TY  - JOUR
AU  - Simić, Nataša
AU  - Marušić Jablanović, Milica
AU  - Grbić, Sanja
PY  - 2021
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/626
AB  - The aim of this study was to validate the structure of the FIT-Choice scale on a Serbian sample of pre-service teachers, as well as to determine the motivations and beliefs about the teaching profession, and test if motivation differs across different groups of pre-service teachers. After prospective class and subject teachers (N = 433) filled in the FIT-Choice scale, the CFAs were performed. For Motivations, the adjusted 12-factor model fits the data best. Ten original factors were replicated, and Bludging and Time for family appeared as separate factors, like in the first version of the FIT-Choice model, while Transferability and Security merged into one. The six-factor Beliefs model with one item removed had the best fit indices. Intrinsic value, Social utility value and Perceived teaching ability were the highest rated motivations. Females and prospective class teachers were more motivated by altruistic motives and perceived the profession as more demanding than males and prospective subject teachers. The authors conclude that the FIT-Choice scale demonstrated acceptable structural and known-groups validity and reliability, and that the results on Motivations were similar to those obtained in Western countries.
PB  - Routledge
T2  - Journal of Education for Teaching
T2  - 
T1  - Why teaching? A validation of the fit-choice scale in the Serbian context
DO  - 10.1080/02607476.2021.1958655
ER  - 

@article{
author = "Simić, Nataša and Marušić Jablanović, Milica and Grbić, Sanja",
year = "2021, 2021",
abstract = "The aim of this study was to validate the structure of the FIT-Choice scale on a Serbian sample of pre-service teachers, as well as to determine the motivations and beliefs about the teaching profession, and test if motivation differs across different groups of pre-service teachers. After prospective class and subject teachers (N = 433) filled in the FIT-Choice scale, the CFAs were performed. For Motivations, the adjusted 12-factor model fits the data best. Ten original factors were replicated, and Bludging and Time for family appeared as separate factors, like in the first version of the FIT-Choice model, while Transferability and Security merged into one. The six-factor Beliefs model with one item removed had the best fit indices. Intrinsic value, Social utility value and Perceived teaching ability were the highest rated motivations. Females and prospective class teachers were more motivated by altruistic motives and perceived the profession as more demanding than males and prospective subject teachers. The authors conclude that the FIT-Choice scale demonstrated acceptable structural and known-groups validity and reliability, and that the results on Motivations were similar to those obtained in Western countries.",
publisher = "Routledge",
journal = "Journal of Education for Teaching, ",
title = "Why teaching? A validation of the fit-choice scale in the Serbian context",
doi = "10.1080/02607476.2021.1958655"
}

Simić, N., Marušić Jablanović, M.,& Grbić, S.. (2021). Why teaching? A validation of the fit-choice scale in the Serbian context. in Journal of Education for Teaching
Routledge..
https://doi.org/10.1080/02607476.2021.1958655

Simić N, Marušić Jablanović M, Grbić S. Why teaching? A validation of the fit-choice scale in the Serbian context. in Journal of Education for Teaching. 2021;.
doi:10.1080/02607476.2021.1958655 .

Simić, Nataša, Marušić Jablanović, Milica, Grbić, Sanja, "Why teaching? A validation of the fit-choice scale in the Serbian context" in Journal of Education for Teaching (2021),
https://doi.org/10.1080/02607476.2021.1958655 . .

