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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TY  - JOUR
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Mijatović, Luka
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/973
AB  - A sense of school belonging is considered a protective and promotive factor for a
wide range of academic and developmental outcomes of students. However, previous
research efforts were overly focused on examining the factors and processes that
underlie it, and the available literature identifies a lack of a clear model of action that
school actors should apply in order to improve it and, consequently, enjoy its benefits.
The main goal of this paper is the analysis of relevant literature, with the aim of
identifying the factors that contribute to the development of a sense of school belonging
among students. In accordance with the basic principles of the adapted Bronfenbrenner’s
bio-psycho-socio-ecological model of school belonging, the findings of the conducted
review indicate that the sense of school belonging is of a systemic nature, and that its
development and intensity are determined by multiple experiences, interactions and
factors that usually exist on the individual, school-relational and contextual level.
Although the paper provides preliminary insights into the factors that contribute to the
development of a sense of school belonging, further research into these factors, which
will examine their predictive effect, provide the possibility of defining a clear model of
action, and represent a starting point for designing adequate interventions, is necessary.
PB  - Niš : Univerzitet u Nišu
T2  - Teme
T1  - Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation
EP  - 384
IS  - 2
SP  - 371
VL  - XLVII
DO  - 10.22190/TEME220805024T
ER  - 

@article{
author = "Trajković, Marija and Popović-Ćitić, Branislava and Mijatović, Luka",
year = "2023",
abstract = "A sense of school belonging is considered a protective and promotive factor for a
wide range of academic and developmental outcomes of students. However, previous
research efforts were overly focused on examining the factors and processes that
underlie it, and the available literature identifies a lack of a clear model of action that
school actors should apply in order to improve it and, consequently, enjoy its benefits.
The main goal of this paper is the analysis of relevant literature, with the aim of
identifying the factors that contribute to the development of a sense of school belonging
among students. In accordance with the basic principles of the adapted Bronfenbrenner’s
bio-psycho-socio-ecological model of school belonging, the findings of the conducted
review indicate that the sense of school belonging is of a systemic nature, and that its
development and intensity are determined by multiple experiences, interactions and
factors that usually exist on the individual, school-relational and contextual level.
Although the paper provides preliminary insights into the factors that contribute to the
development of a sense of school belonging, further research into these factors, which
will examine their predictive effect, provide the possibility of defining a clear model of
action, and represent a starting point for designing adequate interventions, is necessary.",
publisher = "Niš : Univerzitet u Nišu",
journal = "Teme",
title = "Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation",
pages = "384-371",
number = "2",
volume = "XLVII",
doi = "10.22190/TEME220805024T"
}

Trajković, M., Popović-Ćitić, B.,& Mijatović, L.. (2023). Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation. in Teme
Niš : Univerzitet u Nišu., XLVII(2), 371-384.
https://doi.org/10.22190/TEME220805024T

Trajković M, Popović-Ćitić B, Mijatović L. Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation. in Teme. 2023;XLVII(2):371-384.
doi:10.22190/TEME220805024T .

Trajković, Marija, Popović-Ćitić, Branislava, Mijatović, Luka, "Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation" in Teme, XLVII, no. 2 (2023):371-384,
https://doi.org/10.22190/TEME220805024T . .

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

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

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

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

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

TY  - CONF
AU  - Kovačević-Lepojević, Marina
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić, Lidija
AU  - Mijatović, Luka
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1008
AB  - A process model of parental monitoring (PM) proposes that PM occurs in two distinct
stages: before the adolescent goes out and when they return home. Parental and
adolescent responses to monitoring interactions impact on future monitoring episodes.
Research suggests that passive PM strategies (e.g. child disclosure) correlate with
higher parental knowledge and less behavior problems. Self-reported measures were
used on a sample of 507 Belgrade secondary school students (42.1% male) to examine
the mediating effect (mediation analysis using JASP) of parental knowledge (the Scale
of Parental Monitoring) on the relationship of PM strategies (Child Disclosure, Parental
Solicitation and Parental Control) (the Scale of Parental Monitoring) with externalising
problems (Aggressive and Rule-Breaking Behaviour) (ASEBA, YSR). The research results
show that Parental Knowledge mediate the relation of Child Disclosure and RuleBreaking Behaviour (z = -6.544, p < .001) and Parental Control and Rule-Breaking
Behaviour (z =-3.770, p< .001). No direct link between Parental Control and RuleBreaking Behavior, as well as Parental Solicitation and Rule-Breaking Behavior were
established. Full mediation of the link between Child Disclosure and Aggressive Behavior by Parental Knowledge is found (total indirect effect z = -4.050, p < .001). The research
results were discussed in the context of the relevance of the PM strategies for greater
parental knowledge and prevention of externalising problems in adolescence.
PB  - Novi Sad : Filozofski fakultet
C3  - Current Trends in Psychology
T1  - Relevance of parental monitoring strategies in explanation of externalizing behaviour problems in adolescence: Mediation of parental knowledge
EP  - 146
SP  - 145
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1008
ER  - 

@conference{
author = "Kovačević-Lepojević, Marina and Trajković, Marija and Popović-Ćitić, Branislava and Bukvić, Lidija and Mijatović, Luka",
year = "2023",
abstract = "A process model of parental monitoring (PM) proposes that PM occurs in two distinct
stages: before the adolescent goes out and when they return home. Parental and
adolescent responses to monitoring interactions impact on future monitoring episodes.
Research suggests that passive PM strategies (e.g. child disclosure) correlate with
higher parental knowledge and less behavior problems. Self-reported measures were
used on a sample of 507 Belgrade secondary school students (42.1% male) to examine
the mediating effect (mediation analysis using JASP) of parental knowledge (the Scale
of Parental Monitoring) on the relationship of PM strategies (Child Disclosure, Parental
Solicitation and Parental Control) (the Scale of Parental Monitoring) with externalising
problems (Aggressive and Rule-Breaking Behaviour) (ASEBA, YSR). The research results
show that Parental Knowledge mediate the relation of Child Disclosure and RuleBreaking Behaviour (z = -6.544, p < .001) and Parental Control and Rule-Breaking
Behaviour (z =-3.770, p< .001). No direct link between Parental Control and RuleBreaking Behavior, as well as Parental Solicitation and Rule-Breaking Behavior were
established. Full mediation of the link between Child Disclosure and Aggressive Behavior by Parental Knowledge is found (total indirect effect z = -4.050, p < .001). The research
results were discussed in the context of the relevance of the PM strategies for greater
parental knowledge and prevention of externalising problems in adolescence.",
publisher = "Novi Sad : Filozofski fakultet",
journal = "Current Trends in Psychology",
title = "Relevance of parental monitoring strategies in explanation of externalizing behaviour problems in adolescence: Mediation of parental knowledge",
pages = "146-145",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1008"
}

Kovačević-Lepojević, M., Trajković, M., Popović-Ćitić, B., Bukvić, L.,& Mijatović, L.. (2023). Relevance of parental monitoring strategies in explanation of externalizing behaviour problems in adolescence: Mediation of parental knowledge. in Current Trends in Psychology
Novi Sad : Filozofski fakultet., 145-146.
https://hdl.handle.net/21.15107/rcub_ipir_1008

Kovačević-Lepojević M, Trajković M, Popović-Ćitić B, Bukvić L, Mijatović L. Relevance of parental monitoring strategies in explanation of externalizing behaviour problems in adolescence: Mediation of parental knowledge. in Current Trends in Psychology. 2023;:145-146.
https://hdl.handle.net/21.15107/rcub_ipir_1008 .

