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  - 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  - 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  - 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  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić, Ana
AU  - Stojanović, Marija
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/787
AB  - The advent of COVID-19 worldwide has led to consequences for people’s health, both physical and psychological, such as fear and anxiety. Following their important role in the fast adjustment of the education system, teachers are seen as a possible vulnerable category for enhanced negative consequences of this crisis. The aim of this cross-sectional study was to identify the level of fear of COVID-19 in teachers working in primary schools in Serbia and to determine whether there are any differences in fear levels according to gender, age, and working category. A total of 817 teachers (15.2% male) from public primary schools in Serbia, age from 23 to 64 (M = 45.56, SD = 9.35), took part in the study via an online survey from February to April 2021. From the sample, 34.4% teachers teach in the first education cycle and 65.6% in the second. Teachers were contacted through email addresses of schools, including the invitation letter with information about the study, and the link to the online questionnaire. All the participants completed the survey anonymously and gave their informed online consent. Data on fear of COVID-19 were collected using the Fear of COVID-19 Scale (FCV-19S). The instrument consists of seven items, and the internal reliability of the scale was good, with a Cronbach’s alpha of .84. The mean global FCV-19S score was 16.00 ± 6.06. Female teachers (M = 17.15, SD = 6.21) express slight, but statistically significant higher levels of fear (t(795) = 2.98, p < .01, g = 0.29) than their male colleagues (M = 14.50, SD = 5.96). Teachers of the first education cycle (M = 16.25, SD = 6.02) express similar statistically significant higher levels of fear (t(788) = 3.95, p < .001, g = 0.29) than those of the second cycle (M = 15.38, SD = 5.96). Results show that age and FCV score correlate slightly positive (r = .13, p < .001). Emotional and physical responses were compared regarding these sociodemographic variables. Results show that the same differences are present in both emotional and physical response to fear of COVID-19: female teachers, teachers of the first education cycle and older teachers express slight, but statistically significant higher levels of both emotional and physical fear. Collected data can serve as a base-line for future exploration of vulnerable groups of teachers.
PB  - Beograd : Filozofski fakultet
C3  - Empirical studies in psychology
T1  - Fear of COVID-19 in primary school teachers: A survey study in Serbia
EP  - 82
SP  - 81
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4318
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Kovačević-Lepojević, Marina and Paraušić, Ana and Stojanović, Marija",
year = "2022",
abstract = "The advent of COVID-19 worldwide has led to consequences for people’s health, both physical and psychological, such as fear and anxiety. Following their important role in the fast adjustment of the education system, teachers are seen as a possible vulnerable category for enhanced negative consequences of this crisis. The aim of this cross-sectional study was to identify the level of fear of COVID-19 in teachers working in primary schools in Serbia and to determine whether there are any differences in fear levels according to gender, age, and working category. A total of 817 teachers (15.2% male) from public primary schools in Serbia, age from 23 to 64 (M = 45.56, SD = 9.35), took part in the study via an online survey from February to April 2021. From the sample, 34.4% teachers teach in the first education cycle and 65.6% in the second. Teachers were contacted through email addresses of schools, including the invitation letter with information about the study, and the link to the online questionnaire. All the participants completed the survey anonymously and gave their informed online consent. Data on fear of COVID-19 were collected using the Fear of COVID-19 Scale (FCV-19S). The instrument consists of seven items, and the internal reliability of the scale was good, with a Cronbach’s alpha of .84. The mean global FCV-19S score was 16.00 ± 6.06. Female teachers (M = 17.15, SD = 6.21) express slight, but statistically significant higher levels of fear (t(795) = 2.98, p < .01, g = 0.29) than their male colleagues (M = 14.50, SD = 5.96). Teachers of the first education cycle (M = 16.25, SD = 6.02) express similar statistically significant higher levels of fear (t(788) = 3.95, p < .001, g = 0.29) than those of the second cycle (M = 15.38, SD = 5.96). Results show that age and FCV score correlate slightly positive (r = .13, p < .001). Emotional and physical responses were compared regarding these sociodemographic variables. Results show that the same differences are present in both emotional and physical response to fear of COVID-19: female teachers, teachers of the first education cycle and older teachers express slight, but statistically significant higher levels of both emotional and physical fear. Collected data can serve as a base-line for future exploration of vulnerable groups of teachers.",
publisher = "Beograd : Filozofski fakultet",
journal = "Empirical studies in psychology",
title = "Fear of COVID-19 in primary school teachers: A survey study in Serbia",
pages = "82-81",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4318"
}

