TY  - JOUR
AU  - Bodroža, Bojana
AU  - Teodorović, Jelena
AU  - Jošić, Smiljana
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/805
AB  - Large-scale educational effectiveness research requires valid student questionnaires to assess
teaching practices. This research validated eight scales for measuring teaching factors from
the Dynamic Model of Educational Effectiveness (DMEE). Parallel versions of scales for
measuring teaching factors in mathematics and biology were constructed and validated in
two studies. In the first study, an exploratory factor analysis was conducted on data from
683 students. In the second study, the structure was cross-validated via a confirmatory
factor analysis (CFA) on a sample of 5,476 students. The multi-group CFA resulted in an
acceptable metric invarience for all scales, indicating that the scales have comparable factor
loadings. However, unsatisfactory scalar invariance suggested that the scales could not be
used to compare teachers of different subjects. Testing alternative structural relations between
the teaching factors did not confirm that the data fit the DMEE model adequately, although
the fit parameters were better than for the alternative theoretical models. For mathematics,
the external validation of the scales showed that the scales correlated with job satisfaction,
external control, and teacher self-efficacy reported by the teachers. The scales are reliable and
valid and could be applied to different school subjects
AB  - Obimna istraživanja obrazovne efektivnosti zahtevaju validne učeničke upitnike za procenu
nastavne prakse. U ovom istraživanju je validirano osam skala za merenje nastavnih faktora
iz Dinamičkog modela obrazovne efektivnosti (eng. the Dynamic Model of Educational
Effectiveness; DMEE). Konstruisane su paralelne forme skala za merenje faktora nastave
matematike i biologije i validirane u dve studije. U prvoj studiji je primenjena eksplorativna
faktorska analiza na podacima iz uzorka koji su činila 683 učenika. U drugoj studiji njihova
struktura je kros-validirana konfirmativnom faktorskom analizom na uzorku od 5.476
učenika. Rezultati višegrupne konfirmativne faktorske analize su potvrdili postojanje metričke
invarijatnosti svih skala što ukazuje na to da su njihova faktorska zasićenja veoma slična.
Međutim, skalarna invarijantnost modela nije potvrđena što ukazuje na to da se skale ne
mogu koristiti za poređenje nastavnika različitih predmeta. Testiranje alternativnih strukturnih
relacija između nastavnih faktora nije ukazalo da se podaci adekvatno uklapaju u DMEE
model iako su indeksi slaganja bili bolji nego za alternativne teorijske modele. Eksterna
validnost za matematiku je pokazala da skale koreliraju sa zadovoljstvom poslom, eksternom
kontrolom i samoefikasnošču nastavnika procenjenom od strane samih nastavnika. Skale su
pouzdane i validne i mogu se primenjivati na različite školske predmete.
PB  - Beograd : Društvo psihologa Srbije
T2  - Psihologija
T1  - Validation of Scales for Measuring Factors of Teaching Quality from the Dynamic Model of Educational Effectiveness
T1  - Validacija skala za merenje faktora kvaliteta nastave iz Dinamičkog modela obrazovne efektivnosti
EP  - 190
IS  - 2
SP  - 169
VL  - 55
DO  - 10.2298/PSI200915010B
ER  - 

@article{
author = "Bodroža, Bojana and Teodorović, Jelena and Jošić, Smiljana",
year = "2022",
abstract = "Large-scale educational effectiveness research requires valid student questionnaires to assess
teaching practices. This research validated eight scales for measuring teaching factors from
the Dynamic Model of Educational Effectiveness (DMEE). Parallel versions of scales for
measuring teaching factors in mathematics and biology were constructed and validated in
two studies. In the first study, an exploratory factor analysis was conducted on data from
683 students. In the second study, the structure was cross-validated via a confirmatory
factor analysis (CFA) on a sample of 5,476 students. The multi-group CFA resulted in an
acceptable metric invarience for all scales, indicating that the scales have comparable factor
loadings. However, unsatisfactory scalar invariance suggested that the scales could not be
used to compare teachers of different subjects. Testing alternative structural relations between
the teaching factors did not confirm that the data fit the DMEE model adequately, although
the fit parameters were better than for the alternative theoretical models. For mathematics,
the external validation of the scales showed that the scales correlated with job satisfaction,
external control, and teacher self-efficacy reported by the teachers. The scales are reliable and
valid and could be applied to different school subjects, Obimna istraživanja obrazovne efektivnosti zahtevaju validne učeničke upitnike za procenu
nastavne prakse. U ovom istraživanju je validirano osam skala za merenje nastavnih faktora
iz Dinamičkog modela obrazovne efektivnosti (eng. the Dynamic Model of Educational
Effectiveness; DMEE). Konstruisane su paralelne forme skala za merenje faktora nastave
matematike i biologije i validirane u dve studije. U prvoj studiji je primenjena eksplorativna
faktorska analiza na podacima iz uzorka koji su činila 683 učenika. U drugoj studiji njihova
struktura je kros-validirana konfirmativnom faktorskom analizom na uzorku od 5.476
učenika. Rezultati višegrupne konfirmativne faktorske analize su potvrdili postojanje metričke
invarijatnosti svih skala što ukazuje na to da su njihova faktorska zasićenja veoma slična.
Međutim, skalarna invarijantnost modela nije potvrđena što ukazuje na to da se skale ne
mogu koristiti za poređenje nastavnika različitih predmeta. Testiranje alternativnih strukturnih
relacija između nastavnih faktora nije ukazalo da se podaci adekvatno uklapaju u DMEE
model iako su indeksi slaganja bili bolji nego za alternativne teorijske modele. Eksterna
validnost za matematiku je pokazala da skale koreliraju sa zadovoljstvom poslom, eksternom
kontrolom i samoefikasnošču nastavnika procenjenom od strane samih nastavnika. Skale su
pouzdane i validne i mogu se primenjivati na različite školske predmete.",
publisher = "Beograd : Društvo psihologa Srbije",
journal = "Psihologija",
title = "Validation of Scales for Measuring Factors of Teaching Quality from the Dynamic Model of Educational Effectiveness, Validacija skala za merenje faktora kvaliteta nastave iz Dinamičkog modela obrazovne efektivnosti",
pages = "190-169",
number = "2",
volume = "55",
doi = "10.2298/PSI200915010B"
}

