TY  - JOUR
AU  - Lepojević, Marina Kovačević
AU  - Branković, Lidija Bukvić
AU  - Popović-Ćitić, Branislava
AU  - Marinković, Ana Paraušić
AU  - Trajković, Marija
PY  - 2024
UR  - http://teme2.junis.ni.ac.rs/index.php/TEME/article/view/1744
UR  - http://ipir.ipisr.org.rs/handle/123456789/1093
AB  - The study aimed to examine the implementation of social teaching practices (STP) in primary schools in Serbia during the COVID-19 pandemic. We explored how the flexibility of STP relates to teachers’ socioemotional competencies (SEC), general teaching difficulties during the pandemic, their satisfaction with the education system, and perception of professional future on a sample of 817 teachers. Research findings suggest that those teachers with higher SEC, less teaching difficulties, and those who are more satisfied with the education system and more optimistic about their professional future implement more STPs. Differences in STPs were also found regarding the teachers’ gender, education cycle, and teaching modality. The study indicated that use of STPs by teachers in times of crisis can be empowered with diverse support opportunities through professional development.
AB  - Истраживање је усмерено ка процени могућности коришћења социјалних наставних пракси (СНП) у условима пандемијског образовања. На узорку од 817 наставника основних школа испитана је флексибилност социјалних наставних пракси у вези са социоемоционалним компетенцијама (СЕК) наставника, генералним тешкоћама извођења наставе током пандемије, задовољством наставника образовањем у време пандемије и перцепцијом будућности професије. Резултати истраживања упућују на то да социоемоционално компетентнији наставници, наставници задовољнији функционисањем образовног система у време пандемије, као и наставници оптимистичнији у вези са својом професионалном будућношћу примењују више СНП. Откривене су разлике у примени социјалних наставних пракси у односу на пол, образовни циклус и модалитет наставе. Резултати истраживања упућују на то да примена социјалних наставних пракси у кризним временима може бити унапређена различитим могућностима подршке у склопу професионалног развоја наставника.
T2  - TEME
T1  - Where there is a will, there is a way: the social teaching practices of primary school teachers during the COVID-19 pandemic
T1  - Где има воље, има и начина: социјалне наставне праксе наставника у основним школама током пандемије КОВИД-19
EP  - 34
IS  - n/a
SP  - 19
DO  - 10.22190/TEME230120002K
ER  - 

@article{
author = "Lepojević, Marina Kovačević and Branković, Lidija Bukvić and Popović-Ćitić, Branislava and Marinković, Ana Paraušić and Trajković, Marija",
year = "2024",
abstract = "The study aimed to examine the implementation of social teaching practices (STP) in primary schools in Serbia during the COVID-19 pandemic. We explored how the flexibility of STP relates to teachers’ socioemotional competencies (SEC), general teaching difficulties during the pandemic, their satisfaction with the education system, and perception of professional future on a sample of 817 teachers. Research findings suggest that those teachers with higher SEC, less teaching difficulties, and those who are more satisfied with the education system and more optimistic about their professional future implement more STPs. Differences in STPs were also found regarding the teachers’ gender, education cycle, and teaching modality. The study indicated that use of STPs by teachers in times of crisis can be empowered with diverse support opportunities through professional development., Истраживање је усмерено ка процени могућности коришћења социјалних наставних пракси (СНП) у условима пандемијског образовања. На узорку од 817 наставника основних школа испитана је флексибилност социјалних наставних пракси у вези са социоемоционалним компетенцијама (СЕК) наставника, генералним тешкоћама извођења наставе током пандемије, задовољством наставника образовањем у време пандемије и перцепцијом будућности професије. Резултати истраживања упућују на то да социоемоционално компетентнији наставници, наставници задовољнији функционисањем образовног система у време пандемије, као и наставници оптимистичнији у вези са својом професионалном будућношћу примењују више СНП. Откривене су разлике у примени социјалних наставних пракси у односу на пол, образовни циклус и модалитет наставе. Резултати истраживања упућују на то да примена социјалних наставних пракси у кризним временима може бити унапређена различитим могућностима подршке у склопу професионалног развоја наставника.",
journal = "TEME",
title = "Where there is a will, there is a way: the social teaching practices of primary school teachers during the COVID-19 pandemic, Где има воље, има и начина: социјалне наставне праксе наставника у основним школама током пандемије КОВИД-19",
pages = "34-19",
number = "n/a",
doi = "10.22190/TEME230120002K"
}

Lepojević, M. K., Branković, L. B., Popović-Ćitić, B., Marinković, A. P.,& Trajković, M.. (2024). Where there is a will, there is a way: the social teaching practices of primary school teachers during the COVID-19 pandemic. in TEME(n/a), 19-34.
https://doi.org/10.22190/TEME230120002K

Lepojević MK, Branković LB, Popović-Ćitić B, Marinković AP, Trajković M. Where there is a will, there is a way: the social teaching practices of primary school teachers during the COVID-19 pandemic. in TEME. 2024;(n/a):19-34.
doi:10.22190/TEME230120002K .

Lepojević, Marina Kovačević, Branković, Lidija Bukvić, Popović-Ćitić, Branislava, Marinković, Ana Paraušić, Trajković, Marija, "Where there is a will, there is a way: the social teaching practices of primary school teachers during the COVID-19 pandemic" in TEME, no. n/a (2024):19-34,
https://doi.org/10.22190/TEME230120002K . .

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

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

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

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

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

TY  - CONF
AU  - Micić, Isidora
AU  - Milojičić, Jelica
AU  - Jovčić, Nevena
AU  - Jovanović, Viktorija
AU  - Karalejić, Emilija
AU  - Živković, Marko
AU  - Krstić, Ksenija
PY  - 2024
UR  - http://ipir.ipisr.org.rs/handle/123456789/1089
AB  - This study aims to validate the Achievement Emotions Questionnaire in Mathematics (AEQM)
within a Serbian sample, comprising high school students aged 15 to 19. Grounded in
control-value theory, the study posits that these emotions stem from appraisals related to
control and value, subsequently influencing students' motivation, learning strategies, and
performance. The AEQ-M instrument contains 60 items and assesses seven emotions
(enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across three contexts (in
class, during learning, in testing situations). The sample of 457 students (70% female; Mage =
16.35), from both grammar and vocational schools, completed the questionnaire either in the
school or online format. Confirmatory factor analysis was carried out in Mplus 7 to examine
the fit of our data to scale’s theory-proposed factor structure. A CFA of the 60 scale items
showed poor model fit. After excluding 10 items with low factor loadings (< .50) and 14 items
that were cross-loaded on two or more factors, the final model consisted of 36 items and
resulted in adequate model fit (χ2(573) = 2194.50, CFI = .88, TLI = .87, RMSEA = .08 and
SRMR = 0.07). To test reliability and convergent validity of constructs we conducted CR (>
.70), AVE (> .50) and inspected factors loadings. Analysis showed that all emotions had
acceptable values indicating good reliability and convergent validity. Comparing configural,
metric and scalar invariance models, we tested cross-gender, school and grade measurement
invariance. Based on differences in CFI < .01 and in RMSEA < .015, metric and scalar
invariance was established. In the next step, we analyzed emotions’ correlations with the math
grades and motivation for learning math and correlations were in expected order and directions.
In order to test discriminant validity we inspected correlations between emotions and compared
AVE with the squared correlation between emotions. These analyses revealed very strong
correlations (> .70) between Hopelessness and factors encompassing Anxiety, Anger, and
Shame, indicative of substantial multicollinearity challenges among these constructs, as
obtained in previous studies. These strong intercorrelations highlight the complexity of
disentangling the specific influences of these related emotional constructs, necessitating a
nuanced approach in the interpretation and refinement of the analytical model.
PB  - XXX scientific conference: Empirical studies in psychology
C3  - XXX scientific conference: Empirical studies in psychology
T1  - Validation of the achievement emotions questionnaire in mathematics among high school students
EP  - 118
SP  - 118
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1089
ER  - 

