva školom mogu kompenzovati negativan uticaj zadovoljstva sobom i uticati na pozitivnija očekivanja od budućnosti. S obzirom na to da su dosadašnja empirijska stremljenja mahom bila fokusirana na utvrđivanje veze s pozitivnim razvojnim ishodima, ovo istraživanje može poslužiti kao polazna osnova za detaljnije sagledavanje mehanizama podsticanja pozitivnih očekivanja od budućnosti kod učenika srednjih škola.",
journal = "Nastava i vaspitanje, Nastava i vaspitanje",
title = "Satisfaction with different aspects of life and positive future expectations among high school students: Specific significance of satisfaction with school, Zadovoljstvo različitim aspektima života i pozitivna očekivanja od budućnosti kod srednjoškolaca - specifičan značaj zadovoljstva školom",
pages = "351-337",
number = "3",
volume = "72",
doi = "10.5937/nasvas2303429T"
}

Trajković, M., Kovačević, L. M.,& Radulović, M.. (2023). Satisfaction with different aspects of life and positive future expectations among high school students: Specific significance of satisfaction with school. in Nastava i vaspitanje, 72(3), 337-351.
https://doi.org/10.5937/nasvas2303429T

Trajković M, Kovačević LM, Radulović M. Satisfaction with different aspects of life and positive future expectations among high school students: Specific significance of satisfaction with school. in Nastava i vaspitanje. 2023;72(3):337-351.
doi:10.5937/nasvas2303429T .

Trajković, Marija, Kovačević, Lepojević Marina, Radulović, Mladen, "Satisfaction with different aspects of life and positive future expectations among high school students: Specific significance of satisfaction with school" in Nastava i vaspitanje, 72, no. 3 (2023):337-351,
https://doi.org/10.5937/nasvas2303429T . .

TY  - CONF
AU  - Трајковић, Марија
AU  - Гутвајн, Николета
AU  - Ковачевић-Лепојевић, Марина
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1023
AB  - научној литератури постоје различита схватања која се тичу мотивације
у области читања. У овом раду мотивисаност ученика да читају односи се
на унутрашњу мотивацију ученика за читање, односно на ангажовање у
читању ради сопственог уживања или перцепције значаја читања. Осећај
припадности школи подразумева осећај ученика да их други актери
школског живота прихватају, поштују, ангажују и подржавају. Полазећи од
основних постулата Теорије самодетерминације и схватања припадности као
фундаменталне људске потребе, која представља предуслов за позитивне
резултате у било ком домену, спроведена је секундарна анализа података
у циљу сагледавања варијација нивоа мотивисаности ученика да читају у
односу на ниво њиховог осећаја припадности школи. У раду су анализирани
подаци добијени на узорку од 3953 ученика четвртог разреда основних школа
у Србији. У обради података примењена је једнофакторска анализа варијансе
за независне узорке. Резултати показују да постоје значајне разлике између
нивоа мотивације у области читања код ученика који имају висок осећај
припадности школи, ученика који имају умерени осећај припадности школи
и ученика који имају низак осећај припадности школи (F = 25.61, df1= 51, df2 =
3901 p < 0.01, η2 = .25). Накнадни post hoc тест указује на то да су ученици који
имају висок осећај припадности школи значајно више мотивисани да читају у
односу на ученике који имају умерени или низак осећај припадности школи.
Значајне разлике у манифестовању мотивације у области читања бележе се и
у корист ученика који имају умерени осећај припадности школи у односу на
ученике који имају низак осећај припадности школи. Добијени налази могу
бити значајна смерница да се приликом планирања стратегија подстицања
мотивисаности ученика да читају нарочито узимају у обзир активности које
доприносе осећају припадности школи, попут кооперативних активности,
ангажованости наставника или омогућавања избора ученицима. Резултати
могу послужити и као полазна основа за дубље испитивање односа између
ова два конструкта.
PB  - Београд : Институт за педагошка истраживања
C3  - PIRLS 2021: резултати и импликације
T1  - Мотивисаност ученика да читају и осећај припадности школи
EP  - 22
SP  - 21
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1023
ER  - 

@conference{
author = "Трајковић, Марија and Гутвајн, Николета and Ковачевић-Лепојевић, Марина",
year = "2023",
abstract = "научној литератури постоје различита схватања која се тичу мотивације
у области читања. У овом раду мотивисаност ученика да читају односи се
на унутрашњу мотивацију ученика за читање, односно на ангажовање у
читању ради сопственог уживања или перцепције значаја читања. Осећај
припадности школи подразумева осећај ученика да их други актери
школског живота прихватају, поштују, ангажују и подржавају. Полазећи од
основних постулата Теорије самодетерминације и схватања припадности као
фундаменталне људске потребе, која представља предуслов за позитивне
резултате у било ком домену, спроведена је секундарна анализа података
у циљу сагледавања варијација нивоа мотивисаности ученика да читају у
односу на ниво њиховог осећаја припадности школи. У раду су анализирани
подаци добијени на узорку од 3953 ученика четвртог разреда основних школа
у Србији. У обради података примењена је једнофакторска анализа варијансе
за независне узорке. Резултати показују да постоје значајне разлике између
нивоа мотивације у области читања код ученика који имају висок осећај
припадности школи, ученика који имају умерени осећај припадности школи
и ученика који имају низак осећај припадности школи (F = 25.61, df1= 51, df2 =
3901 p < 0.01, η2 = .25). Накнадни post hoc тест указује на то да су ученици који
имају висок осећај припадности школи значајно више мотивисани да читају у
односу на ученике који имају умерени или низак осећај припадности школи.
Значајне разлике у манифестовању мотивације у области читања бележе се и
у корист ученика који имају умерени осећај припадности школи у односу на
ученике који имају низак осећај припадности школи. Добијени налази могу
бити значајна смерница да се приликом планирања стратегија подстицања
мотивисаности ученика да читају нарочито узимају у обзир активности које
доприносе осећају припадности школи, попут кооперативних активности,
ангажованости наставника или омогућавања избора ученицима. Резултати
могу послужити и као полазна основа за дубље испитивање односа између
ова два конструкта.",
publisher = "Београд : Институт за педагошка истраживања",
journal = "PIRLS 2021: резултати и импликације",
title = "Мотивисаност ученика да читају и осећај припадности школи",
pages = "22-21",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1023"
}

Трајковић, М., Гутвајн, Н.,& Ковачевић-Лепојевић, М.. (2023). Мотивисаност ученика да читају и осећај припадности школи. in PIRLS 2021: резултати и импликације
Београд : Институт за педагошка истраживања., 21-22.
https://hdl.handle.net/21.15107/rcub_ipir_1023

Трајковић М, Гутвајн Н, Ковачевић-Лепојевић М. Мотивисаност ученика да читају и осећај припадности школи. in PIRLS 2021: резултати и импликације. 2023;:21-22.
https://hdl.handle.net/21.15107/rcub_ipir_1023 .

Трајковић, Марија, Гутвајн, Николета, Ковачевић-Лепојевић, Марина, "Мотивисаност ученика да читају и осећај припадности школи" in PIRLS 2021: резултати и импликације (2023):21-22,
https://hdl.handle.net/21.15107/rcub_ipir_1023 .

TY  - JOUR
AU  - Трајковић, Марија
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/933
AB  - Научна монографија Вршњачка прихваћеност у инклузивном
образовању настала је као резултат намере ауторки др Миље Вујачић и др Рајке Ђевић да обогате постојећу истраживачку грађу
о социјалној прихваћености ученика који имају тешкоће у развоју
у одељењима редовних основних
школа у нашој средини, као једном
од кључних аспеката инклузивног
образовања. Осим Предговора,
Литературе и Индекса аутора, монографију чини пет поглавља, која
су садржајно и логички увезана.
PB  - Београд : Учитељски факултет
T2  - Иновације у настави
T1  - Приказ књиге “Вршњачка прихваћеност у инклузивном образовању”
T1  - Prikaz knjige “Vršnjačka prihvaćenost u inkluzivnom obrazovanju”
EP  - 163
EP  - 2335-0806 (Online)
IS  - 1
SP  - 162
VL  - XXXVI
UR  - https://hdl.handle.net/21.15107/rcub_ipir_933
ER  - 

@article{
author = "Трајковић, Марија",
year = "2023",
abstract = "Научна монографија Вршњачка прихваћеност у инклузивном
образовању настала је као резултат намере ауторки др Миље Вујачић и др Рајке Ђевић да обогате постојећу истраживачку грађу
о социјалној прихваћености ученика који имају тешкоће у развоју
у одељењима редовних основних
школа у нашој средини, као једном
од кључних аспеката инклузивног
образовања. Осим Предговора,
Литературе и Индекса аутора, монографију чини пет поглавља, која
су садржајно и логички увезана.",
publisher = "Београд : Учитељски факултет",
journal = "Иновације у настави",
title = "Приказ књиге “Вршњачка прихваћеност у инклузивном образовању”, Prikaz knjige “Vršnjačka prihvaćenost u inkluzivnom obrazovanju”",
pages = "163-2335-0806 (Online)-162",
number = "1",
volume = "XXXVI",
url = "https://hdl.handle.net/21.15107/rcub_ipir_933"
}

Трајковић, М.. (2023). Приказ књиге “Вршњачка прихваћеност у инклузивном образовању”. in Иновације у настави
Београд : Учитељски факултет., XXXVI(1), 162-163.
https://hdl.handle.net/21.15107/rcub_ipir_933

Трајковић М. Приказ књиге “Вршњачка прихваћеност у инклузивном образовању”. in Иновације у настави. 2023;XXXVI(1):162-163.
https://hdl.handle.net/21.15107/rcub_ipir_933 .