Kovačević-Lepojević, Marina, Trajković, Marija, Popović-Ćitić, Branislava, Bukvić, Lidija, Mijatović, Luka, "Relevance of parental monitoring strategies in explanation of externalizing behaviour problems in adolescence: Mediation of parental knowledge" in Current Trends in Psychology (2023):145-146,
https://hdl.handle.net/21.15107/rcub_ipir_1008 .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TY  - JOUR
AU  - Stojanović, Marija
AU  - Popović-Ćitić, Branislava
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/891
AB  - The sense of school belonging is defined as the extent to which students feel personally accepted, respected, included and supported by others in the school environment. Given that certain authors regard school belonging as the key factor in the adequate development of children and youth, this paper aims to summarize and present theoretical and research findings that testify to the importance of the sense of school belonging for students' positive development and prevention of behavioral problems. In addition, the basic tenets of prevention science and the positive development perspective are discussed, and the relationship between these two approaches is analyzed. The results of our review suggest that the sense of school belonging is related to a wide range of academic and developmental outcomes, such as academic achievement and motivation, school engagement, prosocial behavior, life satisfaction, self-esteem, positive identity, well-being, adaptive adjustment, etc. In other words, past research has indicated that, depending on the extent to which the sense of school belonging is developed, its effects can be interpreted within the context of risk and protective/promotion factors in students' mental health and behavioral problems. The above implies that actors in the education system must not lose sight of the importance of the sense of school belonging for students' reaching their full potential. Moreover, taking into account the striving of prevention science to identify and enhance the factors underpinning protective processes, further research is needed on the factors and mechanisms of development of the sense of school belonging.
AB  - Конструкиця „принадлежность к школе“ пределяется как степень, в которой учащиеся чувствуют себя принятыми, уважаемыми, включенными и поддерживаемыми
другими в школьной среде. Учитывая тот факт, что некоторые авторы считают чувство
принадлежности к школе ключевым фактором адекватного развития детей и молодежи, цель
статьи состоит в том, чтобы обобщить и представить теоретические и исследовательские
результаты, говорящие в пользу важности чувства принадлежности к школе для позитивного развития и предотвращения проблем в поведении учащихся. К тому же, в статье освещаются основные принципы научной профилактической работы и перспектива позиивного
развития, а также анализируется взаимосвязь между этими двумя подходами. Результаты
проведенного обзора внушают, что чувство принадлежности к школе связано с широким
спектром результатов в учебе и развитии, таких как академические достижения и мотивация,
вовлеченность в школе, просоциальное поведение, удовлетворенность жизнью, самооценка,
позитивная идентичность, благополучие, способность к адаптации и т.д. Иными словами,
предыдущие исследования показывают, что в зависимости от степени развитости чувства
принадлежности к школе его эффекты можно интерпретировать в контексте рисковых и
защитных/стимулирующих факторов для психического здоровья и поведенческих проблем
учащихся. Вышеизложенное подразумевает, что для полного раскрытия потенциала учащихся, субъекты воспитательно-образовательной системы не должны упускать из виду важность
чувства принадлежности к школе. Кроме того, с учетом усилий профилактической науки в
направлении выявления и усиления факторов, лежащих в основе защитных процессов, необходимы дальнейшие исследования факторов и механизмов развития чувства принадлежности
к школе.
AB  - Osećaj pripadnosti školi definiše se kao mera u kojoj se učenici osećaju lično prihvaćeni,
poštovani, uključeni i podržani od drugih u školskom okruženju. Imajući u vidu da pojedini
autori osećaj pripadnosti školi smatraju ključnim činiocem adekvatnog razvoja dece i mladih, cilj rada je
sumiranje i prikaz teorijskih i istraživačkih nalaza koji govore u prilog značaju osećaja pripadnosti školi
za pozitivan razvoj i prevenciju problema u ponašanju učenika. Pored toga, u radu su istaknute i osnovne
postavke prevencijske nauke i perspektive pozitivnog razvoja, te analiziran odnos između ova dva pristupa. Rezultati sprovedenog pregleda sugerišu da je osećaj pripadnosti školi povezan sa širokim spektrom
akademskih i razvojnih ishoda, poput akademskog postignuća i motivacije, angažovanosti u školi, prosocijalnog ponašanja, zadovoljstva životom, samopoštovanja, pozitivnog identiteta, blagostanja, adaptivnog prilagođavanja itd. Drugim rečima, dosadašnja istraživanja upućuju da se u zavisnosti od stepena
razvijenosti osećaja pripadnosti školi efekti ovog osećaja mogu tumačiti u kontekstu rizičnih i protektivnih/
promotivnih faktora za mentalno zdravlje i bihejvioralne probleme učenika. Navedeno implicira da akteri vaspitno-obrazovnog sistema ne smeju da izgube iz vida značaj osećaja pripadnosti školi za dostizanje punih potencijala učenika. Dodatno, uvažavajući nastojanja prevencijske nauke u pravcu identifikovanja i osnaživanja činilaca koji stoje u osnovi protektivnih procesa, neophodna su dalja istraživanja
faktora i mehanizama razvoja osećaja pripadnosti školi.
T2  - Nastava i vaspitanje
T2  - Nastava i vaspitanje
T1  - The sense of school belonging: Its importance for the positive development of students and prevention of behavioural problems
T1  - Чувство принадлежности к школе: значимость для позитивного
развития и предотвращения проблем в поведения учащихся
T1  - Osećaj pripadnosti školi: značaj za pozitivan razvoj
i prevenciju problema u ponašanju učenika
EP  - 423
IS  - 3
SP  - 403
VL  - 71
DO  - 10.5937/nasvas2203403S
ER  - 

@article{
author = "Stojanović, Marija and Popović-Ćitić, Branislava",
year = "2022",
abstract = "The sense of school belonging is defined as the extent to which students feel personally accepted, respected, included and supported by others in the school environment. Given that certain authors regard school belonging as the key factor in the adequate development of children and youth, this paper aims to summarize and present theoretical and research findings that testify to the importance of the sense of school belonging for students' positive development and prevention of behavioral problems. In addition, the basic tenets of prevention science and the positive development perspective are discussed, and the relationship between these two approaches is analyzed. The results of our review suggest that the sense of school belonging is related to a wide range of academic and developmental outcomes, such as academic achievement and motivation, school engagement, prosocial behavior, life satisfaction, self-esteem, positive identity, well-being, adaptive adjustment, etc. In other words, past research has indicated that, depending on the extent to which the sense of school belonging is developed, its effects can be interpreted within the context of risk and protective/promotion factors in students' mental health and behavioral problems. The above implies that actors in the education system must not lose sight of the importance of the sense of school belonging for students' reaching their full potential. Moreover, taking into account the striving of prevention science to identify and enhance the factors underpinning protective processes, further research is needed on the factors and mechanisms of development of the sense of school belonging., Конструкиця „принадлежность к школе“ пределяется как степень, в которой учащиеся чувствуют себя принятыми, уважаемыми, включенными и поддерживаемыми
другими в школьной среде. Учитывая тот факт, что некоторые авторы считают чувство
принадлежности к школе ключевым фактором адекватного развития детей и молодежи, цель
статьи состоит в том, чтобы обобщить и представить теоретические и исследовательские
результаты, говорящие в пользу важности чувства принадлежности к школе для позитивного развития и предотвращения проблем в поведении учащихся. К тому же, в статье освещаются основные принципы научной профилактической работы и перспектива позиивного
развития, а также анализируется взаимосвязь между этими двумя подходами. Результаты
проведенного обзора внушают, что чувство принадлежности к школе связано с широким
спектром результатов в учебе и развитии, таких как академические достижения и мотивация,
вовлеченность в школе, просоциальное поведение, удовлетворенность жизнью, самооценка,
позитивная идентичность, благополучие, способность к адаптации и т.д. Иными словами,
предыдущие исследования показывают, что в зависимости от степени развитости чувства
принадлежности к школе его эффекты можно интерпретировать в контексте рисковых и
защитных/стимулирующих факторов для психического здоровья и поведенческих проблем
учащихся. Вышеизложенное подразумевает, что для полного раскрытия потенциала учащихся, субъекты воспитательно-образовательной системы не должны упускать из виду важность
чувства принадлежности к школе. Кроме того, с учетом усилий профилактической науки в
направлении выявления и усиления факторов, лежащих в основе защитных процессов, необходимы дальнейшие исследования факторов и механизмов развития чувства принадлежности
к школе., Osećaj pripadnosti školi definiše se kao mera u kojoj se učenici osećaju lično prihvaćeni,
poštovani, uključeni i podržani od drugih u školskom okruženju. Imajući u vidu da pojedini
autori osećaj pripadnosti školi smatraju ključnim činiocem adekvatnog razvoja dece i mladih, cilj rada je
sumiranje i prikaz teorijskih i istraživačkih nalaza koji govore u prilog značaju osećaja pripadnosti školi
za pozitivan razvoj i prevenciju problema u ponašanju učenika. Pored toga, u radu su istaknute i osnovne
postavke prevencijske nauke i perspektive pozitivnog razvoja, te analiziran odnos između ova dva pristupa. Rezultati sprovedenog pregleda sugerišu da je osećaj pripadnosti školi povezan sa širokim spektrom
akademskih i razvojnih ishoda, poput akademskog postignuća i motivacije, angažovanosti u školi, prosocijalnog ponašanja, zadovoljstva životom, samopoštovanja, pozitivnog identiteta, blagostanja, adaptivnog prilagođavanja itd. Drugim rečima, dosadašnja istraživanja upućuju da se u zavisnosti od stepena
razvijenosti osećaja pripadnosti školi efekti ovog osećaja mogu tumačiti u kontekstu rizičnih i protektivnih/
promotivnih faktora za mentalno zdravlje i bihejvioralne probleme učenika. Navedeno implicira da akteri vaspitno-obrazovnog sistema ne smeju da izgube iz vida značaj osećaja pripadnosti školi za dostizanje punih potencijala učenika. Dodatno, uvažavajući nastojanja prevencijske nauke u pravcu identifikovanja i osnaživanja činilaca koji stoje u osnovi protektivnih procesa, neophodna su dalja istraživanja
faktora i mehanizama razvoja osećaja pripadnosti školi.",
journal = "Nastava i vaspitanje, Nastava i vaspitanje",
title = "The sense of school belonging: Its importance for the positive development of students and prevention of behavioural problems, Чувство принадлежности к школе: значимость для позитивного
развития и предотвращения проблем в поведения учащихся, Osećaj pripadnosti školi: značaj za pozitivan razvoj
i prevenciju problema u ponašanju učenika",
pages = "423-403",
number = "3",
volume = "71",
doi = "10.5937/nasvas2203403S"
}