Bodroža, B., Teodorović, J.,& Jošić, S.. (2022). Validation of Scales for Measuring Factors of Teaching Quality from the Dynamic Model of Educational Effectiveness. in Psihologija
Beograd : Društvo psihologa Srbije., 55(2), 169-190.
https://doi.org/10.2298/PSI200915010B

Bodroža B, Teodorović J, Jošić S. Validation of Scales for Measuring Factors of Teaching Quality from the Dynamic Model of Educational Effectiveness. in Psihologija. 2022;55(2):169-190.
doi:10.2298/PSI200915010B .

Bodroža, Bojana, Teodorović, Jelena, Jošić, Smiljana, "Validation of Scales for Measuring Factors of Teaching Quality from the Dynamic Model of Educational Effectiveness" in Psihologija, 55, no. 2 (2022):169-190,
https://doi.org/10.2298/PSI200915010B . .

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

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

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

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

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

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

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

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

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

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

TY  - JOUR
AU  - Bodroža, Bojana
AU  - Teodorović, Jelena
AU  - Jošić, Smiljana
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/568
AB  - Large-scale educational effectiveness research requires valid student questionnaires to assess teaching practices. This research validated eight scales for measuring teaching factors from the Dynamic Model of Educational Effectiveness (DMEE). Parallel versions of scales for measuring teaching factors in mathematics and biology were constructed and validated in two studies. In the first study, an exploratory factor analysis was conducted on data from 683 students. In the second study, the structure was cross-validated via a confirmatory factor analysis (CFA) on a sample of 5,476 students. The multi-group CFA resulted in an acceptable metric invarience for all scales, indicating that the scales have comparable factor loadings. However, unsatisfactory scalar invariance suggested that the scales could not be used to compare teachers of different subjects. Testing alternative structural relations between the teaching factors did not confirm that the data fit the DMEE model adequately, although the fit parameters were better than for the alternative theoretical models. For mathematics, the external validation of the scales showed that the scales correlated with job satisfaction, external control, and teacher self-efficacy reported by the teachers. The scales are reliable and valid and could be applied to different school subjects.
PB  - Beograd : Društvo psihologa Srbije
T2  - Psihologija
T1  - Validation of Scales for Measuring Factors of Teaching Quality from the Dynamic Model of Educational Effectiveness
IS  - 4
VL  - 54
DO  - 10.2298/PSI200915010B
ER  - 

@article{
author = "Bodroža, Bojana and Teodorović, Jelena and Jošić, Smiljana",
year = "2021",
abstract = "Large-scale educational effectiveness research requires valid student questionnaires to assess teaching practices. This research validated eight scales for measuring teaching factors from the Dynamic Model of Educational Effectiveness (DMEE). Parallel versions of scales for measuring teaching factors in mathematics and biology were constructed and validated in two studies. In the first study, an exploratory factor analysis was conducted on data from 683 students. In the second study, the structure was cross-validated via a confirmatory factor analysis (CFA) on a sample of 5,476 students. The multi-group CFA resulted in an acceptable metric invarience for all scales, indicating that the scales have comparable factor loadings. However, unsatisfactory scalar invariance suggested that the scales could not be used to compare teachers of different subjects. Testing alternative structural relations between the teaching factors did not confirm that the data fit the DMEE model adequately, although the fit parameters were better than for the alternative theoretical models. For mathematics, the external validation of the scales showed that the scales correlated with job satisfaction, external control, and teacher self-efficacy reported by the teachers. The scales are reliable and valid and could be applied to different school subjects.",
publisher = "Beograd : Društvo psihologa Srbije",
journal = "Psihologija",
title = "Validation of Scales for Measuring Factors of Teaching Quality from the Dynamic Model of Educational Effectiveness",
number = "4",
volume = "54",
doi = "10.2298/PSI200915010B"
}

Bodroža, B., Teodorović, J.,& Jošić, S.. (2021). Validation of Scales for Measuring Factors of Teaching Quality from the Dynamic Model of Educational Effectiveness. in Psihologija
Beograd : Društvo psihologa Srbije., 54(4).
https://doi.org/10.2298/PSI200915010B

Bodroža B, Teodorović J, Jošić S. Validation of Scales for Measuring Factors of Teaching Quality from the Dynamic Model of Educational Effectiveness. in Psihologija. 2021;54(4).
doi:10.2298/PSI200915010B .

