TY  - CONF
AU  - Baucal, Aleksandar
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Jošić, Smiljana
AU  - Rajić, Milana
AU  - Krstić, Ksenija
AU  - Altaras Dimitrijević, Ana
AU  - Jolić Marjanović, Zorana
AU  - Pavlovic Babić, Dragica
AU  - Nikitović, Tijana
AU  - Mojović Zdravković, Kristina
AU  - Ivanović, Jovan
PY  - 2024
UR  - https://www.earli.org/
UR  - http://ipir.ipisr.org.rs/handle/123456789/1129
AB  - This paper presents a PEER training program
aimed at building and strengthening collaboration and problem-solving skills among adolescents. The program is integral to the PEERSolvers project (https://peersolvers.f.bg.ac.rs) and
follows the PEER model designed to enhance
successful collaboration among adolescents.
The training includes the four main segments
of the PEER model. The first segment focuses
on formulating and establishing rules for constructive dialogue and exchange (E) of ideas.
The second involves recognising and respecting personality (P) and individual differences in
teamwork. The third addresses skills of emotional intelligence (E), promoting the importance
of proper recognition, understanding and regulation of emotions during collaboration. Finally,
the fourth part of the training deals with team
member’s ability to use external resources (R),
primarily digital data sources, to scaffold problem-solving. Each segment is a three-hour block,
with an introductory and concluding session and
includes a series of group exercises and interactive tasks. The conceptualisation of the training in accordance with the PEER model offers
a novel and comprehensive approach to collaborative problem-solving aimed to equip both
researchers and teachers with evidence-based
tools for enhancing students’ collaborative prob-lem-solving skills. The training was carried out in
six Belgrade high schools (3 grammar schools
and three vocational schools), involving approximately 21 second-year students per school.
Trainer experiences confirm that the training
can be conducted successfully according to the
planned scenario. Also, the trainees found the
training relevant and felt confident enough to
engage in it.
PB  - European Association for Research on Learning and Instruction
C3  - Walking the talk:Co-constructing the politics of meaning, diversity & learning
T1  - PEER Training: Building successful collaborative problem-Solving Skills in Adolescents
EP  - 14
SP  - 13
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1129
ER  - 

@conference{
author = "Baucal, Aleksandar and Stepanović Ilić, Ivana and Videnović, Marina and Jošić, Smiljana and Rajić, Milana and Krstić, Ksenija and Altaras Dimitrijević, Ana and Jolić Marjanović, Zorana and Pavlovic Babić, Dragica and Nikitović, Tijana and Mojović Zdravković, Kristina and Ivanović, Jovan",
year = "2024",
abstract = "This paper presents a PEER training program
aimed at building and strengthening collaboration and problem-solving skills among adolescents. The program is integral to the PEERSolvers project (https://peersolvers.f.bg.ac.rs) and
follows the PEER model designed to enhance
successful collaboration among adolescents.
The training includes the four main segments
of the PEER model. The first segment focuses
on formulating and establishing rules for constructive dialogue and exchange (E) of ideas.
The second involves recognising and respecting personality (P) and individual differences in
teamwork. The third addresses skills of emotional intelligence (E), promoting the importance
of proper recognition, understanding and regulation of emotions during collaboration. Finally,
the fourth part of the training deals with team
member’s ability to use external resources (R),
primarily digital data sources, to scaffold problem-solving. Each segment is a three-hour block,
with an introductory and concluding session and
includes a series of group exercises and interactive tasks. The conceptualisation of the training in accordance with the PEER model offers
a novel and comprehensive approach to collaborative problem-solving aimed to equip both
researchers and teachers with evidence-based
tools for enhancing students’ collaborative prob-lem-solving skills. The training was carried out in
six Belgrade high schools (3 grammar schools
and three vocational schools), involving approximately 21 second-year students per school.
Trainer experiences confirm that the training
can be conducted successfully according to the
planned scenario. Also, the trainees found the
training relevant and felt confident enough to
engage in it.",
publisher = "European Association for Research on Learning and Instruction",
journal = "Walking the talk:Co-constructing the politics of meaning, diversity & learning",
title = "PEER Training: Building successful collaborative problem-Solving Skills in Adolescents",
pages = "14-13",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1129"
}