@conference{
author = "Micić, Isidora and Milojičić, Jelica and Jovčić, Nevena and Jovanović, Viktorija and Karalejić, Emilija and Živković, Marko and Krstić, Ksenija",
year = "2024",
abstract = "This study aims to validate the Achievement Emotions Questionnaire in Mathematics (AEQM)
within a Serbian sample, comprising high school students aged 15 to 19. Grounded in
control-value theory, the study posits that these emotions stem from appraisals related to
control and value, subsequently influencing students' motivation, learning strategies, and
performance. The AEQ-M instrument contains 60 items and assesses seven emotions
(enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across three contexts (in
class, during learning, in testing situations). The sample of 457 students (70% female; Mage =
16.35), from both grammar and vocational schools, completed the questionnaire either in the
school or online format. Confirmatory factor analysis was carried out in Mplus 7 to examine
the fit of our data to scale’s theory-proposed factor structure. A CFA of the 60 scale items
showed poor model fit. After excluding 10 items with low factor loadings (< .50) and 14 items
that were cross-loaded on two or more factors, the final model consisted of 36 items and
resulted in adequate model fit (χ2(573) = 2194.50, CFI = .88, TLI = .87, RMSEA = .08 and
SRMR = 0.07). To test reliability and convergent validity of constructs we conducted CR (>
.70), AVE (> .50) and inspected factors loadings. Analysis showed that all emotions had
acceptable values indicating good reliability and convergent validity. Comparing configural,
metric and scalar invariance models, we tested cross-gender, school and grade measurement
invariance. Based on differences in CFI < .01 and in RMSEA < .015, metric and scalar
invariance was established. In the next step, we analyzed emotions’ correlations with the math
grades and motivation for learning math and correlations were in expected order and directions.
In order to test discriminant validity we inspected correlations between emotions and compared
AVE with the squared correlation between emotions. These analyses revealed very strong
correlations (> .70) between Hopelessness and factors encompassing Anxiety, Anger, and
Shame, indicative of substantial multicollinearity challenges among these constructs, as
obtained in previous studies. These strong intercorrelations highlight the complexity of
disentangling the specific influences of these related emotional constructs, necessitating a
nuanced approach in the interpretation and refinement of the analytical model.",
publisher = "XXX scientific conference: Empirical studies in psychology",
journal = "XXX scientific conference: Empirical studies in psychology",
title = "Validation of the achievement emotions questionnaire in mathematics among high school students",
pages = "118-118",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1089"
}

Micić, I., Milojičić, J., Jovčić, N., Jovanović, V., Karalejić, E., Živković, M.,& Krstić, K.. (2024). Validation of the achievement emotions questionnaire in mathematics among high school students. in XXX scientific conference: Empirical studies in psychology
XXX scientific conference: Empirical studies in psychology., 118-118.
https://hdl.handle.net/21.15107/rcub_ipir_1089

Micić I, Milojičić J, Jovčić N, Jovanović V, Karalejić E, Živković M, Krstić K. Validation of the achievement emotions questionnaire in mathematics among high school students. in XXX scientific conference: Empirical studies in psychology. 2024;:118-118.
https://hdl.handle.net/21.15107/rcub_ipir_1089 .

Micić, Isidora, Milojičić, Jelica, Jovčić, Nevena, Jovanović, Viktorija, Karalejić, Emilija, Živković, Marko, Krstić, Ksenija, "Validation of the achievement emotions questionnaire in mathematics among high school students" in XXX scientific conference: Empirical studies in psychology (2024):118-118,
https://hdl.handle.net/21.15107/rcub_ipir_1089 .

TY  - CONF
AU  - Ševa, Nada
AU  - Đerić, Ivana
AU  - Čolaković, Dušica
PY  - 2024
UR  - http://ipir.ipisr.org.rs/handle/123456789/1088
AB  - Reflective practice in learning communities is becoming increasingly important for Early
childhood care and education (ECCE) practitioners to continue their professional development.
This paper explores the professional change experienced by ECCE teachers and counsellors
while applying the Model of the Professional Learning Community (MoPLC), which promoted
reflective social practice. This program was organized into four stages: 1) two-day training on
implementation of MoPLC for ECCE practitioners; 2) six months of reflexive practice in
professional learning communities covering topics relevant to the development of curriculum
within the preschool institution (PI); 3) one-day professional meeting of PIs that started with
the implementation of MoPLC at the same time, focused on further analysis of practices and
the formulation of action plans; 4) implementation of action plans within each PI during the
six months. The main research questions were: 1) What changes do practitioners perceive in
reflective-social practice as a result of implementing the MoPLC? 2) Which professional
changes are considered the most significant and why? The participants were 22 practitioners
(6 ECCE counsellors) from five PIs that started implementing the new ECCE curriculum
“Years of Ascent” in 2019. We used the participatory technique, The most significant change
(MSC) stories, to enable the evaluation of changes in complex reform processes of professional
learning. Practitioners wrote stories six months after the implementation of the MoPLC in their
PIs (January-February 2023). Writing of the stories was prompted with several questions,
including what their most significant change was and why. To identify the most significant
changes, thematic analysis was conducted on 121 sentences from stories. Most participants
recognize differences in their reflective social practice due to implementing the MoPLC.
However, only 55% value this professional change as the most significant for strengthening
their practice. Unlike ECCE counsellors, a quarter of teachers had difficulty articulating
reflective insights regarding their practice, i.e., defining why the change is significant. This
might be related to differences in the levels of metacognitive competencies in teachers vs.
counsellors, which is crucial for critical reflection during professional learning. The question
of further improvement of the training programme within the MoPLC in developing
metacognitive competencies is raised.
PB  - Beograd : Filozofski fakultet
C3  - XXX scientific conference: Empirical studies in psychology
T1  - Reflective practice in early childhood care and education learning communities: the most significant change stories
EP  - 119
SP  - 119
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1088
ER  - 

@conference{
author = "Ševa, Nada and Đerić, Ivana and Čolaković, Dušica",
year = "2024",
abstract = "Reflective practice in learning communities is becoming increasingly important for Early
childhood care and education (ECCE) practitioners to continue their professional development.
This paper explores the professional change experienced by ECCE teachers and counsellors
while applying the Model of the Professional Learning Community (MoPLC), which promoted
reflective social practice. This program was organized into four stages: 1) two-day training on
implementation of MoPLC for ECCE practitioners; 2) six months of reflexive practice in
professional learning communities covering topics relevant to the development of curriculum
within the preschool institution (PI); 3) one-day professional meeting of PIs that started with
the implementation of MoPLC at the same time, focused on further analysis of practices and
the formulation of action plans; 4) implementation of action plans within each PI during the
six months. The main research questions were: 1) What changes do practitioners perceive in
reflective-social practice as a result of implementing the MoPLC? 2) Which professional
changes are considered the most significant and why? The participants were 22 practitioners
(6 ECCE counsellors) from five PIs that started implementing the new ECCE curriculum
“Years of Ascent” in 2019. We used the participatory technique, The most significant change
(MSC) stories, to enable the evaluation of changes in complex reform processes of professional
learning. Practitioners wrote stories six months after the implementation of the MoPLC in their
PIs (January-February 2023). Writing of the stories was prompted with several questions,
including what their most significant change was and why. To identify the most significant
changes, thematic analysis was conducted on 121 sentences from stories. Most participants
recognize differences in their reflective social practice due to implementing the MoPLC.
However, only 55% value this professional change as the most significant for strengthening
their practice. Unlike ECCE counsellors, a quarter of teachers had difficulty articulating
reflective insights regarding their practice, i.e., defining why the change is significant. This
might be related to differences in the levels of metacognitive competencies in teachers vs.
counsellors, which is crucial for critical reflection during professional learning. The question
of further improvement of the training programme within the MoPLC in developing
metacognitive competencies is raised.",
publisher = "Beograd : Filozofski fakultet",
journal = "XXX scientific conference: Empirical studies in psychology",
title = "Reflective practice in early childhood care and education learning communities: the most significant change stories",
pages = "119-119",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1088"
}

Ševa, N., Đerić, I.,& Čolaković, D.. (2024). Reflective practice in early childhood care and education learning communities: the most significant change stories. in XXX scientific conference: Empirical studies in psychology
Beograd : Filozofski fakultet., 119-119.
https://hdl.handle.net/21.15107/rcub_ipir_1088

Ševa N, Đerić I, Čolaković D. Reflective practice in early childhood care and education learning communities: the most significant change stories. in XXX scientific conference: Empirical studies in psychology. 2024;:119-119.
https://hdl.handle.net/21.15107/rcub_ipir_1088 .