Bodroža, Bojana, Teodorović, Jelena, Jošić, Smiljana, "Validation of Scales for Measuring Factors of Teaching Quality from the Dynamic Model of Educational Effectiveness" in Psihologija, 54, no. 4 (2021),
https://doi.org/10.2298/PSI200915010B . .

TY  - JOUR
AU  - Teodorović, Jelena
AU  - Stanković, Dejan
AU  - Bodroža, Bojana
AU  - Milin, Vladeta
AU  - Đerić, Ivana
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/263
AB  - Numerous educational reforms have been initiated in Serbia since 2000. The aim of this study was to examine education policymaking in Serbia in order to provide policymakers and stakeholders with recommendations on how to minimize pitfalls and increase success of future educational endeavors. In the study, we utilized the education policy cycle heuristic to analyze formation, implementation, and evaluation of three major education policies in Serbia: in-service training of teachers (INSET), school development planning (SDP), and inclusive education (IE). Examining three reforms simultaneously enabled us to identify major characteristics of Serbian policymaking, regardless of the reform content. We also relied on educational change literature, so that we could assess complex contexts of reforms. Finally, considering the importance of school staff during implementation, we examined education policymaking in Serbia through the eyes of over 1,800 teachers, counselors, and principals. The results point out to dissatisfaction of school staff with all aspects of the policymaking in Serbia and with the social and education context. Reforms appear to be undertaken in a similar pattern across different reforms. The findings imply that a thorough examination of both the policymaking in Serbia and communication, organization, and administration within the education system itself is in order.
PB  - Springer Heidelberg, Heidelberg
T2  - Educational Assessment Evaluation and Accountability
T1  - Education policymaking in Serbia through the eyes of teachers, counselors, and principals
EP  - 375
IS  - 4
SP  - 347
VL  - 28
DO  - 10.1007/s11092-015-9221-x
ER  - 

@article{
author = "Teodorović, Jelena and Stanković, Dejan and Bodroža, Bojana and Milin, Vladeta and Đerić, Ivana",
year = "2016",
abstract = "Numerous educational reforms have been initiated in Serbia since 2000. The aim of this study was to examine education policymaking in Serbia in order to provide policymakers and stakeholders with recommendations on how to minimize pitfalls and increase success of future educational endeavors. In the study, we utilized the education policy cycle heuristic to analyze formation, implementation, and evaluation of three major education policies in Serbia: in-service training of teachers (INSET), school development planning (SDP), and inclusive education (IE). Examining three reforms simultaneously enabled us to identify major characteristics of Serbian policymaking, regardless of the reform content. We also relied on educational change literature, so that we could assess complex contexts of reforms. Finally, considering the importance of school staff during implementation, we examined education policymaking in Serbia through the eyes of over 1,800 teachers, counselors, and principals. The results point out to dissatisfaction of school staff with all aspects of the policymaking in Serbia and with the social and education context. Reforms appear to be undertaken in a similar pattern across different reforms. The findings imply that a thorough examination of both the policymaking in Serbia and communication, organization, and administration within the education system itself is in order.",
publisher = "Springer Heidelberg, Heidelberg",
journal = "Educational Assessment Evaluation and Accountability",
title = "Education policymaking in Serbia through the eyes of teachers, counselors, and principals",
pages = "375-347",
number = "4",
volume = "28",
doi = "10.1007/s11092-015-9221-x"
}

Teodorović, J., Stanković, D., Bodroža, B., Milin, V.,& Đerić, I.. (2016). Education policymaking in Serbia through the eyes of teachers, counselors, and principals. in Educational Assessment Evaluation and Accountability
Springer Heidelberg, Heidelberg., 28(4), 347-375.
https://doi.org/10.1007/s11092-015-9221-x

Teodorović J, Stanković D, Bodroža B, Milin V, Đerić I. Education policymaking in Serbia through the eyes of teachers, counselors, and principals. in Educational Assessment Evaluation and Accountability. 2016;28(4):347-375.
doi:10.1007/s11092-015-9221-x .

Teodorović, Jelena, Stanković, Dejan, Bodroža, Bojana, Milin, Vladeta, Đerić, Ivana, "Education policymaking in Serbia through the eyes of teachers, counselors, and principals" in Educational Assessment Evaluation and Accountability, 28, no. 4 (2016):347-375,
https://doi.org/10.1007/s11092-015-9221-x . .