TY  - CONF
AU  - Simić, Nataša
AU  - Nikitović, Tijana
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/419
AB  - Rešavanje globalnih problema poput siromaštva, nejednakog pristupa obrazovanju i
zdravstvu, klimatskih promena i ratova zahteva holistički pristup i transdisciplinarnost (Choi
& Pak, 2006). Naučnici na početku karijere izdvajaju se kao ključni akteri u uspostavljanju
transdisciplinarnosti (Benesh et al., 2015; Bridle et al., 2013). Međutim, oni su često suočeni sa
kontradiktornim zahtevima, poput težnje ka izvrsnosti, ali i inkluzivnosti; uskoj specijalizaciji
i uticajnosti u užim naučnim krugovima, ali i angažovanju u transdisciplinarnim timovima
(Global Young Academy, 2019; Moore et al., 2018). Uz to, prisutne su predrasude prema
učesnicima u transdisicplinarnim istraživanjima kao manje “vrednim” i stručnim u odnosu na
naučnike koji se strogo “drže” svoje discipline (Moore et al., 2018).
PB  - Beograd : Institut za pedagoška istraživanja
PB  - Beograd : Institut za psihologiju
C3  - Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
T1  - Transdisciplinarnost kao put ka rešavanju globalnih problema: Zašto nema mesta za „društvenjake“?
EP  - 32
SP  - 28
UR  - https://hdl.handle.net/21.15107/rcub_ipir_419
ER  - 

@conference{
author = "Simić, Nataša and Nikitović, Tijana",
year = "2021",
abstract = "Rešavanje globalnih problema poput siromaštva, nejednakog pristupa obrazovanju i
zdravstvu, klimatskih promena i ratova zahteva holistički pristup i transdisciplinarnost (Choi
& Pak, 2006). Naučnici na početku karijere izdvajaju se kao ključni akteri u uspostavljanju
transdisciplinarnosti (Benesh et al., 2015; Bridle et al., 2013). Međutim, oni su često suočeni sa
kontradiktornim zahtevima, poput težnje ka izvrsnosti, ali i inkluzivnosti; uskoj specijalizaciji
i uticajnosti u užim naučnim krugovima, ali i angažovanju u transdisciplinarnim timovima
(Global Young Academy, 2019; Moore et al., 2018). Uz to, prisutne su predrasude prema
učesnicima u transdisicplinarnim istraživanjima kao manje “vrednim” i stručnim u odnosu na
naučnike koji se strogo “drže” svoje discipline (Moore et al., 2018).",
publisher = "Beograd : Institut za pedagoška istraživanja, Beograd : Institut za psihologiju",
journal = "Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika",
title = "Transdisciplinarnost kao put ka rešavanju globalnih problema: Zašto nema mesta za „društvenjake“?",
pages = "32-28",
url = "https://hdl.handle.net/21.15107/rcub_ipir_419"
}

Simić, N.,& Nikitović, T.. (2021). Transdisciplinarnost kao put ka rešavanju globalnih problema: Zašto nema mesta za „društvenjake“?. in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
Beograd : Institut za pedagoška istraživanja., 28-32.
https://hdl.handle.net/21.15107/rcub_ipir_419

Simić N, Nikitović T. Transdisciplinarnost kao put ka rešavanju globalnih problema: Zašto nema mesta za „društvenjake“?. in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika. 2021;:28-32.
https://hdl.handle.net/21.15107/rcub_ipir_419 .

Simić, Nataša, Nikitović, Tijana, "Transdisciplinarnost kao put ka rešavanju globalnih problema: Zašto nema mesta za „društvenjake“?" in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika (2021):28-32,
https://hdl.handle.net/21.15107/rcub_ipir_419 .