Ševa, Nada, Đerić, Ivana, Čolaković, Dušica, "Reflective practice in early childhood care and education learning communities: the most significant change stories" in XXX scientific conference: Empirical studies in psychology (2024):119-119,
https://hdl.handle.net/21.15107/rcub_ipir_1088 .

TY  - CONF
AU  - Savić, Maja
AU  - Anđelković, Darinka
AU  - Ševa, Nada
PY  - 2024
UR  - http://ipir.ipisr.org.rs/handle/123456789/1090
AB  - The human body has a special status during the child's development because through the body
she learns about the world around her, but the body itself is also an object of the child’s
experience. Words that refer to body parts are among the first words in children’s vocabulary,
yet there are few studies on the development of body parts vocabulary. The study aimed to
explore the early acquisition of body part terms based on the adapted Serbian version of
MacArthur-Bates parent report inventories CDI I (8-18 months) and CDI II (19-30 months)
(Anđelković et al., 2017). 22 body parts items were listed in the CDI I inventory, and 28 (6
additional) body parts in the CDI II. In CDI I, 74 parents marked the words their children only
comprehend or comprehend and produce. In CDI II, another group of 73 parents marked only
the words their children produced. The mean number of comprehended words for children aged
8–18 months was 5.9 (SD = 5.7, range 0–19), but 24% of children did not understand any body
part word. The mean number of words comprehended and produced was 1.3 (SD = 3.8, range
0-19), but 83% of children did not produce any body part word. To follow more precisely
developmental trends, children were grouped into four age categories: 8-9, 10-12, 13-15 and
16-18 months. Analysis of variance revealed that the average number of comprehended body
part words per participant significantly increased with age, F(3, 70) = 17.58, p < .001, ηp
2 =
.43. Significant age effect was also obtained for the average number of produced words, F(3,
70) = 6.72, p < .001, ηp
2 = .22. In the sample of children aged 19–30 months, the mean number
of words produced was 16.3 (SD = 8.4, range 0-27), but 9% of children did not produce any
body part word. This sample was also divided into four age categories: 19-21, 22-24, 25-27
and 28-30 months. Analysis of variance with the average number of produced body parts words
per participant significantly increased with age, F(3, 69) = 7.74, p < .001, ηp
2 = .25. As in
previous studies, the first comprehended and produced words refer to body parts that are
perceptually salient and included in a child’s everyday routines: leg, mouth, tummy, hand, and
finger. However, the words less conspicuous from the child's perspective regarding experience
and perception were also recorded, which reveals the importance of playful verbal interaction
sequences with adults (e.g., head, tooth).
PB  - Beograd : Filozofski fakultet
C3  - XXX scientific conference: Empirical studies in psychology,
T1  - Early development of body parts vocabulary in Serbian: parent report data
EP  - 83
SP  - 83
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1090
ER  - 

@conference{
author = "Savić, Maja and Anđelković, Darinka and Ševa, Nada",
year = "2024",
abstract = "The human body has a special status during the child's development because through the body
she learns about the world around her, but the body itself is also an object of the child’s
experience. Words that refer to body parts are among the first words in children’s vocabulary,
yet there are few studies on the development of body parts vocabulary. The study aimed to
explore the early acquisition of body part terms based on the adapted Serbian version of
MacArthur-Bates parent report inventories CDI I (8-18 months) and CDI II (19-30 months)
(Anđelković et al., 2017). 22 body parts items were listed in the CDI I inventory, and 28 (6
additional) body parts in the CDI II. In CDI I, 74 parents marked the words their children only
comprehend or comprehend and produce. In CDI II, another group of 73 parents marked only
the words their children produced. The mean number of comprehended words for children aged
8–18 months was 5.9 (SD = 5.7, range 0–19), but 24% of children did not understand any body
part word. The mean number of words comprehended and produced was 1.3 (SD = 3.8, range
0-19), but 83% of children did not produce any body part word. To follow more precisely
developmental trends, children were grouped into four age categories: 8-9, 10-12, 13-15 and
16-18 months. Analysis of variance revealed that the average number of comprehended body
part words per participant significantly increased with age, F(3, 70) = 17.58, p < .001, ηp
2 =
.43. Significant age effect was also obtained for the average number of produced words, F(3,
70) = 6.72, p < .001, ηp
2 = .22. In the sample of children aged 19–30 months, the mean number
of words produced was 16.3 (SD = 8.4, range 0-27), but 9% of children did not produce any
body part word. This sample was also divided into four age categories: 19-21, 22-24, 25-27
and 28-30 months. Analysis of variance with the average number of produced body parts words
per participant significantly increased with age, F(3, 69) = 7.74, p < .001, ηp
2 = .25. As in
previous studies, the first comprehended and produced words refer to body parts that are
perceptually salient and included in a child’s everyday routines: leg, mouth, tummy, hand, and
finger. However, the words less conspicuous from the child's perspective regarding experience
and perception were also recorded, which reveals the importance of playful verbal interaction
sequences with adults (e.g., head, tooth).",
publisher = "Beograd : Filozofski fakultet",
journal = "XXX scientific conference: Empirical studies in psychology,",
title = "Early development of body parts vocabulary in Serbian: parent report data",
pages = "83-83",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1090"
}

Savić, M., Anđelković, D.,& Ševa, N.. (2024). Early development of body parts vocabulary in Serbian: parent report data. in XXX scientific conference: Empirical studies in psychology,
Beograd : Filozofski fakultet., 83-83.
https://hdl.handle.net/21.15107/rcub_ipir_1090

Savić M, Anđelković D, Ševa N. Early development of body parts vocabulary in Serbian: parent report data. in XXX scientific conference: Empirical studies in psychology,. 2024;:83-83.
https://hdl.handle.net/21.15107/rcub_ipir_1090 .

Savić, Maja, Anđelković, Darinka, Ševa, Nada, "Early development of body parts vocabulary in Serbian: parent report data" in XXX scientific conference: Empirical studies in psychology, (2024):83-83,
https://hdl.handle.net/21.15107/rcub_ipir_1090 .

TY  - CONF
AU  - Jošić, Smiljana
AU  - Stepanović Ilić, Ivana
AU  - Baucal, Aleksander
PY  - 2024
UR  - http://ipir.ipisr.org.rs/handle/123456789/1091
AB  - Peer Collaborative Problem Solving (CPS) is recognized as a pivotal factor in shaping positive
learning outcomes and developmental progress across various educational levels. This
systematic review aims to comprehensively synthesize existing research on the adults’
scaffolding modalities that effectively facilitate adolescents' engagement in CPS. According to
PRISMA guidelines, an extensive search across PsycInfo, WoS, and ERIC databases yielded
5256 English abstracts, from which 160 papers were selected for in-depth analysis. Among the
chosen papers, 110 provided valuable insights into adult mediation, i.e. the supportive role of
teachers/researchers. Notably, while 17 papers (15.4%) detailed cooperation training,
scaffolding emerged as a predominant focus in the selected research (N = 78; 70.9%).
Additionally, 13 papers (11.8%) explored both training and scaffolding methodologies.
Examining the impact of such support on collaborative problem-solving, a majority of
published papers reported positive effects (N = 60, 53.6%), with a minimal number indicating
negative effects (N = 7, 6.3%). The remaining 44 papers (40%) did not analyse an impact of
training or scaffolding on CPS. Thematic analyses uncovered crucial insights into the
multifaceted ways in which adults (teachers/researchers) contribute to successful CPS.
Moderation of peer interaction was observed through a tripartite focus on cognitive processes
(N = 82; 75%), group discussions (N = 73; 66%), and classroom management (N = 23; 21%).
The main characteristics identified in this review provide a comprehensive understanding of
the dynamics involved in fostering effective CPS among adolescents. The ensuing discussion
will delve into these characteristics, offering concluding remarks with pertinent educational
implications.
PB  - Beograd : Filozofski fakultet
C3  - XXX scientific conference: Empirical studies in psychology
T1  - Exploring adults’ mediation in collaborative problem solving among adolescents
EP  - 78
SP  - 78
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1091
ER  - 