TY  - JOUR
AU  - Bodroža, Bojana
AU  - Đerić, Ivana
AU  - Gutvajn, Nikoleta
PY  - 2015
UR  - http://ipir.ipisr.org.rs/handle/123456789/259
AB  - Current research in the field of education indicates that the behaviour of the teacher affects significantly the quality and level of the pupil's motivation. The aim of our research was to determine the structure of the motivational style of teachers seen from the pupils' perspective, and to find out whether the pupils' perceptions of the teacher's motivational style depend upon cultural-educational influences of the family, and some characteristics of the students (academic achievements, gender). The sample included 856 pupils from 40 elementary schools in Serbia. We used the questionnaire with Likert's scale to obtain the evaluation of the teachers' behaviours. By the factor analysis we extracted three components of the teacher' behaviour: stimulating pupils' interest and competences, de-motivational teachers' behaviours and stimulating freedom of thinking and expression. The results show that the pupils whose parents have lower levels of education think that the behaviour of the teachers is directed to stimulating interest and competencies, as well as freedom of thinking and speech than the pupils of the parents of higher educational status. The control of the influence of the education of parents showed that the pupils of lower academic achievement perceive the teacher's behaviour as de-motivational. Compared to girls boys estimate more highly that teachers stimulate their interests and competencies. A suggestion is offered how a teacher should develop a behavioural style which would positively influence the quality of the pupils' motivation.
AB  - Savremena istraživanja u oblasti obrazovanja pokazuju da ponašanje nastavnika umnogome određuje kvalitet i nivo učeničke motivacije. Cilj ovog rada je bio da ispitamo kakva je struktura motivacionog stila nastavnika iz perspektive učenika, kao i to da li su učeničke percepcije motivacionog stila nastavnika uslovljene kulturno-obrazovnim uticajima porodice i nekim karakteristikama učenika kao što su školsko postignuće i pol. Uzorak je činilo 856 učenika iz 40 osnovnih škola u Srbiji. Primenjen je upitnik za procenu ponašanja nastavnika sa Likertovim formatom odgovora. Faktorskom analizom su ekstrahovane tri komponente nastavničkog ponašanja: podsticanje interesovanja i kompetencija učenika, demotivacioni postupci nastavnika i podsticanje slobode mišljenja i izražavanja. Nalazi pokazuju da učenici roditelja koji imaju nižu stručnu spremu opažaju ponašanje nastavnika kao podsticajnije za interesovanja, kompetencije i slobodu mišljenja i izražavanja nego učenici roditelja višeg obrazovnog statusa. Kontrolom uticaja stručne spreme roditelja, učenici nižeg školskog postignuća češće opažaju ponašanje nastavnika kao demotivišuće. Dečaci u poređenju sa devojčicama procenjuju da nastavnici u većoj meri podstiču njihova interesovanja i kompetencije. Sugeriše se na koji način bi nastavnik trebalo da razvija stil ponašanja koji pozitivno utiče na kvalitet učeničke motivacije.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - How pupils percieve the teacher's motivational techniques?
T1  - Učeničke percepcije nastavničkih motivacionih postupaka
EP  - 487
IS  - 3
SP  - 469
VL  - 64
DO  - 10.5937/nasvas1503469B
ER  - 

@article{
author = "Bodroža, Bojana and Đerić, Ivana and Gutvajn, Nikoleta",
year = "2015",
abstract = "Current research in the field of education indicates that the behaviour of the teacher affects significantly the quality and level of the pupil's motivation. The aim of our research was to determine the structure of the motivational style of teachers seen from the pupils' perspective, and to find out whether the pupils' perceptions of the teacher's motivational style depend upon cultural-educational influences of the family, and some characteristics of the students (academic achievements, gender). The sample included 856 pupils from 40 elementary schools in Serbia. We used the questionnaire with Likert's scale to obtain the evaluation of the teachers' behaviours. By the factor analysis we extracted three components of the teacher' behaviour: stimulating pupils' interest and competences, de-motivational teachers' behaviours and stimulating freedom of thinking and expression. The results show that the pupils whose parents have lower levels of education think that the behaviour of the teachers is directed to stimulating interest and competencies, as well as freedom of thinking and speech than the pupils of the parents of higher educational status. The control of the influence of the education of parents showed that the pupils of lower academic achievement perceive the teacher's behaviour as de-motivational. Compared to girls boys estimate more highly that teachers stimulate their interests and competencies. A suggestion is offered how a teacher should develop a behavioural style which would positively influence the quality of the pupils' motivation., Savremena istraživanja u oblasti obrazovanja pokazuju da ponašanje nastavnika umnogome određuje kvalitet i nivo učeničke motivacije. Cilj ovog rada je bio da ispitamo kakva je struktura motivacionog stila nastavnika iz perspektive učenika, kao i to da li su učeničke percepcije motivacionog stila nastavnika uslovljene kulturno-obrazovnim uticajima porodice i nekim karakteristikama učenika kao što su školsko postignuće i pol. Uzorak je činilo 856 učenika iz 40 osnovnih škola u Srbiji. Primenjen je upitnik za procenu ponašanja nastavnika sa Likertovim formatom odgovora. Faktorskom analizom su ekstrahovane tri komponente nastavničkog ponašanja: podsticanje interesovanja i kompetencija učenika, demotivacioni postupci nastavnika i podsticanje slobode mišljenja i izražavanja. Nalazi pokazuju da učenici roditelja koji imaju nižu stručnu spremu opažaju ponašanje nastavnika kao podsticajnije za interesovanja, kompetencije i slobodu mišljenja i izražavanja nego učenici roditelja višeg obrazovnog statusa. Kontrolom uticaja stručne spreme roditelja, učenici nižeg školskog postignuća češće opažaju ponašanje nastavnika kao demotivišuće. Dečaci u poređenju sa devojčicama procenjuju da nastavnici u većoj meri podstiču njihova interesovanja i kompetencije. Sugeriše se na koji način bi nastavnik trebalo da razvija stil ponašanja koji pozitivno utiče na kvalitet učeničke motivacije.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "How pupils percieve the teacher's motivational techniques?, Učeničke percepcije nastavničkih motivacionih postupaka",
pages = "487-469",
number = "3",
volume = "64",
doi = "10.5937/nasvas1503469B"
}

Bodroža, B., Đerić, I.,& Gutvajn, N.. (2015). How pupils percieve the teacher's motivational techniques?. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 64(3), 469-487.
https://doi.org/10.5937/nasvas1503469B

Bodroža B, Đerić I, Gutvajn N. How pupils percieve the teacher's motivational techniques?. in Nastava i vaspitanje. 2015;64(3):469-487.
doi:10.5937/nasvas1503469B .