Трајковић, Марија, "Приказ књиге “Вршњачка прихваћеност у инклузивном образовању”" in Иновације у настави, XXXVI, no. 1 (2023):162-163,
https://hdl.handle.net/21.15107/rcub_ipir_933 .

TY  - CONF
AU  - Stojanović, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Kovačević, Milica
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/784
AB  - Pozicija omladinskog rada u Republici Srbiji, posmatrano sa aspektaprofesionalizacije zanimanja i definisanja standarda kompetencija omladinskih radnika,značajno je unapređena tokom poslednje decenije. Međutim, primena procesakvalifikacije kao formalnog priznavanja stečenih kompetencija i procesa validacijeneformalnog i informalnog učenja kojim su, kroz životno ili radno iskustvo, stečenapotrebna znanja, veštine i sposobnosti, odvijaju se daleko sporije nego što to aktuelninivo razvijenosti prakse omladinskog rada zahteva. Otuda se sve više aktuelizuje pitanjeformalnog obrazovanja omladinskih radnika u okviru nastavnih programa na studijamaprvog i drugog stepena. U cilju sagledavanja mogućnosti uvođenja nacionalnih studijskihprograma omladinskog rada u okvirima visokog obrazovanja, sprovedena jekomparativna analiza formalnog obrazovanja omladinskih radnika na evropskom nivou.Rezultati analize pokazali su da veći broj evropskih zemalja ima dostupno formalnoobrazovanje omladinskih radnika na osnovnim i/ili master studijama, i to u jednom oddva modaliteta. Prvi čine studijski programi specifično i usko vezani za omladinski rad(npr. „youth work management“, „youth work“, „civic activities and youth work“), kojipostoje u Estoniji, Finskoj, Irskoj, Malti, Rusiji, Škotskoj i Ujedinjenom kraljevstvu(Engleskoj i Velsu). Drugu grupu čine studijski programi koji su vezani za oblasti srodneomladinskom radu, poput socijalnog rada ili socijalne pedagogije, ali koji daju formalni„legitimitet“ osobama da se bave i omladinskim radom (npr. „social culture work“,„social work“, „leisure studies and social education“), što je slučaj u Bugarskoj, Belgiji(Flandriji), Francuskoj, Nemačkoj, Grčkoj, Islandu, Letoniji, Luksemburgu, Holandiji iRumuniji. U kom pravcu će se usmeravati ovaj proces u Srbiji u velikoj meri zavisi odstruktura odgovornih za kreiranje okvira i implementaciju omladinske politike,nacionalne legislative vezane za omladinski rad, društvene prepoznatljivosti i nacionalnogokvira osiguranja kvaliteta omladinskog rada, okvira kompetencija omladinskih radnika,statusa omladinskog rada kao profesije, kao i karijernog razvoja i mogućnosti zaposlenjaomladinskih radnika. Identifikacija primera dobre prakse na evropskom nivou može bitipolazna osnova za postavljanje realno dosežnih ciljeva i selekciju studijskih programa kojiu najvećoj meri odgovaraju ne samo aktuelnoj poziciji omladinskog rada u Srbiji, već inacionalnom sistemu visokog obrazovanja, potrebama tržišta rada, te kulturalnim,ekonomskim i političkim specifičnostima naše zemlje.
PB  - Beograd : Društvo defektologa Srbije
C3  - Međunarodna stručno naučna konferencija„Dani defektologa Srbije”
T1  - Mogućnosti formalnog obrazovanja omladinskih radnika: rezultati komparativne analize
EP  - 92
SP  - 92
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4136
ER  - 

@conference{
author = "Stojanović, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Kovačević, Milica",
year = "2022",
abstract = "Pozicija omladinskog rada u Republici Srbiji, posmatrano sa aspektaprofesionalizacije zanimanja i definisanja standarda kompetencija omladinskih radnika,značajno je unapređena tokom poslednje decenije. Međutim, primena procesakvalifikacije kao formalnog priznavanja stečenih kompetencija i procesa validacijeneformalnog i informalnog učenja kojim su, kroz životno ili radno iskustvo, stečenapotrebna znanja, veštine i sposobnosti, odvijaju se daleko sporije nego što to aktuelninivo razvijenosti prakse omladinskog rada zahteva. Otuda se sve više aktuelizuje pitanjeformalnog obrazovanja omladinskih radnika u okviru nastavnih programa na studijamaprvog i drugog stepena. U cilju sagledavanja mogućnosti uvođenja nacionalnih studijskihprograma omladinskog rada u okvirima visokog obrazovanja, sprovedena jekomparativna analiza formalnog obrazovanja omladinskih radnika na evropskom nivou.Rezultati analize pokazali su da veći broj evropskih zemalja ima dostupno formalnoobrazovanje omladinskih radnika na osnovnim i/ili master studijama, i to u jednom oddva modaliteta. Prvi čine studijski programi specifično i usko vezani za omladinski rad(npr. „youth work management“, „youth work“, „civic activities and youth work“), kojipostoje u Estoniji, Finskoj, Irskoj, Malti, Rusiji, Škotskoj i Ujedinjenom kraljevstvu(Engleskoj i Velsu). Drugu grupu čine studijski programi koji su vezani za oblasti srodneomladinskom radu, poput socijalnog rada ili socijalne pedagogije, ali koji daju formalni„legitimitet“ osobama da se bave i omladinskim radom (npr. „social culture work“,„social work“, „leisure studies and social education“), što je slučaj u Bugarskoj, Belgiji(Flandriji), Francuskoj, Nemačkoj, Grčkoj, Islandu, Letoniji, Luksemburgu, Holandiji iRumuniji. U kom pravcu će se usmeravati ovaj proces u Srbiji u velikoj meri zavisi odstruktura odgovornih za kreiranje okvira i implementaciju omladinske politike,nacionalne legislative vezane za omladinski rad, društvene prepoznatljivosti i nacionalnogokvira osiguranja kvaliteta omladinskog rada, okvira kompetencija omladinskih radnika,statusa omladinskog rada kao profesije, kao i karijernog razvoja i mogućnosti zaposlenjaomladinskih radnika. Identifikacija primera dobre prakse na evropskom nivou može bitipolazna osnova za postavljanje realno dosežnih ciljeva i selekciju studijskih programa kojiu najvećoj meri odgovaraju ne samo aktuelnoj poziciji omladinskog rada u Srbiji, već inacionalnom sistemu visokog obrazovanja, potrebama tržišta rada, te kulturalnim,ekonomskim i političkim specifičnostima naše zemlje.",
publisher = "Beograd : Društvo defektologa Srbije",
journal = "Međunarodna stručno naučna konferencija„Dani defektologa Srbije”",
title = "Mogućnosti formalnog obrazovanja omladinskih radnika: rezultati komparativne analize",
pages = "92-92",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4136"
}

Stojanović, M., Popović-Ćitić, B., Bukvić Branković, L.,& Kovačević, M.. (2022). Mogućnosti formalnog obrazovanja omladinskih radnika: rezultati komparativne analize. in Međunarodna stručno naučna konferencija„Dani defektologa Srbije”
Beograd : Društvo defektologa Srbije., 92-92.
https://hdl.handle.net/21.15107/rcub_rfasper_4136

Stojanović M, Popović-Ćitić B, Bukvić Branković L, Kovačević M. Mogućnosti formalnog obrazovanja omladinskih radnika: rezultati komparativne analize. in Međunarodna stručno naučna konferencija„Dani defektologa Srbije”. 2022;:92-92.
https://hdl.handle.net/21.15107/rcub_rfasper_4136 .

Stojanović, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Kovačević, Milica, "Mogućnosti formalnog obrazovanja omladinskih radnika: rezultati komparativne analize" in Međunarodna stručno naučna konferencija„Dani defektologa Srbije” (2022):92-92,
https://hdl.handle.net/21.15107/rcub_rfasper_4136 .