Baucal, A., Stepanović Ilić, I., Videnović, M., Jošić, S., Rajić, M., Krstić, K., Altaras Dimitrijević, A., Jolić Marjanović, Z., Pavlovic Babić, D., Nikitović, T., Mojović Zdravković, K.,& Ivanović, J.. (2024). PEER Training: Building successful collaborative problem-Solving Skills in Adolescents. in Walking the talk:Co-constructing the politics of meaning, diversity & learning
European Association for Research on Learning and Instruction., 13-14.
https://hdl.handle.net/21.15107/rcub_ipir_1129

Baucal A, Stepanović Ilić I, Videnović M, Jošić S, Rajić M, Krstić K, Altaras Dimitrijević A, Jolić Marjanović Z, Pavlovic Babić D, Nikitović T, Mojović Zdravković K, Ivanović J. PEER Training: Building successful collaborative problem-Solving Skills in Adolescents. in Walking the talk:Co-constructing the politics of meaning, diversity & learning. 2024;:13-14.
https://hdl.handle.net/21.15107/rcub_ipir_1129 .

Baucal, Aleksandar, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smiljana, Rajić, Milana, Krstić, Ksenija, Altaras Dimitrijević, Ana, Jolić Marjanović, Zorana, Pavlovic Babić, Dragica, Nikitović, Tijana, Mojović Zdravković, Kristina, Ivanović, Jovan, "PEER Training: Building successful collaborative problem-Solving Skills in Adolescents" in Walking the talk:Co-constructing the politics of meaning, diversity & learning (2024):13-14,
https://hdl.handle.net/21.15107/rcub_ipir_1129 .

TY  - CONF
AU  - Jošić, Smiljana
AU  - Stepanović Ilić, Ivana
AU  - Baucal, Aleksander
PY  - 2024
UR  - http://ipir.ipisr.org.rs/handle/123456789/1091
AB  - Peer Collaborative Problem Solving (CPS) is recognized as a pivotal factor in shaping positive
learning outcomes and developmental progress across various educational levels. This
systematic review aims to comprehensively synthesize existing research on the adults’
scaffolding modalities that effectively facilitate adolescents' engagement in CPS. According to
PRISMA guidelines, an extensive search across PsycInfo, WoS, and ERIC databases yielded
5256 English abstracts, from which 160 papers were selected for in-depth analysis. Among the
chosen papers, 110 provided valuable insights into adult mediation, i.e. the supportive role of
teachers/researchers. Notably, while 17 papers (15.4%) detailed cooperation training,
scaffolding emerged as a predominant focus in the selected research (N = 78; 70.9%).
Additionally, 13 papers (11.8%) explored both training and scaffolding methodologies.
Examining the impact of such support on collaborative problem-solving, a majority of
published papers reported positive effects (N = 60, 53.6%), with a minimal number indicating
negative effects (N = 7, 6.3%). The remaining 44 papers (40%) did not analyse an impact of
training or scaffolding on CPS. Thematic analyses uncovered crucial insights into the
multifaceted ways in which adults (teachers/researchers) contribute to successful CPS.
Moderation of peer interaction was observed through a tripartite focus on cognitive processes
(N = 82; 75%), group discussions (N = 73; 66%), and classroom management (N = 23; 21%).
The main characteristics identified in this review provide a comprehensive understanding of
the dynamics involved in fostering effective CPS among adolescents. The ensuing discussion
will delve into these characteristics, offering concluding remarks with pertinent educational
implications.
PB  - Beograd : Filozofski fakultet
C3  - XXX scientific conference: Empirical studies in psychology
T1  - Exploring adults’ mediation in collaborative problem solving among adolescents
EP  - 78
SP  - 78
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1091
ER  - 