TY  - CONF
AU  - Marušić Jablanović, Milica
AU  - Simić, Nataša
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/519
AB  - Činioci izbora posla nastavnika (FIT-Choice) predstavlja međunarodno prihvaćeni model, zasnovan
na teoriji očekivanja i vrednovanja. Na osnovu njega kreirana je skala (FIT-Choice scale). Autori ovog
istraživanja sproveli su validacionu studiju kojom su potvrdili primenljivost FIT-Choice skale u Srbiji.
Cilj ovog istraživanja bio je da se ispita povezanost socioekonomskog statusa (SES) kandidata za
nastavničku profesiju sa njihovom motivacijom za izbor ove profesije i percepcijom zahteva i dobiti
koje ona nosi. Primenjena je FIT-Choice skala (12 supskala za motivacione činioce, pet supskala za
percepcije profesije i jedna kojom se procenjuje zadovoljstvom izborom profesije), a socioekonomski
status je operacionalizovan kroz pitanja o nivou obrazovanja oca ispitanika i o prosečnim prihodima
porodice. Na uzorku od 364 studenta, budućih nastavnika, pokazalo se da su glavni razlozi izbora ove
profesije intrinzički, percipirane sposobnosti za obavljanje profesije nastavnika i vrednosti društvene
koristi. Spirmanov koeficijent korelacije pokazao je da su oba pokazatelja socioekonomskog statusa
u negativnoj korelaciji sa percepcijom primanja nastavnika (r = -,20, p < ,001 za obrazovanje oca; r
= -,19, p < ,001 za prosek primanja) socijalnog statusa profesije (r = -,16, p < ,001 za obrazovanje
oca; r = -,24, p < ,001 za prosek primanja) i sa motivom jačanja društvene jednakosti (r = -,11, p <
,005 za obrazovanje oca; r = -,10, p < ,005 za prosek primanja). Prosek primanja korelira negativno
sa prethodnim iskustvima poučavanja i učenja kao motivom (r = -,10, p < ,005) i sa odvraćanjem
pojedinca od izbora ovog posla (r = -,11, p < ,005). Obrazovanje oca korelira negativno sa motivacijom
da se utiče na budućnost dece (r = -,13, p < ,001) i pozitivno sa izborom posla kao rezervne karijere
(r = ,14, p < ,001). Zaključujemo da budući nastavnici iz porodica čiji je socioekonomski status viši
opažaju status nastavničke profesije kao nepovoljniji, da su manje podložni socijalnim uticajima i
slabije altruistički motivisani, što može ukazivati na manje adaptivan obrazac motivacije. Rezultati
ove studije mogu se koristiti u svrhu karijernog savetovanja i vođenja.
AB  - The Factors Influencing Teaching (FIT-Choice) framework is grounded in the Expectancy-value
theory of motivation and is internationally accepted. Based on this framework, the FIT-Choice
scale was constructed. The authors of the present study had previously conducted a validation
study confirming applicability of the FIT-Choice scale in Serbia. The aim of this study was to explore
relationship between socioeconomic status (SES) of the candidates for teaching profession and
their motivation to choose this profession, as well as their perceptions of its demands and returns.
FIT-Choice scale was applied (12 Motivation subscales, five Perception subscales and one subscale
assessing Satisfaction with a choice of the career), while SES was operationalized through questions
on father’s education level (FEL) and average family income (AFI). On the sample of 364 students,
future teachers, intrinsic motivation, perceived teaching abilities and social utility values appeared
as the main reasons for choosing a teaching career. Spearman correlation coefficients indicate that
both SES indicators correlate negatively with the perceptions of teachers’ earnings (r = -.20, p < .001
for FEL; r = -.19, p < .001 for AFI) and social status (r = -.16, p < .001 for FEL; r = -.24, p < .001 for AFI)
and enhancing social equity as motivation (r = -.11, p < .005 for FEL; r = -.10, p < .005 for AFI). AFI is
related negatively to prior teaching and learning experiences as motivation (r = -.10, p < .005), and to
discouragement to choose teaching (r = -.11, p < .005). FEL correlates negatively with the motivation
to influence the future of children (r = -.13, p < .001) and positively with fallback career (r = .14, p <
.001). It can be concluded that future teachers from families with higher SES perceive the status of a
teaching profession as less advantageous, that they are less susceptible to social influences, and less
altruistically motived, which might indicate less adaptive motivational pattern. These results can be
used for the purpose of career counselling and guidance.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Motivacija u obrazovanju između teorije i prakse
T1  - Odnos između socioekonomskog statusa i motivacije za izbor profesije nastavnika
T1  - Relationship between socioeconomic status and motivation for choosing teaching profession
EP  - 90
SP  - 89
UR  - https://hdl.handle.net/21.15107/rcub_ipir_519
ER  - 