Popović-Ćitić, B., Bukvić Branković, L., Kovačević-Lepojević, M., Paraušić, A.,& Stojanović, M.. (2022). Fear of COVID-19 in primary school teachers: A survey study in Serbia. in Empirical studies in psychology
Beograd : Filozofski fakultet., 81-82.
https://hdl.handle.net/21.15107/rcub_rfasper_4318

Popović-Ćitić B, Bukvić Branković L, Kovačević-Lepojević M, Paraušić A, Stojanović M. Fear of COVID-19 in primary school teachers: A survey study in Serbia. in Empirical studies in psychology. 2022;:81-82.
https://hdl.handle.net/21.15107/rcub_rfasper_4318 .

Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Kovačević-Lepojević, Marina, Paraušić, Ana, Stojanović, Marija, "Fear of COVID-19 in primary school teachers: A survey study in Serbia" in Empirical studies in psychology (2022):81-82,
https://hdl.handle.net/21.15107/rcub_rfasper_4318 .

TY  - BOOK
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić, Ana
AU  - Stojanović, Marija
AU  - Kovačević, Milica
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/697
AB  - Publikacija „Promocija i uvažavanje različitosti i ravnopravnosti u školskom okruženju u cilju prevencije govora mržnje i diskriminacije kod mladih“ nastala je u okviru projekta „Promocija različitosti i ravnopravnosti u Srbiji“, koji je deo zajedničkog programa Evropske Unije i Saveta Evrope
(Horizontal Facility II, 2019-2022). Sama publikacija organizovana je oko tema koje su od značaja
za razumevanje pozicije mladih (učenika i učenica srednjih škola) i njihovih stavova i iskustava
u pogledu govora mržnje i diskriminacije. Kroz publikaciju su obrađene teme interkulturalnog
obrazovanja, školske kulture, školske klime, kulturalnih kompetencija nastavnika i nastavnica,
kulturalne osetljivosti učenika i učenica i govora mržnje i diskriminacije. U okviru svakog poglavlja
date su preporuke zasnovane na rezultatima istraživanja koje je sprovedeno u okviru projekta na
teritoriji Gradske opštine Stari grad, a na samom kraju publikacije sumirani su ključni nalazi od
značaja za izradu nove Strategije prevencije i zaštite od diskriminacije
PB  - Beograd : CEPORA – Centar za pozitivan razvoj dece i omladine
T1  - Promocija i uvažavanje različitosti i ravnopravnosti u školskom okruženju u cilju prevencije govora mržnje i diskriminacije kod mladih: slučaj beogradske opštine Stari grad
T1  - Promotion and respect for diversity and equality in the school environment in order to prevent hate speech and discrimination among young people: the case of the Belgrade municipality of Stari grad
UR  - https://hdl.handle.net/21.15107/rcub_ipir_697
ER  - 

@book{
author = "Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Kovačević-Lepojević, Marina and Paraušić, Ana and Stojanović, Marija and Kovačević, Milica",
year = "2021",
abstract = "Publikacija „Promocija i uvažavanje različitosti i ravnopravnosti u školskom okruženju u cilju prevencije govora mržnje i diskriminacije kod mladih“ nastala je u okviru projekta „Promocija različitosti i ravnopravnosti u Srbiji“, koji je deo zajedničkog programa Evropske Unije i Saveta Evrope
(Horizontal Facility II, 2019-2022). Sama publikacija organizovana je oko tema koje su od značaja
za razumevanje pozicije mladih (učenika i učenica srednjih škola) i njihovih stavova i iskustava
u pogledu govora mržnje i diskriminacije. Kroz publikaciju su obrađene teme interkulturalnog
obrazovanja, školske kulture, školske klime, kulturalnih kompetencija nastavnika i nastavnica,
kulturalne osetljivosti učenika i učenica i govora mržnje i diskriminacije. U okviru svakog poglavlja
date su preporuke zasnovane na rezultatima istraživanja koje je sprovedeno u okviru projekta na
teritoriji Gradske opštine Stari grad, a na samom kraju publikacije sumirani su ključni nalazi od
značaja za izradu nove Strategije prevencije i zaštite od diskriminacije",
publisher = "Beograd : CEPORA – Centar za pozitivan razvoj dece i omladine",
title = "Promocija i uvažavanje različitosti i ravnopravnosti u školskom okruženju u cilju prevencije govora mržnje i diskriminacije kod mladih: slučaj beogradske opštine Stari grad, Promotion and respect for diversity and equality in the school environment in order to prevent hate speech and discrimination among young people: the case of the Belgrade municipality of Stari grad",
url = "https://hdl.handle.net/21.15107/rcub_ipir_697"
}