TY  - CONF
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić, Ana
AU  - Stojanović, Marija
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/787
AB  - The advent of COVID-19 worldwide has led to consequences for people’s health, both physical and psychological, such as fear and anxiety. Following their important role in the fast adjustment of the education system, teachers are seen as a possible vulnerable category for enhanced negative consequences of this crisis. The aim of this cross-sectional study was to identify the level of fear of COVID-19 in teachers working in primary schools in Serbia and to determine whether there are any differences in fear levels according to gender, age, and working category. A total of 817 teachers (15.2% male) from public primary schools in Serbia, age from 23 to 64 (M = 45.56, SD = 9.35), took part in the study via an online survey from February to April 2021. From the sample, 34.4% teachers teach in the first education cycle and 65.6% in the second. Teachers were contacted through email addresses of schools, including the invitation letter with information about the study, and the link to the online questionnaire. All the participants completed the survey anonymously and gave their informed online consent. Data on fear of COVID-19 were collected using the Fear of COVID-19 Scale (FCV-19S). The instrument consists of seven items, and the internal reliability of the scale was good, with a Cronbach’s alpha of .84. The mean global FCV-19S score was 16.00 ± 6.06. Female teachers (M = 17.15, SD = 6.21) express slight, but statistically significant higher levels of fear (t(795) = 2.98, p < .01, g = 0.29) than their male colleagues (M = 14.50, SD = 5.96). Teachers of the first education cycle (M = 16.25, SD = 6.02) express similar statistically significant higher levels of fear (t(788) = 3.95, p < .001, g = 0.29) than those of the second cycle (M = 15.38, SD = 5.96). Results show that age and FCV score correlate slightly positive (r = .13, p < .001). Emotional and physical responses were compared regarding these sociodemographic variables. Results show that the same differences are present in both emotional and physical response to fear of COVID-19: female teachers, teachers of the first education cycle and older teachers express slight, but statistically significant higher levels of both emotional and physical fear. Collected data can serve as a base-line for future exploration of vulnerable groups of teachers.
PB  - Beograd : Filozofski fakultet
C3  - Empirical studies in psychology
T1  - Fear of COVID-19 in primary school teachers: A survey study in Serbia
EP  - 82
SP  - 81
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4318
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Kovačević-Lepojević, Marina and Paraušić, Ana and Stojanović, Marija",
year = "2022",
abstract = "The advent of COVID-19 worldwide has led to consequences for people’s health, both physical and psychological, such as fear and anxiety. Following their important role in the fast adjustment of the education system, teachers are seen as a possible vulnerable category for enhanced negative consequences of this crisis. The aim of this cross-sectional study was to identify the level of fear of COVID-19 in teachers working in primary schools in Serbia and to determine whether there are any differences in fear levels according to gender, age, and working category. A total of 817 teachers (15.2% male) from public primary schools in Serbia, age from 23 to 64 (M = 45.56, SD = 9.35), took part in the study via an online survey from February to April 2021. From the sample, 34.4% teachers teach in the first education cycle and 65.6% in the second. Teachers were contacted through email addresses of schools, including the invitation letter with information about the study, and the link to the online questionnaire. All the participants completed the survey anonymously and gave their informed online consent. Data on fear of COVID-19 were collected using the Fear of COVID-19 Scale (FCV-19S). The instrument consists of seven items, and the internal reliability of the scale was good, with a Cronbach’s alpha of .84. The mean global FCV-19S score was 16.00 ± 6.06. Female teachers (M = 17.15, SD = 6.21) express slight, but statistically significant higher levels of fear (t(795) = 2.98, p < .01, g = 0.29) than their male colleagues (M = 14.50, SD = 5.96). Teachers of the first education cycle (M = 16.25, SD = 6.02) express similar statistically significant higher levels of fear (t(788) = 3.95, p < .001, g = 0.29) than those of the second cycle (M = 15.38, SD = 5.96). Results show that age and FCV score correlate slightly positive (r = .13, p < .001). Emotional and physical responses were compared regarding these sociodemographic variables. Results show that the same differences are present in both emotional and physical response to fear of COVID-19: female teachers, teachers of the first education cycle and older teachers express slight, but statistically significant higher levels of both emotional and physical fear. Collected data can serve as a base-line for future exploration of vulnerable groups of teachers.",
publisher = "Beograd : Filozofski fakultet",
journal = "Empirical studies in psychology",
title = "Fear of COVID-19 in primary school teachers: A survey study in Serbia",
pages = "82-81",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4318"
}

Popović-Ćitić, B., Bukvić Branković, L., Kovačević-Lepojević, M., Paraušić, A.,& Stojanović, M.. (2022). Fear of COVID-19 in primary school teachers: A survey study in Serbia. in Empirical studies in psychology
Beograd : Filozofski fakultet., 81-82.
https://hdl.handle.net/21.15107/rcub_rfasper_4318

Popović-Ćitić B, Bukvić Branković L, Kovačević-Lepojević M, Paraušić A, Stojanović M. Fear of COVID-19 in primary school teachers: A survey study in Serbia. in Empirical studies in psychology. 2022;:81-82.
https://hdl.handle.net/21.15107/rcub_rfasper_4318 .

Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Kovačević-Lepojević, Marina, Paraušić, Ana, Stojanović, Marija, "Fear of COVID-19 in primary school teachers: A survey study in Serbia" in Empirical studies in psychology (2022):81-82,
https://hdl.handle.net/21.15107/rcub_rfasper_4318 .

TY  - CONF
AU  - Popović-Ćitić, Branislava
AU  - Paraušić, Ana
AU  - Stojanović, Marija
AU  - Kovačević-Lepojević, Marina
AU  - Bukvić Branković, Lidija
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/792
AB  - Pandemic education, largely based on the distance learning model, hasopened up space, but also the need to use a wide range of online learning tools.In order to consider the possibility of applying online tools in the teachingprocess, the conditions and manner of use were analyzed, as well as theadvantages and limitations of more than 70 existing tools. The results of theanalysis showed that, in addition to learning management systems and socialnetworks, there are several important categories of learning tools, namely: toolsfor collaboration and content sharing, tools for creating and editingpresentations and videos, tools for creating interactive content, platforms whichoffer free content, content storage options and audio and video recording tools.It was stated that a significant number of these tools have a wide user base, theyare easy to access and easy to use, and that, taking into account their advantagesand disadvantages, they can be useful in successfully organizing classes throughdistance learning. However, in order for online tools to find their full applicationin educational practice, it is necessary for teachers not only to becomeacquainted with their existence, but also to master the skills of their use. To thisend, it would be desirable to prepare appropriate guides or manuals for the useof online learning tools that would help teachers, depending on the goals theywant to achieve, select appropriate tools and successfully apply them in practice.
AB  - Pandemijsko obrazovanje, zasnovano umnogome  na modelu nastave na daljinu, otvorilo je prostor, ali i potrebu za korišćenjem širokog spektra alata za onlajn učenje. U cilju sagledavanja mogućnosti primene onlajn alata u procesu nastave, analizirani su uslovi i način korišćenja, kao i prednosti i ograničenja više od 70 postojećih alata. Rezultati analize pokazali su da, pored sistema za upravljanje učenjem i društvenih mreža,  postoji nekoliko  značajnih  kategorija alata za učenje, i to: alati za saradnju i deljenje sadržaja, alati za kreiranje i uređivanje prezentacija i video materijala, alati za kreiranje interaktivnih sadržaja, platforme koje nude besplatne sadržaje, opcije za skladištenje sadržaja i alati za audio i video snimanje. Konstatovano je da značajan broj ovih alata ima široku korisničku bazu,  lako im se pristupa i jednostavno se koriste, te da, uz uvažavanje njihovih prednosti i nedostataka, mogu biti od koristi u uspešnom organizovanju nastave putem učenja na daljinu. Ipak, da bi onlajn alati našli svoju punu primenu u obrazovnoj praksi neophodno je da se nastavnici ne samo upoznaju sa njihovim postojanjem, već i da ovladaju veštinama njihovog korišćenja. U te svrhe  poželjno  bi  bilo pripremiti odgovarajuće vodiče ili priručnike za korišćenje onlajn alata u učenju koji bi pomogli nastavnicima da, u zavisnosti od ciljeva koje žele postići, izaberu adekvatne alate i sa uspehom ih primene u praksi.
PB  - Prizren : Učiteljski fakultet
C3  - Obrazovne aktivnosti i vaspitno-obrazovni rad u uslovima pandemije
T1  - Possibilities of applying online learning tools in the educational process
T1  - Mogućnosti primene onlajn alata za učenje u obrazovnovaspitnom procesu
EP  - 42
SP  - 41
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4199
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Paraušić, Ana and Stojanović, Marija and Kovačević-Lepojević, Marina and Bukvić Branković, Lidija",
year = "2022",
abstract = "Pandemic education, largely based on the distance learning model, hasopened up space, but also the need to use a wide range of online learning tools.In order to consider the possibility of applying online tools in the teachingprocess, the conditions and manner of use were analyzed, as well as theadvantages and limitations of more than 70 existing tools. The results of theanalysis showed that, in addition to learning management systems and socialnetworks, there are several important categories of learning tools, namely: toolsfor collaboration and content sharing, tools for creating and editingpresentations and videos, tools for creating interactive content, platforms whichoffer free content, content storage options and audio and video recording tools.It was stated that a significant number of these tools have a wide user base, theyare easy to access and easy to use, and that, taking into account their advantagesand disadvantages, they can be useful in successfully organizing classes throughdistance learning. However, in order for online tools to find their full applicationin educational practice, it is necessary for teachers not only to becomeacquainted with their existence, but also to master the skills of their use. To thisend, it would be desirable to prepare appropriate guides or manuals for the useof online learning tools that would help teachers, depending on the goals theywant to achieve, select appropriate tools and successfully apply them in practice., Pandemijsko obrazovanje, zasnovano umnogome  na modelu nastave na daljinu, otvorilo je prostor, ali i potrebu za korišćenjem širokog spektra alata za onlajn učenje. U cilju sagledavanja mogućnosti primene onlajn alata u procesu nastave, analizirani su uslovi i način korišćenja, kao i prednosti i ograničenja više od 70 postojećih alata. Rezultati analize pokazali su da, pored sistema za upravljanje učenjem i društvenih mreža,  postoji nekoliko  značajnih  kategorija alata za učenje, i to: alati za saradnju i deljenje sadržaja, alati za kreiranje i uređivanje prezentacija i video materijala, alati za kreiranje interaktivnih sadržaja, platforme koje nude besplatne sadržaje, opcije za skladištenje sadržaja i alati za audio i video snimanje. Konstatovano je da značajan broj ovih alata ima široku korisničku bazu,  lako im se pristupa i jednostavno se koriste, te da, uz uvažavanje njihovih prednosti i nedostataka, mogu biti od koristi u uspešnom organizovanju nastave putem učenja na daljinu. Ipak, da bi onlajn alati našli svoju punu primenu u obrazovnoj praksi neophodno je da se nastavnici ne samo upoznaju sa njihovim postojanjem, već i da ovladaju veštinama njihovog korišćenja. U te svrhe  poželjno  bi  bilo pripremiti odgovarajuće vodiče ili priručnike za korišćenje onlajn alata u učenju koji bi pomogli nastavnicima da, u zavisnosti od ciljeva koje žele postići, izaberu adekvatne alate i sa uspehom ih primene u praksi.",
publisher = "Prizren : Učiteljski fakultet",
journal = "Obrazovne aktivnosti i vaspitno-obrazovni rad u uslovima pandemije",
title = "Possibilities of applying online learning tools in the educational process, Mogućnosti primene onlajn alata za učenje u obrazovnovaspitnom procesu",
pages = "42-41",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4199"
}