@conference{
author = "Marušić Jablanović, Milica and Simić, Nataša",
year = "2020",
abstract = "Činioci izbora posla nastavnika (FIT-Choice) predstavlja međunarodno prihvaćeni model, zasnovan
na teoriji očekivanja i vrednovanja. Na osnovu njega kreirana je skala (FIT-Choice scale). Autori ovog
istraživanja sproveli su validacionu studiju kojom su potvrdili primenljivost FIT-Choice skale u Srbiji.
Cilj ovog istraživanja bio je da se ispita povezanost socioekonomskog statusa (SES) kandidata za
nastavničku profesiju sa njihovom motivacijom za izbor ove profesije i percepcijom zahteva i dobiti
koje ona nosi. Primenjena je FIT-Choice skala (12 supskala za motivacione činioce, pet supskala za
percepcije profesije i jedna kojom se procenjuje zadovoljstvom izborom profesije), a socioekonomski
status je operacionalizovan kroz pitanja o nivou obrazovanja oca ispitanika i o prosečnim prihodima
porodice. Na uzorku od 364 studenta, budućih nastavnika, pokazalo se da su glavni razlozi izbora ove
profesije intrinzički, percipirane sposobnosti za obavljanje profesije nastavnika i vrednosti društvene
koristi. Spirmanov koeficijent korelacije pokazao je da su oba pokazatelja socioekonomskog statusa
u negativnoj korelaciji sa percepcijom primanja nastavnika (r = -,20, p < ,001 za obrazovanje oca; r
= -,19, p < ,001 za prosek primanja) socijalnog statusa profesije (r = -,16, p < ,001 za obrazovanje
oca; r = -,24, p < ,001 za prosek primanja) i sa motivom jačanja društvene jednakosti (r = -,11, p <
,005 za obrazovanje oca; r = -,10, p < ,005 za prosek primanja). Prosek primanja korelira negativno
sa prethodnim iskustvima poučavanja i učenja kao motivom (r = -,10, p < ,005) i sa odvraćanjem
pojedinca od izbora ovog posla (r = -,11, p < ,005). Obrazovanje oca korelira negativno sa motivacijom
da se utiče na budućnost dece (r = -,13, p < ,001) i pozitivno sa izborom posla kao rezervne karijere
(r = ,14, p < ,001). Zaključujemo da budući nastavnici iz porodica čiji je socioekonomski status viši
opažaju status nastavničke profesije kao nepovoljniji, da su manje podložni socijalnim uticajima i
slabije altruistički motivisani, što može ukazivati na manje adaptivan obrazac motivacije. Rezultati
ove studije mogu se koristiti u svrhu karijernog savetovanja i vođenja., The Factors Influencing Teaching (FIT-Choice) framework is grounded in the Expectancy-value
theory of motivation and is internationally accepted. Based on this framework, the FIT-Choice
scale was constructed. The authors of the present study had previously conducted a validation
study confirming applicability of the FIT-Choice scale in Serbia. The aim of this study was to explore
relationship between socioeconomic status (SES) of the candidates for teaching profession and
their motivation to choose this profession, as well as their perceptions of its demands and returns.
FIT-Choice scale was applied (12 Motivation subscales, five Perception subscales and one subscale
assessing Satisfaction with a choice of the career), while SES was operationalized through questions
on father’s education level (FEL) and average family income (AFI). On the sample of 364 students,
future teachers, intrinsic motivation, perceived teaching abilities and social utility values appeared
as the main reasons for choosing a teaching career. Spearman correlation coefficients indicate that
both SES indicators correlate negatively with the perceptions of teachers’ earnings (r = -.20, p < .001
for FEL; r = -.19, p < .001 for AFI) and social status (r = -.16, p < .001 for FEL; r = -.24, p < .001 for AFI)
and enhancing social equity as motivation (r = -.11, p < .005 for FEL; r = -.10, p < .005 for AFI). AFI is
related negatively to prior teaching and learning experiences as motivation (r = -.10, p < .005), and to
discouragement to choose teaching (r = -.11, p < .005). FEL correlates negatively with the motivation
to influence the future of children (r = -.13, p < .001) and positively with fallback career (r = .14, p <
.001). It can be concluded that future teachers from families with higher SES perceive the status of a
teaching profession as less advantageous, that they are less susceptible to social influences, and less
altruistically motived, which might indicate less adaptive motivational pattern. These results can be
used for the purpose of career counselling and guidance.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Motivacija u obrazovanju između teorije i prakse",
title = "Odnos između socioekonomskog statusa i motivacije za izbor profesije nastavnika, Relationship between socioeconomic status and motivation for choosing teaching profession",
pages = "90-89",
url = "https://hdl.handle.net/21.15107/rcub_ipir_519"
}