@conference{
author = "Jošić, Smiljana and Stepanović Ilić, Ivana and Baucal, Aleksander",
year = "2024",
abstract = "Peer Collaborative Problem Solving (CPS) is recognized as a pivotal factor in shaping positive
learning outcomes and developmental progress across various educational levels. This
systematic review aims to comprehensively synthesize existing research on the adults’
scaffolding modalities that effectively facilitate adolescents' engagement in CPS. According to
PRISMA guidelines, an extensive search across PsycInfo, WoS, and ERIC databases yielded
5256 English abstracts, from which 160 papers were selected for in-depth analysis. Among the
chosen papers, 110 provided valuable insights into adult mediation, i.e. the supportive role of
teachers/researchers. Notably, while 17 papers (15.4%) detailed cooperation training,
scaffolding emerged as a predominant focus in the selected research (N = 78; 70.9%).
Additionally, 13 papers (11.8%) explored both training and scaffolding methodologies.
Examining the impact of such support on collaborative problem-solving, a majority of
published papers reported positive effects (N = 60, 53.6%), with a minimal number indicating
negative effects (N = 7, 6.3%). The remaining 44 papers (40%) did not analyse an impact of
training or scaffolding on CPS. Thematic analyses uncovered crucial insights into the
multifaceted ways in which adults (teachers/researchers) contribute to successful CPS.
Moderation of peer interaction was observed through a tripartite focus on cognitive processes
(N = 82; 75%), group discussions (N = 73; 66%), and classroom management (N = 23; 21%).
The main characteristics identified in this review provide a comprehensive understanding of
the dynamics involved in fostering effective CPS among adolescents. The ensuing discussion
will delve into these characteristics, offering concluding remarks with pertinent educational
implications.",
publisher = "Beograd : Filozofski fakultet",
journal = "XXX scientific conference: Empirical studies in psychology",
title = "Exploring adults’ mediation in collaborative problem solving among adolescents",
pages = "78-78",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1091"
}

Jošić, S., Stepanović Ilić, I.,& Baucal, A.. (2024). Exploring adults’ mediation in collaborative problem solving among adolescents. in XXX scientific conference: Empirical studies in psychology
Beograd : Filozofski fakultet., 78-78.
https://hdl.handle.net/21.15107/rcub_ipir_1091

Jošić S, Stepanović Ilić I, Baucal A. Exploring adults’ mediation in collaborative problem solving among adolescents. in XXX scientific conference: Empirical studies in psychology. 2024;:78-78.
https://hdl.handle.net/21.15107/rcub_ipir_1091 .

Jošić, Smiljana, Stepanović Ilić, Ivana, Baucal, Aleksander, "Exploring adults’ mediation in collaborative problem solving among adolescents" in XXX scientific conference: Empirical studies in psychology (2024):78-78,
https://hdl.handle.net/21.15107/rcub_ipir_1091 .

