TY  - CONF
AU  - Baucal, Aleksandar
AU  - Pavlović Babić, Dragica
AU  - Altaras Dimitrijević, Ana
AU  - Krstić, Ksenija
AU  - Jolić Marjanović, Zorana
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Jošić, Smilja
AU  - Nikitović, Tijana
AU  - Mojović Zdravković, Kristina
AU  - Rajić, Milana
AU  - Ivanović, Jovan
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5894
AB  - Овај рад представља први приказ садржаја и резултата евалуације једног програма за подстицање
вештина сарадње и тимског решавања проблема код младих. Реч је о тренингу који је осмишљен у оквиру
пројекта PEERSolvers (https://peersolvers.f.bg.ac.rs), а заснован на PEER моделу успешне сарадње, који је
већ представљен нашој научној и стручној јавности. Сходно поставкама тог модела, истоимени (PEER)
тренинг има четири основна сегмента. Први сегмент посвећен је формулисању и утврђивању правила
конструктивног дијалога и размене идеје; други подразумева рад на препознавању и уважавању особина
личности односно индивидуалних разлика у тимском раду; трећи сегмент тиче се вештина из области
емоционалне интелигенције и подстиче правилно уочавање, разумевање и регулисање емоција током
сарадње; најзад, четврти део тренинга бави се умешношћу чланова тима да користе спољне ресурсе –
превасходно дигиталне изворе података – који су од помоћи у решавању проблема с којим се тим суочава.
Сваком сегменту посвећен је по један трочасовни блок, с тим што првом сегменту претходи и кратка
уводна сесија (која служи узајамном упознавању и упознавању учесника са програмом рада), док се
последњи улива у завршну рекапитулацију и евалуацију тренинга. Целокупан тренинг одвија се у четири
дана и састоји од низа групних вежби и интерактивних задатака. Тренинг је први пут реализован у марту
текуће године, а полазници су били ученици другог разреда из шест београдских средњих школа (три
гимназије, три средње стручне школе), при чему је у свакој школи тренингом обухваћена по једна група
величине N = 21. Искуства тренера потврђују да тренинг може успешно да се изведе према предвиђеном
сценарију; истовремено, евалуације учесника указују на то да је садржај тренинга за њих релевантан
(просечне оцене релевантности четирију сегмената износе 3,39–3,58, на скали од 1 до 4) и да су њиме
стекли одговарајуће вештине (просечне оцене самоопажене компетентности су у распону 3,61–3,80).
Ипак, уочен је и простор за даље унапређивање тренинга, пре свега у смислу диференцијације материјала
и начина рада с обзиром на образовни профил, те на ниво зрелости и заинтересованости ученика.
PB  - Друштво психолога Србије
C3  - Knjiga rezimea, 71. Kongres psihologa Srbije: novi horizonti (sajber)psihologije
T1  - Saradnjom do boljeg rešenja, a vežbom do uspešne saradnje: PEER trening za podsticanje veština kolaborativnog rešavanja problema u srednjoškolskoj populaciji.
UR  - https://hdl.handle.net/21.15107/rcub_reff_5894
ER  - 

@conference{
author = "Baucal, Aleksandar and Pavlović Babić, Dragica and Altaras Dimitrijević, Ana and Krstić, Ksenija and Jolić Marjanović, Zorana and Stepanović Ilić, Ivana and Videnović, Marina and Jošić, Smilja and Nikitović, Tijana and Mojović Zdravković, Kristina and Rajić, Milana and Ivanović, Jovan",
year = "2023",
abstract = "Овај рад представља први приказ садржаја и резултата евалуације једног програма за подстицање
вештина сарадње и тимског решавања проблема код младих. Реч је о тренингу који је осмишљен у оквиру
пројекта PEERSolvers (https://peersolvers.f.bg.ac.rs), а заснован на PEER моделу успешне сарадње, који је
већ представљен нашој научној и стручној јавности. Сходно поставкама тог модела, истоимени (PEER)
тренинг има четири основна сегмента. Први сегмент посвећен је формулисању и утврђивању правила
конструктивног дијалога и размене идеје; други подразумева рад на препознавању и уважавању особина
личности односно индивидуалних разлика у тимском раду; трећи сегмент тиче се вештина из области
емоционалне интелигенције и подстиче правилно уочавање, разумевање и регулисање емоција током
сарадње; најзад, четврти део тренинга бави се умешношћу чланова тима да користе спољне ресурсе –
превасходно дигиталне изворе података – који су од помоћи у решавању проблема с којим се тим суочава.
Сваком сегменту посвећен је по један трочасовни блок, с тим што првом сегменту претходи и кратка
уводна сесија (која служи узајамном упознавању и упознавању учесника са програмом рада), док се
последњи улива у завршну рекапитулацију и евалуацију тренинга. Целокупан тренинг одвија се у четири
дана и састоји од низа групних вежби и интерактивних задатака. Тренинг је први пут реализован у марту
текуће године, а полазници су били ученици другог разреда из шест београдских средњих школа (три
гимназије, три средње стручне школе), при чему је у свакој школи тренингом обухваћена по једна група
величине N = 21. Искуства тренера потврђују да тренинг може успешно да се изведе према предвиђеном
сценарију; истовремено, евалуације учесника указују на то да је садржај тренинга за њих релевантан
(просечне оцене релевантности четирију сегмената износе 3,39–3,58, на скали од 1 до 4) и да су њиме
стекли одговарајуће вештине (просечне оцене самоопажене компетентности су у распону 3,61–3,80).
Ипак, уочен је и простор за даље унапређивање тренинга, пре свега у смислу диференцијације материјала
и начина рада с обзиром на образовни профил, те на ниво зрелости и заинтересованости ученика.",
publisher = "Друштво психолога Србије",
journal = "Knjiga rezimea, 71. Kongres psihologa Srbije: novi horizonti (sajber)psihologije",
title = "Saradnjom do boljeg rešenja, a vežbom do uspešne saradnje: PEER trening za podsticanje veština kolaborativnog rešavanja problema u srednjoškolskoj populaciji.",
url = "https://hdl.handle.net/21.15107/rcub_reff_5894"
}

Baucal, A., Pavlović Babić, D., Altaras Dimitrijević, A., Krstić, K., Jolić Marjanović, Z., Stepanović Ilić, I., Videnović, M., Jošić, S., Nikitović, T., Mojović Zdravković, K., Rajić, M.,& Ivanović, J.. (2023). Saradnjom do boljeg rešenja, a vežbom do uspešne saradnje: PEER trening za podsticanje veština kolaborativnog rešavanja problema u srednjoškolskoj populaciji.. in Knjiga rezimea, 71. Kongres psihologa Srbije: novi horizonti (sajber)psihologije
Друштво психолога Србије..
https://hdl.handle.net/21.15107/rcub_reff_5894

Baucal A, Pavlović Babić D, Altaras Dimitrijević A, Krstić K, Jolić Marjanović Z, Stepanović Ilić I, Videnović M, Jošić S, Nikitović T, Mojović Zdravković K, Rajić M, Ivanović J. Saradnjom do boljeg rešenja, a vežbom do uspešne saradnje: PEER trening za podsticanje veština kolaborativnog rešavanja problema u srednjoškolskoj populaciji.. in Knjiga rezimea, 71. Kongres psihologa Srbije: novi horizonti (sajber)psihologije. 2023;.
https://hdl.handle.net/21.15107/rcub_reff_5894 .

Baucal, Aleksandar, Pavlović Babić, Dragica, Altaras Dimitrijević, Ana, Krstić, Ksenija, Jolić Marjanović, Zorana, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smilja, Nikitović, Tijana, Mojović Zdravković, Kristina, Rajić, Milana, Ivanović, Jovan, "Saradnjom do boljeg rešenja, a vežbom do uspešne saradnje: PEER trening za podsticanje veština kolaborativnog rešavanja problema u srednjoškolskoj populaciji." in Knjiga rezimea, 71. Kongres psihologa Srbije: novi horizonti (sajber)psihologije (2023),
https://hdl.handle.net/21.15107/rcub_reff_5894 .

TY  - CONF
AU  - Altaras Dimitrijević, Ana
AU  - Jolić Marjanović, Zorana
AU  - Krstić, Ksenija
AU  - Mojović Zdravković, Kristina
AU  - Nikitović, Tijana
AU  - Rajić, Milana
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5770
AB  - This paper presents the rationale, main elements, and preliminary evaluation of a recently designed brief training in emotional intelligence (EI). The training was developed and delivered within Project PEERSolvers (https://peersolvers.f.bg.ac.rs/), as part of a broader program aimed at enhancing high school students’ teamwork and collaborative problem-solving capacities. The rationale for including EI as part of this program lies in the growing evidence from the fields of organizational and educational psychology, showing that EI contributes to the quality of interpersonal relations within the team, and thus, indirectly, to team effectiveness and productivity. The theoretical basis for developing the training was Mayer and Salovey’s four-branch model of EI: In other words, training activities were designed to support participants’ skills of perceiving, using, understanding, and managing emotions, with particular attention devoted to the latter two as the higher, “strategic” EI skills. In effect, the main part of the training consisted of solving and tweaking a series of three-piece “emotional puzzles”, drawing on the abilities to understand and regulate emotions. More specifically, participants were presented with a set of commonplace teamwork situations from the school context, all of which involved an emerging emotional problem (such as when students are working on a group project, but one team member is slacking off). Given this input as the first piece of the “emotional puzzle”, participants were asked to pair the situation with the most likely emotional reaction by its protagonists (e.g., being angry at the slacker), and infer the likely outcome for the team (e.g., conflict between team members and a failed project). Apart from being encouraged to see these cause-and-effect relations, participants were also prompted to consider how the same teamwork situation could be experienced differently by the “antagonist”, thus exercising their perspective-taking skills. In the final step of the “emotional puzzle” exercise, participants were introduced to an array of more or less adaptive emotion-regulation strategies, with the task of proposing a way for the protagonists to manage their emotional reactions (e.g., suspending anger by looking into the reasons behind someone’s slacking) so as to achieve a better outcome for themselves and the team. In addition to the above activities revolving around the “emotional puzzles”, the training also involved a briefing on how different emotions can be put to use in teamwork, as well as an exercise that builds participants’ emotional vocabulary and one that challenges their emotion recognition. The training has so far been delivered to a total of 126 students from six high schools in Belgrade, Serbia, receiving very positive evaluations: Participants have judged the skills targeted by the training to be highly relevant (with an average relevance rating of 3.58 on a 1–4 scale) and reported feeling highly competent after the training to understand and regulate emotions (the average competence ratings being 3.63 and 3.61, respectively). Training effects are currently being tested experimentally, while future directions involve differentiating training materials (e.g., the teamwork situations) so as to better match the experiences and interests of students from different types of high schools.
PB  - Foundation for Developing Emotional Intelligence
C3  - Book of Abstracts, 5th Emotional Intelligence Week
T1  - A brief training in emotional intelligence to promote high school students’ teamwork and collaborative problem-solving capacities
EP  - 15
SP  - 13
UR  - https://hdl.handle.net/21.15107/rcub_reff_5770
ER  - 

@conference{
author = "Altaras Dimitrijević, Ana and Jolić Marjanović, Zorana and Krstić, Ksenija and Mojović Zdravković, Kristina and Nikitović, Tijana and Rajić, Milana",
year = "2023",
abstract = "This paper presents the rationale, main elements, and preliminary evaluation of a recently designed brief training in emotional intelligence (EI). The training was developed and delivered within Project PEERSolvers (https://peersolvers.f.bg.ac.rs/), as part of a broader program aimed at enhancing high school students’ teamwork and collaborative problem-solving capacities. The rationale for including EI as part of this program lies in the growing evidence from the fields of organizational and educational psychology, showing that EI contributes to the quality of interpersonal relations within the team, and thus, indirectly, to team effectiveness and productivity. The theoretical basis for developing the training was Mayer and Salovey’s four-branch model of EI: In other words, training activities were designed to support participants’ skills of perceiving, using, understanding, and managing emotions, with particular attention devoted to the latter two as the higher, “strategic” EI skills. In effect, the main part of the training consisted of solving and tweaking a series of three-piece “emotional puzzles”, drawing on the abilities to understand and regulate emotions. More specifically, participants were presented with a set of commonplace teamwork situations from the school context, all of which involved an emerging emotional problem (such as when students are working on a group project, but one team member is slacking off). Given this input as the first piece of the “emotional puzzle”, participants were asked to pair the situation with the most likely emotional reaction by its protagonists (e.g., being angry at the slacker), and infer the likely outcome for the team (e.g., conflict between team members and a failed project). Apart from being encouraged to see these cause-and-effect relations, participants were also prompted to consider how the same teamwork situation could be experienced differently by the “antagonist”, thus exercising their perspective-taking skills. In the final step of the “emotional puzzle” exercise, participants were introduced to an array of more or less adaptive emotion-regulation strategies, with the task of proposing a way for the protagonists to manage their emotional reactions (e.g., suspending anger by looking into the reasons behind someone’s slacking) so as to achieve a better outcome for themselves and the team. In addition to the above activities revolving around the “emotional puzzles”, the training also involved a briefing on how different emotions can be put to use in teamwork, as well as an exercise that builds participants’ emotional vocabulary and one that challenges their emotion recognition. The training has so far been delivered to a total of 126 students from six high schools in Belgrade, Serbia, receiving very positive evaluations: Participants have judged the skills targeted by the training to be highly relevant (with an average relevance rating of 3.58 on a 1–4 scale) and reported feeling highly competent after the training to understand and regulate emotions (the average competence ratings being 3.63 and 3.61, respectively). Training effects are currently being tested experimentally, while future directions involve differentiating training materials (e.g., the teamwork situations) so as to better match the experiences and interests of students from different types of high schools.",
publisher = "Foundation for Developing Emotional Intelligence",
journal = "Book of Abstracts, 5th Emotional Intelligence Week",
title = "A brief training in emotional intelligence to promote high school students’ teamwork and collaborative problem-solving capacities",
pages = "15-13",
url = "https://hdl.handle.net/21.15107/rcub_reff_5770"
}

Altaras Dimitrijević, A., Jolić Marjanović, Z., Krstić, K., Mojović Zdravković, K., Nikitović, T.,& Rajić, M.. (2023). A brief training in emotional intelligence to promote high school students’ teamwork and collaborative problem-solving capacities. in Book of Abstracts, 5th Emotional Intelligence Week
Foundation for Developing Emotional Intelligence., 13-15.
https://hdl.handle.net/21.15107/rcub_reff_5770

Altaras Dimitrijević A, Jolić Marjanović Z, Krstić K, Mojović Zdravković K, Nikitović T, Rajić M. A brief training in emotional intelligence to promote high school students’ teamwork and collaborative problem-solving capacities. in Book of Abstracts, 5th Emotional Intelligence Week. 2023;:13-15.
https://hdl.handle.net/21.15107/rcub_reff_5770 .