@conference{
author = "Jošić, Smiljana and Stepanović Ilić, Ivana and Baucal, Aleksander",
year = "2024",
abstract = "Peer Collaborative Problem Solving (CPS) is recognized as a pivotal factor in shaping positive
learning outcomes and developmental progress across various educational levels. This
systematic review aims to comprehensively synthesize existing research on the adults’
scaffolding modalities that effectively facilitate adolescents' engagement in CPS. According to
PRISMA guidelines, an extensive search across PsycInfo, WoS, and ERIC databases yielded
5256 English abstracts, from which 160 papers were selected for in-depth analysis. Among the
chosen papers, 110 provided valuable insights into adult mediation, i.e. the supportive role of
teachers/researchers. Notably, while 17 papers (15.4%) detailed cooperation training,
scaffolding emerged as a predominant focus in the selected research (N = 78; 70.9%).
Additionally, 13 papers (11.8%) explored both training and scaffolding methodologies.
Examining the impact of such support on collaborative problem-solving, a majority of
published papers reported positive effects (N = 60, 53.6%), with a minimal number indicating
negative effects (N = 7, 6.3%). The remaining 44 papers (40%) did not analyse an impact of
training or scaffolding on CPS. Thematic analyses uncovered crucial insights into the
multifaceted ways in which adults (teachers/researchers) contribute to successful CPS.
Moderation of peer interaction was observed through a tripartite focus on cognitive processes
(N = 82; 75%), group discussions (N = 73; 66%), and classroom management (N = 23; 21%).
The main characteristics identified in this review provide a comprehensive understanding of
the dynamics involved in fostering effective CPS among adolescents. The ensuing discussion
will delve into these characteristics, offering concluding remarks with pertinent educational
implications.",
publisher = "Beograd : Filozofski fakultet",
journal = "XXX scientific conference: Empirical studies in psychology",
title = "Exploring adults’ mediation in collaborative problem solving among adolescents",
pages = "78-78",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1091"
}

Jošić, S., Stepanović Ilić, I.,& Baucal, A.. (2024). Exploring adults’ mediation in collaborative problem solving among adolescents. in XXX scientific conference: Empirical studies in psychology
Beograd : Filozofski fakultet., 78-78.
https://hdl.handle.net/21.15107/rcub_ipir_1091

Jošić S, Stepanović Ilić I, Baucal A. Exploring adults’ mediation in collaborative problem solving among adolescents. in XXX scientific conference: Empirical studies in psychology. 2024;:78-78.
https://hdl.handle.net/21.15107/rcub_ipir_1091 .

Jošić, Smiljana, Stepanović Ilić, Ivana, Baucal, Aleksander, "Exploring adults’ mediation in collaborative problem solving among adolescents" in XXX scientific conference: Empirical studies in psychology (2024):78-78,
https://hdl.handle.net/21.15107/rcub_ipir_1091 .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TY  - GEN
AU  - Gutvajn, Nikoleta
AU  - Drobac, Ana
AU  - Đerić, Ivana
AU  - Kovačević-Lepojević, Marina
AU  - Jošić, Smiljana
AU  - Micić, Isidora
AU  - Radanović, Ana
AU  - Trajković, Marija
AU  - Tadić, Violeta
AU  - Džinović, Vladimir
AU  - Ševkušić, Slavica
PY  - 2023
UR  - https://www.ipisr.org.rs/images/publikacije/kako-postupati-u-kriznim-situacijamapreporuke-za-školsku-zajednicu
UR  - http://ipir.ipisr.org.rs/handle/123456789/940
AB  - Поштовани и драги наставници, стручни сарадници и директори школа,
Поводом трагичног догађаја у основној школи „Владислав Рибникар“ у Београду,
обраћамо вам се да бисмо вам показали да нисте сами. Ми, сарадници Института за
педагошка истраживања, смо уз вас као што сте и ви увек уз нас, спремни да сарађујете
и помогнете нам у нашим истраживачким активностима.
Осим што утиче на појединце који су директно њиме погођени, овај трагични догађај
може пореметити образовни процес у целини и утицати на све учеснике школског
живота и ширу заједницу. Школе треба да буду позитивна средина за учење и поучавање
која ученицима и запосленима пружа осећај континуитета, сигурности и припадности.
У овом кризном периоду пред вас се постављају веома висока очекивања – да наставите
одговорно да испуњавате своје свакодневне школске обавезе и да будете подршка
и ослонац својим ученицима у превазилажењу трауматских искустава. Притом, лако
се може изгубити из вида да сте и ви сведоци трагичног догађаја и да и вама треба
додатна снага и подршка да бисте одговорили на овај изазов.
Питате се какво понашање можете да очекујете од ученика и како да комуницирате
са њима у околностима које су стресне и неуобичајене. Свесни смо да је ваше богато
педагошко искуство ваш најснажнији ресурс, али нико не може бити потпуно спреман
за изазове овог типа. Овај приручник вам пружа основне препоруке на које можете да
се ослоните у кризним ситуацијама у раду са ученицима.
Мај, 2023. године
AB  - Poštovani i dragi nastavnici, stručni saradnici i direktori škola,
Povodom tragičnog događaja u osnovnoj školi „Vladislav Ribnikar“ u Beogradu,
obraćamo vam se da bismo vam pokazali da niste sami. Mi, saradnici Instituta za
pedagoška istraživanja, smo uz vas kao što ste i vi uvek uz nas, spremni da sarađujete
i pomognete nam u našim istraživačkim aktivnostima.
Osim što utiče na pojedince koji su direktno njime pogođeni, ovaj tragični događaj
može poremetiti obrazovni proces u celini i uticati na sve učesnike školskog
života i širu zajednicu. Škole treba da budu pozitivna sredina za učenje i poučavanje
koja učenicima i zaposlenima pruža osećaj kontinuiteta, sigurnosti i pripadnosti.
U ovom kriznom periodu pred vas se postavljaju veoma visoka očekivanja – da nastavite
odgovorno da ispunjavate svoje svakodnevne školske obaveze i da budete podrška
i oslonac svojim učenicima u prevazilaženju traumatskih iskustava. Pritom, lako
se može izgubiti iz vida da ste i vi svedoci tragičnog događaja i da i vama treba
dodatna snaga i podrška da biste odgovorili na ovaj izazov.
Pitate se kakvo ponašanje možete da očekujete od učenika i kako da komunicirate
sa njima u okolnostima koje su stresne i neuobičajene. Svesni smo da je vaše bogato
pedagoško iskustvo vaš najsnažniji resurs, ali niko ne može biti potpuno spreman
za izazove ovog tipa. Ovaj priručnik vam pruža osnovne preporuke na koje možete da
se oslonite u kriznim situacijama u radu sa učenicima.
Maj, 2023. godine
PB  - Београд : Институт за педагошка истраживања
T1  - Како поступати у кризним ситуацијама : препоруке за школску заједницу
T1  - Kako postupati u kriznim situacijama : preporuke za školsku zajednicu
EP  - 23
SP  - 3
UR  - https://hdl.handle.net/21.15107/rcub_ipir_940
ER  - 