TY  - GEN
AU  - Baucal, Aleksandar
AU  - Pavlović Babić, Dragica
AU  - Altaras Dimitrijević, Ana
AU  - Krstić, Ksenija
AU  - Jolić Marjanović, Zorana
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Jošić, Smiljana
AU  - Nikitović, Tijana
AU  - Mojović Zdravković, Kristina
AU  - Rajić, Milana
AU  - Ivanović, Jovan
PY  - 2024
UR  - http://ipir.ipisr.org.rs/handle/123456789/1094
AB  - Ovaj priručnik predstavlja rezultat predanog rada i istraživanja u okviru projekta
Saradnjom do rešenja: PEER model osnaživanja mladih za konstruktivni
dijalog i timski rad. Istraživači sa Filozofskog fakulteta Univerziteta u Beogradu i
Instituta za pedagoška istraživanja iz Beograda, uz finansijsku podršku Fonda za
nauku Republike Srbije, došli su na ideju da kreiraju program koji bi pomogao
adolescentima da bolje sarađuju prilikom rešavanja složenih problema i zadataka.
Oslanjajući se na znanja iz sociokulturne psihologije, psihologije individualnih
razlika, razvojne psihologije i obrazovnih nauka formulisali smo jedinstven PEER
model zajedničkog rešavanja problema. Kroz mnoge sate istraživanja, razvoja materijala
i interakcije sa mladima, zajedno smo oblikovali PEER model kao i ovaj
priručnik. Ovaj model polazi od toga da je za kvalitetnu i produktivnu saradnju
potrebno voditi računa o sledećim aspektima saradnje: 1) osobine ličnosti (Personality),
2) emocionalna inteligencija (Emotional inteligence), 3) razmena ideja
putem dijaloga (Exchange) i 4) dostupni resursi (Resources). Svakom slovu PEER
modela u ovom priručniku posvetili smo jedno poglavlje. U poglavljima je kratko
objašnjen svaki element modela, a zatim su prikazane aktivnosti koje podržavaju
razvoj saradnje kod mladih. Kroz sinergiju ovih elemenata, mladi ne samo da formulišu
bolja rešenja, već i unapređuju lične kompetencije neophodne za uspešnu
saradnju.
Naša želja je da ova publikacija bude inspiracija i resurs za sve koji su posvećeni
razvoju mladih i unapređenju veština zajedničkog rešavanja problema. Priručnik
je pre svega namenjen profesionalcima koji rade sa mladima i koriste grupni rad
kao metod u realizaciji aktivnosti za učesnike, bilo da je u pitanju školski ili vanškolski
kontekst. Psiholozi, pedagozi, stručni saradnici, nastavnici, vaspitači1 i ostali koji
se bave razvojem mladih pronaći će u ovom priručniku korisne smernice i alate
usmerene na podržavanje mladih u razvoju njihovih veština zajedničkog rešavanja
problema.
Prva dva poglavlja priručnika posvećena su aktivnostima koje podstiču prepoznavanje
i uvažavanje osobina ličnosti (Personality) kao i vežbama koje govore o
