TY  - JOUR
AU  - Teodorović, Jelena
AU  - Milin, Vladeta
AU  - Bodroža, Bojana
AU  - Đerić, Ivana
AU  - Vujačić, Milja
AU  - Jakšić, Ivana
AU  - Stanković, Dejan
AU  - Cankar, Gašper
AU  - Charalambous, C.Y.
AU  - Damme, J.V.
AU  - Kyriakides, Leonidas
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/525
UR  - http://ipir.ipisr.org.rs/handle/123456789/593
AB  - Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included 5,476 students from 125 elementary schools in Serbia and 5,021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement were comprised from students’ Trends in International Mathematics and Science Study (TIMSS) 2011 scores and national examination results, respectively. Data were analyzed using multilevel modeling. The results indicate that teacher factors from the dynamic model did not impact student achievement in mathematics and biology but influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
PB  - Routledge
T2  - School Effectiveness and School Improvement
T1  - Testing the dynamic model of educational effectiveness: The impact of teacher factors on interest and achievement in mathematics and biology in Serbia
EP  - 85
IS  - 1
SP  - 51
VL  - 33
DO  - 10.1080/09243453.2021.1942076
ER  - 

@article{
author = "Teodorović, Jelena and Milin, Vladeta and Bodroža, Bojana and Đerić, Ivana and Vujačić, Milja and Jakšić, Ivana and Stanković, Dejan and Cankar, Gašper and Charalambous, C.Y. and Damme, J.V. and Kyriakides, Leonidas",
year = "2022",
abstract = "Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included 5,476 students from 125 elementary schools in Serbia and 5,021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement were comprised from students’ Trends in International Mathematics and Science Study (TIMSS) 2011 scores and national examination results, respectively. Data were analyzed using multilevel modeling. The results indicate that teacher factors from the dynamic model did not impact student achievement in mathematics and biology but influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research. © 2021 Informa UK Limited, trading as Taylor & Francis Group.",
publisher = "Routledge",
journal = "School Effectiveness and School Improvement",
title = "Testing the dynamic model of educational effectiveness: The impact of teacher factors on interest and achievement in mathematics and biology in Serbia",
pages = "85-51",
number = "1",
volume = "33",
doi = "10.1080/09243453.2021.1942076"
}

Teodorović, J., Milin, V., Bodroža, B., Đerić, I., Vujačić, M., Jakšić, I., Stanković, D., Cankar, G., Charalambous, C.Y., Damme, J.V.,& Kyriakides, L.. (2022). Testing the dynamic model of educational effectiveness: The impact of teacher factors on interest and achievement in mathematics and biology in Serbia. in School Effectiveness and School Improvement
Routledge., 33(1), 51-85.
https://doi.org/10.1080/09243453.2021.1942076

Teodorović J, Milin V, Bodroža B, Đerić I, Vujačić M, Jakšić I, Stanković D, Cankar G, Charalambous C, Damme J, Kyriakides L. Testing the dynamic model of educational effectiveness: The impact of teacher factors on interest and achievement in mathematics and biology in Serbia. in School Effectiveness and School Improvement. 2022;33(1):51-85.
doi:10.1080/09243453.2021.1942076 .

Teodorović, Jelena, Milin, Vladeta, Bodroža, Bojana, Đerić, Ivana, Vujačić, Milja, Jakšić, Ivana, Stanković, Dejan, Cankar, Gašper, Charalambous, C.Y., Damme, J.V., Kyriakides, Leonidas, "Testing the dynamic model of educational effectiveness: The impact of teacher factors on interest and achievement in mathematics and biology in Serbia" in School Effectiveness and School Improvement, 33, no. 1 (2022):51-85,
https://doi.org/10.1080/09243453.2021.1942076 . .

TY  - JOUR
AU  - Teodorović, Jelena
AU  - Milin, Vladeta
AU  - Bodroža, Bojana
AU  - Đerić, Ivana
AU  - Vujačić, Milja
AU  - Jakšić, Ivana
AU  - Stanković, Dejan
AU  - Cankar, Gašper
AU  - Charalambous, C.Y.
AU  - Damme, J.V.
AU  - Kyriakides, Leonidas
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/525
AB  - Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included 5,476 students from 125 elementary schools in Serbia and 5,021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement were comprised from students’ Trends in International Mathematics and Science Study (TIMSS) 2011 scores and national examination results, respectively. Data were analyzed using multilevel modeling. The results indicate that teacher factors from the dynamic model did not impact student achievement in mathematics and biology but influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
PB  - Routledge
T2  - School Effectiveness and School Improvement
T1  - Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia
EP  - 85
IS  - 1
SP  - 51
VL  - 33
DO  - 10.1080/09243453.2021.1942076
ER  - 

@article{
author = "Teodorović, Jelena and Milin, Vladeta and Bodroža, Bojana and Đerić, Ivana and Vujačić, Milja and Jakšić, Ivana and Stanković, Dejan and Cankar, Gašper and Charalambous, C.Y. and Damme, J.V. and Kyriakides, Leonidas",
year = "2022",
abstract = "Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included 5,476 students from 125 elementary schools in Serbia and 5,021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement were comprised from students’ Trends in International Mathematics and Science Study (TIMSS) 2011 scores and national examination results, respectively. Data were analyzed using multilevel modeling. The results indicate that teacher factors from the dynamic model did not impact student achievement in mathematics and biology but influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research. © 2021 Informa UK Limited, trading as Taylor & Francis Group.",
publisher = "Routledge",
journal = "School Effectiveness and School Improvement",
title = "Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia",
pages = "85-51",
number = "1",
volume = "33",
doi = "10.1080/09243453.2021.1942076"
}

Teodorović, J., Milin, V., Bodroža, B., Đerić, I., Vujačić, M., Jakšić, I., Stanković, D., Cankar, G., Charalambous, C.Y., Damme, J.V.,& Kyriakides, L.. (2022). Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia. in School Effectiveness and School Improvement
Routledge., 33(1), 51-85.
https://doi.org/10.1080/09243453.2021.1942076

Teodorović J, Milin V, Bodroža B, Đerić I, Vujačić M, Jakšić I, Stanković D, Cankar G, Charalambous C, Damme J, Kyriakides L. Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia. in School Effectiveness and School Improvement. 2022;33(1):51-85.
doi:10.1080/09243453.2021.1942076 .