Popović-Ćitić, B., Paraušić, A., Stojanović, M., Kovačević-Lepojević, M.,& Bukvić Branković, L.. (2022). Possibilities of applying online learning tools in the educational process. in Obrazovne aktivnosti i vaspitno-obrazovni rad u uslovima pandemije
Prizren : Učiteljski fakultet., 41-42.
https://hdl.handle.net/21.15107/rcub_rfasper_4199

Popović-Ćitić B, Paraušić A, Stojanović M, Kovačević-Lepojević M, Bukvić Branković L. Possibilities of applying online learning tools in the educational process. in Obrazovne aktivnosti i vaspitno-obrazovni rad u uslovima pandemije. 2022;:41-42.
https://hdl.handle.net/21.15107/rcub_rfasper_4199 .

Popović-Ćitić, Branislava, Paraušić, Ana, Stojanović, Marija, Kovačević-Lepojević, Marina, Bukvić Branković, Lidija, "Possibilities of applying online learning tools in the educational process" in Obrazovne aktivnosti i vaspitno-obrazovni rad u uslovima pandemije (2022):41-42,
https://hdl.handle.net/21.15107/rcub_rfasper_4199 .

TY  - CONF
AU  - Popović-Ćitić, Branislava
AU  - Kovačević-Lepojević, Marina
AU  - Bukvić Branković, Lidija
AU  - Stojanović, Marija
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/793
AB  - Uvažavanje različitosti, kao jedne od ključnih vrednosti savremenih društava,aktuelizovano je poslednjih godina u okvirima formalnog sistema obrazovanja ivaspitanja, primarno pod uticajem koncepta interkulturalnog obrazovanja i procesausmerenih na unapređivanje demokratske kulture u školama. Za potrebe identifikovanjabazičnih konstrukata značajnih za inkorporiranje različitosti u korpus vrednosti koje sepraktikuju u uslovima školskog okruženja, sprovedena je kritička analiza relevantnenacionalne legislative, izvršen je temeljni pregled niza teorijskih koncepata u kojima seuvažavanje različitosti pojavljuje kao konstitutivni element, te su selektovani elementi iprimeri dobre prakse u ovom domenu. Nalazi, dobijeni ovako koncipiranimistraživanjem, ukazuju da nivo poštovanja i negovanja različitosti u školskom setinguprimarno zavisi od međudejstva faktora koji deluju na tri nivoa – kontekstualnom,relacionom i individualnom. Na nivou organizacionog konteksta u kome se negovanjerazličitosti praktikuje, ključnim konstruktom ocenjuje se školska kultura, definisana kaosistem vrednosti, normi, ciljeva i prakse koji dele svi akteri školskog života. Zajedničkavizija, organizaciona posvećenost, orijentisanost ka ciljevima i inovacijama, kvalitetformalnih i neformalnih odnosa, podržavajuće i strukturirano liderstvo, te učešće udonošenju odluka, smatraju se elementima školske kulture koji su u direktnoj funkcijipromocije različitosti. Na relacionom nivou najuticajnijim se pokazuje kvalitet školskeklime, izražen kroz negovanje skladnih interpersonalnih odnosa između svih učesnikaobrazovnovaspitnog procesa, definisanje jasnih očekivanja i pravednih pravila koja sedosledno primenjuju, korišćenje tehnika pozitivnog disciplinovanja i socioemocionalnogučenja, te prakse koja direktno promoviše uvažavanje različitosti. Kada je u pitanjuindividualni nivo, ključnim se pokazuju kulturalne kompetencije nastavnika izražene krozkulturalnu svesnost, znanje i veštine, te posledičnu primenu kulturalno kompetentneprakse – u formi kulturalno kompetentnog rukovođenja odeljenjem, primene kulturalnoresponzivnih programa nastave i učenja, kao i aktivne saradnje sa roditeljima različitihkulturnih identiteta. Posmatrano iz ugla učenika, važnom pretpostavkom kulturalnokompetentnog ponašanja smatra se razvijanje kulturalne senzitivnosti kao otvorenespremnosti da se ostvare interakcije sa pripadnicima drugih kultura, uz istovremenopoštovanje i uvažavanje kulturalnih razlika. Sumarno gledano, može se zaključiti danapori ka promociji različitosti u školskom okruženju, ukoliko pretenduju da buduefektivni, nužno zahtevaju holistički pristup konstruktima školske kulture, pozitivneškolske klime i kulturalnih kompetencija, koji svojim međuzavisnim delovanjem kreirajuprostor za negovanje interkulturalnog obrazovanja i razvijanje demokratske kulture.
PB  - Beograd : Društvo defektologa Srbije
C3  - Međunarodna stručno naučna konferencija„Dani defektologa Srbije”
T1  - Pretpostavke uvažavanja različitosti u školskom okruženju: identifikacija ključnih konstrukata
EP  - 90
SP  - 90
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4137
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Kovačević-Lepojević, Marina and Bukvić Branković, Lidija and Stojanović, Marija",
year = "2022",
abstract = "Uvažavanje različitosti, kao jedne od ključnih vrednosti savremenih društava,aktuelizovano je poslednjih godina u okvirima formalnog sistema obrazovanja ivaspitanja, primarno pod uticajem koncepta interkulturalnog obrazovanja i procesausmerenih na unapređivanje demokratske kulture u školama. Za potrebe identifikovanjabazičnih konstrukata značajnih za inkorporiranje različitosti u korpus vrednosti koje sepraktikuju u uslovima školskog okruženja, sprovedena je kritička analiza relevantnenacionalne legislative, izvršen je temeljni pregled niza teorijskih koncepata u kojima seuvažavanje različitosti pojavljuje kao konstitutivni element, te su selektovani elementi iprimeri dobre prakse u ovom domenu. Nalazi, dobijeni ovako koncipiranimistraživanjem, ukazuju da nivo poštovanja i negovanja različitosti u školskom setinguprimarno zavisi od međudejstva faktora koji deluju na tri nivoa – kontekstualnom,relacionom i individualnom. Na nivou organizacionog konteksta u kome se negovanjerazličitosti praktikuje, ključnim konstruktom ocenjuje se školska kultura, definisana kaosistem vrednosti, normi, ciljeva i prakse koji dele svi akteri školskog života. Zajedničkavizija, organizaciona posvećenost, orijentisanost ka ciljevima i inovacijama, kvalitetformalnih i neformalnih odnosa, podržavajuće i strukturirano liderstvo, te učešće udonošenju odluka, smatraju se elementima školske kulture koji su u direktnoj funkcijipromocije različitosti. Na relacionom nivou najuticajnijim se pokazuje kvalitet školskeklime, izražen kroz negovanje skladnih interpersonalnih odnosa između svih učesnikaobrazovnovaspitnog procesa, definisanje jasnih očekivanja i pravednih pravila koja sedosledno primenjuju, korišćenje tehnika pozitivnog disciplinovanja i socioemocionalnogučenja, te prakse koja direktno promoviše uvažavanje različitosti. Kada je u pitanjuindividualni nivo, ključnim se pokazuju kulturalne kompetencije nastavnika izražene krozkulturalnu svesnost, znanje i veštine, te posledičnu primenu kulturalno kompetentneprakse – u formi kulturalno kompetentnog rukovođenja odeljenjem, primene kulturalnoresponzivnih programa nastave i učenja, kao i aktivne saradnje sa roditeljima različitihkulturnih identiteta. Posmatrano iz ugla učenika, važnom pretpostavkom kulturalnokompetentnog ponašanja smatra se razvijanje kulturalne senzitivnosti kao otvorenespremnosti da se ostvare interakcije sa pripadnicima drugih kultura, uz istovremenopoštovanje i uvažavanje kulturalnih razlika. Sumarno gledano, može se zaključiti danapori ka promociji različitosti u školskom okruženju, ukoliko pretenduju da buduefektivni, nužno zahtevaju holistički pristup konstruktima školske kulture, pozitivneškolske klime i kulturalnih kompetencija, koji svojim međuzavisnim delovanjem kreirajuprostor za negovanje interkulturalnog obrazovanja i razvijanje demokratske kulture.",
publisher = "Beograd : Društvo defektologa Srbije",
journal = "Međunarodna stručno naučna konferencija„Dani defektologa Srbije”",
title = "Pretpostavke uvažavanja različitosti u školskom okruženju: identifikacija ključnih konstrukata",
pages = "90-90",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4137"
}