Marušić Jablanović, M.,& Simić, N.. (2020). Odnos između socioekonomskog statusa i motivacije za izbor profesije nastavnika. in Motivacija u obrazovanju između teorije i prakse
Beograd : Institut za pedagoška istraživanja., 89-90.
https://hdl.handle.net/21.15107/rcub_ipir_519

Marušić Jablanović M, Simić N. Odnos između socioekonomskog statusa i motivacije za izbor profesije nastavnika. in Motivacija u obrazovanju između teorije i prakse. 2020;:89-90.
https://hdl.handle.net/21.15107/rcub_ipir_519 .

Marušić Jablanović, Milica, Simić, Nataša, "Odnos između socioekonomskog statusa i motivacije za izbor profesije nastavnika" in Motivacija u obrazovanju između teorije i prakse (2020):89-90,
https://hdl.handle.net/21.15107/rcub_ipir_519 .

TY  - CONF
AU  - Simić, Nataša
AU  - Vukelić, Milica
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/504
AB  - Psihološka i pedagoška podrška nastavnika predstavljaju značajne činioce postignuća učenika i
uspešne tranzicije iz osnovne škole u srednju školu. Cilj istraživanja bio je da se ispita povezanost
školskog angažovanja, motivacije za školsko učenje učenika prvog razreda srednjih škola i podrške
nastavnika, kao i da se provere eventualne razlike u povezanosti podrške nastavnika i školskog
angažovanja i podrške nastavnika i motivacije između učenika srednjih stručnih škola i gimnazija.
Upitnik je popunilo 447 učenika prvog razreda tri beogradske gimnazije (n = 198) i pet srednjih
stručnih škola (n = 249). Motivacija je procenjivana skalama kreiranim za potrebe ovog istraživanja
(Likertovog tipa) – jedne zasnovane na teoriji ciljeva (Skala orijentacije na postignuće i ovladavanje,
α1 = ,744) i druge na teoriji očekivanja i vrednovanja (Skala očekivanja i vrednovanja, α2 = ,798).
Školsko angažovanje procenjivano je Upitnikom školskog angažovanja (Fredericks et al., 2004), a
podrška nastavnika – Skalom podrške nastavnika i učenika (Torsheim et al., 2002). Korelacija između
podrške nastavnika i školskog angažovanja iznosi r = ,61, p< ,001, a korelacija između podrške
nastavnika i motivacije r1 = ,52, p< ,001, odnosno r2 = ,56, p < ,001. Kada se porede visine korelacija
između podrške nastavnika i angažovanosti u grupi učenika stručnih škola i gimnazija, ne utvrđuju
se značajne razlike, dok su razlike u visinama korelacijama između podrške nastavnika i motivacije,
operacionalizovane preko teorije ciljeva (rssš = ,46, p< ,001, rg = ,62, p< ,001, z = - 2,28, p < ,001) i preko
teorije očekivanja i vrednovanja (rssš = ,50, p< ,001, rg = ,64, p < ,001, z = - 2,09 , p< ,005) među ovim
grupama značajne. Rezultati su diskutovani u svetlu razlika u programima nastave i učenja za srednje
stručne škole i gimnazije i u inicijalnom obrazovanju nastavnika ovih škola, kao i u kontekstu razlika u
konstruktima motivacije i angažovanja.
AB  - Psychological and educational teacher support represent significant factors of students’ academic
achievement and adjustment during transition from primary to secondary school. This research tried
to investigate relationship between school engagement and motivation to learn of the secondary
school first graders, and teacher support. Additionally, we have tested the differences in relationship
between teacher support and school engagement, and teacher support and motivation depending
on the school type. The sample comprised 447 first graders from three Belgrade high schools (nhs=
198) and five vocational secondary schools (nvs = 249). Motivation was assessed with two Likerttype
scales developed for this research, one grounded in the goal orientation theory (Mastery and
Performance Orientation Scale, α1 = .744), and the other in the expectancy-value theory (Expectancy
and Value Scale, α2 = .798). The School Engagement Scale (Fredericks et al, 2004) and the Teacher
and Classmates Support Scale (Torsheim et al, 2002) were applied. Correlation between teacher
support and school engagement was r = .61, p< .001. Correlations between teacher support and both
measures of motivation were r1= .52, p< .001, and r2 = .56, p< .001. When subsamples of students
were analysed separately, there were no significant differences in the correlation between teacher
support and school engagement, while differences in the correlations between teacher support and
both measures of motivation were significant (Mastery and Performance Orientation, rvs=. 46, p <
.001, rhs =. 62, p < .001, z = - 2.28, p< .001; Expectancy and Value, rvs= .50, p = < .001, rhs =. 64, p< .001,
z = - 2.09, p< .005). Results were discussed in the light of differences between vocational and high
school curricula, and educational trajectories of vocational and high school teachers, as well as in the
context of differences between concepts of motivation and engagement.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Motivacija u obrazovanju između teorije i prakse
T1  - Povezanost podrške nastavnika, motivacije za školsko učenje i školskog angažovanja učenika srednjih stručnih škola i gimnazija
T1  - Relationship between teacher support, motivation to learn and school engagement among vocational and high school students
EP  - 59
SP  - 58
UR  - https://hdl.handle.net/21.15107/rcub_ipir_504
ER  - 