Teodorović, Jelena, Milin, Vladeta, Bodroža, Bojana, Đerić, Ivana, Vujačić, Milja, Jakšić, Ivana, Stanković, Dejan, Cankar, Gašper, Charalambous, C.Y., Damme, J.V., Kyriakides, Leonidas, "Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia" in School Effectiveness and School Improvement, 33, no. 1 (2022):51-85,
https://doi.org/10.1080/09243453.2021.1942076 . .

TY  - CHAP
AU  - Jošić, Smiljana
AU  - Teodorović, Jelena
AU  - Jakšić, Ivana
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/647
AB  - Međunarodna studija TIMSS pruža velike mogućnosti za upoređivanje postignuća
učenika između zemalja, ali i ispitivanje činilaca koji utiču na postignuće učenika. Važno
je istražiti ove činioce jer se na taj način mogu postaviti prioriteti u oblasti obrazovne
politike, odnosno usmeravati ljudski i finansijski resursi na one prakse koje najviše vode
visokom postignuću učenika.
PB  - Beograd : Institut za pedagoška istraživanja
T2  - TIMSS 2019 u Srbiji : rezultati međunarodnog istraživanja postignuća učenika četvrtog razreda osnovne škole iz matematike i prirodnih nauka
T1  - Faktori postignuća učenika iz matematike i prirodnih nauka: TIMSS 2019 u Srbiji
EP  - 65
SP  - 45
UR  - https://hdl.handle.net/21.15107/rcub_ipir_647
ER  - 

@inbook{
author = "Jošić, Smiljana and Teodorović, Jelena and Jakšić, Ivana",
year = "2021",
abstract = "Međunarodna studija TIMSS pruža velike mogućnosti za upoređivanje postignuća
učenika između zemalja, ali i ispitivanje činilaca koji utiču na postignuće učenika. Važno
je istražiti ove činioce jer se na taj način mogu postaviti prioriteti u oblasti obrazovne
politike, odnosno usmeravati ljudski i finansijski resursi na one prakse koje najviše vode
visokom postignuću učenika.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "TIMSS 2019 u Srbiji : rezultati međunarodnog istraživanja postignuća učenika četvrtog razreda osnovne škole iz matematike i prirodnih nauka",
booktitle = "Faktori postignuća učenika iz matematike i prirodnih nauka: TIMSS 2019 u Srbiji",
pages = "65-45",
url = "https://hdl.handle.net/21.15107/rcub_ipir_647"
}

Jošić, S., Teodorović, J.,& Jakšić, I.. (2021). Faktori postignuća učenika iz matematike i prirodnih nauka: TIMSS 2019 u Srbiji. in TIMSS 2019 u Srbiji : rezultati međunarodnog istraživanja postignuća učenika četvrtog razreda osnovne škole iz matematike i prirodnih nauka
Beograd : Institut za pedagoška istraživanja., 45-65.
https://hdl.handle.net/21.15107/rcub_ipir_647

Jošić S, Teodorović J, Jakšić I. Faktori postignuća učenika iz matematike i prirodnih nauka: TIMSS 2019 u Srbiji. in TIMSS 2019 u Srbiji : rezultati međunarodnog istraživanja postignuća učenika četvrtog razreda osnovne škole iz matematike i prirodnih nauka. 2021;:45-65.
https://hdl.handle.net/21.15107/rcub_ipir_647 .

Jošić, Smiljana, Teodorović, Jelena, Jakšić, Ivana, "Faktori postignuća učenika iz matematike i prirodnih nauka: TIMSS 2019 u Srbiji" in TIMSS 2019 u Srbiji : rezultati međunarodnog istraživanja postignuća učenika četvrtog razreda osnovne škole iz matematike i prirodnih nauka (2021):45-65,
https://hdl.handle.net/21.15107/rcub_ipir_647 .

TY  - CONF
AU  - Jakšić, Ivana
AU  - Jošić, Smiljana
AU  - Vesić, Zoran
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/877
AB  - Na teritoriji Republike Srbije dostupni su različiti pripremni programi za tranziciju u
roditeljstvo i kompetentno obavljanje roditeljske uloge tokom prvih godina detetovog života,
popularno nazvani škole roditeljstva. Ovi programi realizuju se pri državnim domovima zdravlja,
privatnim bolnicama, nevladinim organizacijama i privatnim kompanijama. Mali broj istraživanja
bavio se deskripcijom i evaluacijom škola roditeljstva u Srbiji.
Cilj ovog istraživanja bio je da ispita učestalost pohađanja, karakteristike i zadovoljstvo
školama roditeljstva među roditeljima dece ranog uzrasta (0-3 godina) u Srbiji. Primenom onlajn
upitnika ispitano je 1409 roditelja (84% majki), od čega 45% sa teritorije Beograda. Trećina
roditelja iz uzorka pohađala je neku od škola roditeljstva (36% majki i 17% očeva). Najposećenije
su besplatne škole roditeljstva pri državnim domovima zdravlja (89%). Najveći broj škola roditelje
edukuje u domenu pripreme za porođaj i zadovoljenja fizioloških potreba deteta (90% škola), dok
se znatno ređe obrađuju teme u oblasti mentalnog zdravlja roditelja, pozitivne rane roditeljske
prakse i rani psihološki razvoj deteta (65% škola). Škole roditeljstva procenjene su kao četvrti
najznačajniji izvor podrške u ranom roditeljstvu, nakon partnera/ke, roditelja i pedijatra/ice, a
ispred patronažne službe, literature, medijskih i onlajn sadržaja, prijatelja i rođaka. Roditelji koji
su pohađali škole roditeljstva imali su nešto više postignuće na testu znanja o ranom razvoju dece
(F(1,671) = 18.60, p < .01, η2 = .03). Ipak, pohađanje nije uticalo na njihovu roditeljsku
samoefikasnost i zadovoljstvo roditeljstvom. Nalazi ukazuju na potrebu za povećanjem
dostupnosti i promocijom škola roditeljstva sa ciljem uključivanja većeg broja majki i očeva, kao
i proširenjem ponude tema koje se obrađuju
PB  - Beograd : Univerzitet u Beogradu – Fakultet političkih nauka
C3  - Solidarnost u svetu koji se menja : Perspektive i izazovi za socijalni rad i socijalnu politiku
T1  - Škole roditeljstva kao podrška ranom roditeljstvu u Srbiji
EP  - 11
SP  - 11
VL  - 41
UR  - https://hdl.handle.net/21.15107/rcub_ipir_877
ER  - 