Stojanović, M.,& Popović-Ćitić, B.. (2022). The sense of school belonging: Its importance for the positive development of students and prevention of behavioural problems. in Nastava i vaspitanje, 71(3), 403-423.
https://doi.org/10.5937/nasvas2203403S

Stojanović M, Popović-Ćitić B. The sense of school belonging: Its importance for the positive development of students and prevention of behavioural problems. in Nastava i vaspitanje. 2022;71(3):403-423.
doi:10.5937/nasvas2203403S .

Stojanović, Marija, Popović-Ćitić, Branislava, "The sense of school belonging: Its importance for the positive development of students and prevention of behavioural problems" in Nastava i vaspitanje, 71, no. 3 (2022):403-423,
https://doi.org/10.5937/nasvas2203403S . .

TY  - JOUR
AU  - Stojanović, Marija
AU  - Bukvić-Branković, Lidija
AU  - Popović-Ćitić, Branislava
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/892
AB  - In the situation of the pandemic teachers face multiple difficulties in terms of achieving the educational function of the school. In order to understand the challenges faced by primary school teachers when organizing the educational process under changed conditions, a qualitative research was conducted in which 12 representatives of six primary schools from different regions of Serbia were interviewed using the semi-structured interview method. The obtained results point to the initial challenges of teachers in terms of using digital technologies and online tools and ensuring "equal education" for all students, dealing with negative changes in student behaviour patterns, a lack of space for the implementation of the school's preventive role in terms of risky student behaviour, as well as to teachers' needs for technical and professional support in organizing preventive work with students in current conditions. Taking into account all the limitations of the research, it can serve as a general indicator of the current needs of teachers for support in pandemic education, but also as a starting point for further research.
AB  - У условима пандемије наставници се суочавају са вишеструким тешкоћама на плану остваривања образовно-васпитне функције школе. За потребе сагледавања изазова наставника приликом организовања образовно-васпитног процеса у измењеним условима функционисања, реализовано је квалитативно истраживање у којем је применом методе полуструктурираног интервјуа испитано 12 представника шест основних школа из различитих региона Србије. Добијени резултати указују на почетне изазове наставника у вези са употребом дигиталних технологија и онлајн-алата и обезбеђивање „једнаког образовања” за све ученике, суочавање са негативним променама у обрасцима понашања ученика, недостатак простора за остваривање превентивне улоге школе на плану ризичних понашања ученика, као и на потребе наставника за техничком и стручном подршком у организовању превентивног рада са ученицима у актуелним условима. Уважавајући сва ограничења истраживања, оно може послужити као општи показатељ актуелних потреба наставника за подршком у пандемијском образовању, али и као полазна основа за даља истраживања.
T2  - Inovacije u nastavi - časopis za savremenu nastavu
T2  - Inovacije u nastavi - časopis za savremenu nastavu
T1  - Izazovi obrazovno-vaspitnog procesa u "novoj normalnosti" - perspektiva nastavnika osnovnih škola
T1  - Challenges of the educational process in the "new normal" - the perspective of elementary school teachers
T1  - Изазови образовно-васпитног процеса у "новој нормалности" - перспектива наставника основних школа
EP  - 12
IS  - 4
SP  - 1
VL  - 35
DO  - 10.5937/inovacije2204001S
ER  - 

@article{
author = "Stojanović, Marija and Bukvić-Branković, Lidija and Popović-Ćitić, Branislava",
year = "2022",
abstract = "In the situation of the pandemic teachers face multiple difficulties in terms of achieving the educational function of the school. In order to understand the challenges faced by primary school teachers when organizing the educational process under changed conditions, a qualitative research was conducted in which 12 representatives of six primary schools from different regions of Serbia were interviewed using the semi-structured interview method. The obtained results point to the initial challenges of teachers in terms of using digital technologies and online tools and ensuring "equal education" for all students, dealing with negative changes in student behaviour patterns, a lack of space for the implementation of the school's preventive role in terms of risky student behaviour, as well as to teachers' needs for technical and professional support in organizing preventive work with students in current conditions. Taking into account all the limitations of the research, it can serve as a general indicator of the current needs of teachers for support in pandemic education, but also as a starting point for further research., У условима пандемије наставници се суочавају са вишеструким тешкоћама на плану остваривања образовно-васпитне функције школе. За потребе сагледавања изазова наставника приликом организовања образовно-васпитног процеса у измењеним условима функционисања, реализовано је квалитативно истраживање у којем је применом методе полуструктурираног интервјуа испитано 12 представника шест основних школа из различитих региона Србије. Добијени резултати указују на почетне изазове наставника у вези са употребом дигиталних технологија и онлајн-алата и обезбеђивање „једнаког образовања” за све ученике, суочавање са негативним променама у обрасцима понашања ученика, недостатак простора за остваривање превентивне улоге школе на плану ризичних понашања ученика, као и на потребе наставника за техничком и стручном подршком у организовању превентивног рада са ученицима у актуелним условима. Уважавајући сва ограничења истраживања, оно може послужити као општи показатељ актуелних потреба наставника за подршком у пандемијском образовању, али и као полазна основа за даља истраживања.",
journal = "Inovacije u nastavi - časopis za savremenu nastavu, Inovacije u nastavi - časopis za savremenu nastavu",
title = "Izazovi obrazovno-vaspitnog procesa u "novoj normalnosti" - perspektiva nastavnika osnovnih škola, Challenges of the educational process in the "new normal" - the perspective of elementary school teachers, Изазови образовно-васпитног процеса у "новој нормалности" - перспектива наставника основних школа",
pages = "12-1",
number = "4",
volume = "35",
doi = "10.5937/inovacije2204001S"
}

Stojanović, M., Bukvić-Branković, L.,& Popović-Ćitić, B.. (2022). Izazovi obrazovno-vaspitnog procesa u "novoj normalnosti" - perspektiva nastavnika osnovnih škola. in Inovacije u nastavi - časopis za savremenu nastavu, 35(4), 1-12.
https://doi.org/10.5937/inovacije2204001S

Stojanović M, Bukvić-Branković L, Popović-Ćitić B. Izazovi obrazovno-vaspitnog procesa u "novoj normalnosti" - perspektiva nastavnika osnovnih škola. in Inovacije u nastavi - časopis za savremenu nastavu. 2022;35(4):1-12.
doi:10.5937/inovacije2204001S .