Altaras Dimitrijević, Ana, Jolić Marjanović, Zorana, Krstić, Ksenija, Mojović Zdravković, Kristina, Nikitović, Tijana, Rajić, Milana, "A brief training in emotional intelligence to promote high school students’ teamwork and collaborative problem-solving capacities" in Book of Abstracts, 5th Emotional Intelligence Week (2023):13-15,
https://hdl.handle.net/21.15107/rcub_reff_5770 .

TY  - CONF
AU  - Baucal, Aleksandar
AU  - Pavlović-Babić, Dragica
AU  - Altaras Dimitrijević, Ana
AU  - Krstić, Ksenija
AU  - Jolić Marjanović, Zorana
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Jošić, Smiljana
AU  - Nikitović, Tijana
AU  - Mojović, Kristina
AU  - Rajić, Milana
AU  - Ivanović, Jovan
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4984
AB  - Овај рад представља први приказ садржаја и резултата евалуације једног програма за подстицање вештина сарадње и тимског решавања проблема код младих. Реч је о тренингу који је осмишљен у оквиру пројекта PEERSolvers (https://peersolvers.f.bg.ac.rs), а заснован на PEER моделу успешне сарадње, који је већ представљен нашој научној и стручној јавности. Сходно поставкама тог модела, истоимени (PEER) тренинг има четири основна сегмента. Први сегмент посвећен је формулисању и утврђивању правила конструктивног дијалога и размене идеје; други подразумева рад на препознавању и уважавању особина личности односно индивидуалних разлика у тимском раду; трећи сегмент тиче се вештина из области емоционалне интелигенције и подстиче правилно уочавање, разумевање и регулисање емоција током сарадње; најзад, четврти део тренинга бави се умешношћу чланова тима да користе спољне ресурсе – превасходно дигиталне изворе података – који су од помоћи у решавању проблема с којим се тим суочава. Сваком сегменту посвећен је по један трочасовни блок, с тим што првом сегменту претходи и кратка уводна сесија (која служи узајамном упознавању и упознавању учесника са програмом рада), док се последњи улива у завршну рекапитулацију и евалуацију тренинга. Целокупан тренинг одвија се у четири дана и састоји од низа групних вежби и интерактивних задатака. Тренинг је први пут реализован у марту текуће године, а полазници су били ученици другог разреда из шест београдских средњих школа (три гимназије, три средње стручне школе), при чему је у свакој школи тренингом обухваћена по једна група величине N = 21. Искуства тренера потврђују да тренинг може успешно да се изведе према предвиђеном сценарију; истовремено, евалуације учесника указују на то да је садржај тренинга за њих релевантан (просечне оцене релевантности четирију сегмената износе 3,39–3,58, на скали од 1 до 4) и да су њиме стекли одговарајуће вештине (просечне оцене самоопажене компетентности су у распону 3,61–3,80). Ипак, уочен је и простор за даље унапређивање тренинга, пре свега у смислу диференцијације материјала и начина рада с обзиром на образовни профил, те на ниво зрелости и заинтересованости ученика.
PB  - Друштво психолога Србије
PB  - Центар за примењену психологију
C3  - Knjiga rezimea - Kongres psihologa Srbije Novi horizonti (sajber)psihologije, Palić
T1  - Сарадњом до бољег решења, а вежбом до успешне сарадње: ПЕЕР тренинг за подстицање вештина колаборативног решавања проблема у средњошколској популацији
SP  - 92
UR  - https://hdl.handle.net/21.15107/rcub_reff_4984
ER  - 

@conference{
author = "Baucal, Aleksandar and Pavlović-Babić, Dragica and Altaras Dimitrijević, Ana and Krstić, Ksenija and Jolić Marjanović, Zorana and Stepanović Ilić, Ivana and Videnović, Marina and Jošić, Smiljana and Nikitović, Tijana and Mojović, Kristina and Rajić, Milana and Ivanović, Jovan",
year = "2023",
abstract = "Овај рад представља први приказ садржаја и резултата евалуације једног програма за подстицање вештина сарадње и тимског решавања проблема код младих. Реч је о тренингу који је осмишљен у оквиру пројекта PEERSolvers (https://peersolvers.f.bg.ac.rs), а заснован на PEER моделу успешне сарадње, који је већ представљен нашој научној и стручној јавности. Сходно поставкама тог модела, истоимени (PEER) тренинг има четири основна сегмента. Први сегмент посвећен је формулисању и утврђивању правила конструктивног дијалога и размене идеје; други подразумева рад на препознавању и уважавању особина личности односно индивидуалних разлика у тимском раду; трећи сегмент тиче се вештина из области емоционалне интелигенције и подстиче правилно уочавање, разумевање и регулисање емоција током сарадње; најзад, четврти део тренинга бави се умешношћу чланова тима да користе спољне ресурсе – превасходно дигиталне изворе података – који су од помоћи у решавању проблема с којим се тим суочава. Сваком сегменту посвећен је по један трочасовни блок, с тим што првом сегменту претходи и кратка уводна сесија (која служи узајамном упознавању и упознавању учесника са програмом рада), док се последњи улива у завршну рекапитулацију и евалуацију тренинга. Целокупан тренинг одвија се у четири дана и састоји од низа групних вежби и интерактивних задатака. Тренинг је први пут реализован у марту текуће године, а полазници су били ученици другог разреда из шест београдских средњих школа (три гимназије, три средње стручне школе), при чему је у свакој школи тренингом обухваћена по једна група величине N = 21. Искуства тренера потврђују да тренинг може успешно да се изведе према предвиђеном сценарију; истовремено, евалуације учесника указују на то да је садржај тренинга за њих релевантан (просечне оцене релевантности четирију сегмената износе 3,39–3,58, на скали од 1 до 4) и да су њиме стекли одговарајуће вештине (просечне оцене самоопажене компетентности су у распону 3,61–3,80). Ипак, уочен је и простор за даље унапређивање тренинга, пре свега у смислу диференцијације материјала и начина рада с обзиром на образовни профил, те на ниво зрелости и заинтересованости ученика.",
publisher = "Друштво психолога Србије, Центар за примењену психологију",
journal = "Knjiga rezimea - Kongres psihologa Srbije Novi horizonti (sajber)psihologije, Palić",
title = "Сарадњом до бољег решења, а вежбом до успешне сарадње: ПЕЕР тренинг за подстицање вештина колаборативног решавања проблема у средњошколској популацији",
pages = "92",
url = "https://hdl.handle.net/21.15107/rcub_reff_4984"
}

Baucal, A., Pavlović-Babić, D., Altaras Dimitrijević, A., Krstić, K., Jolić Marjanović, Z., Stepanović Ilić, I., Videnović, M., Jošić, S., Nikitović, T., Mojović, K., Rajić, M.,& Ivanović, J.. (2023). Сарадњом до бољег решења, а вежбом до успешне сарадње: ПЕЕР тренинг за подстицање вештина колаборативног решавања проблема у средњошколској популацији. in Knjiga rezimea - Kongres psihologa Srbije Novi horizonti (sajber)psihologije, Palić
Друштво психолога Србије., 92.
https://hdl.handle.net/21.15107/rcub_reff_4984

Baucal A, Pavlović-Babić D, Altaras Dimitrijević A, Krstić K, Jolić Marjanović Z, Stepanović Ilić I, Videnović M, Jošić S, Nikitović T, Mojović K, Rajić M, Ivanović J. Сарадњом до бољег решења, а вежбом до успешне сарадње: ПЕЕР тренинг за подстицање вештина колаборативног решавања проблема у средњошколској популацији. in Knjiga rezimea - Kongres psihologa Srbije Novi horizonti (sajber)psihologije, Palić. 2023;:92.
https://hdl.handle.net/21.15107/rcub_reff_4984 .

Baucal, Aleksandar, Pavlović-Babić, Dragica, Altaras Dimitrijević, Ana, Krstić, Ksenija, Jolić Marjanović, Zorana, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smiljana, Nikitović, Tijana, Mojović, Kristina, Rajić, Milana, Ivanović, Jovan, "Сарадњом до бољег решења, а вежбом до успешне сарадње: ПЕЕР тренинг за подстицање вештина колаборативног решавања проблема у средњошколској популацији" in Knjiga rezimea - Kongres psihologa Srbije Novi horizonti (sajber)psihologije, Palić (2023):92,
https://hdl.handle.net/21.15107/rcub_reff_4984 .

TY  - CONF
AU  - Nikitović, Tijana
AU  - Jošić, Smiljana
AU  - Mojović, Kristina
AU  - Krstić, Ksenija
AU  - Pavlović-Babić, Dragica
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4990
AB  - У овом раду, изложићемо један аспект тренинга креираног у оквиру пројекта „Сарадњом до решења: PEER модел оснаживања младих за конструктивни дијалог и тимски рад” који се реализује у оквиру програма Идеје, Фонда за науку Републике Србије. Циљ рада је представљање тренинга намењеног унапређењу вештина младих у коришћењу интернета као ресурса у сарадничком решавању проблема. С обзиром на то да су дигиталне компетенције препознате као вештине од изузетне важности у будућности, наше интересовање је било усмерено на оснаживање ове вештине код средњошколаца. Тренинг је имао неколико циљева: а) подстаћи коришћење дигиталних ресурса за решавање проблема, пре свега у виду трагања за информацијама; б) упознати учеснике са могућностима које пружа интернет као метаизвор информација; ц) развити критички однос учесника према доступним информацијама, пре свега у погледу њихове поузданости. Тренинг је реализован током марта 2023. године у шест средњих школа из Београда (три гимназије и три средње стручне школе). Укупно 126 ученика другог разреда средње школе је завршило тренинг у целости (55% женског пола). Део тренинга усмерен ка дигиталним компетенцијама реализован је у оквиру једног дана, у трајању од три сата. У првом делу тренинга учесници су, кроз вођене групне активности, дошли до заједничког одређења појма ресурса и њихове улоге у сарадничком решавању проблема. Уз то, кроз обуку и заједнички рад упознати су са адекватним стратегијама претраживања информација на интернету. У другом делу, учесници су обучени за примену критеријума процене релеватности и тачности информација добијених путем заједничке интернет претраге. Потом, учеснике смо упознали са популарном алатком за интернет претрагу – ChatGPT, уз наглашавање његове предности у односу на уобичајене претраживаче, али и ограничења која се тичу праћења извора информација. Завршна активност тицала се примене наученог, кроз тимски рад, на друштвено и научно релевантном проблему. Резултати евалуације учесника о квалитету обуке о дигиталним ресурсима биће искоришћени као важан извор података за даље унапређење тренинга. Такође, ефекте тренинга проценићемо накнадним анализама квалитета сарадње и продуката групног рада ученика укључених у пројекат.
PB  - Друштво психолога Србије
PB  - Центар за примењену психологију
C3  - Књига резимеа - Конгрес психолога Србије Нови хоризонти (сајбер)психологије, Палић
T1  - Интернет као ресурс у сарадничком решавању проблема: приказ тренинга
EP  - 91
SP  - 90
UR  - https://hdl.handle.net/21.15107/rcub_reff_4990
ER  - 

@conference{
author = "Nikitović, Tijana and Jošić, Smiljana and Mojović, Kristina and Krstić, Ksenija and Pavlović-Babić, Dragica",
year = "2023",
abstract = "У овом раду, изложићемо један аспект тренинга креираног у оквиру пројекта „Сарадњом до решења: PEER модел оснаживања младих за конструктивни дијалог и тимски рад” који се реализује у оквиру програма Идеје, Фонда за науку Републике Србије. Циљ рада је представљање тренинга намењеног унапређењу вештина младих у коришћењу интернета као ресурса у сарадничком решавању проблема. С обзиром на то да су дигиталне компетенције препознате као вештине од изузетне важности у будућности, наше интересовање је било усмерено на оснаживање ове вештине код средњошколаца. Тренинг је имао неколико циљева: а) подстаћи коришћење дигиталних ресурса за решавање проблема, пре свега у виду трагања за информацијама; б) упознати учеснике са могућностима које пружа интернет као метаизвор информација; ц) развити критички однос учесника према доступним информацијама, пре свега у погледу њихове поузданости. Тренинг је реализован током марта 2023. године у шест средњих школа из Београда (три гимназије и три средње стручне школе). Укупно 126 ученика другог разреда средње школе је завршило тренинг у целости (55% женског пола). Део тренинга усмерен ка дигиталним компетенцијама реализован је у оквиру једног дана, у трајању од три сата. У првом делу тренинга учесници су, кроз вођене групне активности, дошли до заједничког одређења појма ресурса и њихове улоге у сарадничком решавању проблема. Уз то, кроз обуку и заједнички рад упознати су са адекватним стратегијама претраживања информација на интернету. У другом делу, учесници су обучени за примену критеријума процене релеватности и тачности информација добијених путем заједничке интернет претраге. Потом, учеснике смо упознали са популарном алатком за интернет претрагу – ChatGPT, уз наглашавање његове предности у односу на уобичајене претраживаче, али и ограничења која се тичу праћења извора информација. Завршна активност тицала се примене наученог, кроз тимски рад, на друштвено и научно релевантном проблему. Резултати евалуације учесника о квалитету обуке о дигиталним ресурсима биће искоришћени као важан извор података за даље унапређење тренинга. Такође, ефекте тренинга проценићемо накнадним анализама квалитета сарадње и продуката групног рада ученика укључених у пројекат.",
publisher = "Друштво психолога Србије, Центар за примењену психологију",
journal = "Књига резимеа - Конгрес психолога Србије Нови хоризонти (сајбер)психологије, Палић",
title = "Интернет као ресурс у сарадничком решавању проблема: приказ тренинга",
pages = "91-90",
url = "https://hdl.handle.net/21.15107/rcub_reff_4990"
}

Nikitović, T., Jošić, S., Mojović, K., Krstić, K.,& Pavlović-Babić, D.. (2023). Интернет као ресурс у сарадничком решавању проблема: приказ тренинга. in Књига резимеа - Конгрес психолога Србије Нови хоризонти (сајбер)психологије, Палић
Друштво психолога Србије., 90-91.
https://hdl.handle.net/21.15107/rcub_reff_4990

Nikitović T, Jošić S, Mojović K, Krstić K, Pavlović-Babić D. Интернет као ресурс у сарадничком решавању проблема: приказ тренинга. in Књига резимеа - Конгрес психолога Србије Нови хоризонти (сајбер)психологије, Палић. 2023;:90-91.
https://hdl.handle.net/21.15107/rcub_reff_4990 .

Nikitović, Tijana, Jošić, Smiljana, Mojović, Kristina, Krstić, Ksenija, Pavlović-Babić, Dragica, "Интернет као ресурс у сарадничком решавању проблема: приказ тренинга" in Књига резимеа - Конгрес психолога Србије Нови хоризонти (сајбер)психологије, Палић (2023):90-91,
https://hdl.handle.net/21.15107/rcub_reff_4990 .