Popović-Ćitić, B., Kovačević-Lepojević, M., Bukvić Branković, L.,& Stojanović, M.. (2022). Pretpostavke uvažavanja različitosti u školskom okruženju: identifikacija ključnih konstrukata. in Međunarodna stručno naučna konferencija„Dani defektologa Srbije”
Beograd : Društvo defektologa Srbije., 90-90.
https://hdl.handle.net/21.15107/rcub_rfasper_4137

Popović-Ćitić B, Kovačević-Lepojević M, Bukvić Branković L, Stojanović M. Pretpostavke uvažavanja različitosti u školskom okruženju: identifikacija ključnih konstrukata. in Međunarodna stručno naučna konferencija„Dani defektologa Srbije”. 2022;:90-90.
https://hdl.handle.net/21.15107/rcub_rfasper_4137 .

Popović-Ćitić, Branislava, Kovačević-Lepojević, Marina, Bukvić Branković, Lidija, Stojanović, Marija, "Pretpostavke uvažavanja različitosti u školskom okruženju: identifikacija ključnih konstrukata" in Međunarodna stručno naučna konferencija„Dani defektologa Srbije” (2022):90-90,
https://hdl.handle.net/21.15107/rcub_rfasper_4137 .

TY  - CONF
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Stojanović, Marija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić, Ana
AU  - Kovačević, Milica
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/803
AB  - Proces socijalno-emocionalnog učenja ocenjuje se važnim faktorom akademskog postignuća,
pozitivnog socijalnog ponašanja i adekvatnog emocionalnog funkcionisanja učenika.
Uvažavajući značaj primene nastavnih praksi koje promovišu socijalno-emocionalno učenje,
realizovano je istraživanje sa ciljem procene percepcije nastavnika o učestalosti i uspešnosti
korišćenja nastavnih praksi u uslovima pandemijskog obrazovanja, i to onih koje su primarno
usmerene na pozitivne socijalne interakcije. Na uzorku od 817 nastavnika osnovnih škola,
primenom anketnog upitnika zasnovanog na samoproceni, utvrđeno je da nastavnici uspešno
i na redovnom nivou primenjuju prakse zasnovane na toplini i podršci, te odgovarajućem
govoru nastavnika, dok nešto ređe i sa manje uspeha koriste prakse vezane za disciplinu orijentisanu na učenike, kao i one koje su usmerene na odgovornost i izbor. Zaključuje se da
prakse koje promovišu socijalno-emocionalno učenje jesu prisutne u vaspitno-obrazovnom
radu tokom pandemije, ali da prostor za njihovo unapređenje, primarno kroz razvijanje
kompetencija nastavnika za primenu tehnika socijalno-emocionalnog učenja, postoji.
PB  - Beograd : Filozofski fakultet
PB  - Beograd : Institut za pedagogiju i andragogiju
PB  - Beograd : Pedagoško društvo Srbije
C3  - Obrazovanje u vreme krize i kako dalje
T1  - Nastavne prakse koje promovišu socijalnoemocionalno učenje: korišćenje u uslovima pandemijskog obrazovanja
EP  - 130
SP  - 125
UR  - https://hdl.handle.net/21.15107/rcub_ipir_803
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Stojanović, Marija and Kovačević-Lepojević, Marina and Paraušić, Ana and Kovačević, Milica",
year = "2022",
abstract = "Proces socijalno-emocionalnog učenja ocenjuje se važnim faktorom akademskog postignuća,
pozitivnog socijalnog ponašanja i adekvatnog emocionalnog funkcionisanja učenika.
Uvažavajući značaj primene nastavnih praksi koje promovišu socijalno-emocionalno učenje,
realizovano je istraživanje sa ciljem procene percepcije nastavnika o učestalosti i uspešnosti
korišćenja nastavnih praksi u uslovima pandemijskog obrazovanja, i to onih koje su primarno
usmerene na pozitivne socijalne interakcije. Na uzorku od 817 nastavnika osnovnih škola,
primenom anketnog upitnika zasnovanog na samoproceni, utvrđeno je da nastavnici uspešno
i na redovnom nivou primenjuju prakse zasnovane na toplini i podršci, te odgovarajućem
govoru nastavnika, dok nešto ređe i sa manje uspeha koriste prakse vezane za disciplinu orijentisanu na učenike, kao i one koje su usmerene na odgovornost i izbor. Zaključuje se da
prakse koje promovišu socijalno-emocionalno učenje jesu prisutne u vaspitno-obrazovnom
radu tokom pandemije, ali da prostor za njihovo unapređenje, primarno kroz razvijanje
kompetencija nastavnika za primenu tehnika socijalno-emocionalnog učenja, postoji.",
publisher = "Beograd : Filozofski fakultet, Beograd : Institut za pedagogiju i andragogiju, Beograd : Pedagoško društvo Srbije",
journal = "Obrazovanje u vreme krize i kako dalje",
title = "Nastavne prakse koje promovišu socijalnoemocionalno učenje: korišćenje u uslovima pandemijskog obrazovanja",
pages = "130-125",
url = "https://hdl.handle.net/21.15107/rcub_ipir_803"
}

Popović-Ćitić, B., Bukvić Branković, L., Stojanović, M., Kovačević-Lepojević, M., Paraušić, A.,& Kovačević, M.. (2022). Nastavne prakse koje promovišu socijalnoemocionalno učenje: korišćenje u uslovima pandemijskog obrazovanja. in Obrazovanje u vreme krize i kako dalje
Beograd : Filozofski fakultet., 125-130.
https://hdl.handle.net/21.15107/rcub_ipir_803

Popović-Ćitić B, Bukvić Branković L, Stojanović M, Kovačević-Lepojević M, Paraušić A, Kovačević M. Nastavne prakse koje promovišu socijalnoemocionalno učenje: korišćenje u uslovima pandemijskog obrazovanja. in Obrazovanje u vreme krize i kako dalje. 2022;:125-130.
https://hdl.handle.net/21.15107/rcub_ipir_803 .

Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Stojanović, Marija, Kovačević-Lepojević, Marina, Paraušić, Ana, Kovačević, Milica, "Nastavne prakse koje promovišu socijalnoemocionalno učenje: korišćenje u uslovima pandemijskog obrazovanja" in Obrazovanje u vreme krize i kako dalje (2022):125-130,
https://hdl.handle.net/21.15107/rcub_ipir_803 .