@conference{
author = "Jakšić, Ivana and Jošić, Smiljana and Vesić, Zoran",
year = "2021",
abstract = "Na teritoriji Republike Srbije dostupni su različiti pripremni programi za tranziciju u
roditeljstvo i kompetentno obavljanje roditeljske uloge tokom prvih godina detetovog života,
popularno nazvani škole roditeljstva. Ovi programi realizuju se pri državnim domovima zdravlja,
privatnim bolnicama, nevladinim organizacijama i privatnim kompanijama. Mali broj istraživanja
bavio se deskripcijom i evaluacijom škola roditeljstva u Srbiji.
Cilj ovog istraživanja bio je da ispita učestalost pohađanja, karakteristike i zadovoljstvo
školama roditeljstva među roditeljima dece ranog uzrasta (0-3 godina) u Srbiji. Primenom onlajn
upitnika ispitano je 1409 roditelja (84% majki), od čega 45% sa teritorije Beograda. Trećina
roditelja iz uzorka pohađala je neku od škola roditeljstva (36% majki i 17% očeva). Najposećenije
su besplatne škole roditeljstva pri državnim domovima zdravlja (89%). Najveći broj škola roditelje
edukuje u domenu pripreme za porođaj i zadovoljenja fizioloških potreba deteta (90% škola), dok
se znatno ređe obrađuju teme u oblasti mentalnog zdravlja roditelja, pozitivne rane roditeljske
prakse i rani psihološki razvoj deteta (65% škola). Škole roditeljstva procenjene su kao četvrti
najznačajniji izvor podrške u ranom roditeljstvu, nakon partnera/ke, roditelja i pedijatra/ice, a
ispred patronažne službe, literature, medijskih i onlajn sadržaja, prijatelja i rođaka. Roditelji koji
su pohađali škole roditeljstva imali su nešto više postignuće na testu znanja o ranom razvoju dece
(F(1,671) = 18.60, p < .01, η2 = .03). Ipak, pohađanje nije uticalo na njihovu roditeljsku
samoefikasnost i zadovoljstvo roditeljstvom. Nalazi ukazuju na potrebu za povećanjem
dostupnosti i promocijom škola roditeljstva sa ciljem uključivanja većeg broja majki i očeva, kao
i proširenjem ponude tema koje se obrađuju",
publisher = "Beograd : Univerzitet u Beogradu – Fakultet političkih nauka",
journal = "Solidarnost u svetu koji se menja : Perspektive i izazovi za socijalni rad i socijalnu politiku",
title = "Škole roditeljstva kao podrška ranom roditeljstvu u Srbiji",
pages = "11-11",
volume = "41",
url = "https://hdl.handle.net/21.15107/rcub_ipir_877"
}

Jakšić, I., Jošić, S.,& Vesić, Z.. (2021). Škole roditeljstva kao podrška ranom roditeljstvu u Srbiji. in Solidarnost u svetu koji se menja : Perspektive i izazovi za socijalni rad i socijalnu politiku
Beograd : Univerzitet u Beogradu – Fakultet političkih nauka., 41, 11-11.
https://hdl.handle.net/21.15107/rcub_ipir_877

Jakšić I, Jošić S, Vesić Z. Škole roditeljstva kao podrška ranom roditeljstvu u Srbiji. in Solidarnost u svetu koji se menja : Perspektive i izazovi za socijalni rad i socijalnu politiku. 2021;41:11-11.
https://hdl.handle.net/21.15107/rcub_ipir_877 .

Jakšić, Ivana, Jošić, Smiljana, Vesić, Zoran, "Škole roditeljstva kao podrška ranom roditeljstvu u Srbiji" in Solidarnost u svetu koji se menja : Perspektive i izazovi za socijalni rad i socijalnu politiku, 41 (2021):11-11,
https://hdl.handle.net/21.15107/rcub_ipir_877 .

TY  - JOUR
AU  - Jakšić, Ivana
AU  - Malinić, Dušica
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/305
AB  - Factors that pre-service class and subject teachers perceive as significant in explaining the occurrence of school failure were examined using mixed methods strategy. The qualitative phase of the study (N = 74) revealed that pre-service teachers recognize a wide range of causes for school failure (16 distinctive categories). The relative significance of the causes was established in the subsequent quantitative phase. The Scale of school failure causes was constructed, applied to 408 pre-service teachers and subjected to exploratory factor analysis, which pointed to the three latent groups of causes explaining 43% of variance. The lack of ability and motivation in students (1st factor) and the lack of educational support (2nd factor) were perceived as highly contributing to school failure, while moderate importance was attributed to the causes related to family and social context (3rd factor). Compared to pre-service subject teachers, pre-service class teachers were more willing to recognize the teachers' responsibility for the occurrence of school failure. Pre-service teachers' perceptions of different factors were related to prior experiences of school success.
AB  - Faktori koje budući nastavnici razredne i predmetne nastave opažaju kao značajne za pojavu školskog neuspeha su proučavani pomoću miks metodske strategije. U kvalitativnoj fazi istraživanja (N = 74) se pokazalo da budući nastavnici razredne i predmetne nastave prepoznaju brojne uzroke školskog neuspeha (16 različitih kategorija). Relativni značaj ovih uzroka je ispitan u narednoj, kvantitativnoj fazi. Konstruisana je skala uzroka školskog neuspeha i zadata uzorku od 408 budućih nastavnika razredne i predmetne nastave, a zatim su eksplorativnom faktorskom analizom identifikovana tri latentna faktora koji objašnjavaju 43 % varijanse. Nedostatak sposobnosti i motivacije (1. faktor) i nedostatak obrazovne podrške (2. faktor) su opaženi kao faktori koji najviše doprinose školskom neuspehu, dok se umereni značaj pridaje razlozima koji su povezani sa porodičnim i socijalnim kontekstom (3. faktor). U poređenju sa budućim nastavnicima predmetne nastave, budući nastavnici razredne nastave pokazuju veću spremnost da prepoznaju odgovornost nastavnika za školski neuspeh. Percepcija značaja različitih faktora od strane budućih nastavnika je povezana sa njihovim ranijim iskustvima školskog uspeha.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Pre-service teachers' perceptions of factors contributing to school failure and their relationship to prior personal experience of school success
T1  - Percepcija faktora koji doprinose školskom neuspehu od strane budućih nastavnika i njihova povezanost sa prethodnim ličnim iskustvom uspeha u školi
EP  - 20
IS  - 1
SP  - 1
VL  - 52
DO  - 10.2298/PSI160211024J
ER  - 