TY  - JOUR
AU  - Nikitović, Tijana
AU  - Vuletić, Teodora
AU  - Ignjatović, Natalija
AU  - Grujić, Kristina
AU  - Ninković, Milica G.
AU  - Krnjaić, Zora
AU  - Krstić, Ksenija
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4586
AB  - Purpose
The present study employed a narrative approach in order to explore how young people constructed meanings regarding their sense of self in the context of COVID-19 experiences. Adolescents have been identified as a particularly vulnerable group, as the developmental challenges they face are superimposed and amplified by the accidental crisis caused by the pandemic.
Methods
An in-depth narrative analysis was conducted on written accounts of 13 females aged 17–23 years from Serbia. We selected these narratives from a larger sample of 70 responses (M = 20.1; SD = 2.9; 85.7% female) collected via an online form. We used reflexive thematic analysis as a tool for the selection process of the narratives subjected to in-depth narrative analysis.
Results
Young people told stories that differ significantly in coherence, affective tone, personal agency, and depth of self-exploration. Narrative analysis of the selected accounts identified three distinct types of stories: (1) crisis as an opportunity for personal growth, (2) crisis as a risk for the sense of self, and (3) crisis as inner turmoil.
Discussion
Narrative analysis enabled us to recognize three distinct processes of youth meaning-making related to the sense of self in times of crisis, all reflecting a significant impact on their core developmental task. Personal narratives served different functions; for some, the pandemic was framed as a challenge one could grow from, while others were left devastated or overwhelmed. Narrative coherence reflected youths' capacities for integrating experiences not necessarily connected to their psychological well-being.
Implications and Contribution
The insights from this study may be helpful to those offering support to youth by helping them understand the roles self-narratives play in shaping young people's sense of self in times of crisis. Narratives can be of great value for mitigating the adverse effects of the superimposed crisis during adolescence.
T2  - Journal of Adolescent Health
T1  - Crisis as Opportunity, Risk, or Turmoil: Qualitative Study of Youth Narratives About the COVID-19 Pandemic
DO  - https://doi.org/10.1016/j.jadohealth.2023.05.017
ER  - 

@article{
author = "Nikitović, Tijana and Vuletić, Teodora and Ignjatović, Natalija and Grujić, Kristina and Ninković, Milica G. and Krnjaić, Zora and Krstić, Ksenija",
year = "2023",
abstract = "Purpose
The present study employed a narrative approach in order to explore how young people constructed meanings regarding their sense of self in the context of COVID-19 experiences. Adolescents have been identified as a particularly vulnerable group, as the developmental challenges they face are superimposed and amplified by the accidental crisis caused by the pandemic.
Methods
An in-depth narrative analysis was conducted on written accounts of 13 females aged 17–23 years from Serbia. We selected these narratives from a larger sample of 70 responses (M = 20.1; SD = 2.9; 85.7% female) collected via an online form. We used reflexive thematic analysis as a tool for the selection process of the narratives subjected to in-depth narrative analysis.
Results
Young people told stories that differ significantly in coherence, affective tone, personal agency, and depth of self-exploration. Narrative analysis of the selected accounts identified three distinct types of stories: (1) crisis as an opportunity for personal growth, (2) crisis as a risk for the sense of self, and (3) crisis as inner turmoil.
Discussion
Narrative analysis enabled us to recognize three distinct processes of youth meaning-making related to the sense of self in times of crisis, all reflecting a significant impact on their core developmental task. Personal narratives served different functions; for some, the pandemic was framed as a challenge one could grow from, while others were left devastated or overwhelmed. Narrative coherence reflected youths' capacities for integrating experiences not necessarily connected to their psychological well-being.
Implications and Contribution
The insights from this study may be helpful to those offering support to youth by helping them understand the roles self-narratives play in shaping young people's sense of self in times of crisis. Narratives can be of great value for mitigating the adverse effects of the superimposed crisis during adolescence.",
journal = "Journal of Adolescent Health",
title = "Crisis as Opportunity, Risk, or Turmoil: Qualitative Study of Youth Narratives About the COVID-19 Pandemic",
doi = "https://doi.org/10.1016/j.jadohealth.2023.05.017"
}

Nikitović, T., Vuletić, T., Ignjatović, N., Grujić, K., Ninković, M. G., Krnjaić, Z.,& Krstić, K.. (2023). Crisis as Opportunity, Risk, or Turmoil: Qualitative Study of Youth Narratives About the COVID-19 Pandemic. in Journal of Adolescent Health.
https://doi.org/https://doi.org/10.1016/j.jadohealth.2023.05.017

Nikitović T, Vuletić T, Ignjatović N, Grujić K, Ninković MG, Krnjaić Z, Krstić K. Crisis as Opportunity, Risk, or Turmoil: Qualitative Study of Youth Narratives About the COVID-19 Pandemic. in Journal of Adolescent Health. 2023;.
doi:https://doi.org/10.1016/j.jadohealth.2023.05.017 .

Nikitović, Tijana, Vuletić, Teodora, Ignjatović, Natalija, Grujić, Kristina, Ninković, Milica G., Krnjaić, Zora, Krstić, Ksenija, "Crisis as Opportunity, Risk, or Turmoil: Qualitative Study of Youth Narratives About the COVID-19 Pandemic" in Journal of Adolescent Health (2023),
https://doi.org/https://doi.org/10.1016/j.jadohealth.2023.05.017 . .

TY  - JOUR
AU  - Rajić, Milana
AU  - Videnović, Marina
AU  - Krstić, Ksenija
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5169
AB  - The lockdown in Serbia imposed major challenges for parents to take on a 24/7 shift
in caretaking, educating, and entertaining their children, while managing to complete the demands of their professional roles and everyday household functioning,
along with the constant fear of the virus spreading and potential job loss. This study
examines parenting practices (enriching activities, harsh parenting, daily structure,
screen time and perception of the increase in screen time) during the COVID-19
lockdown in relation to the perceived parenting stress, parents’ socioeconomic status and their working conditions (i.e., without work obligation, working online,
working from the workplace). The sample consisted of 1510 mothers of preschool
children. Four socioeconomic clusters were identified using the relevant variables
(education level, economic status and impact of the pandemic on the financial situation). The results showed that highly educated mothers who worked remotely
during the lockdown experienced significantly higher stress of balancing working
and parenting than other parents. Mothers who did not work during the pandemic
spent more time in enriching activities (p<0.01) and maintained the daily structure
better (p<0.01), while mothers who worked remotely perceived a larger effect of the
pandemic impact on screen time. The results indicate that, in times of crisis, it is necessary to design the support for the parents of early-aged children corresponding
to their specific financial and educational background.
AB  - Tokom vanrednog stanja u Srbiji roditelji su se našli pred izazovom da 24 sata,
sedam dana u nedelji preuzmu brigu o čuvanju, obrazovanju i zabavi svoje dece,
dok ujedno odgovaraju na poslovne zahteve i vode računa o svakodnevnom funkcionisanju domaćinstva, uz stalni strah od virusa i potencijalnog gubitka posla.
Ova studija ispituje povezanost između roditeljskih praksi (učestvovanje u razvojnopodsticajnim aktivnostima, disciplinovanje, uspostavljanje strukture dana,
vreme koje detet provodi ispred ekrana, roditeljska percepcija povećanja tog vremena) u odnosu na roditeljski stres, socioekonomski status roditelja i uslove u kojima su radili (tj. bez radne obaveze, rad na daljinu, rad na random mestu) tokom
izolacije COVID-19. Uzorak je činilo 1510 majki dece predškolskog uzrasta. Četiri
socioekonomska klastera su identifikovana korišćenjem relevantnih varijabli (nivo
obrazovanja, ekonomski status i uticaj pandemije na finansijsku situaciju porodice). Rezultati su pokazali da su visokoobrazovane majke koje su radile na daljinu
tokom izolacije iskusile značajno veći stres zbog usklađivanja radnih i roditeljskih
obaveza. Majke koje nisu radile tokom pandemije provodile su više vremena u razvojnopodsticajnim aktivnostima (p<0,01) i bolje su uspostavljale strukturu dana
(p<0,01), dok su majke koje su radile na daljinu primetile veći efekat uticaja pandemije na povećanje vremena koje dete provdi ispred ekrana. Rezultati pokazuju
da je u kriznim vremenima neophodno osmisliti individualizovanu podršku roditeljima dece ranog uzrasta uzimajući u obzir njihov ekonomski i obrazovni status.
PB  - Univerzitet u Beogradu, Filozofski fakultet, Institut za psihologiju
T2  - Psihološka istraživanja
T1  - Socioeconomic status, parenting stress and parenting practices during the covid-19 lockdown in Serbia
T1  - Socioekonomski status, roditelski stres i roditeljske prakse za vreme vanrednog stanja tokom pandemije COVID-19 u Srbiji
EP  - 141
IS  - 1
SP  - 115
VL  - 26
DO  - 10.5937/PSISTRA26-40436
ER  - 

@article{
author = "Rajić, Milana and Videnović, Marina and Krstić, Ksenija",
year = "2023",
abstract = "The lockdown in Serbia imposed major challenges for parents to take on a 24/7 shift
in caretaking, educating, and entertaining their children, while managing to complete the demands of their professional roles and everyday household functioning,
along with the constant fear of the virus spreading and potential job loss. This study
examines parenting practices (enriching activities, harsh parenting, daily structure,
screen time and perception of the increase in screen time) during the COVID-19
lockdown in relation to the perceived parenting stress, parents’ socioeconomic status and their working conditions (i.e., without work obligation, working online,
working from the workplace). The sample consisted of 1510 mothers of preschool
children. Four socioeconomic clusters were identified using the relevant variables
(education level, economic status and impact of the pandemic on the financial situation). The results showed that highly educated mothers who worked remotely
during the lockdown experienced significantly higher stress of balancing working
and parenting than other parents. Mothers who did not work during the pandemic
spent more time in enriching activities (p<0.01) and maintained the daily structure
better (p<0.01), while mothers who worked remotely perceived a larger effect of the
pandemic impact on screen time. The results indicate that, in times of crisis, it is necessary to design the support for the parents of early-aged children corresponding
to their specific financial and educational background., Tokom vanrednog stanja u Srbiji roditelji su se našli pred izazovom da 24 sata,
sedam dana u nedelji preuzmu brigu o čuvanju, obrazovanju i zabavi svoje dece,
dok ujedno odgovaraju na poslovne zahteve i vode računa o svakodnevnom funkcionisanju domaćinstva, uz stalni strah od virusa i potencijalnog gubitka posla.
Ova studija ispituje povezanost između roditeljskih praksi (učestvovanje u razvojnopodsticajnim aktivnostima, disciplinovanje, uspostavljanje strukture dana,
vreme koje detet provodi ispred ekrana, roditeljska percepcija povećanja tog vremena) u odnosu na roditeljski stres, socioekonomski status roditelja i uslove u kojima su radili (tj. bez radne obaveze, rad na daljinu, rad na random mestu) tokom
izolacije COVID-19. Uzorak je činilo 1510 majki dece predškolskog uzrasta. Četiri
socioekonomska klastera su identifikovana korišćenjem relevantnih varijabli (nivo
obrazovanja, ekonomski status i uticaj pandemije na finansijsku situaciju porodice). Rezultati su pokazali da su visokoobrazovane majke koje su radile na daljinu
tokom izolacije iskusile značajno veći stres zbog usklađivanja radnih i roditeljskih
obaveza. Majke koje nisu radile tokom pandemije provodile su više vremena u razvojnopodsticajnim aktivnostima (p<0,01) i bolje su uspostavljale strukturu dana
(p<0,01), dok su majke koje su radile na daljinu primetile veći efekat uticaja pandemije na povećanje vremena koje dete provdi ispred ekrana. Rezultati pokazuju
da je u kriznim vremenima neophodno osmisliti individualizovanu podršku roditeljima dece ranog uzrasta uzimajući u obzir njihov ekonomski i obrazovni status.",
publisher = "Univerzitet u Beogradu, Filozofski fakultet, Institut za psihologiju",
journal = "Psihološka istraživanja",
title = "Socioeconomic status, parenting stress and parenting practices during the covid-19 lockdown in Serbia, Socioekonomski status, roditelski stres i roditeljske prakse za vreme vanrednog stanja tokom pandemije COVID-19 u Srbiji",
pages = "141-115",
number = "1",
volume = "26",
doi = "10.5937/PSISTRA26-40436"
}

Rajić, M., Videnović, M.,& Krstić, K.. (2023). Socioeconomic status, parenting stress and parenting practices during the covid-19 lockdown in Serbia. in Psihološka istraživanja
Univerzitet u Beogradu, Filozofski fakultet, Institut za psihologiju., 26(1), 115-141.
https://doi.org/10.5937/PSISTRA26-40436

Rajić M, Videnović M, Krstić K. Socioeconomic status, parenting stress and parenting practices during the covid-19 lockdown in Serbia. in Psihološka istraživanja. 2023;26(1):115-141.
doi:10.5937/PSISTRA26-40436 .

Rajić, Milana, Videnović, Marina, Krstić, Ksenija, "Socioeconomic status, parenting stress and parenting practices during the covid-19 lockdown in Serbia" in Psihološka istraživanja, 26, no. 1 (2023):115-141,
https://doi.org/10.5937/PSISTRA26-40436 . .