TY  - CONF
AU  - Stojanović, Marija
AU  - Kovačević-Lepojević, Marina
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/812
AB  - The paper presents the results of a survey on attitudes
towards gender equality among students from 11 Belgrade high schools. The
obtained findings were discussed in accordance with current knowledge, and
served as a basis for drafting recommendations in a practical and research
context.
AB  - В статье представлены результаты исследования
отношения к гендерному равенству среди учащихся 11 средних школ
Белграда. Полученные данные были обсуждены в соответствии с
актуельным сазнанжима и послужили основой для разработки
рекомендаций в практическом и исследовательском контексте.
PB  - Россия : Забайкальский государственный университет
PB  - Россия : Медицинский университет Семей
C3  - Ракурс развития гендерных отношений в современном мирe
T1  - Attitudes of Belgrade high school students about gender equality
T1  - Отношение старшеклассников Белграда к гендерному равенству
EP  - 138
SP  - 133
UR  - https://hdl.handle.net/21.15107/rcub_ipir_812
ER  - 

@conference{
author = "Stojanović, Marija and Kovačević-Lepojević, Marina and Popović-Ćitić, Branislava and Bukvić Branković, Lidija",
year = "2022",
abstract = "The paper presents the results of a survey on attitudes
towards gender equality among students from 11 Belgrade high schools. The
obtained findings were discussed in accordance with current knowledge, and
served as a basis for drafting recommendations in a practical and research
context., В статье представлены результаты исследования
отношения к гендерному равенству среди учащихся 11 средних школ
Белграда. Полученные данные были обсуждены в соответствии с
актуельным сазнанжима и послужили основой для разработки
рекомендаций в практическом и исследовательском контексте.",
publisher = "Россия : Забайкальский государственный университет, Россия : Медицинский университет Семей",
journal = "Ракурс развития гендерных отношений в современном мирe",
title = "Attitudes of Belgrade high school students about gender equality, Отношение старшеклассников Белграда к гендерному равенству",
pages = "138-133",
url = "https://hdl.handle.net/21.15107/rcub_ipir_812"
}

Stojanović, M., Kovačević-Lepojević, M., Popović-Ćitić, B.,& Bukvić Branković, L.. (2022). Attitudes of Belgrade high school students about gender equality. in Ракурс развития гендерных отношений в современном мирe
Россия : Забайкальский государственный университет., 133-138.
https://hdl.handle.net/21.15107/rcub_ipir_812

Stojanović M, Kovačević-Lepojević M, Popović-Ćitić B, Bukvić Branković L. Attitudes of Belgrade high school students about gender equality. in Ракурс развития гендерных отношений в современном мирe. 2022;:133-138.
https://hdl.handle.net/21.15107/rcub_ipir_812 .

Stojanović, Marija, Kovačević-Lepojević, Marina, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, "Attitudes of Belgrade high school students about gender equality" in Ракурс развития гендерных отношений в современном мирe (2022):133-138,
https://hdl.handle.net/21.15107/rcub_ipir_812 .

TY  - CONF
AU  - Bukvić Branković, Lidija
AU  - Stojanović, Marija
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/828
AB  - Zdravstvena kriza izazvana pandemijom virusa COVID-19 dovela je do
značajnih promena u funkcionisanju obrazovno-vaspitnog sistema i načinu
sprovođenja programa nastave i učenja u svim osnovnim školama u
Republici Srbiji. Izmenjeni uslovi organizacije nastavnog procesa postavili
su brojne izazove u domenu ostvarivanja očekivanih ishoda učenja i
standarda znanja, ali i na planu očuvanja mentalnog zdravlja, psihološke
dobrobiti i optimalnog socijalnog funkcionisanja učenika. Uvažavajući
specifičnosti i izazove obrazovanja tokom pandemije, grupa istraživača sa
Univerziteta u Beogradu – Fakulteta za specijalnu edukaciju i rehabilitaciju,
Instituta za pedagoška istraživanja i Instituta za kriminološka i sociološka
istraživanja, u organizaciji CEPORA – Centra za pozitivan razvoj dece i
omladine i uz podršku Misije OEBS-a u Srbiji, sprovela je nacionalno
istraživanje, na uzorku od 817 nastavnika razredne i predmetne nastave iz
86 gradova u Republici Srbiji, sa ciljem sagledavanja potreba škola u
izmenjenim okolnostima obrazovno-vaspitnog rada.
PB  - Beograd : DEAPS [Društvo za dečju i adolescentnu psihijatriju i srodne struke Srbije]
C3  - Mentalno zdravlje dece i mladih – nove realnosti, iskustva i znanja
T1  - Uticaj pandemijskog obrazovanja na ponašanje učenika osnovne škole
EP  - 13
IS  - 6
SP  - 12
UR  - https://hdl.handle.net/21.15107/rcub_ipir_828
ER  - 

@conference{
author = "Bukvić Branković, Lidija and Stojanović, Marija",
year = "2022",
abstract = "Zdravstvena kriza izazvana pandemijom virusa COVID-19 dovela je do
značajnih promena u funkcionisanju obrazovno-vaspitnog sistema i načinu
sprovođenja programa nastave i učenja u svim osnovnim školama u
Republici Srbiji. Izmenjeni uslovi organizacije nastavnog procesa postavili
su brojne izazove u domenu ostvarivanja očekivanih ishoda učenja i
standarda znanja, ali i na planu očuvanja mentalnog zdravlja, psihološke
dobrobiti i optimalnog socijalnog funkcionisanja učenika. Uvažavajući
specifičnosti i izazove obrazovanja tokom pandemije, grupa istraživača sa
Univerziteta u Beogradu – Fakulteta za specijalnu edukaciju i rehabilitaciju,
Instituta za pedagoška istraživanja i Instituta za kriminološka i sociološka
istraživanja, u organizaciji CEPORA – Centra za pozitivan razvoj dece i
omladine i uz podršku Misije OEBS-a u Srbiji, sprovela je nacionalno
istraživanje, na uzorku od 817 nastavnika razredne i predmetne nastave iz
86 gradova u Republici Srbiji, sa ciljem sagledavanja potreba škola u
izmenjenim okolnostima obrazovno-vaspitnog rada.",
publisher = "Beograd : DEAPS [Društvo za dečju i adolescentnu psihijatriju i srodne struke Srbije]",
journal = "Mentalno zdravlje dece i mladih – nove realnosti, iskustva i znanja",
title = "Uticaj pandemijskog obrazovanja na ponašanje učenika osnovne škole",
pages = "13-12",
number = "6",
url = "https://hdl.handle.net/21.15107/rcub_ipir_828"
}

Bukvić Branković, L.,& Stojanović, M.. (2022). Uticaj pandemijskog obrazovanja na ponašanje učenika osnovne škole. in Mentalno zdravlje dece i mladih – nove realnosti, iskustva i znanja
Beograd : DEAPS [Društvo za dečju i adolescentnu psihijatriju i srodne struke Srbije].(6), 12-13.
https://hdl.handle.net/21.15107/rcub_ipir_828

Bukvić Branković L, Stojanović M. Uticaj pandemijskog obrazovanja na ponašanje učenika osnovne škole. in Mentalno zdravlje dece i mladih – nove realnosti, iskustva i znanja. 2022;(6):12-13.
https://hdl.handle.net/21.15107/rcub_ipir_828 .

Bukvić Branković, Lidija, Stojanović, Marija, "Uticaj pandemijskog obrazovanja na ponašanje učenika osnovne škole" in Mentalno zdravlje dece i mladih – nove realnosti, iskustva i znanja, no. 6 (2022):12-13,
https://hdl.handle.net/21.15107/rcub_ipir_828 .