@misc{
author = "Gutvajn, Nikoleta and Drobac, Ana and Đerić, Ivana and Kovačević-Lepojević, Marina and Jošić, Smiljana and Micić, Isidora and Radanović, Ana and Trajković, Marija and Tadić, Violeta and Džinović, Vladimir and Ševkušić, Slavica",
year = "2023",
abstract = "Поштовани и драги наставници, стручни сарадници и директори школа,
Поводом трагичног догађаја у основној школи „Владислав Рибникар“ у Београду,
обраћамо вам се да бисмо вам показали да нисте сами. Ми, сарадници Института за
педагошка истраживања, смо уз вас као што сте и ви увек уз нас, спремни да сарађујете
и помогнете нам у нашим истраживачким активностима.
Осим што утиче на појединце који су директно њиме погођени, овај трагични догађај
може пореметити образовни процес у целини и утицати на све учеснике школског
живота и ширу заједницу. Школе треба да буду позитивна средина за учење и поучавање
која ученицима и запосленима пружа осећај континуитета, сигурности и припадности.
У овом кризном периоду пред вас се постављају веома висока очекивања – да наставите
одговорно да испуњавате своје свакодневне школске обавезе и да будете подршка
и ослонац својим ученицима у превазилажењу трауматских искустава. Притом, лако
се може изгубити из вида да сте и ви сведоци трагичног догађаја и да и вама треба
додатна снага и подршка да бисте одговорили на овај изазов.
Питате се какво понашање можете да очекујете од ученика и како да комуницирате
са њима у околностима које су стресне и неуобичајене. Свесни смо да је ваше богато
педагошко искуство ваш најснажнији ресурс, али нико не може бити потпуно спреман
за изазове овог типа. Овај приручник вам пружа основне препоруке на које можете да
се ослоните у кризним ситуацијама у раду са ученицима.
Мај, 2023. године, Poštovani i dragi nastavnici, stručni saradnici i direktori škola,
Povodom tragičnog događaja u osnovnoj školi „Vladislav Ribnikar“ u Beogradu,
obraćamo vam se da bismo vam pokazali da niste sami. Mi, saradnici Instituta za
pedagoška istraživanja, smo uz vas kao što ste i vi uvek uz nas, spremni da sarađujete
i pomognete nam u našim istraživačkim aktivnostima.
Osim što utiče na pojedince koji su direktno njime pogođeni, ovaj tragični događaj
može poremetiti obrazovni proces u celini i uticati na sve učesnike školskog
života i širu zajednicu. Škole treba da budu pozitivna sredina za učenje i poučavanje
koja učenicima i zaposlenima pruža osećaj kontinuiteta, sigurnosti i pripadnosti.
U ovom kriznom periodu pred vas se postavljaju veoma visoka očekivanja – da nastavite
odgovorno da ispunjavate svoje svakodnevne školske obaveze i da budete podrška
i oslonac svojim učenicima u prevazilaženju traumatskih iskustava. Pritom, lako
se može izgubiti iz vida da ste i vi svedoci tragičnog događaja i da i vama treba
dodatna snaga i podrška da biste odgovorili na ovaj izazov.
Pitate se kakvo ponašanje možete da očekujete od učenika i kako da komunicirate
sa njima u okolnostima koje su stresne i neuobičajene. Svesni smo da je vaše bogato
pedagoško iskustvo vaš najsnažniji resurs, ali niko ne može biti potpuno spreman
za izazove ovog tipa. Ovaj priručnik vam pruža osnovne preporuke na koje možete da
se oslonite u kriznim situacijama u radu sa učenicima.
Maj, 2023. godine",
publisher = "Београд : Институт за педагошка истраживања",
title = "Како поступати у кризним ситуацијама : препоруке за школску заједницу, Kako postupati u kriznim situacijama : preporuke za školsku zajednicu",
pages = "23-3",
url = "https://hdl.handle.net/21.15107/rcub_ipir_940"
}

Gutvajn, N., Drobac, A., Đerić, I., Kovačević-Lepojević, M., Jošić, S., Micić, I., Radanović, A., Trajković, M., Tadić, V., Džinović, V.,& Ševkušić, S.. (2023). Како поступати у кризним ситуацијама : препоруке за школску заједницу. 
Београд : Институт за педагошка истраживања., 3-23.
https://hdl.handle.net/21.15107/rcub_ipir_940

Gutvajn N, Drobac A, Đerić I, Kovačević-Lepojević M, Jošić S, Micić I, Radanović A, Trajković M, Tadić V, Džinović V, Ševkušić S. Како поступати у кризним ситуацијама : препоруке за школску заједницу. 2023;:3-23.
https://hdl.handle.net/21.15107/rcub_ipir_940 .

Gutvajn, Nikoleta, Drobac, Ana, Đerić, Ivana, Kovačević-Lepojević, Marina, Jošić, Smiljana, Micić, Isidora, Radanović, Ana, Trajković, Marija, Tadić, Violeta, Džinović, Vladimir, Ševkušić, Slavica, "Како поступати у кризним ситуацијама : препоруке за школску заједницу" (2023):3-23,
https://hdl.handle.net/21.15107/rcub_ipir_940 .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TY  - CONF
AU  - Medar Zlatković, Jelena
AU  - Lalić-Vučetić, Nataša
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1010
AB  - Over the past several years, education systems in countries around the world have
undergone numerous changes. During the COVID-19 pandemic, social distancing
policies and remote learning exacerbated the issue of inequity in education (Tadić,
2021). Within this context, the implementation of inclusive education was fraught with
problems, both in our country and worldwide (Medar & Ratković, 2021; Parmigiani et
al., 2020). In line with the Sustainable Development Goals of the United Nations and
the global education goal of ensuring inclusive and quality education, contemporary
authors have highlighted the necessity of implementing cooperative learning with the
aim of ensuring equal learning opportunities for all students (Prieto-Saborit et al., 2021;
Prieto-Saborit et al., 2022). Hence, this paper expounds the possibilities of cooperative
learning implementation in the context of maximizing equity in education.
PB  - Belgrade : Institute for Educational Research
C3  - Towards a More Equitable Education: From Research to Change
T1  - Cooperative learning and promoting equity in education
EP  - 141
SP  - 136
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1010
ER  - 

@conference{
author = "Medar Zlatković, Jelena and Lalić-Vučetić, Nataša",
year = "2023",
abstract = "Over the past several years, education systems in countries around the world have
undergone numerous changes. During the COVID-19 pandemic, social distancing
policies and remote learning exacerbated the issue of inequity in education (Tadić,
2021). Within this context, the implementation of inclusive education was fraught with
problems, both in our country and worldwide (Medar & Ratković, 2021; Parmigiani et
al., 2020). In line with the Sustainable Development Goals of the United Nations and
the global education goal of ensuring inclusive and quality education, contemporary
authors have highlighted the necessity of implementing cooperative learning with the
aim of ensuring equal learning opportunities for all students (Prieto-Saborit et al., 2021;
Prieto-Saborit et al., 2022). Hence, this paper expounds the possibilities of cooperative
learning implementation in the context of maximizing equity in education.",
publisher = "Belgrade : Institute for Educational Research",
journal = "Towards a More Equitable Education: From Research to Change",
title = "Cooperative learning and promoting equity in education",
pages = "141-136",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1010"
}

Medar Zlatković, J.,& Lalić-Vučetić, N.. (2023). Cooperative learning and promoting equity in education. in Towards a More Equitable Education: From Research to Change
Belgrade : Institute for Educational Research., 136-141.
https://hdl.handle.net/21.15107/rcub_ipir_1010

Medar Zlatković J, Lalić-Vučetić N. Cooperative learning and promoting equity in education. in Towards a More Equitable Education: From Research to Change. 2023;:136-141.
https://hdl.handle.net/21.15107/rcub_ipir_1010 .

Medar Zlatković, Jelena, Lalić-Vučetić, Nataša, "Cooperative learning and promoting equity in education" in Towards a More Equitable Education: From Research to Change (2023):136-141,
https://hdl.handle.net/21.15107/rcub_ipir_1010 .