doprinosu emocionalne inteligencije zajedničkom radu. Aktivnosti opisane u ovim
poglavljima oslanjaju se na psihološka znanja i zbog toga su namenjene prvenstveno
psiholozima. Međutim, ne isključujemo mogućnost da ih mogu realizovati
i drugi edukatori, posebno nastavnici, uz konsultacije sa psiholozima. Druga dva
poglavlja, razmena ideja putem dijaloga (Exchange) i dostupni resursi (Resources),
namenjena su široj grupi edukatora, odnosno mogu ih realizovati svi profesionalci
koji koriste grupni rad u edukaciji mladih.
Želimo da izrazimo zahvalnost sledećim partnerskim školama iz Beograda, bez
čije podrške i posvećenosti ostvarenje naših ciljeva ne bi bilo moguće: Gimnaziji
„Patrijarh Pavle“, Gimnaziji „Sveti Sava“, Zemunskoj gimnaziji, Zubotehničkoj školi,
Mašinskoj školi „Radoje Dakić“, Petoj beogradskoj gimnaziji, Saobraćajno-tehnič-koj školi, Sedmoj beogradskoj gimnaziji, Srednjoj turističkoj školi, Ugostiteljsko-turističkoj
školi, Farmaceutsko-fizioterapeutskoj školi i Šestoj beogradskoj gimnaziji.
Podrška i doprinos koje smo dobili od ovih škola, njihovih učenika, nastavnika,
stručnih saradnika i direktora su nemerljivi; zajedno sa njima stvorili smo resurse
za koje verujemo da će doprineti obrazovanju i razvoju mladih ljudi.
Takođe, želimo da se zahvalimo svim recenzentima koji su doprineli kvalitetu
ovog priručnika. Sugestije i komentari koje smo dobili od dr Danijele Petrović, dr
Nevene Buđevac i dr Vladete Milina značajno su doprineli uobličavanju sadržaja
priručnika.
Nadamo se da će ovaj priručnik biti od koristi svima koji žele da doprinesu razvoju
veština koje su preduslov uspešnog uključivanja mladih u saradnju usmerenu
na rešavanje složenih problema. Takođe, podstičemo sve praktičare da aktivno
učestvuju u kreiranju novih materijala kako bismo u budućnosti što više podržali
zajednicu profesionalaca koji rade sa mladima. Ukoliko ste modifikovali i prilagodili
neku od opisanih aktivnosti iz ovog priručnika kontekstu u kom vi radite, pozivamo
vas da podelite svoje verzije. Svoje nove ideje možete poslati na imejl-adresu
peersolvers@f.bg.ac.rs i tako napraviti korak ka unapređivanju metoda rada sa
mladima koje su u funkciji razvoja veština neophodnih u saradnji.
PB  - Beograd : Filozofski fakultet, Univerzitet u Beogradu
T1  - Saradnjom do rešenja: Priručnik za realizaciju PEER modela rešavanja problema putem saradnje
T1  - Collaborative Solutions: Handbook for the implementation of the PEER Model
of Collaborative Problem Solving
EP  - 99
SP  - 7
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1094
ER  - 