Bodroža, Bojana, Đerić, Ivana, Gutvajn, Nikoleta, "How pupils percieve the teacher's motivational techniques?" in Nastava i vaspitanje, 64, no. 3 (2015):469-487,
https://doi.org/10.5937/nasvas1503469B . .

TY  - JOUR
AU  - Marušić, Milica
AU  - Bodroža, Bojana
PY  - 2015
UR  - http://ipir.ipisr.org.rs/handle/123456789/243
AB  - The specificities of general and special school teachers' work might influence their career differently. The aim of the study was to examine the career cycle of these teachers. A survey was conducted on a sample of 120 teachers from general and 95 from special schools. Five stages of career cycle were discovered: induction, competency building and enthusiasm, career frustration, stagnation, career wind-down. Results indicate that age, gender, intrinsic, and extrinsic factors of career choice can influence teachers' career cycle. When these factors are controlled, special school teachers experience less enthusiasm and more willingness to retire than general school teachers.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Career cycle of general and special school teachers in Serbia
EP  - 181
IS  - 2
SP  - 165
VL  - 48
DO  - 10.2298/psi1502165m
ER  - 

@article{
author = "Marušić, Milica and Bodroža, Bojana",
year = "2015",
abstract = "The specificities of general and special school teachers' work might influence their career differently. The aim of the study was to examine the career cycle of these teachers. A survey was conducted on a sample of 120 teachers from general and 95 from special schools. Five stages of career cycle were discovered: induction, competency building and enthusiasm, career frustration, stagnation, career wind-down. Results indicate that age, gender, intrinsic, and extrinsic factors of career choice can influence teachers' career cycle. When these factors are controlled, special school teachers experience less enthusiasm and more willingness to retire than general school teachers.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Career cycle of general and special school teachers in Serbia",
pages = "181-165",
number = "2",
volume = "48",
doi = "10.2298/psi1502165m"
}

Marušić, M.,& Bodroža, B.. (2015). Career cycle of general and special school teachers in Serbia. in Psihologija
Društvo psihologa Srbije, Beograd., 48(2), 165-181.
https://doi.org/10.2298/psi1502165m

Marušić M, Bodroža B. Career cycle of general and special school teachers in Serbia. in Psihologija. 2015;48(2):165-181.
doi:10.2298/psi1502165m .

Marušić, Milica, Bodroža, Bojana, "Career cycle of general and special school teachers in Serbia" in Psihologija, 48, no. 2 (2015):165-181,
https://doi.org/10.2298/psi1502165m . .

TY  - JOUR
AU  - Bodroža, Bojana
AU  - Maksić, Slavica
AU  - Pavlović, Jelena
PY  - 2013
UR  - http://ipir.ipisr.org.rs/handle/123456789/202
AB  - The modern society holds creativity in high esteem while criticizing education for not investing sufficient efforts in accomplishing this valuable goal. Teachers' opinions about the manifestation and development of creativity can significantly affect the extent to which they recognize the importance of creativity and are prepared to encourage it in their work. This paper reports the results of research into teachers' opinions on the forms of manifestation of creativity at the primary school level and the ways in which the school can contribute to the development of students' creativity. Primary school teachers from Serbia (N=144) filled out a questionnaire, and the obtained data were analyzed both qualitatively and quantitatively. The findings indicate that teachers described creativity through creative activities, originality, intellectual abilities, motivation and personality traits. The majority of teachers were of the opinion that the school can largely contribute to the development of students' creativity. According to teachers, creativity can primarily be nurtured at the level of class, and then at the level of the education system and the society as a whole. It has been concluded that teachers most often perceive students' creativity through their activities and personality traits, while seeing the school's role in the development of creativity in the domain of their own activities in the classroom. Research results indicate that teachers' concepts of creativity largely overlap with the expert ones. The concluding part discusses the reasons why teachers' positive and activist attitudes towards creativity are not transferred into school practice, as well as the prerequisites that have to be fulfilled for this to be accomplished.
AB  - Savremeno društvo visoko vrednuje kreativnost, a obrazovanju se prigovara da ne radi dovoljno na ostvarivanju ovog vrednog cilja. Mišljenja nastavnika o ispoljavanju i razvoju kreativnosti imaju značajan uticaj na to u kojoj meri će oni prepoznati značaj kreativnosti i biti spremni da je podrže u svom radu. U članku se prikazuju rezultati ispitivanja mišljenja nastavnika o tome kako se kreativnost ispoljava na osnovnoškolskom uzrastu i kako škola može doprineti razvoju kreativnosti učenika. Nastavnici osnovnih škola iz Srbije (N=144) ispitani su upitnikom, a podaci su analizirani kvalitativno i kvantitativno. Utvrđeno je da nastavnici opisuju kreativnost preko kreativnih aktivnosti, originalnosti, intelektualnih sposobnosti, motivacije i osobina ličnosti. Većina nastavnika smatra da škola može u velikoj meri da doprinese razvoju kreativnosti učenika. Prostor za podsticanje kreativnosti nastavnici vide prvenstveno na nivou časa, a potom i na nivou obrazovnog sistema i društva u celini. Zaključeno je da nastavnici najčešće opažaju kreativnost učenika preko njihovih aktivnosti i karakteristika ličnosti, dok ulogu škole u razvoju kreativnosti vide u domenu sopstvenog delovanja u učionici. Rezultati istraživanja pokazuju da se nastavničke koncepcije kreativnosti u velikoj meri poklapaju sa ekspertskim. U završnom delu je diskutovano zašto nastavnici pozitivan i aktivistički odnos prema kreativnosti ne 'pretaču' u školsku praksu, kao i koji su preduslovi koje je potrebno ispuniti da bi se to ostvarilo.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Manifestation and encouragement of creativity in primary school from the teachers' perspective
T1  - Ispoljavanje i podsticanje kreativnosti u osnovnoj školi iz perspektive nastavnika
EP  - 130
IS  - 1
SP  - 108
VL  - 45
UR  - https://hdl.handle.net/21.15107/rcub_ipir_202
ER  - 