(2023). Towards a more equitable education: from research to change. 
Belgrade : Institute for Educational Research..
https://hdl.handle.net/21.15107/rcub_ipir_1007

Towards a more equitable education: from research to change. 2023;:null-199.
https://hdl.handle.net/21.15107/rcub_ipir_1007 .

"Towards a more equitable education: from research to change" (2023),
https://hdl.handle.net/21.15107/rcub_ipir_1007 .

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

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

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

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

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

TY  - CONF
AU  - Ratković, Marija
AU  - Medar Zlatković, Jelena
AU  - Stanišić, Jelena
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1011
AB  - The application of sociometric techniques is commonplace in research on social relations
between students included in a model of inclusive education and their peers. Since the
acceptance of children with developmental disabilities is a crucial prerequisite to a more
equitable education, this paper aims to explore the advantages and shortcomings of
the application of sociometric techniques, which are most commonly associated with
the positivist paradigm in the study of contemporary pedagogical concepts such as
inclusion.
PB  - Belgrade : Institute for Educational Research
C3  - Towards a More Equitable Education: From Research to Change
T1  - The application of sociometric techniques in research on peer relations in inclusive education
EP  - 164
SP  - 159
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1011
ER  - 

@conference{
author = "Ratković, Marija and Medar Zlatković, Jelena and Stanišić, Jelena",
year = "2023",
abstract = "The application of sociometric techniques is commonplace in research on social relations
between students included in a model of inclusive education and their peers. Since the
acceptance of children with developmental disabilities is a crucial prerequisite to a more
equitable education, this paper aims to explore the advantages and shortcomings of
the application of sociometric techniques, which are most commonly associated with
the positivist paradigm in the study of contemporary pedagogical concepts such as
inclusion.",
publisher = "Belgrade : Institute for Educational Research",
journal = "Towards a More Equitable Education: From Research to Change",
title = "The application of sociometric techniques in research on peer relations in inclusive education",
pages = "164-159",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1011"
}

Ratković, M., Medar Zlatković, J.,& Stanišić, J.. (2023). The application of sociometric techniques in research on peer relations in inclusive education. in Towards a More Equitable Education: From Research to Change
Belgrade : Institute for Educational Research., 159-164.
https://hdl.handle.net/21.15107/rcub_ipir_1011

Ratković M, Medar Zlatković J, Stanišić J. The application of sociometric techniques in research on peer relations in inclusive education. in Towards a More Equitable Education: From Research to Change. 2023;:159-164.
https://hdl.handle.net/21.15107/rcub_ipir_1011 .

Ratković, Marija, Medar Zlatković, Jelena, Stanišić, Jelena, "The application of sociometric techniques in research on peer relations in inclusive education" in Towards a More Equitable Education: From Research to Change (2023):159-164,
https://hdl.handle.net/21.15107/rcub_ipir_1011 .

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

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

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

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

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

TY  - CONF
AU  - Ševa, Nada
AU  - Đerić, Ivana
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1013
AB  - Education policymakers in Serbia recognized that schools and teachers should include
the results of International Large-scale Assessments (ILSAs) in further plans for
improving the quality of teaching (Official Gazette of the Republic of Serbia, 14/2018).
According to Đerić et al. (2020) and Mullis et al. (2020), in TIMSS 2019, teachers
from Serbia identified Improving Students’ Critical Thinking or Problem-Solving
Skills (MATH: 54%; SCI: 56%) as one of the greatest needs for further professional
development (PD). Thus, it is crucial to design effective PD programs to help teachers
connect the TIMSS framework and data with their practice. Moreover, PD programs
need to be constructed within a Universal Design for Learning (UDL) framework to
promote inclusive pedagogy (Sanger, 2020; Schreffler et al., 2019). With this in mind,
we developed a PD program entitled TIMSS 2019 for Teachers: Quest for Quality
Questions (TIMSSQs).
PB  - Belgrade : Institute for Educational Research
C3  - Towards a More Equitable Education: From Research to Change
T1  - The most significant learning stories: TIMSS assessment items as a prompt for professional learning
EP  - 123
SP  - 118
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1013
ER  - 

@conference{
author = "Ševa, Nada and Đerić, Ivana",
year = "2023",
abstract = "Education policymakers in Serbia recognized that schools and teachers should include
the results of International Large-scale Assessments (ILSAs) in further plans for
improving the quality of teaching (Official Gazette of the Republic of Serbia, 14/2018).
According to Đerić et al. (2020) and Mullis et al. (2020), in TIMSS 2019, teachers
from Serbia identified Improving Students’ Critical Thinking or Problem-Solving
Skills (MATH: 54%; SCI: 56%) as one of the greatest needs for further professional
development (PD). Thus, it is crucial to design effective PD programs to help teachers
connect the TIMSS framework and data with their practice. Moreover, PD programs
need to be constructed within a Universal Design for Learning (UDL) framework to
promote inclusive pedagogy (Sanger, 2020; Schreffler et al., 2019). With this in mind,
we developed a PD program entitled TIMSS 2019 for Teachers: Quest for Quality
Questions (TIMSSQs).",
publisher = "Belgrade : Institute for Educational Research",
journal = "Towards a More Equitable Education: From Research to Change",
title = "The most significant learning stories: TIMSS assessment items as a prompt for professional learning",
pages = "123-118",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1013"
}

Ševa, N.,& Đerić, I.. (2023). The most significant learning stories: TIMSS assessment items as a prompt for professional learning. in Towards a More Equitable Education: From Research to Change
Belgrade : Institute for Educational Research., 118-123.
https://hdl.handle.net/21.15107/rcub_ipir_1013

Ševa N, Đerić I. The most significant learning stories: TIMSS assessment items as a prompt for professional learning. in Towards a More Equitable Education: From Research to Change. 2023;:118-123.
https://hdl.handle.net/21.15107/rcub_ipir_1013 .

Ševa, Nada, Đerić, Ivana, "The most significant learning stories: TIMSS assessment items as a prompt for professional learning" in Towards a More Equitable Education: From Research to Change (2023):118-123,
https://hdl.handle.net/21.15107/rcub_ipir_1013 .

TY  - CONF
AU  - Marušić Jablanović, Milica
AU  - Stanišić, Jelena
AU  - Gundogan, Dragana
AU  - Blagdanić, Sanja
AU  - Veinović, Zorica
AU  - Đorđević, Dragana
AU  - Županec, Vera
AU  - Savić, Slađana
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1014
AB  - Environmental problems have gained prominence in light of the emerging global
environmental crisis and its devastating impact on all living beings (Beck, 1992; Ehrlich
& Ehrlich, 2013; Rockstrom et al. 2009). Therefore, there is a need for environmentally
literate citizens who understand the essence of these problems and are ready to respond
to the challenges they pose. Research has shown that societies and social groups react to
ecological problems differently. Socioeconomic factors are important since social groups differ in terms of their ecological knowledge and awareness as well as environmental
affect, behavior, and activism.
PB  - Belgrade : Institute for Educational Research
C3  - Towards a More Equitable Education: From Research to Change
T1  - The importance of sociodemographic characteristics for the development of environmental literacy
EP  - 61
SP  - 55
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1014
ER  - 

@conference{
author = "Marušić Jablanović, Milica and Stanišić, Jelena and Gundogan, Dragana and Blagdanić, Sanja and Veinović, Zorica and Đorđević, Dragana and Županec, Vera and Savić, Slađana",
year = "2023",
abstract = "Environmental problems have gained prominence in light of the emerging global
environmental crisis and its devastating impact on all living beings (Beck, 1992; Ehrlich
& Ehrlich, 2013; Rockstrom et al. 2009). Therefore, there is a need for environmentally
literate citizens who understand the essence of these problems and are ready to respond
to the challenges they pose. Research has shown that societies and social groups react to
ecological problems differently. Socioeconomic factors are important since social groups differ in terms of their ecological knowledge and awareness as well as environmental
affect, behavior, and activism.",
publisher = "Belgrade : Institute for Educational Research",
journal = "Towards a More Equitable Education: From Research to Change",
title = "The importance of sociodemographic characteristics for the development of environmental literacy",
pages = "61-55",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1014"
}

Marušić Jablanović, M., Stanišić, J., Gundogan, D., Blagdanić, S., Veinović, Z., Đorđević, D., Županec, V.,& Savić, S.. (2023). The importance of sociodemographic characteristics for the development of environmental literacy. in Towards a More Equitable Education: From Research to Change
Belgrade : Institute for Educational Research., 55-61.
https://hdl.handle.net/21.15107/rcub_ipir_1014

Marušić Jablanović M, Stanišić J, Gundogan D, Blagdanić S, Veinović Z, Đorđević D, Županec V, Savić S. The importance of sociodemographic characteristics for the development of environmental literacy. in Towards a More Equitable Education: From Research to Change. 2023;:55-61.
https://hdl.handle.net/21.15107/rcub_ipir_1014 .