TY  - CONF
AU  - Бауцал, Александар
AU  - Павловић Бабић, Драгица
AU  - Алтарас Димитријевић, Ана
AU  - Крстић, Ксенија
AU  - Јолић Марјановић, Зорана
AU  - Степановић Илић, Ивана
AU  - Виденовић, Марина
AU  - Јошић, Смиљана
AU  - Никитовић, Тијана
AU  - Мојовић Здравковић, Кристина
AU  - Рајић, Милана
AU  - Ивановић, Јован
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/957
UR  - http://reff.f.bg.ac.rs/handle/123456789/4951
AB  - Овај рад представља први приказ садржаја и резултата евалуације једног програма за подстицање вештинасарадње и тимског решавања проблема код младих. Реч је о тренингу који је осмишљен у оквиру пројектаPEERSolvers (https://peersolvers.f.bg.ac.rs), а заснован на PEER моделу успешне сарадње, који је већпредстављен нашој научној и стручној јавности. Сходно поставкама тог модела, истоимени (PEER) тренингима четири основна сегмента. Први сегмент посвећен је формулисању и утврђивању правилаконструктивног дијалога и размене идеје; други подразумева рад на препознавању и уважавању особиналичности односно индивидуалних разлика у тимском раду; трећи сегмент тиче се вештина из областиемоционалне интелигенције и подстиче правилно уочавање, разумевање и регулисање емоција токомсарадње; најзад, четврти део тренинга бави се умешношћу чланова тима да користе спољне ресурсе –превасходно дигиталне изворе података – који су од помоћи у решавању проблема с којим се тим суочава.Сваком сегменту посвећен је по један трочасовни блок, с тим што првом сегменту претходи и кратка уводнасесија (која служи узајамном упознавању и упознавању учесника са програмом рада), док се последњиулива у завршну рекапитулацију и евалуацију тренинга. Целокупан тренинг одвија се у четири дана исастоји од низа групних вежби и интерактивних задатака. Тренинг је први пут реализован у марту текућегодине, а полазници су били ученици другог разреда из шест београдских средњих школа (три гимназије,три средње стручне школе), при чему је у свакој школи тренингом обухваћена по једна група величине N= 21. Искуства тренера потврђују да тренинг може успешно да се изведе према предвиђеном сценарију;истовремено, евалуације учесника указују на то да је садржај тренинга за њих релевантан (просечне оценерелевантности четирију сегмената износе 3,39–3,58, на скали од 1 до 4) и да су њиме стекли одговарајућевештине (просечне оцене самоопажене компетентности су у распону 3,61–3,80). Ипак, уочен је и просторза даље унапређивање тренинга, пре свега у смислу диференцијације материјала и начина рада с обзиромна образовни профил, те на ниво зрелости и заинтересованости ученика.
AB  - Ovaj rad predstavlja prvi prikaz sadržaja i rezultata evaluacije jednog programa za podsticanje veštinasaradnje i timskog rešavanja problema kod mladih. Reč je o treningu koji je osmišljen u okviru projektaPEERSolvers (https://peersolvers.f.bg.ac.rs), a zasnovan na PEER modelu uspešne saradnje, koji je većpredstavljen našoj naučnoj i stručnoj javnosti. Shodno postavkama tog modela, istoimeni (PEER) treningima četiri osnovna segmenta. Prvi segment posvećen je formulisanju i utvrđivanju pravilakonstruktivnog dijaloga i razmene ideje; drugi podrazumeva rad na prepoznavanju i uvažavanju osobinaličnosti odnosno individualnih razlika u timskom radu; treći segment tiče se veština iz oblastiemocionalne inteligencije i podstiče pravilno uočavanje, razumevanje i regulisanje emocija tokomsaradnje; najzad, četvrti deo treninga bavi se umešnošću članova tima da koriste spoljne resurse –prevashodno digitalne izvore podataka – koji su od pomoći u rešavanju problema s kojim se tim suočava.Svakom segmentu posvećen je po jedan tročasovni blok, s tim što prvom segmentu prethodi i kratka uvodnasesija (koja služi uzajamnom upoznavanju i upoznavanju učesnika sa programom rada), dok se poslednjiuliva u završnu rekapitulaciju i evaluaciju treninga. Celokupan trening odvija se u četiri dana isastoji od niza grupnih vežbi i interaktivnih zadataka. Trening je prvi put realizovan u martu tekućegodine, a polaznici su bili učenici drugog razreda iz šest beogradskih srednjih škola (tri gimnazije,tri srednje stručne škole), pri čemu je u svakoj školi treningom obuhvaćena po jedna grupa veličine N= 21. Iskustva trenera potvrđuju da trening može uspešno da se izvede prema predviđenom scenariju;istovremeno, evaluacije učesnika ukazuju na to da je sadržaj treninga za njih relevantan (prosečne ocenerelevantnosti četiriju segmenata iznose 3,39–3,58, na skali od 1 do 4) i da su njime stekli odgovarajućeveštine (prosečne ocene samoopažene kompetentnosti su u rasponu 3,61–3,80). Ipak, uočen je i prostorza dalje unapređivanje treninga, pre svega u smislu diferencijacije materijala i načina rada s obziromna obrazovni profil, te na nivo zrelosti i zainteresovanosti učenika.
PB  - Београд : Друштво психолога Србије
C3  - 71. Конгрес психолога Србије - Нови хоризонти (сајбер) психологије
T1  - Сарадњом до бољег решења, а вежбом до успешне сарадње: PEER тренинг за подстицање вештина колаборативног решавања проблема у средњошколској популацији
T1  - Saradnjom do boljeg rešenja, a vežbom do uspešne saradnje: PEER trening za podsticanje veština kolaborativnog rešavanja problema u srednjoškolskoj populaciji
EP  - 92
SP  - 92
VL  - 71
UR  - https://hdl.handle.net/21.15107/rcub_ipir_957
ER  - 

@conference{
author = "Бауцал, Александар and Павловић Бабић, Драгица and Алтарас Димитријевић, Ана and Крстић, Ксенија and Јолић Марјановић, Зорана and Степановић Илић, Ивана and Виденовић, Марина and Јошић, Смиљана and Никитовић, Тијана and Мојовић Здравковић, Кристина and Рајић, Милана and Ивановић, Јован",
year = "2023",
abstract = "Овај рад представља први приказ садржаја и резултата евалуације једног програма за подстицање вештинасарадње и тимског решавања проблема код младих. Реч је о тренингу који је осмишљен у оквиру пројектаPEERSolvers (https://peersolvers.f.bg.ac.rs), а заснован на PEER моделу успешне сарадње, који је већпредстављен нашој научној и стручној јавности. Сходно поставкама тог модела, истоимени (PEER) тренингима четири основна сегмента. Први сегмент посвећен је формулисању и утврђивању правилаконструктивног дијалога и размене идеје; други подразумева рад на препознавању и уважавању особиналичности односно индивидуалних разлика у тимском раду; трећи сегмент тиче се вештина из областиемоционалне интелигенције и подстиче правилно уочавање, разумевање и регулисање емоција токомсарадње; најзад, четврти део тренинга бави се умешношћу чланова тима да користе спољне ресурсе –превасходно дигиталне изворе података – који су од помоћи у решавању проблема с којим се тим суочава.Сваком сегменту посвећен је по један трочасовни блок, с тим што првом сегменту претходи и кратка уводнасесија (која служи узајамном упознавању и упознавању учесника са програмом рада), док се последњиулива у завршну рекапитулацију и евалуацију тренинга. Целокупан тренинг одвија се у четири дана исастоји од низа групних вежби и интерактивних задатака. Тренинг је први пут реализован у марту текућегодине, а полазници су били ученици другог разреда из шест београдских средњих школа (три гимназије,три средње стручне школе), при чему је у свакој школи тренингом обухваћена по једна група величине N= 21. Искуства тренера потврђују да тренинг може успешно да се изведе према предвиђеном сценарију;истовремено, евалуације учесника указују на то да је садржај тренинга за њих релевантан (просечне оценерелевантности четирију сегмената износе 3,39–3,58, на скали од 1 до 4) и да су њиме стекли одговарајућевештине (просечне оцене самоопажене компетентности су у распону 3,61–3,80). Ипак, уочен је и просторза даље унапређивање тренинга, пре свега у смислу диференцијације материјала и начина рада с обзиромна образовни профил, те на ниво зрелости и заинтересованости ученика., Ovaj rad predstavlja prvi prikaz sadržaja i rezultata evaluacije jednog programa za podsticanje veštinasaradnje i timskog rešavanja problema kod mladih. Reč je o treningu koji je osmišljen u okviru projektaPEERSolvers (https://peersolvers.f.bg.ac.rs), a zasnovan na PEER modelu uspešne saradnje, koji je većpredstavljen našoj naučnoj i stručnoj javnosti. Shodno postavkama tog modela, istoimeni (PEER) treningima četiri osnovna segmenta. Prvi segment posvećen je formulisanju i utvrđivanju pravilakonstruktivnog dijaloga i razmene ideje; drugi podrazumeva rad na prepoznavanju i uvažavanju osobinaličnosti odnosno individualnih razlika u timskom radu; treći segment tiče se veština iz oblastiemocionalne inteligencije i podstiče pravilno uočavanje, razumevanje i regulisanje emocija tokomsaradnje; najzad, četvrti deo treninga bavi se umešnošću članova tima da koriste spoljne resurse –prevashodno digitalne izvore podataka – koji su od pomoći u rešavanju problema s kojim se tim suočava.Svakom segmentu posvećen je po jedan tročasovni blok, s tim što prvom segmentu prethodi i kratka uvodnasesija (koja služi uzajamnom upoznavanju i upoznavanju učesnika sa programom rada), dok se poslednjiuliva u završnu rekapitulaciju i evaluaciju treninga. Celokupan trening odvija se u četiri dana isastoji od niza grupnih vežbi i interaktivnih zadataka. Trening je prvi put realizovan u martu tekućegodine, a polaznici su bili učenici drugog razreda iz šest beogradskih srednjih škola (tri gimnazije,tri srednje stručne škole), pri čemu je u svakoj školi treningom obuhvaćena po jedna grupa veličine N= 21. Iskustva trenera potvrđuju da trening može uspešno da se izvede prema predviđenom scenariju;istovremeno, evaluacije učesnika ukazuju na to da je sadržaj treninga za njih relevantan (prosečne ocenerelevantnosti četiriju segmenata iznose 3,39–3,58, na skali od 1 do 4) i da su njime stekli odgovarajućeveštine (prosečne ocene samoopažene kompetentnosti su u rasponu 3,61–3,80). Ipak, uočen je i prostorza dalje unapređivanje treninga, pre svega u smislu diferencijacije materijala i načina rada s obziromna obrazovni profil, te na nivo zrelosti i zainteresovanosti učenika.",
publisher = "Београд : Друштво психолога Србије",
journal = "71. Конгрес психолога Србије - Нови хоризонти (сајбер) психологије",
title = "Сарадњом до бољег решења, а вежбом до успешне сарадње: PEER тренинг за подстицање вештина колаборативног решавања проблема у средњошколској популацији, Saradnjom do boljeg rešenja, a vežbom do uspešne saradnje: PEER trening za podsticanje veština kolaborativnog rešavanja problema u srednjoškolskoj populaciji",
pages = "92-92",
volume = "71",
url = "https://hdl.handle.net/21.15107/rcub_ipir_957"
}

Бауцал, А., Павловић Бабић, Д., Алтарас Димитријевић, А., Крстић, К., Јолић Марјановић, З., Степановић Илић, И., Виденовић, М., Јошић, С., Никитовић, Т., Мојовић Здравковић, К., Рајић, М.,& Ивановић, Ј.. (2023). Сарадњом до бољег решења, а вежбом до успешне сарадње: PEER тренинг за подстицање вештина колаборативног решавања проблема у средњошколској популацији. in 71. Конгрес психолога Србије - Нови хоризонти (сајбер) психологије
Београд : Друштво психолога Србије., 71, 92-92.
https://hdl.handle.net/21.15107/rcub_ipir_957

Бауцал А, Павловић Бабић Д, Алтарас Димитријевић А, Крстић К, Јолић Марјановић З, Степановић Илић И, Виденовић М, Јошић С, Никитовић Т, Мојовић Здравковић К, Рајић М, Ивановић Ј. Сарадњом до бољег решења, а вежбом до успешне сарадње: PEER тренинг за подстицање вештина колаборативног решавања проблема у средњошколској популацији. in 71. Конгрес психолога Србије - Нови хоризонти (сајбер) психологије. 2023;71:92-92.
https://hdl.handle.net/21.15107/rcub_ipir_957 .

Бауцал, Александар, Павловић Бабић, Драгица, Алтарас Димитријевић, Ана, Крстић, Ксенија, Јолић Марјановић, Зорана, Степановић Илић, Ивана, Виденовић, Марина, Јошић, Смиљана, Никитовић, Тијана, Мојовић Здравковић, Кристина, Рајић, Милана, Ивановић, Јован, "Сарадњом до бољег решења, а вежбом до успешне сарадње: PEER тренинг за подстицање вештина колаборативног решавања проблема у средњошколској популацији" in 71. Конгрес психолога Србије - Нови хоризонти (сајбер) психологије, 71 (2023):92-92,
https://hdl.handle.net/21.15107/rcub_ipir_957 .

TY  - CONF
AU  - Videnović, Marina
AU  - Krstić, Ksenija
AU  - Rajić, Milana
AU  - Radanović, Ana
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5505
AB  - The Theory of Planned Behavior suggests that parents’ perceived social norms and
expectations regarding corporal punishment (CP) use might be linked to their attitudes
and disciplinary choices. Research supports this prediction as so perceived norms
regarding CP use are associated with parents’ attitudes. The focus of this study is
mothers' discipline practice and its relation to perceived social norms of early childhood
parenting. Other studies from Serbia show the first use of CP is around the child’s
second year. Therefore, early childhood is a high time for prevention attempts toward
changing parents’ attitudes and practices. The sample includes 413 mothers of 18-35
months old children from six Serbian municipalities. This research is a combination of
qualitative and quantitative methodological approach. Mothers have reported which of
13 discipline practices, they used in the last month (for example, explaining, yelling,
spanking, shaking) when children misbehave. Also, after a focus group with parents, we
identified social norms of parenting practice during early development. A ten-items fivedegree scale was constructed to assess mothers’ perceived social norms of other
parents and their agreement with them. Cluster analysis (Ward’s method, squared
Euclidean distance) shows three existing clusters that fit with the data study of
discipline practices. Chi-square analysis was used to define the extracted group. The first
group of mothers used only explanations as discipline practice in the situation of
misbehaving. Most of the respondents in the second group agreed with the statement
that their child is too little for any form of discipline (64% compared to 6-3% in other
groups). Finally, the third group used explanation but also inclined more than others
toward violent verbal, such as yelling (93%) and physical disciplining, such as spanking
(45%). These mothers perceived two descriptive norms as more available in their
surrounding compared to the others: 1. the belief that corporal punishment is necessary
for disciplining two-three years old children (F(2, 392) = 12.47, p = .000, Sheffe test, p <
.01) and 2. The belief that babies should be left to cry out, to avoid spoiling them F(2,
393) = 7.77, p = .000, Sheffe test, p < .01). Participants from the second group have
stronger belifes that the mother's role is mostly to take care of the baby while fathers
should dedicate themselves to work (F(2, 378) = 6.19, p = .002, Sheffe test, p < .01) and
that being a good mother mean being committed completely to a child (F(2, 378) = 6.19,
p = .002, Sheffe test, p < .,01). Despite the body of research pointing to the negative side of CP, our results reveal that a group of mothers start to use this form of discipline
during a child’s early development. Their behaviour is supported by social norms from
the surroundings. The study highlighted that changing toward less violent discipline
practices should include debagging the false beliefs about child-rearing behaviour.
PB  - Faculty of Philosophy, Novi Sad
C3  - Book of abstracts, Current Trends in psychology, Faculty of Philosophy in Novi Sad, October 26-28
T1  - Mother’s discipline practices and social norms of early development
T1  - Disciplinske prakse majki i društvene norme ranog razvoja
EP  - 77
SP  - 76
UR  - https://hdl.handle.net/21.15107/rcub_reff_5505
ER  - 