@misc{
author = "Baucal, Aleksandar and Pavlović Babić, Dragica and Altaras Dimitrijević, Ana and Krstić, Ksenija and Jolić Marjanović, Zorana and Stepanović Ilić, Ivana and Videnović, Marina and Jošić, Smiljana and Nikitović, Tijana and Mojović Zdravković, Kristina and Rajić, Milana and Ivanović, Jovan",
year = "2024",
abstract = "Ovaj priručnik predstavlja rezultat predanog rada i istraživanja u okviru projekta
Saradnjom do rešenja: PEER model osnaživanja mladih za konstruktivni
dijalog i timski rad. Istraživači sa Filozofskog fakulteta Univerziteta u Beogradu i
Instituta za pedagoška istraživanja iz Beograda, uz finansijsku podršku Fonda za
nauku Republike Srbije, došli su na ideju da kreiraju program koji bi pomogao
adolescentima da bolje sarađuju prilikom rešavanja složenih problema i zadataka.
Oslanjajući se na znanja iz sociokulturne psihologije, psihologije individualnih
razlika, razvojne psihologije i obrazovnih nauka formulisali smo jedinstven PEER
model zajedničkog rešavanja problema. Kroz mnoge sate istraživanja, razvoja materijala
i interakcije sa mladima, zajedno smo oblikovali PEER model kao i ovaj
priručnik. Ovaj model polazi od toga da je za kvalitetnu i produktivnu saradnju
potrebno voditi računa o sledećim aspektima saradnje: 1) osobine ličnosti (Personality),
2) emocionalna inteligencija (Emotional inteligence), 3) razmena ideja
putem dijaloga (Exchange) i 4) dostupni resursi (Resources). Svakom slovu PEER
modela u ovom priručniku posvetili smo jedno poglavlje. U poglavljima je kratko
objašnjen svaki element modela, a zatim su prikazane aktivnosti koje podržavaju
razvoj saradnje kod mladih. Kroz sinergiju ovih elemenata, mladi ne samo da formulišu
bolja rešenja, već i unapređuju lične kompetencije neophodne za uspešnu
saradnju.
Naša želja je da ova publikacija bude inspiracija i resurs za sve koji su posvećeni
razvoju mladih i unapređenju veština zajedničkog rešavanja problema. Priručnik
je pre svega namenjen profesionalcima koji rade sa mladima i koriste grupni rad
kao metod u realizaciji aktivnosti za učesnike, bilo da je u pitanju školski ili vanškolski
kontekst. Psiholozi, pedagozi, stručni saradnici, nastavnici, vaspitači1 i ostali koji
se bave razvojem mladih pronaći će u ovom priručniku korisne smernice i alate
usmerene na podržavanje mladih u razvoju njihovih veština zajedničkog rešavanja
problema.
Prva dva poglavlja priručnika posvećena su aktivnostima koje podstiču prepoznavanje
i uvažavanje osobina ličnosti (Personality) kao i vežbama koje govore o
doprinosu emocionalne inteligencije zajedničkom radu. Aktivnosti opisane u ovim
poglavljima oslanjaju se na psihološka znanja i zbog toga su namenjene prvenstveno
psiholozima. Međutim, ne isključujemo mogućnost da ih mogu realizovati
i drugi edukatori, posebno nastavnici, uz konsultacije sa psiholozima. Druga dva
poglavlja, razmena ideja putem dijaloga (Exchange) i dostupni resursi (Resources),
namenjena su široj grupi edukatora, odnosno mogu ih realizovati svi profesionalci
koji koriste grupni rad u edukaciji mladih.
Želimo da izrazimo zahvalnost sledećim partnerskim školama iz Beograda, bez
čije podrške i posvećenosti ostvarenje naših ciljeva ne bi bilo moguće: Gimnaziji
„Patrijarh Pavle“, Gimnaziji „Sveti Sava“, Zemunskoj gimnaziji, Zubotehničkoj školi,
Mašinskoj školi „Radoje Dakić“, Petoj beogradskoj gimnaziji, Saobraćajno-tehnič-koj školi, Sedmoj beogradskoj gimnaziji, Srednjoj turističkoj školi, Ugostiteljsko-turističkoj
školi, Farmaceutsko-fizioterapeutskoj školi i Šestoj beogradskoj gimnaziji.
Podrška i doprinos koje smo dobili od ovih škola, njihovih učenika, nastavnika,
stručnih saradnika i direktora su nemerljivi; zajedno sa njima stvorili smo resurse
za koje verujemo da će doprineti obrazovanju i razvoju mladih ljudi.
Takođe, želimo da se zahvalimo svim recenzentima koji su doprineli kvalitetu
ovog priručnika. Sugestije i komentari koje smo dobili od dr Danijele Petrović, dr
Nevene Buđevac i dr Vladete Milina značajno su doprineli uobličavanju sadržaja
priručnika.
Nadamo se da će ovaj priručnik biti od koristi svima koji žele da doprinesu razvoju
veština koje su preduslov uspešnog uključivanja mladih u saradnju usmerenu
na rešavanje složenih problema. Takođe, podstičemo sve praktičare da aktivno
učestvuju u kreiranju novih materijala kako bismo u budućnosti što više podržali
zajednicu profesionalaca koji rade sa mladima. Ukoliko ste modifikovali i prilagodili
neku od opisanih aktivnosti iz ovog priručnika kontekstu u kom vi radite, pozivamo
vas da podelite svoje verzije. Svoje nove ideje možete poslati na imejl-adresu
peersolvers@f.bg.ac.rs i tako napraviti korak ka unapređivanju metoda rada sa
mladima koje su u funkciji razvoja veština neophodnih u saradnji.",
publisher = "Beograd : Filozofski fakultet, Univerzitet u Beogradu",
title = "Saradnjom do rešenja: Priručnik za realizaciju PEER modela rešavanja problema putem saradnje, Collaborative Solutions: Handbook for the implementation of the PEER Model
of Collaborative Problem Solving",
pages = "99-7",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1094"
}