Marušić Jablanović, Milica, Stanišić, Jelena, Gundogan, Dragana, Blagdanić, Sanja, Veinović, Zorica, Đorđević, Dragana, Županec, Vera, Savić, Slađana, "The importance of sociodemographic characteristics for the development of environmental literacy" in Towards a More Equitable Education: From Research to Change (2023):55-61,
https://hdl.handle.net/21.15107/rcub_ipir_1014 .

TY  - CONF
AU  - Radulović, Mladen
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1016
AB  - Throughout the history of sociology of education, the debate on educational inequalities
and their effects on social reproduction has dominated scholars’ attention (Gevric &
Krib, 2012). Constructs such as social class, social status, socioeconomic status (often
reduced to only 3 letters – SES), and cultural, social, or economic capital are at the core
of what we know as sociology of education. These concepts emphasize different aspects
of social status (such as cultural or economic capital) and reflect the perception of social
status as more of a structural (class) or individual characteristic (SES). However, they all
essentially deal with relations between educational practices and some aspects of social
status, understood in this paper as “a hierarchical position in a vertical social order, an
overall social rank, standing, and social worth” (Pakulski, 2006, p. 585).
PB  - Belgrade : Institute for Educational Research
C3  - Towards a More Equitable Education: From Research to Change
T1  - Social-status-related inequalities as a topic in contemporary educational research
EP  - 22
SP  - 16
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1016
ER  - 

@conference{
author = "Radulović, Mladen",
year = "2023",
abstract = "Throughout the history of sociology of education, the debate on educational inequalities
and their effects on social reproduction has dominated scholars’ attention (Gevric &
Krib, 2012). Constructs such as social class, social status, socioeconomic status (often
reduced to only 3 letters – SES), and cultural, social, or economic capital are at the core
of what we know as sociology of education. These concepts emphasize different aspects
of social status (such as cultural or economic capital) and reflect the perception of social
status as more of a structural (class) or individual characteristic (SES). However, they all
essentially deal with relations between educational practices and some aspects of social
status, understood in this paper as “a hierarchical position in a vertical social order, an
overall social rank, standing, and social worth” (Pakulski, 2006, p. 585).",
publisher = "Belgrade : Institute for Educational Research",
journal = "Towards a More Equitable Education: From Research to Change",
title = "Social-status-related inequalities as a topic in contemporary educational research",
pages = "22-16",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1016"
}

Radulović, M.. (2023). Social-status-related inequalities as a topic in contemporary educational research. in Towards a More Equitable Education: From Research to Change
Belgrade : Institute for Educational Research., 16-22.
https://hdl.handle.net/21.15107/rcub_ipir_1016

Radulović M. Social-status-related inequalities as a topic in contemporary educational research. in Towards a More Equitable Education: From Research to Change. 2023;:16-22.
https://hdl.handle.net/21.15107/rcub_ipir_1016 .

Radulović, Mladen, "Social-status-related inequalities as a topic in contemporary educational research" in Towards a More Equitable Education: From Research to Change (2023):16-22,
https://hdl.handle.net/21.15107/rcub_ipir_1016 .

TY  - JOUR
AU  - Trajković, Marija
AU  - Kovačević, Lepojević Marina
AU  - Radulović, Mladen
PY  - 2023
UR  - https://scindeks.ceon.rs/Article.aspx?artid=0547-33302303337T
UR  - http://www.ncbi.nlm.nih.gov/pubmed/0547-33302303337T
UR  - http://ipir.ipisr.org.rs/handle/123456789/1056
AB  - The existing empirical subject matter testifies to a significant correlation between life satisfaction and positive future expectations among high school students. However, there is a lack of research situating more concretely the role of satisfaction with various aspects of life in relation to positive future expectations. Hence, this research focuses on the importance of satisfaction with various aspects of life among Belgrade high school students for their positive future expectations, with a particular emphasis on examining the role of school satisfaction. This research was conducted during the second semester of the 2021/22 academic year, on a sample of 215 Belgrade high school students. The results indicate that satisfaction with different aspects of life and satisfaction with life in general, have significant positive correlations with positive future expectations. Positive future expectations have the strongest correlation with self-satisfaction, while their lowest correlation is with school satisfaction. Despite its weak correlation with positive future expectations, satisfaction with school has proven to be a significant moderator of the strongest relationship identified - self-satisfaction and positive future expectations. In other words, the findings reached in this research point to the conclusion that activities planned in the context of the development of school satisfaction can compensate for the negative impact of self-satisfaction, prompting more positive future expectations. Considering that empirical endeavors so far have focused mostly on identifying a link with positive developmental outcomes, this research can serve as a starting point for a more detailed understanding of the mechanisms for encouraging positive future expectations among high school students.
AB  - Postojeća empirijska građa svedoči o značajnoj vezi zadovoljstva životom sa pozitivnim očekivanjima od budućnosti kod učenika srednjih škola. Međutim, u deficitu su istraživanja koja situiraju konkretniju ulogu zadovoljstva različitim životnim aspektima za pozitivna očekivanja od budućnosti. Stoga je ovo istraživanje usmereno na sagledavanje značaja zadovoljstva različitim aspektima života kod učenika beogradskih srednjih škola za njihova pozitivna očekivanja od budućnosti, s posebnim akcentom na ispitivanje uloge zadovoljstva školom. Istraživanje je sprovedeno tokom drugog polugodišta školske 2021/22. godine, na uzorku od 215 učenika beogradskih srednjih škola. Rezultati ukazuju na to da zadovoljstvo različitim aspektima života i zadovoljstvo životom generalno ostvaruju značajne pozitivne veze s pozitivnim očekivanjima od budućnosti. Najsnažnije veze pozitivna očekivanja od budućnosti ostvaruju sa zadovoljstvom sobom, dok se najslabija korelacija beleži sa zadovoljstvom školom. Uprkos slaboj povezanosti s pozitivnim očekivanjima od budućnosti, zadovoljstvo školom pokazuje se značajnim moderatorom najjače konstatovane veze - zadovoljstva sobom i pozitivnih očekivanja od budućnosti. Drugim rečima, nalazi dobijeni u ovom istraživanju upućuju na zaključak da planirane aktivnosti u kontekstu razvoja zadovoljstva školom mogu kompenzovati negativan uticaj zadovoljstva sobom i uticati na pozitivnija očekivanja od budućnosti. S obzirom na to da su dosadašnja empirijska stremljenja mahom bila fokusirana na utvrđivanje veze s pozitivnim razvojnim ishodima, ovo istraživanje može poslužiti kao polazna osnova za detaljnije sagledavanje mehanizama podsticanja pozitivnih očekivanja od budućnosti kod učenika srednjih škola.
T2  - Nastava i vaspitanje
T2  - Nastava i vaspitanje
T1  - Satisfaction with different aspects of life and positive future expectations among high school students: Specific significance of satisfaction with school
T1  - Zadovoljstvo različitim aspektima života i pozitivna očekivanja od budućnosti kod srednjoškolaca - specifičan značaj zadovoljstva školom
EP  - 351
IS  - 3
SP  - 337
VL  - 72
DO  - 10.5937/nasvas2303429T
ER  - 