@conference{
author = "Videnović, Marina and Krstić, Ksenija and Rajić, Milana and Radanović, Ana",
year = "2023",
abstract = "The Theory of Planned Behavior suggests that parents’ perceived social norms and
expectations regarding corporal punishment (CP) use might be linked to their attitudes
and disciplinary choices. Research supports this prediction as so perceived norms
regarding CP use are associated with parents’ attitudes. The focus of this study is
mothers' discipline practice and its relation to perceived social norms of early childhood
parenting. Other studies from Serbia show the first use of CP is around the child’s
second year. Therefore, early childhood is a high time for prevention attempts toward
changing parents’ attitudes and practices. The sample includes 413 mothers of 18-35
months old children from six Serbian municipalities. This research is a combination of
qualitative and quantitative methodological approach. Mothers have reported which of
13 discipline practices, they used in the last month (for example, explaining, yelling,
spanking, shaking) when children misbehave. Also, after a focus group with parents, we
identified social norms of parenting practice during early development. A ten-items fivedegree scale was constructed to assess mothers’ perceived social norms of other
parents and their agreement with them. Cluster analysis (Ward’s method, squared
Euclidean distance) shows three existing clusters that fit with the data study of
discipline practices. Chi-square analysis was used to define the extracted group. The first
group of mothers used only explanations as discipline practice in the situation of
misbehaving. Most of the respondents in the second group agreed with the statement
that their child is too little for any form of discipline (64% compared to 6-3% in other
groups). Finally, the third group used explanation but also inclined more than others
toward violent verbal, such as yelling (93%) and physical disciplining, such as spanking
(45%). These mothers perceived two descriptive norms as more available in their
surrounding compared to the others: 1. the belief that corporal punishment is necessary
for disciplining two-three years old children (F(2, 392) = 12.47, p = .000, Sheffe test, p <
.01) and 2. The belief that babies should be left to cry out, to avoid spoiling them F(2,
393) = 7.77, p = .000, Sheffe test, p < .01). Participants from the second group have
stronger belifes that the mother's role is mostly to take care of the baby while fathers
should dedicate themselves to work (F(2, 378) = 6.19, p = .002, Sheffe test, p < .01) and
that being a good mother mean being committed completely to a child (F(2, 378) = 6.19,
p = .002, Sheffe test, p < .,01). Despite the body of research pointing to the negative side of CP, our results reveal that a group of mothers start to use this form of discipline
during a child’s early development. Their behaviour is supported by social norms from
the surroundings. The study highlighted that changing toward less violent discipline
practices should include debagging the false beliefs about child-rearing behaviour.",
publisher = "Faculty of Philosophy, Novi Sad",
journal = "Book of abstracts, Current Trends in psychology, Faculty of Philosophy in Novi Sad, October 26-28",
title = "Mother’s discipline practices and social norms of early development, Disciplinske prakse majki i društvene norme ranog razvoja",
pages = "77-76",
url = "https://hdl.handle.net/21.15107/rcub_reff_5505"
}

Videnović, M., Krstić, K., Rajić, M.,& Radanović, A.. (2023). Mother’s discipline practices and social norms of early development. in Book of abstracts, Current Trends in psychology, Faculty of Philosophy in Novi Sad, October 26-28
Faculty of Philosophy, Novi Sad., 76-77.
https://hdl.handle.net/21.15107/rcub_reff_5505

Videnović M, Krstić K, Rajić M, Radanović A. Mother’s discipline practices and social norms of early development. in Book of abstracts, Current Trends in psychology, Faculty of Philosophy in Novi Sad, October 26-28. 2023;:76-77.
https://hdl.handle.net/21.15107/rcub_reff_5505 .

Videnović, Marina, Krstić, Ksenija, Rajić, Milana, Radanović, Ana, "Mother’s discipline practices and social norms of early development" in Book of abstracts, Current Trends in psychology, Faculty of Philosophy in Novi Sad, October 26-28 (2023):76-77,
https://hdl.handle.net/21.15107/rcub_reff_5505 .

TY  - CONF
AU  - Krstić, Ksenija
AU  - Videnović, Marina
AU  - Rajić, Milana
AU  - Radanović, Ana
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5504
AB  - Responsive care is the central domain of the Nurturing Care framework (WHO, 2018),
because it permeates all other domains, i.e. different contexts and interactions.
Responsiveness is the basis for recognising and responding to the child's signals - in
relation to the child's health, nutrition, protection, developing trust and quality
relationships with others, emotional well-being and learning opportunities. Results
obtained in experimental studies indicate that a higher level of responsiveness achieves
effects in terms of greater autonomy in problem solving, better speech-language
development, cognitive skills and socioemotional skills. The aim of this research was to
examine self-assessment of mothers' responsive involvement in child care.
Furthermore, we investigated the correlation between mothers' responsiveness and
certain socio-demographic variables. In the research, which is part of a larger study, 1084
mothers of children aged 0 to 36 months from several municipalities in Serbia
participated. To examine responsiveness, the Survey questions on responsive
interaction (F. Aboud, 2021) was used, which measures the responsiveness of parents in
one of 3 different situations: play, reading or bathing. The scale has 14 items for each
situation within 2 dimensions: cooperation and interference in activities with the child
(Cronbach alpha on our sample is .70). The vast majority of mothers reported being
responsive during playtime with their child. On average, the overall measure of
responsiveness on a scale up to 5 was found to be 3.25, indicating relatively high selfassessment by parents regarding their responsiveness during play with their child.
Additionally, the item-level analysis revealed that, for most parents, playing with their
child does not cause significant stress. Also, mothers answer the child's questions during
play (about 80%) and positively comment on the child's behavior during play (over 90%).
However, between 25 and 30% of mothers are instructive and directive, more than
responsive, while playing with their child. For them, playing with the child is a source of
stress because they have too many other obligations or the child does not cooperate in
the play. In other words, they disrupt the child's spontaneous play by insisting that the
child answer a question they ask, determine which toy the child will play with, direct the
child how to play, in most cases or occasionally have to show the child how to play.
There is a relationship between responsiveness and mothers' education, so more educated mothers are also more responsive, while no relationship with the family's
economic status has been established. Analysis of the responses of mothers from
vulnerable groups (Roma subsample) shows a significantly lower responsiveness of
mothers during play with the child.
PB  - Faculty of Philosophy, Novi Sad
C3  - Book of abstracts, Current Trends in psychology, Faculty of Philosophy in Novi Sad, October 26-28
T1  - Responsiveness of mothers during play with the child
EP  - 74
SP  - 73
UR  - https://hdl.handle.net/21.15107/rcub_reff_5504
ER  - 

@conference{
author = "Krstić, Ksenija and Videnović, Marina and Rajić, Milana and Radanović, Ana",
year = "2023",
abstract = "Responsive care is the central domain of the Nurturing Care framework (WHO, 2018),
because it permeates all other domains, i.e. different contexts and interactions.
Responsiveness is the basis for recognising and responding to the child's signals - in
relation to the child's health, nutrition, protection, developing trust and quality
relationships with others, emotional well-being and learning opportunities. Results
obtained in experimental studies indicate that a higher level of responsiveness achieves
effects in terms of greater autonomy in problem solving, better speech-language
development, cognitive skills and socioemotional skills. The aim of this research was to
examine self-assessment of mothers' responsive involvement in child care.
Furthermore, we investigated the correlation between mothers' responsiveness and
certain socio-demographic variables. In the research, which is part of a larger study, 1084
mothers of children aged 0 to 36 months from several municipalities in Serbia
participated. To examine responsiveness, the Survey questions on responsive
interaction (F. Aboud, 2021) was used, which measures the responsiveness of parents in
one of 3 different situations: play, reading or bathing. The scale has 14 items for each
situation within 2 dimensions: cooperation and interference in activities with the child
(Cronbach alpha on our sample is .70). The vast majority of mothers reported being
responsive during playtime with their child. On average, the overall measure of
responsiveness on a scale up to 5 was found to be 3.25, indicating relatively high selfassessment by parents regarding their responsiveness during play with their child.
Additionally, the item-level analysis revealed that, for most parents, playing with their
child does not cause significant stress. Also, mothers answer the child's questions during
play (about 80%) and positively comment on the child's behavior during play (over 90%).
However, between 25 and 30% of mothers are instructive and directive, more than
responsive, while playing with their child. For them, playing with the child is a source of
stress because they have too many other obligations or the child does not cooperate in
the play. In other words, they disrupt the child's spontaneous play by insisting that the
child answer a question they ask, determine which toy the child will play with, direct the
child how to play, in most cases or occasionally have to show the child how to play.
There is a relationship between responsiveness and mothers' education, so more educated mothers are also more responsive, while no relationship with the family's
economic status has been established. Analysis of the responses of mothers from
vulnerable groups (Roma subsample) shows a significantly lower responsiveness of
mothers during play with the child.",
publisher = "Faculty of Philosophy, Novi Sad",
journal = "Book of abstracts, Current Trends in psychology, Faculty of Philosophy in Novi Sad, October 26-28",
title = "Responsiveness of mothers during play with the child",
pages = "74-73",
url = "https://hdl.handle.net/21.15107/rcub_reff_5504"
}

Krstić, K., Videnović, M., Rajić, M.,& Radanović, A.. (2023). Responsiveness of mothers during play with the child. in Book of abstracts, Current Trends in psychology, Faculty of Philosophy in Novi Sad, October 26-28
Faculty of Philosophy, Novi Sad., 73-74.
https://hdl.handle.net/21.15107/rcub_reff_5504

Krstić K, Videnović M, Rajić M, Radanović A. Responsiveness of mothers during play with the child. in Book of abstracts, Current Trends in psychology, Faculty of Philosophy in Novi Sad, October 26-28. 2023;:73-74.
https://hdl.handle.net/21.15107/rcub_reff_5504 .

Krstić, Ksenija, Videnović, Marina, Rajić, Milana, Radanović, Ana, "Responsiveness of mothers during play with the child" in Book of abstracts, Current Trends in psychology, Faculty of Philosophy in Novi Sad, October 26-28 (2023):73-74,
https://hdl.handle.net/21.15107/rcub_reff_5504 .

TY  - JOUR
AU  - Baucal, Aleksandar
AU  - Jošić, Smiljana
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Ivanović, Jovan
AU  - Krstić, Ksenija
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5478
AB  - Global demands for collaborative problem solving (CPS) have sparked investigations of peer
collaboration in the educational context. The aim of this systematic review was to identify and
systematize research fndings on (a) characteristics of productive and unproductive face-to-face
(f2f) or synchronous CPS via digital devices among adolescents in the educational context, (b)
training and scaffolding modalities enabling adolescents to engage in productive CPS, and (c)
ways of supporting productive CPS by using digital resources. We conducted a thematic analysis
of 160 selected papers from a larger corpus and identifed six main themes, that is, groups of
characteristics of CPS: socio-cognitive aspects; socio-emotional aspects; the quality of task/
problem-solving strategies; regulation of group activity oriented towards the task; regulation of
group activity oriented towards group members; and participant engagement in CPS. We found
that in efforts to contribute to successful CPS, adults (teachers/researchers) can moderate peer
interaction in three ways, by focusing on either cognitive processes, group discussions, or classroom management. Regarding the third goal, we identifed two major roles of digital resources in
adolescent CPS. The frst role pertained to ICT as a source of relevant knowledge or a tool for
problem solving and the other role was related to peer collaboration and ICT as a tool for scaffolding collaboration. All characteristics that emerged in this review are discussed and concluding
comments refer to educational implications.
PB  - Elsevier BV
T2  - Educational Research Review
T1  - What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review
SP  - 100567
VL  - 41
DO  - 10.1016/j.edurev.2023.100567
ER  - 

@article{
author = "Baucal, Aleksandar and Jošić, Smiljana and Stepanović Ilić, Ivana and Videnović, Marina and Ivanović, Jovan and Krstić, Ksenija",
year = "2023",
abstract = "Global demands for collaborative problem solving (CPS) have sparked investigations of peer
collaboration in the educational context. The aim of this systematic review was to identify and
systematize research fndings on (a) characteristics of productive and unproductive face-to-face
(f2f) or synchronous CPS via digital devices among adolescents in the educational context, (b)
training and scaffolding modalities enabling adolescents to engage in productive CPS, and (c)
ways of supporting productive CPS by using digital resources. We conducted a thematic analysis
of 160 selected papers from a larger corpus and identifed six main themes, that is, groups of
characteristics of CPS: socio-cognitive aspects; socio-emotional aspects; the quality of task/
problem-solving strategies; regulation of group activity oriented towards the task; regulation of
group activity oriented towards group members; and participant engagement in CPS. We found
that in efforts to contribute to successful CPS, adults (teachers/researchers) can moderate peer
interaction in three ways, by focusing on either cognitive processes, group discussions, or classroom management. Regarding the third goal, we identifed two major roles of digital resources in
adolescent CPS. The frst role pertained to ICT as a source of relevant knowledge or a tool for
problem solving and the other role was related to peer collaboration and ICT as a tool for scaffolding collaboration. All characteristics that emerged in this review are discussed and concluding
comments refer to educational implications.",
publisher = "Elsevier BV",
journal = "Educational Research Review",
title = "What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review",
pages = "100567",
volume = "41",
doi = "10.1016/j.edurev.2023.100567"
}

Baucal, A., Jošić, S., Stepanović Ilić, I., Videnović, M., Ivanović, J.,& Krstić, K.. (2023). What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review. in Educational Research Review
Elsevier BV., 41, 100567.
https://doi.org/10.1016/j.edurev.2023.100567

Baucal A, Jošić S, Stepanović Ilić I, Videnović M, Ivanović J, Krstić K. What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review. in Educational Research Review. 2023;41:100567.
doi:10.1016/j.edurev.2023.100567 .

Baucal, Aleksandar, Jošić, Smiljana, Stepanović Ilić, Ivana, Videnović, Marina, Ivanović, Jovan, Krstić, Ksenija, "What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review" in Educational Research Review, 41 (2023):100567,
https://doi.org/10.1016/j.edurev.2023.100567 . .