@article{
author = "Bodroža, Bojana and Maksić, Slavica and Pavlović, Jelena",
year = "2013",
abstract = "The modern society holds creativity in high esteem while criticizing education for not investing sufficient efforts in accomplishing this valuable goal. Teachers' opinions about the manifestation and development of creativity can significantly affect the extent to which they recognize the importance of creativity and are prepared to encourage it in their work. This paper reports the results of research into teachers' opinions on the forms of manifestation of creativity at the primary school level and the ways in which the school can contribute to the development of students' creativity. Primary school teachers from Serbia (N=144) filled out a questionnaire, and the obtained data were analyzed both qualitatively and quantitatively. The findings indicate that teachers described creativity through creative activities, originality, intellectual abilities, motivation and personality traits. The majority of teachers were of the opinion that the school can largely contribute to the development of students' creativity. According to teachers, creativity can primarily be nurtured at the level of class, and then at the level of the education system and the society as a whole. It has been concluded that teachers most often perceive students' creativity through their activities and personality traits, while seeing the school's role in the development of creativity in the domain of their own activities in the classroom. Research results indicate that teachers' concepts of creativity largely overlap with the expert ones. The concluding part discusses the reasons why teachers' positive and activist attitudes towards creativity are not transferred into school practice, as well as the prerequisites that have to be fulfilled for this to be accomplished., Savremeno društvo visoko vrednuje kreativnost, a obrazovanju se prigovara da ne radi dovoljno na ostvarivanju ovog vrednog cilja. Mišljenja nastavnika o ispoljavanju i razvoju kreativnosti imaju značajan uticaj na to u kojoj meri će oni prepoznati značaj kreativnosti i biti spremni da je podrže u svom radu. U članku se prikazuju rezultati ispitivanja mišljenja nastavnika o tome kako se kreativnost ispoljava na osnovnoškolskom uzrastu i kako škola može doprineti razvoju kreativnosti učenika. Nastavnici osnovnih škola iz Srbije (N=144) ispitani su upitnikom, a podaci su analizirani kvalitativno i kvantitativno. Utvrđeno je da nastavnici opisuju kreativnost preko kreativnih aktivnosti, originalnosti, intelektualnih sposobnosti, motivacije i osobina ličnosti. Većina nastavnika smatra da škola može u velikoj meri da doprinese razvoju kreativnosti učenika. Prostor za podsticanje kreativnosti nastavnici vide prvenstveno na nivou časa, a potom i na nivou obrazovnog sistema i društva u celini. Zaključeno je da nastavnici najčešće opažaju kreativnost učenika preko njihovih aktivnosti i karakteristika ličnosti, dok ulogu škole u razvoju kreativnosti vide u domenu sopstvenog delovanja u učionici. Rezultati istraživanja pokazuju da se nastavničke koncepcije kreativnosti u velikoj meri poklapaju sa ekspertskim. U završnom delu je diskutovano zašto nastavnici pozitivan i aktivistički odnos prema kreativnosti ne 'pretaču' u školsku praksu, kao i koji su preduslovi koje je potrebno ispuniti da bi se to ostvarilo.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Manifestation and encouragement of creativity in primary school from the teachers' perspective, Ispoljavanje i podsticanje kreativnosti u osnovnoj školi iz perspektive nastavnika",
pages = "130-108",
number = "1",
volume = "45",
url = "https://hdl.handle.net/21.15107/rcub_ipir_202"
}

Bodroža, B., Maksić, S.,& Pavlović, J.. (2013). Manifestation and encouragement of creativity in primary school from the teachers' perspective. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 45(1), 108-130.
https://hdl.handle.net/21.15107/rcub_ipir_202

Bodroža B, Maksić S, Pavlović J. Manifestation and encouragement of creativity in primary school from the teachers' perspective. in Zbornik Instituta za pedagoška istraživanja. 2013;45(1):108-130.
https://hdl.handle.net/21.15107/rcub_ipir_202 .

Bodroža, Bojana, Maksić, Slavica, Pavlović, Jelena, "Manifestation and encouragement of creativity in primary school from the teachers' perspective" in Zbornik Instituta za pedagoška istraživanja, 45, no. 1 (2013):108-130,
https://hdl.handle.net/21.15107/rcub_ipir_202 .