@article{
author = "Jakšić, Ivana and Malinić, Dušica",
year = "2019",
abstract = "Factors that pre-service class and subject teachers perceive as significant in explaining the occurrence of school failure were examined using mixed methods strategy. The qualitative phase of the study (N = 74) revealed that pre-service teachers recognize a wide range of causes for school failure (16 distinctive categories). The relative significance of the causes was established in the subsequent quantitative phase. The Scale of school failure causes was constructed, applied to 408 pre-service teachers and subjected to exploratory factor analysis, which pointed to the three latent groups of causes explaining 43% of variance. The lack of ability and motivation in students (1st factor) and the lack of educational support (2nd factor) were perceived as highly contributing to school failure, while moderate importance was attributed to the causes related to family and social context (3rd factor). Compared to pre-service subject teachers, pre-service class teachers were more willing to recognize the teachers' responsibility for the occurrence of school failure. Pre-service teachers' perceptions of different factors were related to prior experiences of school success., Faktori koje budući nastavnici razredne i predmetne nastave opažaju kao značajne za pojavu školskog neuspeha su proučavani pomoću miks metodske strategije. U kvalitativnoj fazi istraživanja (N = 74) se pokazalo da budući nastavnici razredne i predmetne nastave prepoznaju brojne uzroke školskog neuspeha (16 različitih kategorija). Relativni značaj ovih uzroka je ispitan u narednoj, kvantitativnoj fazi. Konstruisana je skala uzroka školskog neuspeha i zadata uzorku od 408 budućih nastavnika razredne i predmetne nastave, a zatim su eksplorativnom faktorskom analizom identifikovana tri latentna faktora koji objašnjavaju 43 % varijanse. Nedostatak sposobnosti i motivacije (1. faktor) i nedostatak obrazovne podrške (2. faktor) su opaženi kao faktori koji najviše doprinose školskom neuspehu, dok se umereni značaj pridaje razlozima koji su povezani sa porodičnim i socijalnim kontekstom (3. faktor). U poređenju sa budućim nastavnicima predmetne nastave, budući nastavnici razredne nastave pokazuju veću spremnost da prepoznaju odgovornost nastavnika za školski neuspeh. Percepcija značaja različitih faktora od strane budućih nastavnika je povezana sa njihovim ranijim iskustvima školskog uspeha.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Pre-service teachers' perceptions of factors contributing to school failure and their relationship to prior personal experience of school success, Percepcija faktora koji doprinose školskom neuspehu od strane budućih nastavnika i njihova povezanost sa prethodnim ličnim iskustvom uspeha u školi",
pages = "20-1",
number = "1",
volume = "52",
doi = "10.2298/PSI160211024J"
}

Jakšić, I.,& Malinić, D.. (2019). Pre-service teachers' perceptions of factors contributing to school failure and their relationship to prior personal experience of school success. in Psihologija
Društvo psihologa Srbije, Beograd., 52(1), 1-20.
https://doi.org/10.2298/PSI160211024J

Jakšić I, Malinić D. Pre-service teachers' perceptions of factors contributing to school failure and their relationship to prior personal experience of school success. in Psihologija. 2019;52(1):1-20.
doi:10.2298/PSI160211024J .

Jakšić, Ivana, Malinić, Dušica, "Pre-service teachers' perceptions of factors contributing to school failure and their relationship to prior personal experience of school success" in Psihologija, 52, no. 1 (2019):1-20,
https://doi.org/10.2298/PSI160211024J . .

TY  - JOUR
AU  - Mirkov, Snežana
AU  - Jakšić, Ivana
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/806
AB  - Results of the empirical research of students' beliefs about the nature of
learning and knowledge are presented. The research is based on conceptions on
the multidimensional nature of these beliefs and on findings indicating that these
beliefs influence learning behavior. Students from the University of Belgrade
(N=560) answered Epistemological Questionnaire. Structure, developmental level,
and relations of these beliefs to students' age, year of studies and indicators of
academic success (grades and the number of passed exams) were investigated.
Factor analysis confirmed the existence of four dimensions of these beliefs: 1)
avoiding integration, avoiding ambiguity, and dependence on authority; 2) belief
that learning cannot be learned and that success in learning does not depend on
the effort invested; 3) belief that ability to learn is inborn and that learning is quick
and 4) believing in absolutely certain and unquestionable nature of knowledge.
Low positive correlations were obtained between dimensions. Developmental
level of these beliefs is not related to students' age, but during studies at the
University beliefs become more sophisticated. At beginning years of studying
students’ express beliefs that concentrated effort is a waste of time, that learning
ability is inborn and that learning is quick. Students who express sophisticated
beliefs about learning had higher grades and passed more exams. Results indicate
that development of students' beliefs about learning and knowledge should be
longitudinally investigated. Development of these beliefs from naive to
sophisticated can be influenced. Developing consciousness regarding one's own
beliefs helps competences for living and working in contemporary society to
develop. Encouraging a conceptual change − reorganization of knowledge
structures − is the base for development of beliefs about learning and knowledge.
Students should be included in different experiences during learning process.Improvement of learning process should be aimed to students' beliefs, not only to
behavior.
PB  - Skopje: Integrated Business Faculty
T2  - Journal of Sustainable Development
T1  - University students' beliefs about learning and knowledge
EP  - 55
IS  - 23
SP  - 44
VL  - 9
UR  - https://hdl.handle.net/21.15107/rcub_ipir_806
ER  - 