TY  - JOUR
AU  - Pfattheicher, Stefan
AU  - Lazarević, Ljiljana B.
AU  - Nielsen, Yngwie Asbjørn
AU  - Westgate, Erin C.
AU  - Krstić, Ksenija
AU  - Schindler, Simon
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5004
AB  - Schools can be a place of both love and of cruelty. We examined one type of cruelty that occurs in the school context: sadism, that is, harming others for pleasure. Primarily, we proposed and tested whether boredom plays a crucial role in the emergence of sadistic actions at school. In two well-powered studies (N = 1038; student age range = 10–18 years) using both self- and peer-reports of students' boredom levels and their sadistic tendencies, we first document that sadistic behavior occurs at school, although at a low level. We further show that those students who are more often bored at school are more likely to engage in sadistic actions (overall r = .36, 95% CI [0.24, 0.49]). In sum, the present work contributes to a better understanding of sadism in schools and points to boredom as one potential motivator. We discuss how reducing boredom might help to prevent sadistic tendencies at schools.
PB  - Elsevier BV
T2  - Journal of School Psychology
T1  - I enjoy hurting my classmates: On the relation of boredom and sadism in schools
EP  - 56
SP  - 41
VL  - 96
DO  - 10.1016/j.jsp.2022.10.008
ER  - 

@article{
author = "Pfattheicher, Stefan and Lazarević, Ljiljana B. and Nielsen, Yngwie Asbjørn and Westgate, Erin C. and Krstić, Ksenija and Schindler, Simon",
year = "2023",
abstract = "Schools can be a place of both love and of cruelty. We examined one type of cruelty that occurs in the school context: sadism, that is, harming others for pleasure. Primarily, we proposed and tested whether boredom plays a crucial role in the emergence of sadistic actions at school. In two well-powered studies (N = 1038; student age range = 10–18 years) using both self- and peer-reports of students' boredom levels and their sadistic tendencies, we first document that sadistic behavior occurs at school, although at a low level. We further show that those students who are more often bored at school are more likely to engage in sadistic actions (overall r = .36, 95% CI [0.24, 0.49]). In sum, the present work contributes to a better understanding of sadism in schools and points to boredom as one potential motivator. We discuss how reducing boredom might help to prevent sadistic tendencies at schools.",
publisher = "Elsevier BV",
journal = "Journal of School Psychology",
title = "I enjoy hurting my classmates: On the relation of boredom and sadism in schools",
pages = "56-41",
volume = "96",
doi = "10.1016/j.jsp.2022.10.008"
}

Pfattheicher, S., Lazarević, L. B., Nielsen, Y. A., Westgate, E. C., Krstić, K.,& Schindler, S.. (2023). I enjoy hurting my classmates: On the relation of boredom and sadism in schools. in Journal of School Psychology
Elsevier BV., 96, 41-56.
https://doi.org/10.1016/j.jsp.2022.10.008

Pfattheicher S, Lazarević LB, Nielsen YA, Westgate EC, Krstić K, Schindler S. I enjoy hurting my classmates: On the relation of boredom and sadism in schools. in Journal of School Psychology. 2023;96:41-56.
doi:10.1016/j.jsp.2022.10.008 .

Pfattheicher, Stefan, Lazarević, Ljiljana B., Nielsen, Yngwie Asbjørn, Westgate, Erin C., Krstić, Ksenija, Schindler, Simon, "I enjoy hurting my classmates: On the relation of boredom and sadism in schools" in Journal of School Psychology, 96 (2023):41-56,
https://doi.org/10.1016/j.jsp.2022.10.008 . .

TY  - JOUR
AU  - Jolić Marjanović, Zorana
AU  - Krstić, Ksenija
AU  - Rajić, Milana
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Altaras Dimitrijević, Ana
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5338
AB  - The current study integrates available findings on the relationship between the Big Five personality traits and collaborative
problem solving (CPS), as a specific type of teamwork. Based on a systematic search and screening of the literature, 47 papers
were reviewed. Having separately analyzed how individual and group-level traits relate to the processes and outcomes of CPS,
we found several meaningful associations. Both individual-level and group-level Conscientiousness and Agreeableness were
positively related to the quality of CPS. The former trait contributed more to the enactment of task roles/behaviors in CPS, to
task-related team processes and team performance; the latter was dominantly related to the enactment of social roles/
behaviors, and to relationship-related team processes and emergent states. The role of the remaining traits in CPS depended
on the level of analysis, with individual Extraversion being particularly important for within-group positioning, and group
Emotional Stability affecting team cohesion. Unsurprisingly, the effects of group-level traits on CPS also depended on the
method of aggregating individual trait scores. The hypothesis that some traits would relate more to CPS processes and others
to its outcomes was partially confirmed, while the assumption that team processes would mediate the effects of group-level
traits on CPS outcomes received substantial support.
AB  - The current study integrates available findings on the relationship between the Big Five personality traits and collaborative
problem solving (CPS), as a specific type of teamwork. Based on a systematic search and screening of the literature, 47 papers
were reviewed. Having separately analyzed how individual and group-level traits relate to the processes and outcomes of CPS,
we found several meaningful associations. Both individual-level and group-level Conscientiousness and Agreeableness were
positively related to the quality of CPS. The former trait contributed more to the enactment of task roles/behaviors in CPS, to
task-related team processes and team performance; the latter was dominantly related to the enactment of social roles/
behaviors, and to relationship-related team processes and emergent states. The role of the remaining traits in CPS depended
on the level of analysis, with individual Extraversion being particularly important for within-group positioning, and group
Emotional Stability affecting team cohesion. Unsurprisingly, the effects of group-level traits on CPS also depended on the
method of aggregating individual trait scores. The hypothesis that some traits would relate more to CPS processes and others
to its outcomes was partially confirmed, while the assumption that team processes would mediate the effects of group-level
traits on CPS outcomes received substantial support.
PB  - SAGE Publications
T2  - European Journal of Personality
T2  - Big Five
T2  - personality
T2  - collaborative problem solving
T2  - group work
T2  - teamwork
T1  - The Big Five and Collaborative Problem Solving: A Narrative Systematic Review
DO  - 10.1177/08902070231198650
ER  - 

@article{
author = "Jolić Marjanović, Zorana and Krstić, Ksenija and Rajić, Milana and Stepanović Ilić, Ivana and Videnović, Marina and Altaras Dimitrijević, Ana",
year = "2023",
abstract = "The current study integrates available findings on the relationship between the Big Five personality traits and collaborative
problem solving (CPS), as a specific type of teamwork. Based on a systematic search and screening of the literature, 47 papers
were reviewed. Having separately analyzed how individual and group-level traits relate to the processes and outcomes of CPS,
we found several meaningful associations. Both individual-level and group-level Conscientiousness and Agreeableness were
positively related to the quality of CPS. The former trait contributed more to the enactment of task roles/behaviors in CPS, to
task-related team processes and team performance; the latter was dominantly related to the enactment of social roles/
behaviors, and to relationship-related team processes and emergent states. The role of the remaining traits in CPS depended
on the level of analysis, with individual Extraversion being particularly important for within-group positioning, and group
Emotional Stability affecting team cohesion. Unsurprisingly, the effects of group-level traits on CPS also depended on the
method of aggregating individual trait scores. The hypothesis that some traits would relate more to CPS processes and others
to its outcomes was partially confirmed, while the assumption that team processes would mediate the effects of group-level
traits on CPS outcomes received substantial support., The current study integrates available findings on the relationship between the Big Five personality traits and collaborative
problem solving (CPS), as a specific type of teamwork. Based on a systematic search and screening of the literature, 47 papers
were reviewed. Having separately analyzed how individual and group-level traits relate to the processes and outcomes of CPS,
we found several meaningful associations. Both individual-level and group-level Conscientiousness and Agreeableness were
positively related to the quality of CPS. The former trait contributed more to the enactment of task roles/behaviors in CPS, to
task-related team processes and team performance; the latter was dominantly related to the enactment of social roles/
behaviors, and to relationship-related team processes and emergent states. The role of the remaining traits in CPS depended
on the level of analysis, with individual Extraversion being particularly important for within-group positioning, and group
Emotional Stability affecting team cohesion. Unsurprisingly, the effects of group-level traits on CPS also depended on the
method of aggregating individual trait scores. The hypothesis that some traits would relate more to CPS processes and others
to its outcomes was partially confirmed, while the assumption that team processes would mediate the effects of group-level
traits on CPS outcomes received substantial support.",
publisher = "SAGE Publications",
journal = "European Journal of Personality, Big Five, personality, collaborative problem solving, group work, teamwork",
title = "The Big Five and Collaborative Problem Solving: A Narrative Systematic Review",
doi = "10.1177/08902070231198650"
}

Jolić Marjanović, Z., Krstić, K., Rajić, M., Stepanović Ilić, I., Videnović, M.,& Altaras Dimitrijević, A.. (2023). The Big Five and Collaborative Problem Solving: A Narrative Systematic Review. in European Journal of Personality
SAGE Publications..
https://doi.org/10.1177/08902070231198650

Jolić Marjanović Z, Krstić K, Rajić M, Stepanović Ilić I, Videnović M, Altaras Dimitrijević A. The Big Five and Collaborative Problem Solving: A Narrative Systematic Review. in European Journal of Personality. 2023;.
doi:10.1177/08902070231198650 .

Jolić Marjanović, Zorana, Krstić, Ksenija, Rajić, Milana, Stepanović Ilić, Ivana, Videnović, Marina, Altaras Dimitrijević, Ana, "The Big Five and Collaborative Problem Solving: A Narrative Systematic Review" in European Journal of Personality (2023),
https://doi.org/10.1177/08902070231198650 . .

TY  - CONF
AU  - Jošić, Smiljana
AU  - Videnović, Marina
AU  - Krstić, Ksenija
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/965
UR  - http://reff.f.bg.ac.rs/handle/123456789/4994
AB  - Peer Collaborative Problem Solving (CPS) can positively influence learning anddevelopment, in different domains and at different levels of education. Studying collaborationamong adolescents is relevant for educational practice since it helps identify the conditions underwhich collaboration might be productive as well as the ways teachers could support students’ CPSin education. The aim of this systematic review was to identify and systematize research findingson training and scaffolding modalities enabling adolescents to engage in productive CPS. FollowingPRISMA guidelines we searched PsycInfo, WoS and ERIC databases and selected 5256 publishedabstracts in English. Six researchers screened the titles and abstracts of all identified papers (2researchers per abstract) and selected 160 fully published papers for reflexive thematic analyses.Among 160 selected papers, there were 110 provided data on adult scaffolding or the contributionof teacher/researcher support. The results revealed that the quality of cooperation training itselfwas described in 17 papers (15.4%), while scaffolding was a much more common topic in theselected research (N = 78; 70.9%). We also selected papers that included both training andscaffolding (N = 13; 11.8%). Regarding the impact of this kind of support on collaborative problemsolving, the majority of published papers reported positive effects (N = 60, 53.6%) and only a fewof them found its effects to be negative (N = 7, 6.3%). The remaining 44 papers (40%) did notanalyse an impact of training or scaffolding. Our thematic analyses found that in efforts tocontribute to successful CPS, adults (teachers/researchers) can moderate peer interaction in threeways, by focusing on either cognitive processes (N = 82; 75%), group discussions (N = 73; 66%), orclassroom management (N = 23; 21%). All characteristics that emerged in this review will bediscussed and concluding remarks will be focused on educational implications.
PB  - Niš : Faculty of Philosophy
C3  - International conference days of applied psychology
T1  - Scaffolding peer collaborative problem solving: a qualitative systematic review
EP  - 63
SP  - 63
VL  - 19
UR  - https://hdl.handle.net/21.15107/rcub_ipir_965
ER  - 

@conference{
author = "Jošić, Smiljana and Videnović, Marina and Krstić, Ksenija",
year = "2023",
abstract = "Peer Collaborative Problem Solving (CPS) can positively influence learning anddevelopment, in different domains and at different levels of education. Studying collaborationamong adolescents is relevant for educational practice since it helps identify the conditions underwhich collaboration might be productive as well as the ways teachers could support students’ CPSin education. The aim of this systematic review was to identify and systematize research findingson training and scaffolding modalities enabling adolescents to engage in productive CPS. FollowingPRISMA guidelines we searched PsycInfo, WoS and ERIC databases and selected 5256 publishedabstracts in English. Six researchers screened the titles and abstracts of all identified papers (2researchers per abstract) and selected 160 fully published papers for reflexive thematic analyses.Among 160 selected papers, there were 110 provided data on adult scaffolding or the contributionof teacher/researcher support. The results revealed that the quality of cooperation training itselfwas described in 17 papers (15.4%), while scaffolding was a much more common topic in theselected research (N = 78; 70.9%). We also selected papers that included both training andscaffolding (N = 13; 11.8%). Regarding the impact of this kind of support on collaborative problemsolving, the majority of published papers reported positive effects (N = 60, 53.6%) and only a fewof them found its effects to be negative (N = 7, 6.3%). The remaining 44 papers (40%) did notanalyse an impact of training or scaffolding. Our thematic analyses found that in efforts tocontribute to successful CPS, adults (teachers/researchers) can moderate peer interaction in threeways, by focusing on either cognitive processes (N = 82; 75%), group discussions (N = 73; 66%), orclassroom management (N = 23; 21%). All characteristics that emerged in this review will bediscussed and concluding remarks will be focused on educational implications.",
publisher = "Niš : Faculty of Philosophy",
journal = "International conference days of applied psychology",
title = "Scaffolding peer collaborative problem solving: a qualitative systematic review",
pages = "63-63",
volume = "19",
url = "https://hdl.handle.net/21.15107/rcub_ipir_965"
}

Jošić, S., Videnović, M.,& Krstić, K.. (2023). Scaffolding peer collaborative problem solving: a qualitative systematic review. in International conference days of applied psychology
Niš : Faculty of Philosophy., 19, 63-63.
https://hdl.handle.net/21.15107/rcub_ipir_965

Jošić S, Videnović M, Krstić K. Scaffolding peer collaborative problem solving: a qualitative systematic review. in International conference days of applied psychology. 2023;19:63-63.
https://hdl.handle.net/21.15107/rcub_ipir_965 .

Jošić, Smiljana, Videnović, Marina, Krstić, Ksenija, "Scaffolding peer collaborative problem solving: a qualitative systematic review" in International conference days of applied psychology, 19 (2023):63-63,
https://hdl.handle.net/21.15107/rcub_ipir_965 .