@conference{
author = "Simić, Nataša and Vukelić, Milica",
year = "2020",
abstract = "Psihološka i pedagoška podrška nastavnika predstavljaju značajne činioce postignuća učenika i
uspešne tranzicije iz osnovne škole u srednju školu. Cilj istraživanja bio je da se ispita povezanost
školskog angažovanja, motivacije za školsko učenje učenika prvog razreda srednjih škola i podrške
nastavnika, kao i da se provere eventualne razlike u povezanosti podrške nastavnika i školskog
angažovanja i podrške nastavnika i motivacije između učenika srednjih stručnih škola i gimnazija.
Upitnik je popunilo 447 učenika prvog razreda tri beogradske gimnazije (n = 198) i pet srednjih
stručnih škola (n = 249). Motivacija je procenjivana skalama kreiranim za potrebe ovog istraživanja
(Likertovog tipa) – jedne zasnovane na teoriji ciljeva (Skala orijentacije na postignuće i ovladavanje,
α1 = ,744) i druge na teoriji očekivanja i vrednovanja (Skala očekivanja i vrednovanja, α2 = ,798).
Školsko angažovanje procenjivano je Upitnikom školskog angažovanja (Fredericks et al., 2004), a
podrška nastavnika – Skalom podrške nastavnika i učenika (Torsheim et al., 2002). Korelacija između
podrške nastavnika i školskog angažovanja iznosi r = ,61, p< ,001, a korelacija između podrške
nastavnika i motivacije r1 = ,52, p< ,001, odnosno r2 = ,56, p < ,001. Kada se porede visine korelacija
između podrške nastavnika i angažovanosti u grupi učenika stručnih škola i gimnazija, ne utvrđuju
se značajne razlike, dok su razlike u visinama korelacijama između podrške nastavnika i motivacije,
operacionalizovane preko teorije ciljeva (rssš = ,46, p< ,001, rg = ,62, p< ,001, z = - 2,28, p < ,001) i preko
teorije očekivanja i vrednovanja (rssš = ,50, p< ,001, rg = ,64, p < ,001, z = - 2,09 , p< ,005) među ovim
grupama značajne. Rezultati su diskutovani u svetlu razlika u programima nastave i učenja za srednje
stručne škole i gimnazije i u inicijalnom obrazovanju nastavnika ovih škola, kao i u kontekstu razlika u
konstruktima motivacije i angažovanja., Psychological and educational teacher support represent significant factors of students’ academic
achievement and adjustment during transition from primary to secondary school. This research tried
to investigate relationship between school engagement and motivation to learn of the secondary
school first graders, and teacher support. Additionally, we have tested the differences in relationship
between teacher support and school engagement, and teacher support and motivation depending
on the school type. The sample comprised 447 first graders from three Belgrade high schools (nhs=