@article{
author = "Mirkov, Snežana and Jakšić, Ivana",
year = "2019",
abstract = "Results of the empirical research of students' beliefs about the nature of
learning and knowledge are presented. The research is based on conceptions on
the multidimensional nature of these beliefs and on findings indicating that these
beliefs influence learning behavior. Students from the University of Belgrade
(N=560) answered Epistemological Questionnaire. Structure, developmental level,
and relations of these beliefs to students' age, year of studies and indicators of
academic success (grades and the number of passed exams) were investigated.
Factor analysis confirmed the existence of four dimensions of these beliefs: 1)
avoiding integration, avoiding ambiguity, and dependence on authority; 2) belief
that learning cannot be learned and that success in learning does not depend on
the effort invested; 3) belief that ability to learn is inborn and that learning is quick
and 4) believing in absolutely certain and unquestionable nature of knowledge.
Low positive correlations were obtained between dimensions. Developmental
level of these beliefs is not related to students' age, but during studies at the
University beliefs become more sophisticated. At beginning years of studying
students’ express beliefs that concentrated effort is a waste of time, that learning
ability is inborn and that learning is quick. Students who express sophisticated
beliefs about learning had higher grades and passed more exams. Results indicate
that development of students' beliefs about learning and knowledge should be
longitudinally investigated. Development of these beliefs from naive to
sophisticated can be influenced. Developing consciousness regarding one's own
beliefs helps competences for living and working in contemporary society to
develop. Encouraging a conceptual change − reorganization of knowledge
structures − is the base for development of beliefs about learning and knowledge.
Students should be included in different experiences during learning process.Improvement of learning process should be aimed to students' beliefs, not only to
behavior.",
publisher = "Skopje: Integrated Business Faculty",
journal = "Journal of Sustainable Development",
title = "University students' beliefs about learning and knowledge",
pages = "55-44",
number = "23",
volume = "9",
url = "https://hdl.handle.net/21.15107/rcub_ipir_806"
}

Mirkov, S.,& Jakšić, I.. (2019). University students' beliefs about learning and knowledge. in Journal of Sustainable Development
Skopje: Integrated Business Faculty., 9(23), 44-55.
https://hdl.handle.net/21.15107/rcub_ipir_806

Mirkov S, Jakšić I. University students' beliefs about learning and knowledge. in Journal of Sustainable Development. 2019;9(23):44-55.
https://hdl.handle.net/21.15107/rcub_ipir_806 .

Mirkov, Snežana, Jakšić, Ivana, "University students' beliefs about learning and knowledge" in Journal of Sustainable Development, 9, no. 23 (2019):44-55,
https://hdl.handle.net/21.15107/rcub_ipir_806 .

TY  - CHAP
AU  - Gril, A.
AU  - Polovina, Nada
AU  - Jakšić, Ivana
AU  - Autor, Sabina
AU  - Radulović, Mladen
PY  - 2018
UR  - http://ipir.ipisr.org.rs/handle/123456789/295
AB  - A study on adolescents’ visions of the future, regarding the important goals for themselves and plans for their accomplishment, was conducted on representative samples of high-school students in the last grades in Serbia (N = 1.973) and Slovenia (N = 882), in the autumn of 2015. The adolescents filled out a questionnaire on their visions of the future in different domains. We focused on their career as the central topic of their visions about future selves, which is assumed as conditional for fulfilment of the other identity domains and could be accomplished mainly due to individual efforts and flexible adaptation to environmental opportunities. These differ between the two countries, which experienced different post-socialist transitions into the market economy (and related value changes towards individualism) since early 1990s, from the previous common state, the Socialist Federal Republic Yugoslavia. As hypothesized, these different societal changes were reflected in the adolescents’ visions about their future career.
PB  - Springer Science and Business Media B.V.
T2  - Societies and Political Orders in Transition
T1  - Value Changes in Adolescents’ Anticipation of Possible Career Selves in Slovenia and Serbia
EP  - 403
SP  - 383
DO  - 10.1007/978-3-319-72616-8_22
ER  - 

@inbook{
author = "Gril, A. and Polovina, Nada and Jakšić, Ivana and Autor, Sabina and Radulović, Mladen",
year = "2018",
abstract = "A study on adolescents’ visions of the future, regarding the important goals for themselves and plans for their accomplishment, was conducted on representative samples of high-school students in the last grades in Serbia (N = 1.973) and Slovenia (N = 882), in the autumn of 2015. The adolescents filled out a questionnaire on their visions of the future in different domains. We focused on their career as the central topic of their visions about future selves, which is assumed as conditional for fulfilment of the other identity domains and could be accomplished mainly due to individual efforts and flexible adaptation to environmental opportunities. These differ between the two countries, which experienced different post-socialist transitions into the market economy (and related value changes towards individualism) since early 1990s, from the previous common state, the Socialist Federal Republic Yugoslavia. As hypothesized, these different societal changes were reflected in the adolescents’ visions about their future career.",
publisher = "Springer Science and Business Media B.V.",
journal = "Societies and Political Orders in Transition",
booktitle = "Value Changes in Adolescents’ Anticipation of Possible Career Selves in Slovenia and Serbia",
pages = "403-383",
doi = "10.1007/978-3-319-72616-8_22"
}

Gril, A., Polovina, N., Jakšić, I., Autor, S.,& Radulović, M.. (2018). Value Changes in Adolescents’ Anticipation of Possible Career Selves in Slovenia and Serbia. in Societies and Political Orders in Transition
Springer Science and Business Media B.V.., 383-403.
https://doi.org/10.1007/978-3-319-72616-8_22

Gril A, Polovina N, Jakšić I, Autor S, Radulović M. Value Changes in Adolescents’ Anticipation of Possible Career Selves in Slovenia and Serbia. in Societies and Political Orders in Transition. 2018;:383-403.
doi:10.1007/978-3-319-72616-8_22 .