Baucal, A., Pavlović Babić, D., Altaras Dimitrijević, A., Krstić, K., Jolić Marjanović, Z., Stepanović Ilić, I., Videnović, M., Jošić, S., Nikitović, T., Mojović Zdravković, K., Rajić, M.,& Ivanović, J.. (2024). Saradnjom do rešenja: Priručnik za realizaciju PEER modela rešavanja problema putem saradnje. 
Beograd : Filozofski fakultet, Univerzitet u Beogradu., 7-99.
https://hdl.handle.net/21.15107/rcub_ipir_1094

Baucal A, Pavlović Babić D, Altaras Dimitrijević A, Krstić K, Jolić Marjanović Z, Stepanović Ilić I, Videnović M, Jošić S, Nikitović T, Mojović Zdravković K, Rajić M, Ivanović J. Saradnjom do rešenja: Priručnik za realizaciju PEER modela rešavanja problema putem saradnje. 2024;:7-99.
https://hdl.handle.net/21.15107/rcub_ipir_1094 .

Baucal, Aleksandar, Pavlović Babić, Dragica, Altaras Dimitrijević, Ana, Krstić, Ksenija, Jolić Marjanović, Zorana, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smiljana, Nikitović, Tijana, Mojović Zdravković, Kristina, Rajić, Milana, Ivanović, Jovan, "Saradnjom do rešenja: Priručnik za realizaciju PEER modela rešavanja problema putem saradnje" (2024):7-99,
https://hdl.handle.net/21.15107/rcub_ipir_1094 .

TY  - CONF
AU  - Stepanović Ilić, Ivana
AU  - Baucal, Aleksander
AU  - Jošić, Smiljana
PY  - 2023
UR  - https://sites.utu.fi/ecdp2023/
UR  - http://ipir.ipisr.org.rs/handle/123456789/972
AB  - Peer interaction is widely recognized as one of the important factors of cognitive development,
especially in constructivists and sociocultural approach. Having in mind that global demands for
collaborative problem-solving (CPS) have sparked investigations of peer interaction in the educational
context, we have reviewed research findings within that setting. We chose adolescents considering their
advancements in cognitive and socio-emotional prerequisites to embrace and consider different views
regarding argument exchange, in comparison to younger children, and their higher potential to further
develop those competencies compared to the older population. Our main goal was to make a qualitative
systematization of studies investigating face-to-face peer interaction within school context in order to
extract characteristics which differentiate productive from unproductive groups of adolescents engaged in CPS. The literature inspection using research strings within the three databases (PsycInfo, WoS, ERIC)
yielded 5,256 human studies published in English between 2012 and 2022, which are uploaded to
Covidence. The systematic narrative literature review was conducted in the form of an inductivedeductive
thematic analysis of 160 papers, selected from the mentioned sample aligned with the steps
in PRISMA guidelines. Interrater reliability was excellent (Cohen’s κ=.92; agreement percentage = 97%).
We extracted six major themes differentiating productive from unproductive adolescent peer groups
dialogues during CPS. The first was named Socio-Cognitive Aspects of Collaboration, associated with the
quality of idea exchange and its potential to be a solid base for joint construction of
meaning/knowledge. The second, Socio-Emotional Aspects of Collaboration is related to social and
emotional processes in a peer group during problem-solving. The third theme entitled The Quality of
Task/Problem-Solving Strategies is pertained to adequate reasoning and approaching the problem. The
fourth and fifth groups describe two types of regulation within a peer group, one oriented towards the
problem/task itself (The Regulation of Group Activity Oriented Towards the Task) and the other towards
participants in the process (The Regulation of Group Activity Oriented Towards Group Members). The
sixth one, Participant Engagement, reflected on the nature of adolescents’ involvement in CPS. The
number of identified themes describing peer dialogue during CPS has revealed the enormous complexity
of social interaction and numerous factors influencing it. The obtained results are in accordance with
similar literature reviews (Howe & Abedin, 2013; Asterhan & Schwarz, 2016; Gillies, 2016) but seem to
have a particular focus on the quality of peer interaction and cover a broader spectrum of its features.
Besides theoretical, our findings have practical implications and serve as a guidebook for teachers eager
to contribute to productive collaboration between students in their classroom, but also for researchers
who seek deeper understanding of the nature of peer interaction in order to develop new interventions
focusing on productive dialogue features and prevention of unproductive peer interaction.
PB  - Finland : University of Turku
C3  - European Conference on Developmental Psychology (ECDP)
T1  - What differentiates productive from unproductive adolescent groups engaged in collaborative problem-solving: A qualitative systematic review
EP  - 21
SP  - 20
UR  - https://hdl.handle.net/21.15107/rcub_ipir_972
ER  - 