Popović-Ćitić, B., Bukvić Branković, L., Kovačević-Lepojević, M., Paraušić, A., Stojanović, M.,& Kovačević, M.. (2021). Promocija i uvažavanje različitosti i ravnopravnosti u školskom okruženju u cilju prevencije govora mržnje i diskriminacije kod mladih: slučaj beogradske opštine Stari grad. 
Beograd : CEPORA – Centar za pozitivan razvoj dece i omladine..
https://hdl.handle.net/21.15107/rcub_ipir_697

Popović-Ćitić B, Bukvić Branković L, Kovačević-Lepojević M, Paraušić A, Stojanović M, Kovačević M. Promocija i uvažavanje različitosti i ravnopravnosti u školskom okruženju u cilju prevencije govora mržnje i diskriminacije kod mladih: slučaj beogradske opštine Stari grad. 2021;.
https://hdl.handle.net/21.15107/rcub_ipir_697 .

Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Kovačević-Lepojević, Marina, Paraušić, Ana, Stojanović, Marija, Kovačević, Milica, "Promocija i uvažavanje različitosti i ravnopravnosti u školskom okruženju u cilju prevencije govora mržnje i diskriminacije kod mladih: slučaj beogradske opštine Stari grad" (2021),
https://hdl.handle.net/21.15107/rcub_ipir_697 .

TY  - BOOK
AU  - Paraušić, Ana
AU  - Stojanović, Marija
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/789
AB  - U uslovima pandemije virusa COVID-19, alati za onlajn učenje više nisu samo opcija koju nastavnici mogu koristiti kao dopunu redovnoj nastavi, već predstavljaju neophodan način (re)organizacije nastavnog procesa. Stoga bi ovaj vodič trebalo da posluži kao priručnik nastavnicima, ali i svima koji na bilo koji način moraju, mogu ili žele da organizuju rad u onlajn okruženju. U vodiču su prikazani alati za koje je procenjeno da bi koristili nastavnicima u organizaciji nastavnog procesa, koji imaju široku korisničku bazu, lako im se pristupa (user-friendly) i jednostavno se koriste.
PB  - Beograd : CEPORA – Centar za pozitivan razvoj dece i omladine
T1  - Upravljanje alatima za onlajn učenje: vodič za nastavnike
T1  - Managing online learning tools: a guide for teachers
UR  - https://hdl.handle.net/21.15107/rcub_ipir_789
ER  - 

@book{
author = "Paraušić, Ana and Stojanović, Marija",
year = "2021",
abstract = "U uslovima pandemije virusa COVID-19, alati za onlajn učenje više nisu samo opcija koju nastavnici mogu koristiti kao dopunu redovnoj nastavi, već predstavljaju neophodan način (re)organizacije nastavnog procesa. Stoga bi ovaj vodič trebalo da posluži kao priručnik nastavnicima, ali i svima koji na bilo koji način moraju, mogu ili žele da organizuju rad u onlajn okruženju. U vodiču su prikazani alati za koje je procenjeno da bi koristili nastavnicima u organizaciji nastavnog procesa, koji imaju široku korisničku bazu, lako im se pristupa (user-friendly) i jednostavno se koriste.",
publisher = "Beograd : CEPORA – Centar za pozitivan razvoj dece i omladine",
title = "Upravljanje alatima za onlajn učenje: vodič za nastavnike, Managing online learning tools: a guide for teachers",
url = "https://hdl.handle.net/21.15107/rcub_ipir_789"
}