Stojanović, Marija, Bukvić-Branković, Lidija, Popović-Ćitić, Branislava, "Izazovi obrazovno-vaspitnog procesa u "novoj normalnosti" - perspektiva nastavnika osnovnih škola" in Inovacije u nastavi - časopis za savremenu nastavu, 35, no. 4 (2022):1-12,
https://doi.org/10.5937/inovacije2204001S . .

TY  - CONF
AU  - Stojanović, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Kovačević-Lepojević, Marina
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/886
AB  - The main limitations of this research include the predominantly female sample, theinability to compare the use of coping strategies before and during the pandemic, andthe lack of examination of correlates/predictors and implications of coping strategies.Nonetheless, our results revealed that during the first semester of the school year of2020/21, teachers used positive coping strategies to the greatest extent. That said, theuse of negative coping strategies was not negligible, especially among older teachers.This issue merits greater attention, bearing in mind the association of negative copingstrategies with a worse well-being of teachers and the undesirable implications for students’ academic results and well-being. Examining this issue would provide valuableinsights into how best to support teachers in situations of heightened stress. Finally,learning how to cope with stress is an invaluable skill that all teacher education programsshould integrate as a fundamental professional competence (MacIntyre, Gregersen &Mercer, 2020).
PB  - Belgrade : Institute for Educational Research
C3  - The state, problems, and needs of the modern education community
T1  - Coping strategies of primary school teachers in Serbia during the Covid-19 pandemic
EP  - 90
SP  - 84
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4971
ER  - 

@conference{
author = "Stojanović, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Kovačević-Lepojević, Marina",
year = "2022",
abstract = "The main limitations of this research include the predominantly female sample, theinability to compare the use of coping strategies before and during the pandemic, andthe lack of examination of correlates/predictors and implications of coping strategies.Nonetheless, our results revealed that during the first semester of the school year of2020/21, teachers used positive coping strategies to the greatest extent. That said, theuse of negative coping strategies was not negligible, especially among older teachers.This issue merits greater attention, bearing in mind the association of negative copingstrategies with a worse well-being of teachers and the undesirable implications for students’ academic results and well-being. Examining this issue would provide valuableinsights into how best to support teachers in situations of heightened stress. Finally,learning how to cope with stress is an invaluable skill that all teacher education programsshould integrate as a fundamental professional competence (MacIntyre, Gregersen &Mercer, 2020).",
publisher = "Belgrade : Institute for Educational Research",
journal = "The state, problems, and needs of the modern education community",
title = "Coping strategies of primary school teachers in Serbia during the Covid-19 pandemic",
pages = "90-84",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4971"
}

Stojanović, M., Popović-Ćitić, B., Bukvić Branković, L.,& Kovačević-Lepojević, M.. (2022). Coping strategies of primary school teachers in Serbia during the Covid-19 pandemic. in The state, problems, and needs of the modern education community
Belgrade : Institute for Educational Research., 84-90.
https://hdl.handle.net/21.15107/rcub_rfasper_4971

Stojanović M, Popović-Ćitić B, Bukvić Branković L, Kovačević-Lepojević M. Coping strategies of primary school teachers in Serbia during the Covid-19 pandemic. in The state, problems, and needs of the modern education community. 2022;:84-90.
https://hdl.handle.net/21.15107/rcub_rfasper_4971 .

Stojanović, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Kovačević-Lepojević, Marina, "Coping strategies of primary school teachers in Serbia during the Covid-19 pandemic" in The state, problems, and needs of the modern education community (2022):84-90,
https://hdl.handle.net/21.15107/rcub_rfasper_4971 .

TY  - CONF
AU  - Kovačević-Lepojević, Marina
AU  - Popović-Ćitić, Branislava
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/854
AB  - Uvažavajući specifičnosti pandemijskog obrazovanja, koje je pred nastavnikepostavilo brojne izazove na planu ostvarivanja obrazovno-vaspitnih ciljeva, realizovanoje istraživanje sa ciljem sagledavanja profesionalnog zadovoljstva nastavnikaškola tokom pandemije u Srbiji. Na uzorku od 817 nastavnika, primenom skaleprofesionalnog zadovoljstva nastavnika i skale profesionalne dobrobiti nastavnikatokom pandemije, analizirano je u kojoj meri profesionalni kontekst, izmenjen usledzdravstvene krize, utiče na zadovoljstvo poslom kod nastavnika u državnim osnovnimškolama u Srbiji. Osim pola, starosti nastavnika, radnog staža i nastavničke pozicije,ispitan je uticaj praktičnih problema u realizaciji nastave, kao i pozitivnih inegativnih indikatora lične dobrobiti na zadovoljstvo poslom nastavnika u pandemijskomobrazovanju. Rezultati su pokazali da su nastavnici razredne nastave bilizadovoljniji poslom tokom pandemije u odnosu na predmetne nastavnike. Viši nivoiprofesionalnog zadovoljstva zabeleženi su i kod mlađih i nastavnika ženskog pola.Sa druge strane, nastavnici koji su imali teškoće u realizaciji nastave, osećali su da supreopterećeni i pod stresom bili su manje zadovoljni profesionalnim kontekstom zavreme pandemije.
AB  - Recognizing the specifics of pandemic education, which posed numerouschallenges to teachers in terms of achieving educational goals, a study was conductedwith the aim of assessing professional satisfaction of school teachers during the pandemicin Serbia. On a sample of 817 teachers, using the Satisfaction Scale with theEducation System and the Perception Scale of Well-Being with the Professional Situationin the Times of Pandemic, it was analyzed the extent to which the professionalcontext, changed due to the health crisis, affects job satisfaction among teachers instate primary schools in Serbia. In addition to gender, age of teachers, work experienceand teaching position, the impact of practical problems in the implementationof teaching, as well as positive and negative indicators of personal well-being on jobsatisfaction of teachers in pandemic education was examined. The results showedthat primary school teachers were more satisfied with their work during the pandemicthan subject teachers. Higher levels of professional satisfaction were recordedfor both younger and female teachers. On the other hand, those teachers who haddifficulties in teaching, felt overwhelmed and under stress were less satisfied with theprofessional context during the pandemic.
PB  - Novi Sad : Pedagoški fakultet u Somboru
C3  - Obrazovanje u osnovnoj školi u vreme pandemije
T1  - Zadovoljstvo poslom kod nastavnika osnovnih škola u vreme pandemije
T1  - Job satisfaction of primary school teachers during thepandemic
EP  - 73
SP  - 64
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4315
ER  - 

@conference{
author = "Kovačević-Lepojević, Marina and Popović-Ćitić, Branislava",
year = "2022",
abstract = "Uvažavajući specifičnosti pandemijskog obrazovanja, koje je pred nastavnikepostavilo brojne izazove na planu ostvarivanja obrazovno-vaspitnih ciljeva, realizovanoje istraživanje sa ciljem sagledavanja profesionalnog zadovoljstva nastavnikaškola tokom pandemije u Srbiji. Na uzorku od 817 nastavnika, primenom skaleprofesionalnog zadovoljstva nastavnika i skale profesionalne dobrobiti nastavnikatokom pandemije, analizirano je u kojoj meri profesionalni kontekst, izmenjen usledzdravstvene krize, utiče na zadovoljstvo poslom kod nastavnika u državnim osnovnimškolama u Srbiji. Osim pola, starosti nastavnika, radnog staža i nastavničke pozicije,ispitan je uticaj praktičnih problema u realizaciji nastave, kao i pozitivnih inegativnih indikatora lične dobrobiti na zadovoljstvo poslom nastavnika u pandemijskomobrazovanju. Rezultati su pokazali da su nastavnici razredne nastave bilizadovoljniji poslom tokom pandemije u odnosu na predmetne nastavnike. Viši nivoiprofesionalnog zadovoljstva zabeleženi su i kod mlađih i nastavnika ženskog pola.Sa druge strane, nastavnici koji su imali teškoće u realizaciji nastave, osećali su da supreopterećeni i pod stresom bili su manje zadovoljni profesionalnim kontekstom zavreme pandemije., Recognizing the specifics of pandemic education, which posed numerouschallenges to teachers in terms of achieving educational goals, a study was conductedwith the aim of assessing professional satisfaction of school teachers during the pandemicin Serbia. On a sample of 817 teachers, using the Satisfaction Scale with theEducation System and the Perception Scale of Well-Being with the Professional Situationin the Times of Pandemic, it was analyzed the extent to which the professionalcontext, changed due to the health crisis, affects job satisfaction among teachers instate primary schools in Serbia. In addition to gender, age of teachers, work experienceand teaching position, the impact of practical problems in the implementationof teaching, as well as positive and negative indicators of personal well-being on jobsatisfaction of teachers in pandemic education was examined. The results showedthat primary school teachers were more satisfied with their work during the pandemicthan subject teachers. Higher levels of professional satisfaction were recordedfor both younger and female teachers. On the other hand, those teachers who haddifficulties in teaching, felt overwhelmed and under stress were less satisfied with theprofessional context during the pandemic.",
publisher = "Novi Sad : Pedagoški fakultet u Somboru",
journal = "Obrazovanje u osnovnoj školi u vreme pandemije",
title = "Zadovoljstvo poslom kod nastavnika osnovnih škola u vreme pandemije, Job satisfaction of primary school teachers during thepandemic",
pages = "73-64",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4315"
}