Gril, A., Polovina, Nada, Jakšić, Ivana, Autor, Sabina, Radulović, Mladen, "Value Changes in Adolescents’ Anticipation of Possible Career Selves in Slovenia and Serbia" in Societies and Political Orders in Transition (2018):383-403,
https://doi.org/10.1007/978-3-319-72616-8_22 . .

TY  - JOUR
AU  - Malinić, Dušica
AU  - Džinović, Vladimir
AU  - Jakšić, Ivana
PY  - 2015
UR  - http://ipir.ipisr.org.rs/handle/123456789/258
AB  - We analyzed the convictions of the teachers about scholastic failure and their perception of the activities they use in work with unsuccessful pupils. The theoretical basis for our research was the belief that there is a connection between the teacher's convictions and their everyday practices. The aim was to examine: 1) the teachers' convictions about the nature of academic failure, traits of the failing students, adequacy of after-class sessions and group work in overcoming the problem of academic failure, and 2) the teachers' perception of their own responsibility and engagement in supporting failing pupils. A set of parametric statistical techniques was used to analyze the responses of 1441 elementary-school teachers to the items related to academic failure in the questionnaire about current school problems. The results show that 1) the teachers have optimistic convictions about cognitive abilities of failing pupils and see after-class sessions as a good opportunity to work with them; they state that 2) they additionally prepare classes for work with failing pupils and stimulate them during regular classes and believe that failing pupils are successful in outdoor activities; 3) they have no definite opinion about the role of the teacher and adequacy of group work in overcoming the problem. The concluding observations stress the need for a detailed analysis of the activities based on the teacher's convictions about academic failure and support to failing pupils.
AB  - U radu se bavimo uverenjima nastavnika o školskom neuspehu i njihovom percepcijom aktivnosti koje preduzimaju u radu sa neuspešnim učenicima. Teorijsko utemeljenje rada čine stanovišta o tome da postoji veza između nastavničkih uverenja i njihovih svakodnevnih nastavnih praksi. Cilj rada bio je da se ispitaju: 1) nastavnička uverenja o prirodi školskog neuspeha, osobinama neuspešnih učenika i adekvatnosti dopunske nastave i grupnog rada u prevazilaženju problema školske neuspešnosti, kao i 2) nastavničke percepcije sopstvene odgovornosti za neuspeh učenika i angažovanosti u pružanju podrške ovim učenicima. Setom parametrijskih statističkih tehnika analizirani su odgovori 1.441 nastavnika osnovne škole na ajteme koji se odnose na školski neuspeh, u okviru upitnika o aktuelnim problemima u školi. Rezultati pokazuju da nastavnici: 1) ispoljavaju optimistična uverenja u pogledu kognitivnih sposobnosti neuspešnih učenika i mogućnosti koje dopunska nastava pruža u radu sa njima; 2) saopštavaju da se dodatno pripremaju za rad sa neuspešnim učenicima i posebno ih podstiču na časovima i veruju da su neuspešni učenici uspešni u vanškolskim aktivnostima; 3) nemaju određen stav o ulozi nastavnika i adekvatnosti grupnog rada u prevazilaženju problema školskog neuspeha. U zaključnim razmatranjima diskutuje se o potrebi detaljnijeg upoznavanja aktivnosti na kojima počivaju nastavnička uverenja o školskom neuspehu i podrška neuspešnim učenicima.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Teachers' perceptions of academic failure: Is it worth to bother about unsuccesful pupils?
T1  - Neuspevaemost' učaščihsja iz ugla prepodavatelja: stoit li bespokoit'sja iz-za neuspevajuščih učenikov
T1  - Nastavničke percepcije školskog neuspeha - vredi li se truditi oko neuspešnih učenika?
EP  - 677
IS  - 4
SP  - 663
VL  - 65
DO  - 10.5937/nasvas1504663M
ER  - 

@article{
author = "Malinić, Dušica and Džinović, Vladimir and Jakšić, Ivana",
year = "2015",
abstract = "We analyzed the convictions of the teachers about scholastic failure and their perception of the activities they use in work with unsuccessful pupils. The theoretical basis for our research was the belief that there is a connection between the teacher's convictions and their everyday practices. The aim was to examine: 1) the teachers' convictions about the nature of academic failure, traits of the failing students, adequacy of after-class sessions and group work in overcoming the problem of academic failure, and 2) the teachers' perception of their own responsibility and engagement in supporting failing pupils. A set of parametric statistical techniques was used to analyze the responses of 1441 elementary-school teachers to the items related to academic failure in the questionnaire about current school problems. The results show that 1) the teachers have optimistic convictions about cognitive abilities of failing pupils and see after-class sessions as a good opportunity to work with them; they state that 2) they additionally prepare classes for work with failing pupils and stimulate them during regular classes and believe that failing pupils are successful in outdoor activities; 3) they have no definite opinion about the role of the teacher and adequacy of group work in overcoming the problem. The concluding observations stress the need for a detailed analysis of the activities based on the teacher's convictions about academic failure and support to failing pupils., U radu se bavimo uverenjima nastavnika o školskom neuspehu i njihovom percepcijom aktivnosti koje preduzimaju u radu sa neuspešnim učenicima. Teorijsko utemeljenje rada čine stanovišta o tome da postoji veza između nastavničkih uverenja i njihovih svakodnevnih nastavnih praksi. Cilj rada bio je da se ispitaju: 1) nastavnička uverenja o prirodi školskog neuspeha, osobinama neuspešnih učenika i adekvatnosti dopunske nastave i grupnog rada u prevazilaženju problema školske neuspešnosti, kao i 2) nastavničke percepcije sopstvene odgovornosti za neuspeh učenika i angažovanosti u pružanju podrške ovim učenicima. Setom parametrijskih statističkih tehnika analizirani su odgovori 1.441 nastavnika osnovne škole na ajteme koji se odnose na školski neuspeh, u okviru upitnika o aktuelnim problemima u školi. Rezultati pokazuju da nastavnici: 1) ispoljavaju optimistična uverenja u pogledu kognitivnih sposobnosti neuspešnih učenika i mogućnosti koje dopunska nastava pruža u radu sa njima; 2) saopštavaju da se dodatno pripremaju za rad sa neuspešnim učenicima i posebno ih podstiču na časovima i veruju da su neuspešni učenici uspešni u vanškolskim aktivnostima; 3) nemaju određen stav o ulozi nastavnika i adekvatnosti grupnog rada u prevazilaženju problema školskog neuspeha. U zaključnim razmatranjima diskutuje se o potrebi detaljnijeg upoznavanja aktivnosti na kojima počivaju nastavnička uverenja o školskom neuspehu i podrška neuspešnim učenicima.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Teachers' perceptions of academic failure: Is it worth to bother about unsuccesful pupils?, Neuspevaemost' učaščihsja iz ugla prepodavatelja: stoit li bespokoit'sja iz-za neuspevajuščih učenikov, Nastavničke percepcije školskog neuspeha - vredi li se truditi oko neuspešnih učenika?",
pages = "677-663",
number = "4",
volume = "65",
doi = "10.5937/nasvas1504663M"
}