Paraušić, A.,& Stojanović, M.. (2021). Upravljanje alatima za onlajn učenje: vodič za nastavnike. 
Beograd : CEPORA – Centar za pozitivan razvoj dece i omladine..
https://hdl.handle.net/21.15107/rcub_ipir_789

Paraušić A, Stojanović M. Upravljanje alatima za onlajn učenje: vodič za nastavnike. 2021;.
https://hdl.handle.net/21.15107/rcub_ipir_789 .

Paraušić, Ana, Stojanović, Marija, "Upravljanje alatima za onlajn učenje: vodič za nastavnike" (2021),
https://hdl.handle.net/21.15107/rcub_ipir_789 .

TY  - RPRT
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić, Ana
AU  - Stojanović, Marija
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/718
AB  - Zdravstvena kriza izazvana pandemijom virusa korona (COVID-19) donela je mnoge promene
u funkcionisanju svih aktera obrazovno-vaspitnog sistema u svetu i Srbiji. Uvođenje
onlajn nastave, smanjenje broja učenika po grupama i obavezna fizička distanca uz
dezinfekcione mere glavni su faktori koji su obojili realizaciju nastave od početka pandemije.
Fokus svih aktera obrazovno-vaspitnog sistema, a i društva u celini bila je organizacija
nastave, sa ciljem da se kontinuitet u radu sa učenicima održi, a da se iznađu modaliteti
nastave koji bi omogućili njeno uspešno izvođenje uz smanjenje rizika od zaraze virusom.
Zbog svih ovih elemenata, kompletan školski „život“ školske 2020/2021. godine bio
je prvenstveno usmeren na odgovor na akademske potrebe učenika, a sve ostalo je stavljeno
u drugi plan.
PB  - Beograd : CEPORA – Centar za pozitivan razvoj dece i omladine
T1  - Potrebe osnovnih škola u Srbiji tokom pandemije covid-19 u kontekstu prevencije rizičnih ponašanja učenika: perspektiva nastavnika
T1  - The needs of primary schools in Serbia during the covid-19 pandemic in the context of prevention of risky behaviors of students: a teacher's perspective
UR  - https://hdl.handle.net/21.15107/rcub_ipir_718
ER  - 

@techreport{
author = "Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Kovačević-Lepojević, Marina and Paraušić, Ana and Stojanović, Marija",
year = "2021",
abstract = "Zdravstvena kriza izazvana pandemijom virusa korona (COVID-19) donela je mnoge promene
u funkcionisanju svih aktera obrazovno-vaspitnog sistema u svetu i Srbiji. Uvođenje
onlajn nastave, smanjenje broja učenika po grupama i obavezna fizička distanca uz
dezinfekcione mere glavni su faktori koji su obojili realizaciju nastave od početka pandemije.
Fokus svih aktera obrazovno-vaspitnog sistema, a i društva u celini bila je organizacija
nastave, sa ciljem da se kontinuitet u radu sa učenicima održi, a da se iznađu modaliteti
nastave koji bi omogućili njeno uspešno izvođenje uz smanjenje rizika od zaraze virusom.
Zbog svih ovih elemenata, kompletan školski „život“ školske 2020/2021. godine bio
je prvenstveno usmeren na odgovor na akademske potrebe učenika, a sve ostalo je stavljeno
u drugi plan.",
publisher = "Beograd : CEPORA – Centar za pozitivan razvoj dece i omladine",
title = "Potrebe osnovnih škola u Srbiji tokom pandemije covid-19 u kontekstu prevencije rizičnih ponašanja učenika: perspektiva nastavnika, The needs of primary schools in Serbia during the covid-19 pandemic in the context of prevention of risky behaviors of students: a teacher's perspective",
url = "https://hdl.handle.net/21.15107/rcub_ipir_718"
}