TY  - JOUR
AU  - Pavlović, Jelena
AU  - Maksić, Slavica
AU  - Bodroža, Bojana
PY  - 2013
UR  - http://ipir.ipisr.org.rs/handle/123456789/708
AB  - This paper reports the results of research into teachers’ implicit theories of
creativity. The implicit theories of creativity held by teachers may influence their
educational practice and attitude toward students’ creativity and its development.
The participants were 144 primary school teachers from Serbia. The teachers were
administered a questionnaire that included an open ended question asking them to
define creativity. The teachers’ responses were then qualitatively analyzed in line
with the Four P’s model of creativity. The most frequent responses belonged to the
category of the creative person, followed by those responses that pointed to the
creative process. The creative person was described in terms of personality, ability,
motivation, talent and giftedness, as well as knowledge. The creative process included
cognitive, expressive, practical and imaginative aspects. The implicit individualism
in teachers’ theories of creativity is discussed in the light of nurturing student
creativity at school.
PB  - Republic of Korea : Seoul National University, 1 Gwanak-ro, Gwanak-gu
T2  - The international journal of creativity & problem solvingthe international journal of creativity & problem solving
T1  - Implicit individualism in teachers’ theories of creativity: through the “four p’s” looking glass
EP  - 57
IS  - 1
SP  - 39
VL  - 23
UR  - https://hdl.handle.net/21.15107/rcub_ipir_708
ER  - 

@article{
author = "Pavlović, Jelena and Maksić, Slavica and Bodroža, Bojana",
year = "2013",
abstract = "This paper reports the results of research into teachers’ implicit theories of
creativity. The implicit theories of creativity held by teachers may influence their
educational practice and attitude toward students’ creativity and its development.
The participants were 144 primary school teachers from Serbia. The teachers were
administered a questionnaire that included an open ended question asking them to
define creativity. The teachers’ responses were then qualitatively analyzed in line
with the Four P’s model of creativity. The most frequent responses belonged to the
category of the creative person, followed by those responses that pointed to the
creative process. The creative person was described in terms of personality, ability,
motivation, talent and giftedness, as well as knowledge. The creative process included
cognitive, expressive, practical and imaginative aspects. The implicit individualism
in teachers’ theories of creativity is discussed in the light of nurturing student
creativity at school.",
publisher = "Republic of Korea : Seoul National University, 1 Gwanak-ro, Gwanak-gu",
journal = "The international journal of creativity & problem solvingthe international journal of creativity & problem solving",
title = "Implicit individualism in teachers’ theories of creativity: through the “four p’s” looking glass",
pages = "57-39",
number = "1",
volume = "23",
url = "https://hdl.handle.net/21.15107/rcub_ipir_708"
}

Pavlović, J., Maksić, S.,& Bodroža, B.. (2013). Implicit individualism in teachers’ theories of creativity: through the “four p’s” looking glass. in The international journal of creativity & problem solvingthe international journal of creativity & problem solving
Republic of Korea : Seoul National University, 1 Gwanak-ro, Gwanak-gu., 23(1), 39-57.
https://hdl.handle.net/21.15107/rcub_ipir_708

Pavlović J, Maksić S, Bodroža B. Implicit individualism in teachers’ theories of creativity: through the “four p’s” looking glass. in The international journal of creativity & problem solvingthe international journal of creativity & problem solving. 2013;23(1):39-57.
https://hdl.handle.net/21.15107/rcub_ipir_708 .

Pavlović, Jelena, Maksić, Slavica, Bodroža, Bojana, "Implicit individualism in teachers’ theories of creativity: through the “four p’s” looking glass" in The international journal of creativity & problem solvingthe international journal of creativity & problem solving, 23, no. 1 (2013):39-57,
https://hdl.handle.net/21.15107/rcub_ipir_708 .

TY  - JOUR
AU  - Bodroža, Bojana
AU  - Mirkov, Snežana
PY  - 2011
UR  - http://ipir.ipisr.org.rs/handle/123456789/186
AB  - Defensive behaviour after failure, such as denial of the responsibility for own achievement, reduces person's openness for further learning and development and, thus, is undesirable in pedagogical practice. General causality orientations success-fully predict defensive behaviours after failure. Autonomous causality orientation implies behaviours motivated by personal growth and development, while controlling orientation purports ego-involved behaviours aimed at proving one's own self-worth. The research was conducted with the aim of testing two hypotheses (additive and synergistic) about the influence of general causality orientations and their combinations on defensive attribution of failure on the exam. After their faculty exam, N=158 psychology students answered questions about the expected grade and they filled out two questionnaires: Attribution of Success on the Test and General Causality Orientation Scale. The results showed that internal attribution of success is related to greater expected grade and higher autonomous causality orientation. External attribution was characteristic for individuals with high controlling causal orientation. It was confirmed that general causality orientations can predict the way a person perceives academic success. Thus, we give recommendations on how to support and encourage autonomous and discourage controlling behaviours of students.
AB  - Odbrambena ponašanja koja se javljaju nakon neuspeha, poput odricanja odgovornosti za postignuti rezultat, umanjuju otvorenost osobe za dalje učenje i razvoj i stoga su nepoželjna sa aspekta pedagoške prakse. Generalne kauzalne orijentacije omogućavaju predviđanje ovakvih odbrambenih ponašanja. Autonomna orijentacija podrazumeva ponašanje motivisano ličnim rastom i razvojem, a kontrolišuća orijentacija ukazuje na usmerenost ponašanja na potvrđivanje sopstvene vrednosti. Sprovedeno je istraživanje sa ciljem da se ispitaju dve hipoteze (aditivna i sinergistička) koje daju različita predviđanja o uticaju kauzalnih orijentacija na ispoljavanje odbrambenog ponašanja nakon ispitnog neuspeha. Nakon ispita iz fakultetskog kursa 158 studenata psihologije odgovaralo je na pitanja o očekivanoj ispitnoj oceni i popunjavalo Upitnik atribucije uspeha na testu i Skalu generalnih kauzalnih orijentacija. Rezultati pokazuju da je atribuiranje ispitnog uspeha unutrašnjim faktorima uslovljeno višom očekivanom ispitnom ocenom i autonomnom kauzalnom orijentacijom. Spoljašnja atribucija uspeha bila je izraženija kod osoba sa kontrolišućom kauzalnom orijentacijom. Potvrđeno je da kauzalne orijentacije omogućavaju predviđanje odbrambenog reagovanja na akademski neuspeh, iz čega slede preporuke koje se tiču načina podsticanja autonomnog i umanjivanja kontrolišućeg ponašanja studenata.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - General causality orientations and defensive attributions of failure on academic exam
T1  - Uticaj generalnih kauzalnih orijentacija na izvođenje odbrambenih atribucija nakon ispitnog neuspeha
EP  - 238
IS  - 2
SP  - 223
VL  - 43
UR  - https://hdl.handle.net/21.15107/rcub_ipir_186
ER  - 