@article{
author = "Trajković, Marija and Kovačević, Lepojević Marina and Radulović, Mladen",
year = "2023",
abstract = "The existing empirical subject matter testifies to a significant correlation between life satisfaction and positive future expectations among high school students. However, there is a lack of research situating more concretely the role of satisfaction with various aspects of life in relation to positive future expectations. Hence, this research focuses on the importance of satisfaction with various aspects of life among Belgrade high school students for their positive future expectations, with a particular emphasis on examining the role of school satisfaction. This research was conducted during the second semester of the 2021/22 academic year, on a sample of 215 Belgrade high school students. The results indicate that satisfaction with different aspects of life and satisfaction with life in general, have significant positive correlations with positive future expectations. Positive future expectations have the strongest correlation with self-satisfaction, while their lowest correlation is with school satisfaction. Despite its weak correlation with positive future expectations, satisfaction with school has proven to be a significant moderator of the strongest relationship identified - self-satisfaction and positive future expectations. In other words, the findings reached in this research point to the conclusion that activities planned in the context of the development of school satisfaction can compensate for the negative impact of self-satisfaction, prompting more positive future expectations. Considering that empirical endeavors so far have focused mostly on identifying a link with positive developmental outcomes, this research can serve as a starting point for a more detailed understanding of the mechanisms for encouraging positive future expectations among high school students., Postojeća empirijska građa svedoči o značajnoj vezi zadovoljstva životom sa pozitivnim očekivanjima od budućnosti kod učenika srednjih škola. Međutim, u deficitu su istraživanja koja situiraju konkretniju ulogu zadovoljstva različitim životnim aspektima za pozitivna očekivanja od budućnosti. Stoga je ovo istraživanje usmereno na sagledavanje značaja zadovoljstva različitim aspektima života kod učenika beogradskih srednjih škola za njihova pozitivna očekivanja od budućnosti, s posebnim akcentom na ispitivanje uloge zadovoljstva školom. Istraživanje je sprovedeno tokom drugog polugodišta školske 2021/22. godine, na uzorku od 215 učenika beogradskih srednjih škola. Rezultati ukazuju na to da zadovoljstvo različitim aspektima života i zadovoljstvo životom generalno ostvaruju značajne pozitivne veze s pozitivnim očekivanjima od budućnosti. Najsnažnije veze pozitivna očekivanja od budućnosti ostvaruju sa zadovoljstvom sobom, dok se najslabija korelacija beleži sa zadovoljstvom školom. Uprkos slaboj povezanosti s pozitivnim očekivanjima od budućnosti, zadovoljstvo školom pokazuje se značajnim moderatorom najjače konstatovane veze - zadovoljstva sobom i pozitivnih očekivanja od budućnosti. Drugim rečima, nalazi dobijeni u ovom istraživanju upućuju na zaključak da planirane aktivnosti u kontekstu razvoja zadovoljstva školom mogu kompenzovati negativan uticaj zadovoljstva sobom i uticati na pozitivnija očekivanja od budućnosti. S obzirom na to da su dosadašnja empirijska stremljenja mahom bila fokusirana na utvrđivanje veze s pozitivnim razvojnim ishodima, ovo istraživanje može poslužiti kao polazna osnova za detaljnije sagledavanje mehanizama podsticanja pozitivnih očekivanja od budućnosti kod učenika srednjih škola.",
journal = "Nastava i vaspitanje, Nastava i vaspitanje",
title = "Satisfaction with different aspects of life and positive future expectations among high school students: Specific significance of satisfaction with school, Zadovoljstvo različitim aspektima života i pozitivna očekivanja od budućnosti kod srednjoškolaca - specifičan značaj zadovoljstva školom",
pages = "351-337",
number = "3",
volume = "72",
doi = "10.5937/nasvas2303429T"
}

Trajković, M., Kovačević, L. M.,& Radulović, M.. (2023). Satisfaction with different aspects of life and positive future expectations among high school students: Specific significance of satisfaction with school. in Nastava i vaspitanje, 72(3), 337-351.
https://doi.org/10.5937/nasvas2303429T

Trajković M, Kovačević LM, Radulović M. Satisfaction with different aspects of life and positive future expectations among high school students: Specific significance of satisfaction with school. in Nastava i vaspitanje. 2023;72(3):337-351.
doi:10.5937/nasvas2303429T .

Trajković, Marija, Kovačević, Lepojević Marina, Radulović, Mladen, "Satisfaction with different aspects of life and positive future expectations among high school students: Specific significance of satisfaction with school" in Nastava i vaspitanje, 72, no. 3 (2023):337-351,
https://doi.org/10.5937/nasvas2303429T . .

TY  - JOUR
AU  - Ljubojević:, Danijela
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1033
AB  - Establishing good handwriting habits in the earliest grades is very important for the entire schooling. It affects school performance and promotes learning. In Serbia, pupils start learning Cyrillic letters in Grade 1, while the Serbian Latin alphabet is taught in the second term in Grade 2. When it comes to ELT, there is no official introduction to the English Roman alphabet and children are expected to acquire the new script from Grade 3 and use it efficiently. In this paper, we analysed the learning resources for English (student’s books and workbooks) used in Grades 1 and 2 to determine the type of writing activities given, whether they provide sufficient support to develop writing skills, and how they can be improved. Based on the results, recommendations are given to improve the teaching instruction.
PB  - Belgrade : English Department, Faculty of Philology, University of Belgrade
T2  - Belgrade English Language and Literature Studies
T1  - The pedagogy of handwriting in english language teaching: a comprehensive analysis of resources and challenges in serbia’s elementary schools
EP  - 163
IS  - 1
SP  - 139
VL  - 15
DO  - doi.org/10.18485/bells.2023.15.7
ER  - 

@article{
author = "Ljubojević:, Danijela",
year = "2023",
abstract = "Establishing good handwriting habits in the earliest grades is very important for the entire schooling. It affects school performance and promotes learning. In Serbia, pupils start learning Cyrillic letters in Grade 1, while the Serbian Latin alphabet is taught in the second term in Grade 2. When it comes to ELT, there is no official introduction to the English Roman alphabet and children are expected to acquire the new script from Grade 3 and use it efficiently. In this paper, we analysed the learning resources for English (student’s books and workbooks) used in Grades 1 and 2 to determine the type of writing activities given, whether they provide sufficient support to develop writing skills, and how they can be improved. Based on the results, recommendations are given to improve the teaching instruction.",
publisher = "Belgrade : English Department, Faculty of Philology, University of Belgrade",
journal = "Belgrade English Language and Literature Studies",
title = "The pedagogy of handwriting in english language teaching: a comprehensive analysis of resources and challenges in serbia’s elementary schools",
pages = "163-139",
number = "1",
volume = "15",
doi = "doi.org/10.18485/bells.2023.15.7"
}

Ljubojević:, D.. (2023). The pedagogy of handwriting in english language teaching: a comprehensive analysis of resources and challenges in serbia’s elementary schools. in Belgrade English Language and Literature Studies
Belgrade : English Department, Faculty of Philology, University of Belgrade., 15(1), 139-163.
https://doi.org/doi.org/10.18485/bells.2023.15.7

Ljubojević: D. The pedagogy of handwriting in english language teaching: a comprehensive analysis of resources and challenges in serbia’s elementary schools. in Belgrade English Language and Literature Studies. 2023;15(1):139-163.
doi:doi.org/10.18485/bells.2023.15.7 .

Ljubojević:, Danijela, "The pedagogy of handwriting in english language teaching: a comprehensive analysis of resources and challenges in serbia’s elementary schools" in Belgrade English Language and Literature Studies, 15, no. 1 (2023):139-163,
https://doi.org/doi.org/10.18485/bells.2023.15.7 . .