TY  - CONF
AU  - Nikitović, Tijana
AU  - Ninković, Milica G.
AU  - Krstić, Ksenija
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4989
AB  - Adolescence and emerging adulthood are recognized as transitional periods in which exploration and development of the self take place. Times of crises, such as the current COVID-19 pandemic, bring about additional challenges for this primary psychosocial task. Everyday lives of young people have been radically
altered by the current pandemic, from schools and universities closing, to social distancing measures that affected their social lives in particular.
The aim of our study was to give youth a voice in order to understand the impact of the COVID‐19 pandemic on their lives, and particularly, their sense of self. In line with our aim, we asked participants to write their own accounts of the pandemic and the consequences it had on their lives in the form of narratives.
We collected written narratives from 70 young people from Serbia aged 14-26 (Mage = 20.1; Sd = 2.9, 85.7% female) via an online form. Thematic analysis was used in order to analyse the qualitative data. In total, 86 coded segments from 46 youth narratives refer to the view of one’s self. Thematic analysis revealed several major themes that refer to (1) the pandemic as an opportunity for personal growth; (2) changes in perspective on life brought about by the pandemic; (3) (in)essentiality of others for one’s sense of self; (4) adverse effect of the pandemic on one’s sense of self and (5) irrelevance of the pandemic for one’s sense of self.
The results reveal the varied effects of pandemic on youth’s sense of self, shaking its foundations for some, while leaving others impervious. Some young people choose to highlight the positive impact of the pandemic, helping them mature and take on more personal responsibilities and become “the best versions of themselves”. It also brought insights about the “importance of appreciating the little things in life”, as well as teaching them that there are things that are out of their control and that they cannot constantly live in fear. The importance of
others in developing one’s sense of self is highlighted as well. For some young people, the pandemic emphasised human’s social nature, while it allowed others to focus on their individual strengths and revealed their ability to thrive in solitude. Finally, for some the pandemic was an opportunity to identify the truly
important people in their lives. The negative effects of the pandemic on one’s sense of self mainly involve growing pessimism, as well as a sense of low self-efficacy and confidence. Lastly, some point out that while the pandemic had an impact on society or their way of life, it only affirmed their sense of self. 
The pandemic posed youth with the challenge of developing a stable sense of self in an unstable world. These findings helped us gain a better understanding of the ways in which young people can reshape their sense of self in times of crisis.
PB  - European Association for Research on Adolescence
C3  - Presentation at 18th Biennial Conference of the European Association for Research on Adolescence
T1  - The self in youth narratives: personal lessons from the COVID-19 pandemic
UR  - https://hdl.handle.net/21.15107/rcub_reff_4989
ER  - 

@conference{
author = "Nikitović, Tijana and Ninković, Milica G. and Krstić, Ksenija",
year = "2022",
abstract = "Adolescence and emerging adulthood are recognized as transitional periods in which exploration and development of the self take place. Times of crises, such as the current COVID-19 pandemic, bring about additional challenges for this primary psychosocial task. Everyday lives of young people have been radically
altered by the current pandemic, from schools and universities closing, to social distancing measures that affected their social lives in particular.
The aim of our study was to give youth a voice in order to understand the impact of the COVID‐19 pandemic on their lives, and particularly, their sense of self. In line with our aim, we asked participants to write their own accounts of the pandemic and the consequences it had on their lives in the form of narratives.
We collected written narratives from 70 young people from Serbia aged 14-26 (Mage = 20.1; Sd = 2.9, 85.7% female) via an online form. Thematic analysis was used in order to analyse the qualitative data. In total, 86 coded segments from 46 youth narratives refer to the view of one’s self. Thematic analysis revealed several major themes that refer to (1) the pandemic as an opportunity for personal growth; (2) changes in perspective on life brought about by the pandemic; (3) (in)essentiality of others for one’s sense of self; (4) adverse effect of the pandemic on one’s sense of self and (5) irrelevance of the pandemic for one’s sense of self.
The results reveal the varied effects of pandemic on youth’s sense of self, shaking its foundations for some, while leaving others impervious. Some young people choose to highlight the positive impact of the pandemic, helping them mature and take on more personal responsibilities and become “the best versions of themselves”. It also brought insights about the “importance of appreciating the little things in life”, as well as teaching them that there are things that are out of their control and that they cannot constantly live in fear. The importance of
others in developing one’s sense of self is highlighted as well. For some young people, the pandemic emphasised human’s social nature, while it allowed others to focus on their individual strengths and revealed their ability to thrive in solitude. Finally, for some the pandemic was an opportunity to identify the truly
important people in their lives. The negative effects of the pandemic on one’s sense of self mainly involve growing pessimism, as well as a sense of low self-efficacy and confidence. Lastly, some point out that while the pandemic had an impact on society or their way of life, it only affirmed their sense of self. 
The pandemic posed youth with the challenge of developing a stable sense of self in an unstable world. These findings helped us gain a better understanding of the ways in which young people can reshape their sense of self in times of crisis.",
publisher = "European Association for Research on Adolescence",
journal = "Presentation at 18th Biennial Conference of the European Association for Research on Adolescence",
title = "The self in youth narratives: personal lessons from the COVID-19 pandemic",
url = "https://hdl.handle.net/21.15107/rcub_reff_4989"
}

Nikitović, T., Ninković, M. G.,& Krstić, K.. (2022). The self in youth narratives: personal lessons from the COVID-19 pandemic. in Presentation at 18th Biennial Conference of the European Association for Research on Adolescence
European Association for Research on Adolescence..
https://hdl.handle.net/21.15107/rcub_reff_4989

Nikitović T, Ninković MG, Krstić K. The self in youth narratives: personal lessons from the COVID-19 pandemic. in Presentation at 18th Biennial Conference of the European Association for Research on Adolescence. 2022;.
https://hdl.handle.net/21.15107/rcub_reff_4989 .

Nikitović, Tijana, Ninković, Milica G., Krstić, Ksenija, "The self in youth narratives: personal lessons from the COVID-19 pandemic" in Presentation at 18th Biennial Conference of the European Association for Research on Adolescence (2022),
https://hdl.handle.net/21.15107/rcub_reff_4989 .

TY  - JOUR
AU  - Krstić, Ksenija
AU  - Nikitović, Tijana
AU  - Ninković, Milica G.
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4988
AB  - The outbreak of the Covid-19 pandemic at the beginning of 2020 brought great changes in the daily lives of people of all ages. The initial empirical research conducted during the pandemic in many countries indicated an increased tendency of young people to develop psychological problems. This research aimed to shed additional light on young people's perspectives on the crisis and give them the opportunity to share their experiences of the pandemic. Through online form we collected 70 written narratives of adolescents and young people aged 14-26 (Mage = 20.1; SD = 2.9; 85.7% female). Collected narratives differed in length, coherence, valence, and content, which reflected young people's complex and diverse experiences during this pandemic crisis. In total, 755 segments were coded. Thematic analysis revealed eight major themes, with several subthemes within each. These major themes referred to 1) Sense of self, 2) Coping strategies, 3) Positive experiences, 4) Negative experiences, 5) Negative mental states, 6) Fears & anxieties, 7) Nostalgia & longing, and 8) Public attitudes. These findings can help us to "hear their voice" and gain a better understanding of adolescents’ perspectives and experiences during the pandemic.
PB  - Institute of Psychology, Faculty of Philosophy, University of Belgrade
PB  - Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade
T2  - Proceedings of the XXVIII Scientific Conference: Empirical Studies in Psycholog
T1  - "We Just Wanted to Go Out, Have a Drink, Meet Everyone, Hug..."  - Youth Narratives About Life During the Pandemic
EP  - 91
SP  - 88
UR  - https://hdl.handle.net/21.15107/rcub_reff_4988
ER  - 

@article{
author = "Krstić, Ksenija and Nikitović, Tijana and Ninković, Milica G.",
year = "2022",
abstract = "The outbreak of the Covid-19 pandemic at the beginning of 2020 brought great changes in the daily lives of people of all ages. The initial empirical research conducted during the pandemic in many countries indicated an increased tendency of young people to develop psychological problems. This research aimed to shed additional light on young people's perspectives on the crisis and give them the opportunity to share their experiences of the pandemic. Through online form we collected 70 written narratives of adolescents and young people aged 14-26 (Mage = 20.1; SD = 2.9; 85.7% female). Collected narratives differed in length, coherence, valence, and content, which reflected young people's complex and diverse experiences during this pandemic crisis. In total, 755 segments were coded. Thematic analysis revealed eight major themes, with several subthemes within each. These major themes referred to 1) Sense of self, 2) Coping strategies, 3) Positive experiences, 4) Negative experiences, 5) Negative mental states, 6) Fears & anxieties, 7) Nostalgia & longing, and 8) Public attitudes. These findings can help us to "hear their voice" and gain a better understanding of adolescents’ perspectives and experiences during the pandemic.",
publisher = "Institute of Psychology, Faculty of Philosophy, University of Belgrade, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade",
journal = "Proceedings of the XXVIII Scientific Conference: Empirical Studies in Psycholog",
title = ""We Just Wanted to Go Out, Have a Drink, Meet Everyone, Hug..."  - Youth Narratives About Life During the Pandemic",
pages = "91-88",
url = "https://hdl.handle.net/21.15107/rcub_reff_4988"
}

Krstić, K., Nikitović, T.,& Ninković, M. G.. (2022). "We Just Wanted to Go Out, Have a Drink, Meet Everyone, Hug..."  - Youth Narratives About Life During the Pandemic. in Proceedings of the XXVIII Scientific Conference: Empirical Studies in Psycholog
Institute of Psychology, Faculty of Philosophy, University of Belgrade., 88-91.
https://hdl.handle.net/21.15107/rcub_reff_4988

Krstić K, Nikitović T, Ninković MG. "We Just Wanted to Go Out, Have a Drink, Meet Everyone, Hug..."  - Youth Narratives About Life During the Pandemic. in Proceedings of the XXVIII Scientific Conference: Empirical Studies in Psycholog. 2022;:88-91.
https://hdl.handle.net/21.15107/rcub_reff_4988 .

Krstić, Ksenija, Nikitović, Tijana, Ninković, Milica G., ""We Just Wanted to Go Out, Have a Drink, Meet Everyone, Hug..."  - Youth Narratives About Life During the Pandemic" in Proceedings of the XXVIII Scientific Conference: Empirical Studies in Psycholog (2022):88-91,
https://hdl.handle.net/21.15107/rcub_reff_4988 .

TY  - CONF
AU  - Baucal, Aleksandar
AU  - Pavlović-Babić, Dragica
AU  - Altaras Dimitrijević, Ana
AU  - Krstić, Ksenija
AU  - Jolić Marjanović, Zorana
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Jošić, Smiljana
AU  - Nikitović, Tijana
AU  - Mojović, Kristina
AU  - Rajić, Milana
AU  - Ivanović, Jovan
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4987
AB  - Project PEERSolvers aims at establishing a valid, evidence-based approach to building young people’s capacities for collaborative problem-solving (CPS). Specifically, the Project’s goal is to design and test an innovative training program based on the PEER model, i.e., targeting four elements of effective CPS: Personality, Exchange in dialogue, Emotional Intelligence, and Resources. In this paper, we outline the methodological framework for achieving this goal. Overall, the Project will employ a mixed-methods approach and include 600 participants. In the first phase, our objective is to develop a PEER model-based training for adolescents based on data about individual and group-level factors of (un)productive peer interaction; personal themes through which these factors appear in CPS; and adolescents’ past experiences with and attitudes towards CPS. These data will be collected in two qualitative studies, via individual interviews with participants and observations of their spontaneous behavior during CPS. In the second phase, our objective is to implement the PEER model-based training and test it in two intervention studies. The first study will examine the training’s effects on two group-level variables: quality of interaction during CPS; and quality of the solution to the presented real-world (complex) problems. Also, we will use the data from this study to make final adjustments to the PEER model-based training. The second intervention study will test the effects of the final version of the training on two individual-level variables: scientific and civic problem-solving competencies; and participants’ subjective experience of CPS. Both intervention studies will use an experimental design with repeated measures (pretest-training-posttest). The experimental group will receive the PEER model-based training and have the opportunity to practice CPS in triads with an experienced instructor providing scaffolding and digital media as resources; the control group will also be engaged in CPS but will not receive any training or scaffolding. The above described implementation of the PEER model should yield major insights into the possibility of developing adolescents’ capacities for CPS and using it to promote their individual competencies.
PB  - Institute of Psychology, Faculty of Philosophy, University of Belgrade
PB  - Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade
C3  - Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology
T1  - Testing and Implementing the Peer Model of Collaborative Problem-Solving: Project Peersolvers
SP  - 25
UR  - https://hdl.handle.net/21.15107/rcub_reff_4987
ER  - 

@conference{
author = "Baucal, Aleksandar and Pavlović-Babić, Dragica and Altaras Dimitrijević, Ana and Krstić, Ksenija and Jolić Marjanović, Zorana and Stepanović Ilić, Ivana and Videnović, Marina and Jošić, Smiljana and Nikitović, Tijana and Mojović, Kristina and Rajić, Milana and Ivanović, Jovan",
year = "2022",
abstract = "Project PEERSolvers aims at establishing a valid, evidence-based approach to building young people’s capacities for collaborative problem-solving (CPS). Specifically, the Project’s goal is to design and test an innovative training program based on the PEER model, i.e., targeting four elements of effective CPS: Personality, Exchange in dialogue, Emotional Intelligence, and Resources. In this paper, we outline the methodological framework for achieving this goal. Overall, the Project will employ a mixed-methods approach and include 600 participants. In the first phase, our objective is to develop a PEER model-based training for adolescents based on data about individual and group-level factors of (un)productive peer interaction; personal themes through which these factors appear in CPS; and adolescents’ past experiences with and attitudes towards CPS. These data will be collected in two qualitative studies, via individual interviews with participants and observations of their spontaneous behavior during CPS. In the second phase, our objective is to implement the PEER model-based training and test it in two intervention studies. The first study will examine the training’s effects on two group-level variables: quality of interaction during CPS; and quality of the solution to the presented real-world (complex) problems. Also, we will use the data from this study to make final adjustments to the PEER model-based training. The second intervention study will test the effects of the final version of the training on two individual-level variables: scientific and civic problem-solving competencies; and participants’ subjective experience of CPS. Both intervention studies will use an experimental design with repeated measures (pretest-training-posttest). The experimental group will receive the PEER model-based training and have the opportunity to practice CPS in triads with an experienced instructor providing scaffolding and digital media as resources; the control group will also be engaged in CPS but will not receive any training or scaffolding. The above described implementation of the PEER model should yield major insights into the possibility of developing adolescents’ capacities for CPS and using it to promote their individual competencies.",
publisher = "Institute of Psychology, Faculty of Philosophy, University of Belgrade, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade",
journal = "Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology",
title = "Testing and Implementing the Peer Model of Collaborative Problem-Solving: Project Peersolvers",
pages = "25",
url = "https://hdl.handle.net/21.15107/rcub_reff_4987"
}

Baucal, A., Pavlović-Babić, D., Altaras Dimitrijević, A., Krstić, K., Jolić Marjanović, Z., Stepanović Ilić, I., Videnović, M., Jošić, S., Nikitović, T., Mojović, K., Rajić, M.,& Ivanović, J.. (2022). Testing and Implementing the Peer Model of Collaborative Problem-Solving: Project Peersolvers. in Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology
Institute of Psychology, Faculty of Philosophy, University of Belgrade., 25.
https://hdl.handle.net/21.15107/rcub_reff_4987

Baucal A, Pavlović-Babić D, Altaras Dimitrijević A, Krstić K, Jolić Marjanović Z, Stepanović Ilić I, Videnović M, Jošić S, Nikitović T, Mojović K, Rajić M, Ivanović J. Testing and Implementing the Peer Model of Collaborative Problem-Solving: Project Peersolvers. in Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology. 2022;:25.
https://hdl.handle.net/21.15107/rcub_reff_4987 .