Kovačević-Lepojević, M.,& Popović-Ćitić, B.. (2022). Zadovoljstvo poslom kod nastavnika osnovnih škola u vreme pandemije. in Obrazovanje u osnovnoj školi u vreme pandemije
Novi Sad : Pedagoški fakultet u Somboru., 64-73.
https://hdl.handle.net/21.15107/rcub_rfasper_4315

Kovačević-Lepojević M, Popović-Ćitić B. Zadovoljstvo poslom kod nastavnika osnovnih škola u vreme pandemije. in Obrazovanje u osnovnoj školi u vreme pandemije. 2022;:64-73.
https://hdl.handle.net/21.15107/rcub_rfasper_4315 .

Kovačević-Lepojević, Marina, Popović-Ćitić, Branislava, "Zadovoljstvo poslom kod nastavnika osnovnih škola u vreme pandemije" in Obrazovanje u osnovnoj školi u vreme pandemije (2022):64-73,
https://hdl.handle.net/21.15107/rcub_rfasper_4315 .

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

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

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

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

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

TY  - CONF
AU  - Kovačević-Lepojević, Marina
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Stojanović, Marija
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/840
AB  - The extent to which SEL (socio-emotional learning) techniques were provided in schools
as well as the level of students’ SEL skills is frequently examined in relation to different
aspects of negative aspects of school climate (e.g. school bullying). Students (N=860,
40.4% male students) completed Delaware School Climate Survey scales at a single time
point. The aim of this paper is to identify use of positive, punitive, and social-emotional
disciplinary techniques, students’ SEL skills and its’ effects on school bullying.
Additionally, mediation of disciplinary techniques in relation of students’ SEL skills and
school bullying is explored. Research results are summarized as follows. Female students
scored higher for Student SEL Skills (F [211.87] = 8.36, p = .004, η2 =.01), SEL
techniques (F [156.30] = 4.35, p = .037, η2 =.005) and Bullying at School (F [106.59]
=9.05, p < .003, η2 =.01). Age, gender, SEL Punitive and Positive Techniques explained
33% variance in Bullying at School. Teachers’ punitive disciplinary practice (β = .55, p
<.001) positively predicted bullying at school, while SEL teaching practice negatively
predicted bullying at school (β = - .24, p <.001). Full mediation of the link between
students’ SEL skills and school bullying by all three teachers’ disciplinary practice is
found (total indirect effect z = - 4.315, p < .001). Positive youth development (PYD)
perspective supports minimizing punitive disciplinary practice at school, and maximizing
SEL techniques in order to develop students’ SEL skills and prevent bullying.
PB  - Belgrade : Faculty of Philosophy, University of Belgrade
C3  - Dialogue, diversity and interdisciplinarity in the field of learning and instruction
T1  - Students’ sel skills, disciplinary practices and bulliyng: relevance for positive youth development
EP  - 55
SP  - 55
UR  - https://hdl.handle.net/21.15107/rcub_ipir_840
ER  - 

@conference{
author = "Kovačević-Lepojević, Marina and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Stojanović, Marija",
year = "2022",
abstract = "The extent to which SEL (socio-emotional learning) techniques were provided in schools
as well as the level of students’ SEL skills is frequently examined in relation to different
aspects of negative aspects of school climate (e.g. school bullying). Students (N=860,
40.4% male students) completed Delaware School Climate Survey scales at a single time
point. The aim of this paper is to identify use of positive, punitive, and social-emotional
disciplinary techniques, students’ SEL skills and its’ effects on school bullying.
Additionally, mediation of disciplinary techniques in relation of students’ SEL skills and
school bullying is explored. Research results are summarized as follows. Female students
scored higher for Student SEL Skills (F [211.87] = 8.36, p = .004, η2 =.01), SEL
techniques (F [156.30] = 4.35, p = .037, η2 =.005) and Bullying at School (F [106.59]
=9.05, p < .003, η2 =.01). Age, gender, SEL Punitive and Positive Techniques explained
33% variance in Bullying at School. Teachers’ punitive disciplinary practice (β = .55, p
<.001) positively predicted bullying at school, while SEL teaching practice negatively
predicted bullying at school (β = - .24, p <.001). Full mediation of the link between
students’ SEL skills and school bullying by all three teachers’ disciplinary practice is
found (total indirect effect z = - 4.315, p < .001). Positive youth development (PYD)
perspective supports minimizing punitive disciplinary practice at school, and maximizing
SEL techniques in order to develop students’ SEL skills and prevent bullying.",
publisher = "Belgrade : Faculty of Philosophy, University of Belgrade",
journal = "Dialogue, diversity and interdisciplinarity in the field of learning and instruction",
title = "Students’ sel skills, disciplinary practices and bulliyng: relevance for positive youth development",
pages = "55-55",
url = "https://hdl.handle.net/21.15107/rcub_ipir_840"
}

Kovačević-Lepojević, M., Popović-Ćitić, B., Bukvić Branković, L.,& Stojanović, M.. (2022). Students’ sel skills, disciplinary practices and bulliyng: relevance for positive youth development. in Dialogue, diversity and interdisciplinarity in the field of learning and instruction
Belgrade : Faculty of Philosophy, University of Belgrade., 55-55.
https://hdl.handle.net/21.15107/rcub_ipir_840

Kovačević-Lepojević M, Popović-Ćitić B, Bukvić Branković L, Stojanović M. Students’ sel skills, disciplinary practices and bulliyng: relevance for positive youth development. in Dialogue, diversity and interdisciplinarity in the field of learning and instruction. 2022;:55-55.
https://hdl.handle.net/21.15107/rcub_ipir_840 .

Kovačević-Lepojević, Marina, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Stojanović, Marija, "Students’ sel skills, disciplinary practices and bulliyng: relevance for positive youth development" in Dialogue, diversity and interdisciplinarity in the field of learning and instruction (2022):55-55,
https://hdl.handle.net/21.15107/rcub_ipir_840 .