Malinić, D., Džinović, V.,& Jakšić, I.. (2015). Teachers' perceptions of academic failure: Is it worth to bother about unsuccesful pupils?. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 65(4), 663-677.
https://doi.org/10.5937/nasvas1504663M

Malinić D, Džinović V, Jakšić I. Teachers' perceptions of academic failure: Is it worth to bother about unsuccesful pupils?. in Nastava i vaspitanje. 2015;65(4):663-677.
doi:10.5937/nasvas1504663M .

Malinić, Dušica, Džinović, Vladimir, Jakšić, Ivana, "Teachers' perceptions of academic failure: Is it worth to bother about unsuccesful pupils?" in Nastava i vaspitanje, 65, no. 4 (2015):663-677,
https://doi.org/10.5937/nasvas1504663M . .

TY  - JOUR
AU  - Žeželj, Iris
AU  - Jakšić, Ivana
AU  - Jošić, Smiljana
PY  - 2015
UR  - http://ipir.ipisr.org.rs/handle/123456789/245
AB  - In two studies, the authors examined the effects of intergroup contact in inclusive and non-inclusive environments on children's explicit and implicit prejudices. In both studies, supervised contact with Roma peers, instructed by inclusive program, led to a more positive explicit evaluation of Roma and less social distance, while it had no significant impact on implicit attitudes. In contrast, implicit attitudes were related to mere exposure to Roma (Study 2). Intergroup anxiety and self-disclosure mediated the effect of inclusiveness level on explicit, but not on implicit attitudes. The results indicate that two types of attitudes might be formed via different routes, and that mere exposure and supervised contact influence them differently. This information could help tailor future prejudice reduction programs.
PB  - Wiley, Hoboken
T2  - Journal of Applied Social Psychology
T1  - How contact shapes implicit and explicit preferences: attitudes toward Roma children in inclusive and non-inclusive environment
EP  - 273
IS  - 5
SP  - 263
VL  - 45
DO  - 10.1111/jasp.12293
ER  - 

@article{
author = "Žeželj, Iris and Jakšić, Ivana and Jošić, Smiljana",
year = "2015",
abstract = "In two studies, the authors examined the effects of intergroup contact in inclusive and non-inclusive environments on children's explicit and implicit prejudices. In both studies, supervised contact with Roma peers, instructed by inclusive program, led to a more positive explicit evaluation of Roma and less social distance, while it had no significant impact on implicit attitudes. In contrast, implicit attitudes were related to mere exposure to Roma (Study 2). Intergroup anxiety and self-disclosure mediated the effect of inclusiveness level on explicit, but not on implicit attitudes. The results indicate that two types of attitudes might be formed via different routes, and that mere exposure and supervised contact influence them differently. This information could help tailor future prejudice reduction programs.",
publisher = "Wiley, Hoboken",
journal = "Journal of Applied Social Psychology",
title = "How contact shapes implicit and explicit preferences: attitudes toward Roma children in inclusive and non-inclusive environment",
pages = "273-263",
number = "5",
volume = "45",
doi = "10.1111/jasp.12293"
}

Žeželj, I., Jakšić, I.,& Jošić, S.. (2015). How contact shapes implicit and explicit preferences: attitudes toward Roma children in inclusive and non-inclusive environment. in Journal of Applied Social Psychology
Wiley, Hoboken., 45(5), 263-273.
https://doi.org/10.1111/jasp.12293

Žeželj I, Jakšić I, Jošić S. How contact shapes implicit and explicit preferences: attitudes toward Roma children in inclusive and non-inclusive environment. in Journal of Applied Social Psychology. 2015;45(5):263-273.
doi:10.1111/jasp.12293 .

Žeželj, Iris, Jakšić, Ivana, Jošić, Smiljana, "How contact shapes implicit and explicit preferences: attitudes toward Roma children in inclusive and non-inclusive environment" in Journal of Applied Social Psychology, 45, no. 5 (2015):263-273,
https://doi.org/10.1111/jasp.12293 . .