@conference{
author = "Stepanović Ilić, Ivana and Baucal, Aleksander and Jošić, Smiljana",
year = "2023",
abstract = "Peer interaction is widely recognized as one of the important factors of cognitive development,
especially in constructivists and sociocultural approach. Having in mind that global demands for
collaborative problem-solving (CPS) have sparked investigations of peer interaction in the educational
context, we have reviewed research findings within that setting. We chose adolescents considering their
advancements in cognitive and socio-emotional prerequisites to embrace and consider different views
regarding argument exchange, in comparison to younger children, and their higher potential to further
develop those competencies compared to the older population. Our main goal was to make a qualitative
systematization of studies investigating face-to-face peer interaction within school context in order to
extract characteristics which differentiate productive from unproductive groups of adolescents engaged in CPS. The literature inspection using research strings within the three databases (PsycInfo, WoS, ERIC)
yielded 5,256 human studies published in English between 2012 and 2022, which are uploaded to
Covidence. The systematic narrative literature review was conducted in the form of an inductivedeductive
thematic analysis of 160 papers, selected from the mentioned sample aligned with the steps
in PRISMA guidelines. Interrater reliability was excellent (Cohen’s κ=.92; agreement percentage = 97%).
We extracted six major themes differentiating productive from unproductive adolescent peer groups
dialogues during CPS. The first was named Socio-Cognitive Aspects of Collaboration, associated with the
quality of idea exchange and its potential to be a solid base for joint construction of
meaning/knowledge. The second, Socio-Emotional Aspects of Collaboration is related to social and
emotional processes in a peer group during problem-solving. The third theme entitled The Quality of
Task/Problem-Solving Strategies is pertained to adequate reasoning and approaching the problem. The
fourth and fifth groups describe two types of regulation within a peer group, one oriented towards the
problem/task itself (The Regulation of Group Activity Oriented Towards the Task) and the other towards
participants in the process (The Regulation of Group Activity Oriented Towards Group Members). The
sixth one, Participant Engagement, reflected on the nature of adolescents’ involvement in CPS. The
number of identified themes describing peer dialogue during CPS has revealed the enormous complexity
of social interaction and numerous factors influencing it. The obtained results are in accordance with
similar literature reviews (Howe & Abedin, 2013; Asterhan & Schwarz, 2016; Gillies, 2016) but seem to
have a particular focus on the quality of peer interaction and cover a broader spectrum of its features.
Besides theoretical, our findings have practical implications and serve as a guidebook for teachers eager
to contribute to productive collaboration between students in their classroom, but also for researchers
who seek deeper understanding of the nature of peer interaction in order to develop new interventions
focusing on productive dialogue features and prevention of unproductive peer interaction.",
publisher = "Finland : University of Turku",
journal = "European Conference on Developmental Psychology (ECDP)",
title = "What differentiates productive from unproductive adolescent groups engaged in collaborative problem-solving: A qualitative systematic review",
pages = "21-20",
url = "https://hdl.handle.net/21.15107/rcub_ipir_972"
}

Stepanović Ilić, I., Baucal, A.,& Jošić, S.. (2023). What differentiates productive from unproductive adolescent groups engaged in collaborative problem-solving: A qualitative systematic review. in European Conference on Developmental Psychology (ECDP)
Finland : University of Turku., 20-21.
https://hdl.handle.net/21.15107/rcub_ipir_972

Stepanović Ilić I, Baucal A, Jošić S. What differentiates productive from unproductive adolescent groups engaged in collaborative problem-solving: A qualitative systematic review. in European Conference on Developmental Psychology (ECDP). 2023;:20-21.
https://hdl.handle.net/21.15107/rcub_ipir_972 .

Stepanović Ilić, Ivana, Baucal, Aleksander, Jošić, Smiljana, "What differentiates productive from unproductive adolescent groups engaged in collaborative problem-solving: A qualitative systematic review" in European Conference on Developmental Psychology (ECDP) (2023):20-21,
https://hdl.handle.net/21.15107/rcub_ipir_972 .

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

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

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

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

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