TY  - CONF
AU  - Stojanović, Marija
AU  - Popović-Ćitić, Branislava
AU  - Kovačević-Lepojević, Marina
AU  - Bukvić Branković, Lidija
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/844
AB  - Prema aktuelnim saznanjima, nastava u osnovnim školama u našoj zemlji je od početka pandemije pretežno
realizovana kroz kombinovani model nastave, koji je podrazumevao organizovanje nastave neposredno u školi
i putem nastave na daljinu. U ovakvim uslovima organizacije obrazovnovaspitnog rada, učenici su značajan
deo nastavnog gradiva usvajali u kućnim uslovima uz neminovnu uključenost donekle nespremnih roditelja.
Usled toga, pitanje koje je posebno dobilo na značaju tiče se saradnje nastavnika i roditelja na planu
olakšavanja učenicima da u kućnom okruženju ostvare predviđene ishode učenja. Kako bi se sagledalo u kojoj
meri su nastavnici osnovnih škola tokom kombinovanog modela nastave sarađivali sa roditeljima zarad
pospešivanja procesa učenja učenika u kućnim uslovima, sprovedeno je istraživanje na uzorku od 479
predmetnih nastavnika (19% muškog pola) iz različitih gradova širom Srbije, prosečne starosti od 43.77 godina
sa prosečnim radnim stažom u obrazovanju od 15.69 godina, koji su nastavu tokom školske 2020/21. godine
realizovali po kombinovanom modelu. U cilju dobijanja odgovora na postavljeno istraživačko pitanje,
primenjena je podskala Učenje kod kuće (α = .84), koja je deo Upitnika za nastavnike o uključenosti roditelja
(Teacher Survey on Parental Involvement; α = .95), baziranog na modelu Epstajnove o šest dimenzija saradnje
sa roditeljima (roditeljstvo, komunikacija, volontiranje, učenje kod kuće, donošenje odluka, saradnja sa
zajednicom). Rezultati ukazuju da su nastavnici u umereno visokoj meri sarađivali sa roditeljima radi
olakšavanja učenicima proces učenja kod kuće (M = 3.76, SD = .76), bez evidentiranih značajnih starosnih
razlika (r = 0.08, p = .08). Detaljnije, oko 86% nastavnika izjavljuje da su podsticali roditelje da svakodnevno
proveravaju domaće zadatke svoje dece, informisali ih o veštinama koje su potrebne za svaki predmet, davali
im ideje kako da najbolje pomognu svojoj deci u izradi domaćih zadataka, unapređivanju veština za različite
predmete i pripremi za ocenjivanje. Skoro svi ispitani nastavnici (94.2%) ističu da su ukazivali roditeljima na
dopunske aktivnosti koje podržavaju učenje u učionici. Na temelju prikazanih rezultata može se zaključiti da
značajan procenat nastavnika izveštava o zadovoljavajućem nivou saradnje sa roditeljima na planu olakšavanja procesa učenja učenika kod kuće. Ipak, uključivanje roditeljske perspektive po ovom pitanju pružilo bi
kompletnu sliku, te je to ujedno i preporuka za buduća istraživanja.
PB  - Beograd : Društvo psihologa Srbije
C3  - Psihologija između profesije i nauke
T1  - Saradnja nastavnika sa roditeljima učenika osnovnih škola na planu pospešivanja učenja kod kuće tokom kombinovanog modela nastave
EP  - 58
SP  - 57
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4753
ER  - 

@conference{
author = "Stojanović, Marija and Popović-Ćitić, Branislava and Kovačević-Lepojević, Marina and Bukvić Branković, Lidija",
year = "2022",
abstract = "Prema aktuelnim saznanjima, nastava u osnovnim školama u našoj zemlji je od početka pandemije pretežno
realizovana kroz kombinovani model nastave, koji je podrazumevao organizovanje nastave neposredno u školi
i putem nastave na daljinu. U ovakvim uslovima organizacije obrazovnovaspitnog rada, učenici su značajan
deo nastavnog gradiva usvajali u kućnim uslovima uz neminovnu uključenost donekle nespremnih roditelja.
Usled toga, pitanje koje je posebno dobilo na značaju tiče se saradnje nastavnika i roditelja na planu
olakšavanja učenicima da u kućnom okruženju ostvare predviđene ishode učenja. Kako bi se sagledalo u kojoj
meri su nastavnici osnovnih škola tokom kombinovanog modela nastave sarađivali sa roditeljima zarad
pospešivanja procesa učenja učenika u kućnim uslovima, sprovedeno je istraživanje na uzorku od 479
predmetnih nastavnika (19% muškog pola) iz različitih gradova širom Srbije, prosečne starosti od 43.77 godina
sa prosečnim radnim stažom u obrazovanju od 15.69 godina, koji su nastavu tokom školske 2020/21. godine
realizovali po kombinovanom modelu. U cilju dobijanja odgovora na postavljeno istraživačko pitanje,
primenjena je podskala Učenje kod kuće (α = .84), koja je deo Upitnika za nastavnike o uključenosti roditelja
(Teacher Survey on Parental Involvement; α = .95), baziranog na modelu Epstajnove o šest dimenzija saradnje
sa roditeljima (roditeljstvo, komunikacija, volontiranje, učenje kod kuće, donošenje odluka, saradnja sa
zajednicom). Rezultati ukazuju da su nastavnici u umereno visokoj meri sarađivali sa roditeljima radi
olakšavanja učenicima proces učenja kod kuće (M = 3.76, SD = .76), bez evidentiranih značajnih starosnih
razlika (r = 0.08, p = .08). Detaljnije, oko 86% nastavnika izjavljuje da su podsticali roditelje da svakodnevno
proveravaju domaće zadatke svoje dece, informisali ih o veštinama koje su potrebne za svaki predmet, davali
im ideje kako da najbolje pomognu svojoj deci u izradi domaćih zadataka, unapređivanju veština za različite
predmete i pripremi za ocenjivanje. Skoro svi ispitani nastavnici (94.2%) ističu da su ukazivali roditeljima na
dopunske aktivnosti koje podržavaju učenje u učionici. Na temelju prikazanih rezultata može se zaključiti da
značajan procenat nastavnika izveštava o zadovoljavajućem nivou saradnje sa roditeljima na planu olakšavanja procesa učenja učenika kod kuće. Ipak, uključivanje roditeljske perspektive po ovom pitanju pružilo bi
kompletnu sliku, te je to ujedno i preporuka za buduća istraživanja.",
publisher = "Beograd : Društvo psihologa Srbije",
journal = "Psihologija između profesije i nauke",
title = "Saradnja nastavnika sa roditeljima učenika osnovnih škola na planu pospešivanja učenja kod kuće tokom kombinovanog modela nastave",
pages = "58-57",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4753"
}

Stojanović, M., Popović-Ćitić, B., Kovačević-Lepojević, M.,& Bukvić Branković, L.. (2022). Saradnja nastavnika sa roditeljima učenika osnovnih škola na planu pospešivanja učenja kod kuće tokom kombinovanog modela nastave. in Psihologija između profesije i nauke
Beograd : Društvo psihologa Srbije., 57-58.
https://hdl.handle.net/21.15107/rcub_rfasper_4753

Stojanović M, Popović-Ćitić B, Kovačević-Lepojević M, Bukvić Branković L. Saradnja nastavnika sa roditeljima učenika osnovnih škola na planu pospešivanja učenja kod kuće tokom kombinovanog modela nastave. in Psihologija između profesije i nauke. 2022;:57-58.
https://hdl.handle.net/21.15107/rcub_rfasper_4753 .

Stojanović, Marija, Popović-Ćitić, Branislava, Kovačević-Lepojević, Marina, Bukvić Branković, Lidija, "Saradnja nastavnika sa roditeljima učenika osnovnih škola na planu pospešivanja učenja kod kuće tokom kombinovanog modela nastave" in Psihologija između profesije i nauke (2022):57-58,
https://hdl.handle.net/21.15107/rcub_rfasper_4753 .

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

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

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

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

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

TY  - CONF
AU  - Kovačević-Lepojević, Marina
AU  - Stojanović, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Mijatović, Luka
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/843
AB  - Istraživači učestalo potvrđuju povezanost socioemocionalnih kompetencija i emocionalne angažovanosti
učenika sa pozitivnim razvojnim ishodima i boljim postignućem. Ređe se postavlja pitanje jesu li
socioemocionalno kompetentniji učenici i srećniji, kao i koja je uloga emocionalne angažovanosti s tim u vezi.
Cilj ovog rada predstavlja sagledavanje povezanosti socioemocionalnih veština i emocionalne angažovanosti
učenika beogradskih srednjih škola sa zadovoljstvom životom. Ukupno 860 učenika (40.4% učenika muškog
pola) popunilo je: 1) Skalu socioemocionalnih veština učenika (Delaware School Climate Survey – Student
SEL Skills Scale) kojom se procenjuju odgovornost, socijalna svesnost, samoregulacija i veštine uspostavljanja
i održavanja odnosa sa drugima; 2) Skalu emocionalne angažovanosti učenika (Delaware School Climate
Survey – Student Emotional Engagement Scale) koja daje opštu meru emocionalne angažovanosti; i 3) Kratku
višedimenzionalnu skalu zadovoljstva životom (Brief Multidimensional Students’ Life Scale). Rezultati
istraživanja ukazuju na to da socioemocionalne kompetencije i emocionalna angažovanost kao set
prediktorskih varijabli objašnjavaju oko 38% varijanse zadovoljstva životom kod učenika (R = .61, R2 = .38,
F (6649.19) = 62.12, p < .001), pri čemu se kao značajni pojedinačni prediktori izdvajaju veštine uspostavljanja
i održavanja odnosa (β = .30; p < .001) i socijalna svesnost (β = -.14; p < .001). Dodatno, utvrđeno je da
emocionalna angažovanost predstavlja značajan medijator u objašnjenju povezanosti većine ispitivanih socioemocionalnih veština učenika (veštine uspostavljanja i održavanja odnosa (z = 6.733, p < .001); socijalne
svesnosti (z = 5.640, p < .001) i samoregulacije (z = 4.629, p < .001) sa zadovoljstvom životom. Rezultati
ukazuju na važnost stimulisanja emocionalne angažovanosti učenika u školama, kako bi se stekli uslovi za
ostvarivanje ličnih potencijala i dobrobiti učenika.
PB  - Beograd : Društvo psihologa Srbije
C3  - Psihologija između profesije i nauke
T1  - Socioemocionalne kompetencije, emocionalna angažovanost i zadovoljstvo životom kod beogradskih srednjoškolaca
EP  - 61
SP  - 60
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4752
ER  - 