TY  - CONF
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Stojanović, Marija
AU  - Popović, Vesna
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić, Ana
AU  - Kovačević, Milica
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/837
AB  - Uvažavajući napore u razvoju omladinskog rada u Republici Srbiji, CEPORA – Centar za
pozitivan razvoj dece i omladine, Nacionalna asocijacija praktičara/ki omladinskog rada i tim
terenskih radnika pri gradskoj opštini Aarhus iz Danske, sproveli su, u periodu od 2020. do 2022.
godine, Erazmus+ projekat strateškog partnerstva „Budi profesionalac: unapređenje prakse
omladinskog rada sa mladima sa smanjenim mogućnostima”. Nakon serije sastanaka i aktivnosti
za razmenu iskustava, kreiran je dinamičan trening za omladinske radnike, čiju glavnu
specifičnost čini upotreba primenjene drame kao alata za učenje. Trening sesije sačinjene su od
niza iskustvenih zadataka i scenarija kroz koje učesnici, uz vođstvo trenera, testiraju svoja
uverenja, znanja i veštine i jačaju svoje kompetencije primene profesionalnih principa u praksi i
reagovanja u problemskim siutacijama kroz iskustveno učenje. Trening je tokom projekta
pilotiran sa grupom omladinskih radnika i stručnjaka iz oblasti društveno-humanističkih nauka,
a njegova finalna verzija, uključujući i prikaz konteksta omladinskog rada, profesionalnih
principa i izazova sa kojima se omladinski radnici susreću u svom radu objavljeni su u publikaciji
„Budi profesionalac: trening za primenu profesionalnih principa u omladinskom radu”.
Sveobuhvatna publikacija sumira savremena saznanja u ovoj oblasti i predstavlja značajan resurs
svima koji sprovode direktan rad sa mladima, a posebno sa mladima iz različitih osetljivih grupa.
Rezultati projekta predstavljeni su na događajima u Srbiji i Danskoj, a kreiran je i prateći
priručnik za sve učesnike treninga. Materijali nastali u sklopu projekta dostupni su, bez naknade,
na sajtu: www.cepora.org.
AB  - Acknowledging the efforts in the development of youth work in the Republic of Serbia, CEPORA
- Center for Positive Youth Development, the National Association of Youth Work Practitioners
and the team of field workers in the municipality of Aarhus from Denmark, conducted, in the
period from 2020 to 2022, an Erasmus + strategic partnership project “Act As Professionals Improvement of the youth work practice with young people with fewer opportunities”. After a
series of meetings and activities for the exchange of experiences, a dynamic training was created
for youth workers, whose main specificity is the use of applied drama as a learning tool. The
training sessions consist of a series of experiential tasks and scenarios through which participants,
under the guidance of the trainer, test their beliefs, knowledge and skills and strengthen their
competencies of applying professional principles in practice and responding to problem situations
through experiential learning. During the project, the training was piloted with a group of youth
workers and experts in the social sciences and humanities, and its final version, including the
context of youth work, professional principles and challenges faced by youth workers in their
work were published in the publication “Act as Professionals – Training module for the use of
professional principles in youth work”. The comprehensive publication summarizes current
knowledge in this field and is a significant resource for all those who conduct direct work with
young people, especially with young people from different vulnerable groups. The results of the
project were presented at events in Serbia and Denmark, and an accompanying manual was
created for all training participants. Materials created as part of the project are available, free of
charge, at: www.cepora.org.
PB  - Tuzla : Udruženje za podršku i kreativni razvoj djece i mladih
C3  - Unapređenje kvalitete života djece i mladih
T1  - Profesionalni principi u radu sa mladima iz osetljivih grupa: kreiranje treninga za praktičare omladinskog rada
T1  - Professional principles in working with young people from vulnerable groups: Creating a training for youth work practitioners
T1  - Professional principles in working with young people from vulnerable groups: Creating a training for youth work practitioners
EP  - 874
SP  - 865
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4751
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Stojanović, Marija and Popović, Vesna and Kovačević-Lepojević, Marina and Paraušić, Ana and Kovačević, Milica",
year = "2022",
abstract = "Uvažavajući napore u razvoju omladinskog rada u Republici Srbiji, CEPORA – Centar za
pozitivan razvoj dece i omladine, Nacionalna asocijacija praktičara/ki omladinskog rada i tim
terenskih radnika pri gradskoj opštini Aarhus iz Danske, sproveli su, u periodu od 2020. do 2022.
godine, Erazmus+ projekat strateškog partnerstva „Budi profesionalac: unapređenje prakse
omladinskog rada sa mladima sa smanjenim mogućnostima”. Nakon serije sastanaka i aktivnosti
za razmenu iskustava, kreiran je dinamičan trening za omladinske radnike, čiju glavnu
specifičnost čini upotreba primenjene drame kao alata za učenje. Trening sesije sačinjene su od
niza iskustvenih zadataka i scenarija kroz koje učesnici, uz vođstvo trenera, testiraju svoja
uverenja, znanja i veštine i jačaju svoje kompetencije primene profesionalnih principa u praksi i
reagovanja u problemskim siutacijama kroz iskustveno učenje. Trening je tokom projekta
pilotiran sa grupom omladinskih radnika i stručnjaka iz oblasti društveno-humanističkih nauka,
a njegova finalna verzija, uključujući i prikaz konteksta omladinskog rada, profesionalnih
principa i izazova sa kojima se omladinski radnici susreću u svom radu objavljeni su u publikaciji
„Budi profesionalac: trening za primenu profesionalnih principa u omladinskom radu”.
Sveobuhvatna publikacija sumira savremena saznanja u ovoj oblasti i predstavlja značajan resurs
svima koji sprovode direktan rad sa mladima, a posebno sa mladima iz različitih osetljivih grupa.
Rezultati projekta predstavljeni su na događajima u Srbiji i Danskoj, a kreiran je i prateći
priručnik za sve učesnike treninga. Materijali nastali u sklopu projekta dostupni su, bez naknade,
na sajtu: www.cepora.org., Acknowledging the efforts in the development of youth work in the Republic of Serbia, CEPORA
- Center for Positive Youth Development, the National Association of Youth Work Practitioners
and the team of field workers in the municipality of Aarhus from Denmark, conducted, in the
period from 2020 to 2022, an Erasmus + strategic partnership project “Act As Professionals Improvement of the youth work practice with young people with fewer opportunities”. After a
series of meetings and activities for the exchange of experiences, a dynamic training was created
for youth workers, whose main specificity is the use of applied drama as a learning tool. The
training sessions consist of a series of experiential tasks and scenarios through which participants,
under the guidance of the trainer, test their beliefs, knowledge and skills and strengthen their
competencies of applying professional principles in practice and responding to problem situations
through experiential learning. During the project, the training was piloted with a group of youth
workers and experts in the social sciences and humanities, and its final version, including the
context of youth work, professional principles and challenges faced by youth workers in their
work were published in the publication “Act as Professionals – Training module for the use of
professional principles in youth work”. The comprehensive publication summarizes current
knowledge in this field and is a significant resource for all those who conduct direct work with
young people, especially with young people from different vulnerable groups. The results of the
project were presented at events in Serbia and Denmark, and an accompanying manual was
created for all training participants. Materials created as part of the project are available, free of
charge, at: www.cepora.org.",
publisher = "Tuzla : Udruženje za podršku i kreativni razvoj djece i mladih",
journal = "Unapređenje kvalitete života djece i mladih",
title = "Profesionalni principi u radu sa mladima iz osetljivih grupa: kreiranje treninga za praktičare omladinskog rada, Professional principles in working with young people from vulnerable groups: Creating a training for youth work practitioners, Professional principles in working with young people from vulnerable groups: Creating a training for youth work practitioners",
pages = "874-865",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4751"
}

Popović-Ćitić, B., Bukvić Branković, L., Stojanović, M., Popović, V., Kovačević-Lepojević, M., Paraušić, A.,& Kovačević, M.. (2022). Profesionalni principi u radu sa mladima iz osetljivih grupa: kreiranje treninga za praktičare omladinskog rada. in Unapređenje kvalitete života djece i mladih
Tuzla : Udruženje za podršku i kreativni razvoj djece i mladih., 865-874.
https://hdl.handle.net/21.15107/rcub_rfasper_4751

Popović-Ćitić B, Bukvić Branković L, Stojanović M, Popović V, Kovačević-Lepojević M, Paraušić A, Kovačević M. Profesionalni principi u radu sa mladima iz osetljivih grupa: kreiranje treninga za praktičare omladinskog rada. in Unapređenje kvalitete života djece i mladih. 2022;:865-874.
https://hdl.handle.net/21.15107/rcub_rfasper_4751 .

Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Stojanović, Marija, Popović, Vesna, Kovačević-Lepojević, Marina, Paraušić, Ana, Kovačević, Milica, "Profesionalni principi u radu sa mladima iz osetljivih grupa: kreiranje treninga za praktičare omladinskog rada" in Unapređenje kvalitete života djece i mladih (2022):865-874,
https://hdl.handle.net/21.15107/rcub_rfasper_4751 .