@article{
author = "Bodroža, Bojana and Mirkov, Snežana",
year = "2011",
abstract = "Defensive behaviour after failure, such as denial of the responsibility for own achievement, reduces person's openness for further learning and development and, thus, is undesirable in pedagogical practice. General causality orientations success-fully predict defensive behaviours after failure. Autonomous causality orientation implies behaviours motivated by personal growth and development, while controlling orientation purports ego-involved behaviours aimed at proving one's own self-worth. The research was conducted with the aim of testing two hypotheses (additive and synergistic) about the influence of general causality orientations and their combinations on defensive attribution of failure on the exam. After their faculty exam, N=158 psychology students answered questions about the expected grade and they filled out two questionnaires: Attribution of Success on the Test and General Causality Orientation Scale. The results showed that internal attribution of success is related to greater expected grade and higher autonomous causality orientation. External attribution was characteristic for individuals with high controlling causal orientation. It was confirmed that general causality orientations can predict the way a person perceives academic success. Thus, we give recommendations on how to support and encourage autonomous and discourage controlling behaviours of students., Odbrambena ponašanja koja se javljaju nakon neuspeha, poput odricanja odgovornosti za postignuti rezultat, umanjuju otvorenost osobe za dalje učenje i razvoj i stoga su nepoželjna sa aspekta pedagoške prakse. Generalne kauzalne orijentacije omogućavaju predviđanje ovakvih odbrambenih ponašanja. Autonomna orijentacija podrazumeva ponašanje motivisano ličnim rastom i razvojem, a kontrolišuća orijentacija ukazuje na usmerenost ponašanja na potvrđivanje sopstvene vrednosti. Sprovedeno je istraživanje sa ciljem da se ispitaju dve hipoteze (aditivna i sinergistička) koje daju različita predviđanja o uticaju kauzalnih orijentacija na ispoljavanje odbrambenog ponašanja nakon ispitnog neuspeha. Nakon ispita iz fakultetskog kursa 158 studenata psihologije odgovaralo je na pitanja o očekivanoj ispitnoj oceni i popunjavalo Upitnik atribucije uspeha na testu i Skalu generalnih kauzalnih orijentacija. Rezultati pokazuju da je atribuiranje ispitnog uspeha unutrašnjim faktorima uslovljeno višom očekivanom ispitnom ocenom i autonomnom kauzalnom orijentacijom. Spoljašnja atribucija uspeha bila je izraženija kod osoba sa kontrolišućom kauzalnom orijentacijom. Potvrđeno je da kauzalne orijentacije omogućavaju predviđanje odbrambenog reagovanja na akademski neuspeh, iz čega slede preporuke koje se tiču načina podsticanja autonomnog i umanjivanja kontrolišućeg ponašanja studenata.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "General causality orientations and defensive attributions of failure on academic exam, Uticaj generalnih kauzalnih orijentacija na izvođenje odbrambenih atribucija nakon ispitnog neuspeha",
pages = "238-223",
number = "2",
volume = "43",
url = "https://hdl.handle.net/21.15107/rcub_ipir_186"
}

Bodroža, B.,& Mirkov, S.. (2011). General causality orientations and defensive attributions of failure on academic exam. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 43(2), 223-238.
https://hdl.handle.net/21.15107/rcub_ipir_186

Bodroža B, Mirkov S. General causality orientations and defensive attributions of failure on academic exam. in Zbornik Instituta za pedagoška istraživanja. 2011;43(2):223-238.
https://hdl.handle.net/21.15107/rcub_ipir_186 .

Bodroža, Bojana, Mirkov, Snežana, "General causality orientations and defensive attributions of failure on academic exam" in Zbornik Instituta za pedagoška istraživanja, 43, no. 2 (2011):223-238,
https://hdl.handle.net/21.15107/rcub_ipir_186 .