198) and five vocational secondary schools (nvs = 249). Motivation was assessed with two Likerttype
scales developed for this research, one grounded in the goal orientation theory (Mastery and
Performance Orientation Scale, α1 = .744), and the other in the expectancy-value theory (Expectancy
and Value Scale, α2 = .798). The School Engagement Scale (Fredericks et al, 2004) and the Teacher
and Classmates Support Scale (Torsheim et al, 2002) were applied. Correlation between teacher
support and school engagement was r = .61, p< .001. Correlations between teacher support and both
measures of motivation were r1= .52, p< .001, and r2 = .56, p< .001. When subsamples of students
were analysed separately, there were no significant differences in the correlation between teacher
support and school engagement, while differences in the correlations between teacher support and
both measures of motivation were significant (Mastery and Performance Orientation, rvs=. 46, p <
.001, rhs =. 62, p < .001, z = - 2.28, p< .001; Expectancy and Value, rvs= .50, p = < .001, rhs =. 64, p< .001,
z = - 2.09, p< .005). Results were discussed in the light of differences between vocational and high
school curricula, and educational trajectories of vocational and high school teachers, as well as in the
context of differences between concepts of motivation and engagement.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Motivacija u obrazovanju između teorije i prakse",
title = "Povezanost podrške nastavnika, motivacije za školsko učenje i školskog angažovanja učenika srednjih stručnih škola i gimnazija, Relationship between teacher support, motivation to learn and school engagement among vocational and high school students",
pages = "59-58",
url = "https://hdl.handle.net/21.15107/rcub_ipir_504"
}

Simić, N.,& Vukelić, M.. (2020). Povezanost podrške nastavnika, motivacije za školsko učenje i školskog angažovanja učenika srednjih stručnih škola i gimnazija. in Motivacija u obrazovanju između teorije i prakse
Beograd : Institut za pedagoška istraživanja., 58-59.
https://hdl.handle.net/21.15107/rcub_ipir_504

Simić N, Vukelić M. Povezanost podrške nastavnika, motivacije za školsko učenje i školskog angažovanja učenika srednjih stručnih škola i gimnazija. in Motivacija u obrazovanju između teorije i prakse. 2020;:58-59.
https://hdl.handle.net/21.15107/rcub_ipir_504 .

Simić, Nataša, Vukelić, Milica, "Povezanost podrške nastavnika, motivacije za školsko učenje i školskog angažovanja učenika srednjih stručnih škola i gimnazija" in Motivacija u obrazovanju između teorije i prakse (2020):58-59,
https://hdl.handle.net/21.15107/rcub_ipir_504 .