TY  - CONF
AU  - Stojanović, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/835
AB  - Sa razvojem i usloţnjavanjem društva, škola sve više postaje mesto koje okuplja pripadnike
različitih kulturalnih grupa. Izraţena različitost u školskom setingu često se dovodi u vezu sa
ispoljavanjem vršnjačkog nasilja, diskriminacije i govora mrţnje prema učenicima koji pripadaju
kulturološki drugačijim grupama, što posledično vodi do školskog neuspeha, niţeg stepena
angaţovanosti u obavljanju školskih aktivnosti, veće stope napuštanja školovanja, te izraţenije
prevalencije delinkventnog i kriminalnog ponašanja. Stoga se uvaţavanje različitosti u školskom
okruţenju smatra jednom od najznačajnijih vrednosti kojoj se aktuelno teţi, sa pretpostavkom da se
time stvara stabilna osnova za dostizanje punih potencijala svih učenika, pruţanje jednakih
obrazovnih mogućnosti i razvoj svrsishodnih interakcija u interkulturalnom okruţenju. Cilj ovog rada
je pregled, analiza i sumiranje istraţivačkih rezultata o tome da li i u kojim uslovima uvaţavanje
različitosti u školskom okruţenju ima funkciju prevencije problema ponašanja učenika. Generalno,
nalazi istraţivanja ukazuju da je učenička percepcija uvaţavanja različitosti u školi veoma bitan
faktor njihovog akademskog (viši nivo akademske efikasnosti, akademskog postignuća, bolji kvalitet
školskog ţivota), ličnog i socijalnog funkcionisanja (manji broj problema u ponašanju i pozitivnije
socio-emocionalno funkcionisanje), naročito kod pripadnika manjinskih grupa. MeĎutim, rezultati
sugerišu i da je uvaţavanje različitosti u školskom okruţenju u funkciji prevencije problema ponašanja
učenika tek onda kada proţima sve aspekte institucionalnog funkcionisanja škole (vrednosti, uverenja,
norme, pravila, procedure, nastavni plan i program, obuke nastavnika) i članova školskog osoblja
(manifestovanje uvaţavanja različitosti na kognitivnom, afektivnom i bihejvioralnom nivou u odnosu
sa kolegama i relaciji sa učenicima), što se odraţava na viši stepen senzibilisanosti učenika na
različitost. U tom smislu, moţe se izvesti jasan zaključak da je uvaţavanje različitosti u školskom
kontekstu snaţan resurs za prevenciju problema ponašanja učenika onda kada promocija ove
vrednosti egzistira u svim domenima funkcionisanja obrazovno-vaspitnog sistema.
AB  - With the development and complexity of society, school increasingly becomes a place that gathers
members of different cultural groups. Expressed diversity in the school setting is often associated with the
manifestation of peer violence, discrimination and hate speech towards students who belong to culturally
different groups, which consequently leads to school failure, a lower degree of engagement in school activities, a
higher dropout rate, and a higher prevalence delinquent and criminal behavior. Therefore, respect for diversity
in the school environment is considered as one of the most important values that is currently being pursued, with
the assumption that it creates a stable basis for reaching the full potential of all students, providing equal
educational opportunities and developing purposeful interactions in an intercultural environment. The aim of
this work is to review, analyze and summarize the research results on whether and under what conditions the
respecting of diversity in the school environment has the function of preventing student behavior problems. In
general, research findings indicate that students' perception of respect for diversity at school is a very important
factor in their academic (higher level of academic efficiency, academic achievement, better quality of school
life), personal and social functioning (fewer behavioral problems and more positive socio-emotional
functioning), especially among members of minority groups. However, the results also suggest that respect for
diversity in the school environment is a function of preventing student behavior problems only when it permeates
all aspects of the school's institutional functioning (values, beliefs, norms, rules, procedures, curriculum, teacher
training) and school staff members (manifesting respecting of diversity on a cognitive, affective and behavioral
level in the relationship with colleagues and in the relationship with students), which is reflected in a higher
degree of sensitivity of students to diversity. In this sense, a clear conclusion can be drawn that respect for
diversity in the school context is a strong resource for preventing student behavior problems when the promotion
of this value exists in all domains of the functioning of the educational system.
PB  - Banja Luka : Centar modernih znanja
PB  - Beograd : Resursni centar za specijalnu edukaciju
C3  - Poremećaji u ponašanju djece i mladih
T1  - Uvažavanje različitosti u školskom okruženju u funkciji prevencije problema ponašanja učenika
T1  - Respecting diversity in the school environment as a function of preventing student behavior problems
EP  - 474
SP  - 464
UR  - https://hdl.handle.net/21.15107/rcub_ipir_835
ER  - 

@conference{
author = "Stojanović, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija",
year = "2022",
abstract = "Sa razvojem i usloţnjavanjem društva, škola sve više postaje mesto koje okuplja pripadnike
različitih kulturalnih grupa. Izraţena različitost u školskom setingu često se dovodi u vezu sa
ispoljavanjem vršnjačkog nasilja, diskriminacije i govora mrţnje prema učenicima koji pripadaju
kulturološki drugačijim grupama, što posledično vodi do školskog neuspeha, niţeg stepena
angaţovanosti u obavljanju školskih aktivnosti, veće stope napuštanja školovanja, te izraţenije
prevalencije delinkventnog i kriminalnog ponašanja. Stoga se uvaţavanje različitosti u školskom
okruţenju smatra jednom od najznačajnijih vrednosti kojoj se aktuelno teţi, sa pretpostavkom da se
time stvara stabilna osnova za dostizanje punih potencijala svih učenika, pruţanje jednakih
obrazovnih mogućnosti i razvoj svrsishodnih interakcija u interkulturalnom okruţenju. Cilj ovog rada
je pregled, analiza i sumiranje istraţivačkih rezultata o tome da li i u kojim uslovima uvaţavanje
različitosti u školskom okruţenju ima funkciju prevencije problema ponašanja učenika. Generalno,
nalazi istraţivanja ukazuju da je učenička percepcija uvaţavanja različitosti u školi veoma bitan
faktor njihovog akademskog (viši nivo akademske efikasnosti, akademskog postignuća, bolji kvalitet
školskog ţivota), ličnog i socijalnog funkcionisanja (manji broj problema u ponašanju i pozitivnije
socio-emocionalno funkcionisanje), naročito kod pripadnika manjinskih grupa. MeĎutim, rezultati
sugerišu i da je uvaţavanje različitosti u školskom okruţenju u funkciji prevencije problema ponašanja
učenika tek onda kada proţima sve aspekte institucionalnog funkcionisanja škole (vrednosti, uverenja,
norme, pravila, procedure, nastavni plan i program, obuke nastavnika) i članova školskog osoblja
(manifestovanje uvaţavanja različitosti na kognitivnom, afektivnom i bihejvioralnom nivou u odnosu
sa kolegama i relaciji sa učenicima), što se odraţava na viši stepen senzibilisanosti učenika na
različitost. U tom smislu, moţe se izvesti jasan zaključak da je uvaţavanje različitosti u školskom
kontekstu snaţan resurs za prevenciju problema ponašanja učenika onda kada promocija ove
vrednosti egzistira u svim domenima funkcionisanja obrazovno-vaspitnog sistema., With the development and complexity of society, school increasingly becomes a place that gathers
members of different cultural groups. Expressed diversity in the school setting is often associated with the
manifestation of peer violence, discrimination and hate speech towards students who belong to culturally
different groups, which consequently leads to school failure, a lower degree of engagement in school activities, a
higher dropout rate, and a higher prevalence delinquent and criminal behavior. Therefore, respect for diversity
in the school environment is considered as one of the most important values that is currently being pursued, with
the assumption that it creates a stable basis for reaching the full potential of all students, providing equal
educational opportunities and developing purposeful interactions in an intercultural environment. The aim of
this work is to review, analyze and summarize the research results on whether and under what conditions the
respecting of diversity in the school environment has the function of preventing student behavior problems. In
general, research findings indicate that students' perception of respect for diversity at school is a very important
factor in their academic (higher level of academic efficiency, academic achievement, better quality of school
life), personal and social functioning (fewer behavioral problems and more positive socio-emotional
functioning), especially among members of minority groups. However, the results also suggest that respect for
diversity in the school environment is a function of preventing student behavior problems only when it permeates
all aspects of the school's institutional functioning (values, beliefs, norms, rules, procedures, curriculum, teacher
training) and school staff members (manifesting respecting of diversity on a cognitive, affective and behavioral
level in the relationship with colleagues and in the relationship with students), which is reflected in a higher
degree of sensitivity of students to diversity. In this sense, a clear conclusion can be drawn that respect for
diversity in the school context is a strong resource for preventing student behavior problems when the promotion
of this value exists in all domains of the functioning of the educational system.",
publisher = "Banja Luka : Centar modernih znanja, Beograd : Resursni centar za specijalnu edukaciju",
journal = "Poremećaji u ponašanju djece i mladih",
title = "Uvažavanje različitosti u školskom okruženju u funkciji prevencije problema ponašanja učenika, Respecting diversity in the school environment as a function of preventing student behavior problems",
pages = "474-464",
url = "https://hdl.handle.net/21.15107/rcub_ipir_835"
}

Stojanović, M., Popović-Ćitić, B.,& Bukvić Branković, L.. (2022). Uvažavanje različitosti u školskom okruženju u funkciji prevencije problema ponašanja učenika. in Poremećaji u ponašanju djece i mladih
Banja Luka : Centar modernih znanja., 464-474.
https://hdl.handle.net/21.15107/rcub_ipir_835

Stojanović M, Popović-Ćitić B, Bukvić Branković L. Uvažavanje različitosti u školskom okruženju u funkciji prevencije problema ponašanja učenika. in Poremećaji u ponašanju djece i mladih. 2022;:464-474.
https://hdl.handle.net/21.15107/rcub_ipir_835 .

Stojanović, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, "Uvažavanje različitosti u školskom okruženju u funkciji prevencije problema ponašanja učenika" in Poremećaji u ponašanju djece i mladih (2022):464-474,
https://hdl.handle.net/21.15107/rcub_ipir_835 .