@conference{
author = "Kovačević-Lepojević, Marina and Stojanović, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Mijatović, Luka",
year = "2022",
abstract = "Istraživači učestalo potvrđuju povezanost socioemocionalnih kompetencija i emocionalne angažovanosti
učenika sa pozitivnim razvojnim ishodima i boljim postignućem. Ređe se postavlja pitanje jesu li
socioemocionalno kompetentniji učenici i srećniji, kao i koja je uloga emocionalne angažovanosti s tim u vezi.
Cilj ovog rada predstavlja sagledavanje povezanosti socioemocionalnih veština i emocionalne angažovanosti
učenika beogradskih srednjih škola sa zadovoljstvom životom. Ukupno 860 učenika (40.4% učenika muškog
pola) popunilo je: 1) Skalu socioemocionalnih veština učenika (Delaware School Climate Survey – Student
SEL Skills Scale) kojom se procenjuju odgovornost, socijalna svesnost, samoregulacija i veštine uspostavljanja
i održavanja odnosa sa drugima; 2) Skalu emocionalne angažovanosti učenika (Delaware School Climate
Survey – Student Emotional Engagement Scale) koja daje opštu meru emocionalne angažovanosti; i 3) Kratku
višedimenzionalnu skalu zadovoljstva životom (Brief Multidimensional Students’ Life Scale). Rezultati
istraživanja ukazuju na to da socioemocionalne kompetencije i emocionalna angažovanost kao set
prediktorskih varijabli objašnjavaju oko 38% varijanse zadovoljstva životom kod učenika (R = .61, R2 = .38,
F (6649.19) = 62.12, p < .001), pri čemu se kao značajni pojedinačni prediktori izdvajaju veštine uspostavljanja
i održavanja odnosa (β = .30; p < .001) i socijalna svesnost (β = -.14; p < .001). Dodatno, utvrđeno je da
emocionalna angažovanost predstavlja značajan medijator u objašnjenju povezanosti većine ispitivanih socioemocionalnih veština učenika (veštine uspostavljanja i održavanja odnosa (z = 6.733, p < .001); socijalne
svesnosti (z = 5.640, p < .001) i samoregulacije (z = 4.629, p < .001) sa zadovoljstvom životom. Rezultati
ukazuju na važnost stimulisanja emocionalne angažovanosti učenika u školama, kako bi se stekli uslovi za
ostvarivanje ličnih potencijala i dobrobiti učenika.",
publisher = "Beograd : Društvo psihologa Srbije",
journal = "Psihologija između profesije i nauke",
title = "Socioemocionalne kompetencije, emocionalna angažovanost i zadovoljstvo životom kod beogradskih srednjoškolaca",
pages = "61-60",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4752"
}

Kovačević-Lepojević, M., Stojanović, M., Popović-Ćitić, B., Bukvić Branković, L.,& Mijatović, L.. (2022). Socioemocionalne kompetencije, emocionalna angažovanost i zadovoljstvo životom kod beogradskih srednjoškolaca. in Psihologija između profesije i nauke
Beograd : Društvo psihologa Srbije., 60-61.
https://hdl.handle.net/21.15107/rcub_rfasper_4752

Kovačević-Lepojević M, Stojanović M, Popović-Ćitić B, Bukvić Branković L, Mijatović L. Socioemocionalne kompetencije, emocionalna angažovanost i zadovoljstvo životom kod beogradskih srednjoškolaca. in Psihologija između profesije i nauke. 2022;:60-61.
https://hdl.handle.net/21.15107/rcub_rfasper_4752 .

Kovačević-Lepojević, Marina, Stojanović, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Mijatović, Luka, "Socioemocionalne kompetencije, emocionalna angažovanost i zadovoljstvo životom kod beogradskih srednjoškolaca" in Psihologija između profesije i nauke (2022):60-61,
https://hdl.handle.net/21.15107/rcub_rfasper_4752 .

TY  - CONF
AU  - Mijatović, Luka
AU  - Stižak, Nevena
AU  - Kovačević-Lepojević, Marina
AU  - Bukvić Branković, Lidija
AU  - Popović-Ćitić, Branislava
AU  - Stojanović, Marija
AU  - Paraušić, Ana
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/841
AB  - According to previous research, social media use among
students has increased during the COVID-19 pandemic due to
lockdown and transition to distance learning. Many studies have
demonstrated a link between personality traits and problematic
social media use (PSMU). In addition to basic personality traits,
trait emotional intelligence (EI) has shown to be a protective factor
against various behavioral problems: higher trait EI is likely to be
related to decreased PSMU. The present study explored the role
of basic personality traits and trait EI in predicting PSMU during
the pandemic. Subjects in this online research were female students
(N = 259) from the University of Belgrade who completed: (1) Bergen Social Media Scale (BSMAS), measuring problematic social
media use according to the core components of addiction (salience,
mood modification, tolerance, withdraw symptoms, conflict,
and relapse), (2) HEXACO Personality Inventory Revised comprising
traits Honesty-Humility, Emotionality, Extraversion, Agreeableness,
Conscientiousness and Openness to experience, and (3)
the TEIQue, examining trait EI factors - Well-Being, Self-control,
Emotionality, and Sociability. Hierarchical regression model comprised
of the HEXACO personality traits (entered 1st) and trait EI
factors (entered 2nd) as predictors, and PSMU as a criterion variable
was tested. HEXACO personality traits explained almost 23%
of variance (F(6, 252) = 13.682, Adj. R2 = .228, p < .001) with Honesty-
Humility (β = -.289, p < .001), Emotionality (β = .190, p < .001),
Extraversion (β = -.116, p < .05), Conscientiousness (β = -.275, p <
.001) and Openness to experience (β = -.116, p < .05) as significant
predictors. In the second step, PSMU was predicted (F(10, 248)
= 8.990, Adj. R2 = .236, p < .001) negatively by HEXACO Honesty-
Humility (β = -.287, p < .001), Conscientiousness (β = -.171, p <
.05) and by trait EI factor Self-control (β = -.202, p < .05). Trait EI
factors offered no incremental increase in predicting PSMU. The
current data confirmed relations between PSMU and most of HEXACO
personality traits. The results also indicate significant role of
Self-control as a trait EI factor in predicting PSMU in the COVID era.
PB  - Niš : Faculty of Philosophy, University of Niš
C3  - Current challenges in psychological science
T1  - Problematic social media use in the covid-19 era: the role of personality and trait emotional intelligence
EP  - 156
SP  - 155
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4886
ER  - 