Popović-Ćitić, B., Bukvić Branković, L., Kovačević-Lepojević, M., Paraušić, A.,& Stojanović, M.. (2021). Potrebe osnovnih škola u Srbiji tokom pandemije covid-19 u kontekstu prevencije rizičnih ponašanja učenika: perspektiva nastavnika. 
Beograd : CEPORA – Centar za pozitivan razvoj dece i omladine..
https://hdl.handle.net/21.15107/rcub_ipir_718

Popović-Ćitić B, Bukvić Branković L, Kovačević-Lepojević M, Paraušić A, Stojanović M. Potrebe osnovnih škola u Srbiji tokom pandemije covid-19 u kontekstu prevencije rizičnih ponašanja učenika: perspektiva nastavnika. 2021;.
https://hdl.handle.net/21.15107/rcub_ipir_718 .

Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Kovačević-Lepojević, Marina, Paraušić, Ana, Stojanović, Marija, "Potrebe osnovnih škola u Srbiji tokom pandemije covid-19 u kontekstu prevencije rizičnih ponašanja učenika: perspektiva nastavnika" (2021),
https://hdl.handle.net/21.15107/rcub_ipir_718 .

TY  - CONF
AU  - Popović-Ćitić, Branislava
AU  - Paraušić, Ana
AU  - Stojanović, Marija
AU  - Bukvić-Branković, Lidija
AU  - Kovačević-Lepojević, Marina
AU  - Kovačević, Milica
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/794
AB  - Uvažavajući specifičnosti i izazove obrazovanja tokom pandemije, posebno nakon ponovnog otvaranja škola i uvođenja kombinovanog modela obrazovno-va- spitnog rada, postavljeno je nacionalno istraživanje sa ciljem sagledavanja potreba osnovnih škola u izmenjenim uslovima organizacije i sprovođenja pro- grama nastave i učenja. U ovom radu prezentovan je deo rezultata koji se odno- si na ispoljene promene u ponašanju učenika tokom prvog polugodišta školske 2020/21. godine, percipirane od strane njihovih nastavnika. Na uzorku od 817 nastavnika razredne i predmetne nastave iz 86 gradova u Republici Srbiji, primenom anketnog upitnika, prikupljeni su podaci o vidovima ponašanja za koje nastavnici ocenjuju da su postala učestalija kod učenika osnovnih škola.Dobijeni nalazi, posmatrano iz perspektive nastavnika, podržavaju polaz- nu pretpostavku o nepovoljnom uticaju pandemijskog obrazovanja na obrasce zdravstvenog, akademskog, emocionalnog i socijalnog ponašanja učenika. Iako praćeni nizom ograničenja, rezultati mogu poslužiti kao polazna osnova za dalja istraživanja koja će biti u funkciji planiranja adekvatnih strategija prevazilaženja problema ponašanja, ali i unapređenja opšte dobrobiti učeni- ka u post-kovid periodu.
AB  - Respecting the specifics and challenges of education during the pandemic, especially after the reopening of schools and introducing the combined model of educational work, a national research study has been set up to establish primary schools’ needs in the changed conditions of organization and implementation of the educational process.In this paper, a part of the study results is presented, which refers to the changes in the behavior of students which emerged during the first semester of the school year 2020/21. years, perceived by their teachers.On a sample of 817 primary and secondary school teachers from 86 cities in the Republic of Serbia, using a questionnaire, data were collected on behaviors that teachers estimate have become more present among primary school students. The obtained findings, viewed from the perspective of teachers, support the initial assumption of the adverse impact of pandemic education on the patterns of health, academic, emotional and social behavior of students. Although accompanied by a number of limitations, the results can serve as a starting point for further research that will serve to plan adequate strategies for overcoming behavioral problems, but also to improve the general well-being of students in the post-covid period.
PB  - Beograd : Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Međunarodni naučni skup Specijalna edukacija i rehabilitacija u uslovima pandemije COVID-19
T1  - Promene u ponašanju učenika nakon otvaranja škola: percepcija nastavnika
T1  - Changes in student behavior after school re-opening: teachers’ perception
EP  - 52
SP  - 45
UR  - https://hdl.handle.net/21.15107/rcub_ipir_794
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Paraušić, Ana and Stojanović, Marija and Bukvić-Branković, Lidija and Kovačević-Lepojević, Marina and Kovačević, Milica",
year = "2021",
abstract = "Uvažavajući specifičnosti i izazove obrazovanja tokom pandemije, posebno nakon ponovnog otvaranja škola i uvođenja kombinovanog modela obrazovno-va- spitnog rada, postavljeno je nacionalno istraživanje sa ciljem sagledavanja potreba osnovnih škola u izmenjenim uslovima organizacije i sprovođenja pro- grama nastave i učenja. U ovom radu prezentovan je deo rezultata koji se odno- si na ispoljene promene u ponašanju učenika tokom prvog polugodišta školske 2020/21. godine, percipirane od strane njihovih nastavnika. Na uzorku od 817 nastavnika razredne i predmetne nastave iz 86 gradova u Republici Srbiji, primenom anketnog upitnika, prikupljeni su podaci o vidovima ponašanja za koje nastavnici ocenjuju da su postala učestalija kod učenika osnovnih škola.Dobijeni nalazi, posmatrano iz perspektive nastavnika, podržavaju polaz- nu pretpostavku o nepovoljnom uticaju pandemijskog obrazovanja na obrasce zdravstvenog, akademskog, emocionalnog i socijalnog ponašanja učenika. Iako praćeni nizom ograničenja, rezultati mogu poslužiti kao polazna osnova za dalja istraživanja koja će biti u funkciji planiranja adekvatnih strategija prevazilaženja problema ponašanja, ali i unapređenja opšte dobrobiti učeni- ka u post-kovid periodu., Respecting the specifics and challenges of education during the pandemic, especially after the reopening of schools and introducing the combined model of educational work, a national research study has been set up to establish primary schools’ needs in the changed conditions of organization and implementation of the educational process.In this paper, a part of the study results is presented, which refers to the changes in the behavior of students which emerged during the first semester of the school year 2020/21. years, perceived by their teachers.On a sample of 817 primary and secondary school teachers from 86 cities in the Republic of Serbia, using a questionnaire, data were collected on behaviors that teachers estimate have become more present among primary school students. The obtained findings, viewed from the perspective of teachers, support the initial assumption of the adverse impact of pandemic education on the patterns of health, academic, emotional and social behavior of students. Although accompanied by a number of limitations, the results can serve as a starting point for further research that will serve to plan adequate strategies for overcoming behavioral problems, but also to improve the general well-being of students in the post-covid period.",
publisher = "Beograd : Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Međunarodni naučni skup Specijalna edukacija i rehabilitacija u uslovima pandemije COVID-19",
title = "Promene u ponašanju učenika nakon otvaranja škola: percepcija nastavnika, Changes in student behavior after school re-opening: teachers’ perception",
pages = "52-45",
url = "https://hdl.handle.net/21.15107/rcub_ipir_794"
}