TY  - JOUR
AU  - Jakšić, Ivana
AU  - Jošić, Smiljana
PY  - 2014
UR  - http://ipir.ipisr.org.rs/handle/123456789/234
AB  - The aim of this study was to examine differences in the subjective experience of children’s and adults’ faces among a sample of children and adult participants. The study was conducted on a sample of 26 ten-year-olds (12 boys and 14 girls) and 26 psychology students (10 men and 16 women). The participants were given the scale of subjective experience of faces and their task was to assess 10 photographs of adult faces and 10 photographs of children’s faces. Among a sample of adult participants four-factor structure of subjective experience of adults’ faces, including factors Happiness, Kindness, Stability, and Attractiveness, was in line with the structure established in previous research. The subjective experience of the children’s faces in adult participants can be described by three factors: Happiness, Kindness, and Attractiveness. When it comes to perception of individual attributes, adults tend to rate children’s faces more positive than adults’ faces, while children’s estimates differ depending on the attribute in question. The results were discussed in line with the ecological approach to social perception, according to which the infantile facial features’ adaptive function is to cause favorable evaluations and to promote protective and prevent aggressive behavior in adults.
AB  - Cilj istraživanja bio je da se ispitaju razlike u subjektivnom doživljaju dečijih i odraslih lica kod dece i odraslih. U istraživanju je učestvovalo 26 desetogodišnjaka (12 dečaka i 14 devojčica) i 26 studenata (10 muškaraca i 16 žena). Zadatak ispitanika bio je da na Skali subjektivnog doživljaja lica procene 10 fotografija dečijih lica i 10 fotografija odraslih lica. Na uzorku odraslih ispitanika replicirana je četvorofaktorska struktura subjektivnog doživljaja odraslih lica iz prethodnih istraživanja (faktori Sreća, Dobrota, Stabilnost, Privlačnost), dok se subjektivni doživljaj dečijih lica kod odraslih ispitanika može opisati sa tri faktora (Sreća, Dobrota, Privlačnost). Ustanovljeno je da na pojedinačnim atributima subjektivnog doživljaja odrasli ocenjuju dečija lica pozitivnije nego odrasla lica, dok se dečije procene razlikuju u zavisnosti od ispitivanog atributa. Rezultati su razmatrani u skladu sa ekološkim pristupom socijalnoj percepciji, prema kome infantilne karakteristike lica imaju adaptivnu funkciju da kod odraslih izazovu povoljne evaluacije koje podstiču zaštitničko, a sprečavaju agresivno ponašanje.
PB  - Univerzitet u Nišu - Filozofski fakultet, Niš
T2  - Godišnjak za psihologiju
T1  - Subjective experience of children’s and adults’ faces in children and adults
T1  - Subjektivni doživljaj dečijih i odraslih lica kod dece i odraslih
EP  - 2140
IS  - 13
SP  - 21
VL  - 11
UR  - https://hdl.handle.net/21.15107/rcub_ipir_234
ER  - 

@article{
author = "Jakšić, Ivana and Jošić, Smiljana",
year = "2014",
abstract = "The aim of this study was to examine differences in the subjective experience of children’s and adults’ faces among a sample of children and adult participants. The study was conducted on a sample of 26 ten-year-olds (12 boys and 14 girls) and 26 psychology students (10 men and 16 women). The participants were given the scale of subjective experience of faces and their task was to assess 10 photographs of adult faces and 10 photographs of children’s faces. Among a sample of adult participants four-factor structure of subjective experience of adults’ faces, including factors Happiness, Kindness, Stability, and Attractiveness, was in line with the structure established in previous research. The subjective experience of the children’s faces in adult participants can be described by three factors: Happiness, Kindness, and Attractiveness. When it comes to perception of individual attributes, adults tend to rate children’s faces more positive than adults’ faces, while children’s estimates differ depending on the attribute in question. The results were discussed in line with the ecological approach to social perception, according to which the infantile facial features’ adaptive function is to cause favorable evaluations and to promote protective and prevent aggressive behavior in adults., Cilj istraživanja bio je da se ispitaju razlike u subjektivnom doživljaju dečijih i odraslih lica kod dece i odraslih. U istraživanju je učestvovalo 26 desetogodišnjaka (12 dečaka i 14 devojčica) i 26 studenata (10 muškaraca i 16 žena). Zadatak ispitanika bio je da na Skali subjektivnog doživljaja lica procene 10 fotografija dečijih lica i 10 fotografija odraslih lica. Na uzorku odraslih ispitanika replicirana je četvorofaktorska struktura subjektivnog doživljaja odraslih lica iz prethodnih istraživanja (faktori Sreća, Dobrota, Stabilnost, Privlačnost), dok se subjektivni doživljaj dečijih lica kod odraslih ispitanika može opisati sa tri faktora (Sreća, Dobrota, Privlačnost). Ustanovljeno je da na pojedinačnim atributima subjektivnog doživljaja odrasli ocenjuju dečija lica pozitivnije nego odrasla lica, dok se dečije procene razlikuju u zavisnosti od ispitivanog atributa. Rezultati su razmatrani u skladu sa ekološkim pristupom socijalnoj percepciji, prema kome infantilne karakteristike lica imaju adaptivnu funkciju da kod odraslih izazovu povoljne evaluacije koje podstiču zaštitničko, a sprečavaju agresivno ponašanje.",
publisher = "Univerzitet u Nišu - Filozofski fakultet, Niš",
journal = "Godišnjak za psihologiju",
title = "Subjective experience of children’s and adults’ faces in children and adults, Subjektivni doživljaj dečijih i odraslih lica kod dece i odraslih",
pages = "2140-21",
number = "13",
volume = "11",
url = "https://hdl.handle.net/21.15107/rcub_ipir_234"
}

Jakšić, I.,& Jošić, S.. (2014). Subjective experience of children’s and adults’ faces in children and adults. in Godišnjak za psihologiju
Univerzitet u Nišu - Filozofski fakultet, Niš., 11(13), 21-2140.
https://hdl.handle.net/21.15107/rcub_ipir_234

Jakšić I, Jošić S. Subjective experience of children’s and adults’ faces in children and adults. in Godišnjak za psihologiju. 2014;11(13):21-2140.
https://hdl.handle.net/21.15107/rcub_ipir_234 .

Jakšić, Ivana, Jošić, Smiljana, "Subjective experience of children’s and adults’ faces in children and adults" in Godišnjak za psihologiju, 11, no. 13 (2014):21-2140,
https://hdl.handle.net/21.15107/rcub_ipir_234 .