@conference{
author = "Mijatović, Luka and Stižak, Nevena and Kovačević-Lepojević, Marina and Bukvić Branković, Lidija and Popović-Ćitić, Branislava and Stojanović, Marija and Paraušić, Ana",
year = "2022",
abstract = "According to previous research, social media use among
students has increased during the COVID-19 pandemic due to
lockdown and transition to distance learning. Many studies have
demonstrated a link between personality traits and problematic
social media use (PSMU). In addition to basic personality traits,
trait emotional intelligence (EI) has shown to be a protective factor
against various behavioral problems: higher trait EI is likely to be
related to decreased PSMU. The present study explored the role
of basic personality traits and trait EI in predicting PSMU during
the pandemic. Subjects in this online research were female students
(N = 259) from the University of Belgrade who completed: (1) Bergen Social Media Scale (BSMAS), measuring problematic social
media use according to the core components of addiction (salience,
mood modification, tolerance, withdraw symptoms, conflict,
and relapse), (2) HEXACO Personality Inventory Revised comprising
traits Honesty-Humility, Emotionality, Extraversion, Agreeableness,
Conscientiousness and Openness to experience, and (3)
the TEIQue, examining trait EI factors - Well-Being, Self-control,
Emotionality, and Sociability. Hierarchical regression model comprised
of the HEXACO personality traits (entered 1st) and trait EI
factors (entered 2nd) as predictors, and PSMU as a criterion variable
was tested. HEXACO personality traits explained almost 23%
of variance (F(6, 252) = 13.682, Adj. R2 = .228, p < .001) with Honesty-
Humility (β = -.289, p < .001), Emotionality (β = .190, p < .001),
Extraversion (β = -.116, p < .05), Conscientiousness (β = -.275, p <
.001) and Openness to experience (β = -.116, p < .05) as significant
predictors. In the second step, PSMU was predicted (F(10, 248)
= 8.990, Adj. R2 = .236, p < .001) negatively by HEXACO Honesty-
Humility (β = -.287, p < .001), Conscientiousness (β = -.171, p <
.05) and by trait EI factor Self-control (β = -.202, p < .05). Trait EI
factors offered no incremental increase in predicting PSMU. The
current data confirmed relations between PSMU and most of HEXACO
personality traits. The results also indicate significant role of
Self-control as a trait EI factor in predicting PSMU in the COVID era.",
publisher = "Niš : Faculty of Philosophy, University of Niš",
journal = "Current challenges in psychological science",
title = "Problematic social media use in the covid-19 era: the role of personality and trait emotional intelligence",
pages = "156-155",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4886"
}

Mijatović, L., Stižak, N., Kovačević-Lepojević, M., Bukvić Branković, L., Popović-Ćitić, B., Stojanović, M.,& Paraušić, A.. (2022). Problematic social media use in the covid-19 era: the role of personality and trait emotional intelligence. in Current challenges in psychological science
Niš : Faculty of Philosophy, University of Niš., 155-156.
https://hdl.handle.net/21.15107/rcub_rfasper_4886

Mijatović L, Stižak N, Kovačević-Lepojević M, Bukvić Branković L, Popović-Ćitić B, Stojanović M, Paraušić A. Problematic social media use in the covid-19 era: the role of personality and trait emotional intelligence. in Current challenges in psychological science. 2022;:155-156.
https://hdl.handle.net/21.15107/rcub_rfasper_4886 .

Mijatović, Luka, Stižak, Nevena, Kovačević-Lepojević, Marina, Bukvić Branković, Lidija, Popović-Ćitić, Branislava, Stojanović, Marija, Paraušić, Ana, "Problematic social media use in the covid-19 era: the role of personality and trait emotional intelligence" in Current challenges in psychological science (2022):155-156,
https://hdl.handle.net/21.15107/rcub_rfasper_4886 .

TY  - CONF
AU  - Bukvić Branković, Lidija
AU  - Popović-Ćitić, Branislava
AU  - Stojanović, Marija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić, Ana
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/836
AB  - Responses to the COVID-19 pandemic have put the schools
and their staff in the frontlines, creating a long list of new stressors
for teachers to deal with. Respecting the challenges of pandemic
education, a group of researchers conducted a survey on
a sample of 817 elementary school teachers with the aim of assessing
teachers’ coping strategies regarding the pandemic and
their connections to fear of COVID-19 and their mental wellbeing.
Data were collected during April and May 2021, through an online
questionnaire. Coping strategies were measured with Brief-
COPE, consisting of 14 scales, covering a wide range of coping
strategies that can be grouped into approach strategies – those
that actively work to change the stressor or accept its presence
in one’s life and avoidant coping strategies – that tend toward
more dysfunctional responses such as denial, distraction, or substance
use. Fear of COVID-19 Scale and Warwick-Edinburg Mental
Well-being Scale were also used. Research results show that
teachers use more actively approach strategies (M = 37.52, SD =
6.01), than avoidant strategies (M = 23.41, SD = 4.75) (t(757) =
64.73, p < .001). Fear of COVID-19 correlates positively with both
clusters, but more significantly with avoidance strategies (r = .46, p< .001) than approach strategies (r = .25, p < .001). Teachers’ mental
wellbeing correlates mildly positively (r = .14, p < .001) with
approach strategies, but correlates moderately negatively with
avoidant strategies (r = -.31, p < .001). These results confirm the
negative correlations between avoidant strategies and teachers’
mental wellbeing, as well as its stronger connection with the fear
of COVID-19, suggesting that teachers’ tend to choose avoidant
strategies if they are more negatively influenced by the pandemic.
PB  - Niš : Faculty of Philosophy, University of Niš
C3  - Current challenges in psychological science
T1  - Teachers’ coping strategies regarding the pandemic: Connections with fear of covid-19 and teachers’ mental wellbeing
EP  - 10
SP  - 9
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4885
ER  - 

@conference{
author = "Bukvić Branković, Lidija and Popović-Ćitić, Branislava and Stojanović, Marija and Kovačević-Lepojević, Marina and Paraušić, Ana",
year = "2022",
abstract = "Responses to the COVID-19 pandemic have put the schools
and their staff in the frontlines, creating a long list of new stressors
for teachers to deal with. Respecting the challenges of pandemic
education, a group of researchers conducted a survey on
a sample of 817 elementary school teachers with the aim of assessing
teachers’ coping strategies regarding the pandemic and
their connections to fear of COVID-19 and their mental wellbeing.
Data were collected during April and May 2021, through an online
questionnaire. Coping strategies were measured with Brief-
COPE, consisting of 14 scales, covering a wide range of coping
strategies that can be grouped into approach strategies – those
that actively work to change the stressor or accept its presence
in one’s life and avoidant coping strategies – that tend toward
more dysfunctional responses such as denial, distraction, or substance
use. Fear of COVID-19 Scale and Warwick-Edinburg Mental
Well-being Scale were also used. Research results show that
teachers use more actively approach strategies (M = 37.52, SD =
6.01), than avoidant strategies (M = 23.41, SD = 4.75) (t(757) =
64.73, p < .001). Fear of COVID-19 correlates positively with both
clusters, but more significantly with avoidance strategies (r = .46, p< .001) than approach strategies (r = .25, p < .001). Teachers’ mental
wellbeing correlates mildly positively (r = .14, p < .001) with
approach strategies, but correlates moderately negatively with
avoidant strategies (r = -.31, p < .001). These results confirm the
negative correlations between avoidant strategies and teachers’
mental wellbeing, as well as its stronger connection with the fear
of COVID-19, suggesting that teachers’ tend to choose avoidant
strategies if they are more negatively influenced by the pandemic.",
publisher = "Niš : Faculty of Philosophy, University of Niš",
journal = "Current challenges in psychological science",
title = "Teachers’ coping strategies regarding the pandemic: Connections with fear of covid-19 and teachers’ mental wellbeing",
pages = "10-9",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4885"
}

Bukvić Branković, L., Popović-Ćitić, B., Stojanović, M., Kovačević-Lepojević, M.,& Paraušić, A.. (2022). Teachers’ coping strategies regarding the pandemic: Connections with fear of covid-19 and teachers’ mental wellbeing. in Current challenges in psychological science
Niš : Faculty of Philosophy, University of Niš., 9-10.
https://hdl.handle.net/21.15107/rcub_rfasper_4885

Bukvić Branković L, Popović-Ćitić B, Stojanović M, Kovačević-Lepojević M, Paraušić A. Teachers’ coping strategies regarding the pandemic: Connections with fear of covid-19 and teachers’ mental wellbeing. in Current challenges in psychological science. 2022;:9-10.
https://hdl.handle.net/21.15107/rcub_rfasper_4885 .

Bukvić Branković, Lidija, Popović-Ćitić, Branislava, Stojanović, Marija, Kovačević-Lepojević, Marina, Paraušić, Ana, "Teachers’ coping strategies regarding the pandemic: Connections with fear of covid-19 and teachers’ mental wellbeing" in Current challenges in psychological science (2022):9-10,
https://hdl.handle.net/21.15107/rcub_rfasper_4885 .

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

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

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

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

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