Popović-Ćitić, B., Paraušić, A., Stojanović, M., Bukvić-Branković, L., Kovačević-Lepojević, M.,& Kovačević, M.. (2021). Promene u ponašanju učenika nakon otvaranja škola: percepcija nastavnika. in Međunarodni naučni skup Specijalna edukacija i rehabilitacija u uslovima pandemije COVID-19
Beograd : Fakultet za specijalnu edukaciju i rehabilitaciju., 45-52.
https://hdl.handle.net/21.15107/rcub_ipir_794

Popović-Ćitić B, Paraušić A, Stojanović M, Bukvić-Branković L, Kovačević-Lepojević M, Kovačević M. Promene u ponašanju učenika nakon otvaranja škola: percepcija nastavnika. in Međunarodni naučni skup Specijalna edukacija i rehabilitacija u uslovima pandemije COVID-19. 2021;:45-52.
https://hdl.handle.net/21.15107/rcub_ipir_794 .

Popović-Ćitić, Branislava, Paraušić, Ana, Stojanović, Marija, Bukvić-Branković, Lidija, Kovačević-Lepojević, Marina, Kovačević, Milica, "Promene u ponašanju učenika nakon otvaranja škola: percepcija nastavnika" in Međunarodni naučni skup Specijalna edukacija i rehabilitacija u uslovima pandemije COVID-19 (2021):45-52,
https://hdl.handle.net/21.15107/rcub_ipir_794 .