Baucal, Aleksandar, Pavlović-Babić, Dragica, Altaras Dimitrijević, Ana, Krstić, Ksenija, Jolić Marjanović, Zorana, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smiljana, Nikitović, Tijana, Mojović, Kristina, Rajić, Milana, Ivanović, Jovan, "Testing and Implementing the Peer Model of Collaborative Problem-Solving: Project Peersolvers" in Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology (2022):25,
https://hdl.handle.net/21.15107/rcub_reff_4987 .

TY  - RPRT
AU  - Baucal, Aleksandar
AU  - Altaras Dimitrijević, Ana
AU  - Petrović, Danijela
AU  - Janković, Dragan
AU  - Stepanović Ilić, Ivana
AU  - Krstić, Ksenija
AU  - Videnović, Marina
AU  - Rajić, Milana
AU  - Simić, Nataša
AU  - Jovanović Milanović, Olja
AU  - Krnjaić, Zora
AU  - Jolić Marjanović, Zorana
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4546
AB  - Studiju „Obrazovanje tokom pandemije Kovid-19 u Srbiji: kvalitativna studija“ realizovao je Institut za psihologiju Filozofskog fakulteta u Beogradu, uz finansijsku podršku UNICEF kancelarije u Beogradu, i podršku Ministarstva prosvete Republike Srbije. Radi se o kvalitativnoj studiji o obrazovnim iskustvima tokom pandemije koja je obuhvatila fokus grupne diskusije sa preko 400 učenika osnovnih i srednjih škola u Srbiji, kao i intervjue sa 90 učenika iz osetljivih grupa, njihovim roditeljima i nastavnicima. Stoga, ova studija pruža jedinstven uvid u kvalitet i pravednost nastavnog procesa, kvalitet vršnjačkih odnosa, kao i ulogu porodice u obrazovanju tokom pandemije Kovid-19 u Srbiji. Nalazi ovog sveobuhvatnog istraživanja predstavljaju oslonac za planiranje mera za kompenzovanje negativnih posledica obrazovanja tokom pandemije u Srbiji, ali i mera kojima se pozitivni efekti pandemije mogu učiniti održivim. Istovremeno, nalazi istraživanja pružaju uvid u protektivne i riziko faktore za učenje i razvoj učenika tokom pandemije, što je polazište za aktivnosti usmerene na unapređivanje otpornosti obrazovnog sistema Republike Srbije u nekim narednim kriznim situacijama. Imajući u vidu da je istraživanje sprovedeno kao deo regionalne inicijative koju je pokrenuo Institut za društvena istraživanja iz Zagreba, uz učešće istraživačkih timova Instituta za psihologiju, Filozofskog fakulteta u Beogradu i Pedagoškog fakulteta iz Ljubljane –studija će omogućiti komparativno sagledavanje rezultata i iskustava.
PB  - Beograd: Institut za psihologiju, Filozofski fakultet.
T1  - Obrazovanje tokom pandemije Kovid-19 u Srbiji: kvalitativna studija
UR  - https://hdl.handle.net/21.15107/rcub_reff_4546
ER  - 

@techreport{
author = "Baucal, Aleksandar and Altaras Dimitrijević, Ana and Petrović, Danijela and Janković, Dragan and Stepanović Ilić, Ivana and Krstić, Ksenija and Videnović, Marina and Rajić, Milana and Simić, Nataša and Jovanović Milanović, Olja and Krnjaić, Zora and Jolić Marjanović, Zorana",
year = "2022",
abstract = "Studiju „Obrazovanje tokom pandemije Kovid-19 u Srbiji: kvalitativna studija“ realizovao je Institut za psihologiju Filozofskog fakulteta u Beogradu, uz finansijsku podršku UNICEF kancelarije u Beogradu, i podršku Ministarstva prosvete Republike Srbije. Radi se o kvalitativnoj studiji o obrazovnim iskustvima tokom pandemije koja je obuhvatila fokus grupne diskusije sa preko 400 učenika osnovnih i srednjih škola u Srbiji, kao i intervjue sa 90 učenika iz osetljivih grupa, njihovim roditeljima i nastavnicima. Stoga, ova studija pruža jedinstven uvid u kvalitet i pravednost nastavnog procesa, kvalitet vršnjačkih odnosa, kao i ulogu porodice u obrazovanju tokom pandemije Kovid-19 u Srbiji. Nalazi ovog sveobuhvatnog istraživanja predstavljaju oslonac za planiranje mera za kompenzovanje negativnih posledica obrazovanja tokom pandemije u Srbiji, ali i mera kojima se pozitivni efekti pandemije mogu učiniti održivim. Istovremeno, nalazi istraživanja pružaju uvid u protektivne i riziko faktore za učenje i razvoj učenika tokom pandemije, što je polazište za aktivnosti usmerene na unapređivanje otpornosti obrazovnog sistema Republike Srbije u nekim narednim kriznim situacijama. Imajući u vidu da je istraživanje sprovedeno kao deo regionalne inicijative koju je pokrenuo Institut za društvena istraživanja iz Zagreba, uz učešće istraživačkih timova Instituta za psihologiju, Filozofskog fakulteta u Beogradu i Pedagoškog fakulteta iz Ljubljane –studija će omogućiti komparativno sagledavanje rezultata i iskustava.",
publisher = "Beograd: Institut za psihologiju, Filozofski fakultet.",
title = "Obrazovanje tokom pandemije Kovid-19 u Srbiji: kvalitativna studija",
url = "https://hdl.handle.net/21.15107/rcub_reff_4546"
}

Baucal, A., Altaras Dimitrijević, A., Petrović, D., Janković, D., Stepanović Ilić, I., Krstić, K., Videnović, M., Rajić, M., Simić, N., Jovanović Milanović, O., Krnjaić, Z.,& Jolić Marjanović, Z.. (2022). Obrazovanje tokom pandemije Kovid-19 u Srbiji: kvalitativna studija. 
Beograd: Institut za psihologiju, Filozofski fakultet...
https://hdl.handle.net/21.15107/rcub_reff_4546

Baucal A, Altaras Dimitrijević A, Petrović D, Janković D, Stepanović Ilić I, Krstić K, Videnović M, Rajić M, Simić N, Jovanović Milanović O, Krnjaić Z, Jolić Marjanović Z. Obrazovanje tokom pandemije Kovid-19 u Srbiji: kvalitativna studija. 2022;.
https://hdl.handle.net/21.15107/rcub_reff_4546 .

Baucal, Aleksandar, Altaras Dimitrijević, Ana, Petrović, Danijela, Janković, Dragan, Stepanović Ilić, Ivana, Krstić, Ksenija, Videnović, Marina, Rajić, Milana, Simić, Nataša, Jovanović Milanović, Olja, Krnjaić, Zora, Jolić Marjanović, Zorana, "Obrazovanje tokom pandemije Kovid-19 u Srbiji: kvalitativna studija" (2022),
https://hdl.handle.net/21.15107/rcub_reff_4546 .

TY  - JOUR
AU  - Peixoto, Francisco
AU  - Radišić, Jelena
AU  - Krstić, Ksenija
AU  - Hansen, Kajsa Yang
AU  - Laine, Anu
AU  - Baucal, Aleksandar
AU  - Sõrmus, Maarja
AU  - Mata, Lourdes
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4941
AB  - Grounded in ‘expectancy-value’ theory, this paper reports on the psychometric properties of an instrument intended to measure students’ motivation in mathematics. The participants were 2045 third-, fourth- and fifth-grade students from Estonia, Finland, Norway, Portugal, Serbia and Sweden. The Expectancy-Value Scale (EVS) was found to be suitable for early grades of primary education in measuring competence self-perceptions and subjective task values relative to the mathematics field. The results indicate a good model fit aligned with the expectancy-value theory. The EVS dimensions showed good reliability, and scalar invariance was established. However, findings also indicated high correlations between some of the EVS dimensions, which is well documented for students at this age. The findings are discussed relative to the ‘expectancy-value’ theory framework and students’ age.
T2  - Journal of Psychoeducational Assessment
T1  - Contribution to the Validation of the Expectancy-Value Scale for Primary School Students
EP  - 350
IS  - 3
SP  - 343
VL  - 41
DO  - https://doi.org/10.1177/07342829221144868
ER  - 

@article{
author = "Peixoto, Francisco and Radišić, Jelena and Krstić, Ksenija and Hansen, Kajsa Yang and Laine, Anu and Baucal, Aleksandar and Sõrmus, Maarja and Mata, Lourdes",
year = "2022",
abstract = "Grounded in ‘expectancy-value’ theory, this paper reports on the psychometric properties of an instrument intended to measure students’ motivation in mathematics. The participants were 2045 third-, fourth- and fifth-grade students from Estonia, Finland, Norway, Portugal, Serbia and Sweden. The Expectancy-Value Scale (EVS) was found to be suitable for early grades of primary education in measuring competence self-perceptions and subjective task values relative to the mathematics field. The results indicate a good model fit aligned with the expectancy-value theory. The EVS dimensions showed good reliability, and scalar invariance was established. However, findings also indicated high correlations between some of the EVS dimensions, which is well documented for students at this age. The findings are discussed relative to the ‘expectancy-value’ theory framework and students’ age.",
journal = "Journal of Psychoeducational Assessment",
title = "Contribution to the Validation of the Expectancy-Value Scale for Primary School Students",
pages = "350-343",
number = "3",
volume = "41",
doi = "https://doi.org/10.1177/07342829221144868"
}

Peixoto, F., Radišić, J., Krstić, K., Hansen, K. Y., Laine, A., Baucal, A., Sõrmus, M.,& Mata, L.. (2022). Contribution to the Validation of the Expectancy-Value Scale for Primary School Students. in Journal of Psychoeducational Assessment, 41(3), 343-350.
https://doi.org/https://doi.org/10.1177/07342829221144868

Peixoto F, Radišić J, Krstić K, Hansen KY, Laine A, Baucal A, Sõrmus M, Mata L. Contribution to the Validation of the Expectancy-Value Scale for Primary School Students. in Journal of Psychoeducational Assessment. 2022;41(3):343-350.
doi:https://doi.org/10.1177/07342829221144868 .

Peixoto, Francisco, Radišić, Jelena, Krstić, Ksenija, Hansen, Kajsa Yang, Laine, Anu, Baucal, Aleksandar, Sõrmus, Maarja, Mata, Lourdes, "Contribution to the Validation of the Expectancy-Value Scale for Primary School Students" in Journal of Psychoeducational Assessment, 41, no. 3 (2022):343-350,
https://doi.org/https://doi.org/10.1177/07342829221144868 . .

TY  - CONF
AU  - Baucal, Aleksandar
AU  - Pavlović Babić, Dragica
AU  - Altaras Dimitrijević, Ana
AU  - Krstić, Ksenija
AU  - Jolić Marjanović, Zorana
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Jošić, Smiljana
AU  - Nikitović, Tijana
AU  - Mojović Zdravković, Kristina
AU  - Rajić, Milana
AU  - Ivanović, Jovan
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/863
UR  - http://reff.f.bg.ac.rs/handle/123456789/4157
AB  - The aim of this paper is to present a viable, psychologically based framework designed for systematical promotion of the adolescents’ capacities for collaborative problem solving and possibilities for their cultivation through everyday school practice. Specifically, a model for designing teacher-training programs is proposed, wherein several elements of effective collaborative problem solving are drawn together.
PB  - Serbia : Faculty of Technical Sciences Čačak
C3  - Technics and informatics in education – TIE 2022
T1  - From collaboration to solutions: Encouraging collaborative problem solving through school practice
EP  - 472
SP  - 470
DO  - 10.46793/TIE22.470B
ER  - 

@conference{
author = "Baucal, Aleksandar and Pavlović Babić, Dragica and Altaras Dimitrijević, Ana and Krstić, Ksenija and Jolić Marjanović, Zorana and Stepanović Ilić, Ivana and Videnović, Marina and Jošić, Smiljana and Nikitović, Tijana and Mojović Zdravković, Kristina and Rajić, Milana and Ivanović, Jovan",
year = "2022",
abstract = "The aim of this paper is to present a viable, psychologically based framework designed for systematical promotion of the adolescents’ capacities for collaborative problem solving and possibilities for their cultivation through everyday school practice. Specifically, a model for designing teacher-training programs is proposed, wherein several elements of effective collaborative problem solving are drawn together.",
publisher = "Serbia : Faculty of Technical Sciences Čačak",
journal = "Technics and informatics in education – TIE 2022",
title = "From collaboration to solutions: Encouraging collaborative problem solving through school practice",
pages = "472-470",
doi = "10.46793/TIE22.470B"
}

Baucal, A., Pavlović Babić, D., Altaras Dimitrijević, A., Krstić, K., Jolić Marjanović, Z., Stepanović Ilić, I., Videnović, M., Jošić, S., Nikitović, T., Mojović Zdravković, K., Rajić, M.,& Ivanović, J.. (2022). From collaboration to solutions: Encouraging collaborative problem solving through school practice. in Technics and informatics in education – TIE 2022
Serbia : Faculty of Technical Sciences Čačak., 470-472.
https://doi.org/10.46793/TIE22.470B

Baucal A, Pavlović Babić D, Altaras Dimitrijević A, Krstić K, Jolić Marjanović Z, Stepanović Ilić I, Videnović M, Jošić S, Nikitović T, Mojović Zdravković K, Rajić M, Ivanović J. From collaboration to solutions: Encouraging collaborative problem solving through school practice. in Technics and informatics in education – TIE 2022. 2022;:470-472.
doi:10.46793/TIE22.470B .

Baucal, Aleksandar, Pavlović Babić, Dragica, Altaras Dimitrijević, Ana, Krstić, Ksenija, Jolić Marjanović, Zorana, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smiljana, Nikitović, Tijana, Mojović Zdravković, Kristina, Rajić, Milana, Ivanović, Jovan, "From collaboration to solutions: Encouraging collaborative problem solving through school practice" in Technics and informatics in education – TIE 2022 (2022):470-472,
https://doi.org/10.46793/TIE22.470B . .

TY  - CONF
AU  - Baucal, Aleksandar
AU  - Pavlović-Babić, Dragica
AU  - Altaras Dimitrijević, Ana
AU  - Krstić, Ksenija
AU  - Jolić Marjanović, Zorana
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Jošić, Smiljana
AU  - Nikitović, Tijana
AU  - Mojović, Kristina
AU  - Rajić, Milana
AU  - Ivanović, Jovan
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4421
AB  - Project PEERSolvers aims at establishing a valid, evidence-based approach to building young people’s capacities for collaborative problem-solving (CPS). Specifically, the Project’s goal is to design and test an innovative training program based on the PEER model, i.e., targeting four elements of effective CPS: Personality, Exchange in dialogue, Emotional Intelligence, and Resources. In this paper, we outline the methodological framework for achieving this goal. Overall, the Project will employ a mixed-methods approach and include 600 participants. In the first phase, our objective is to develop a PEER model-based training for adolescents based on data about individual and group-level factors of (un)productive peer interaction; personal themes through which these factors appear in CPS; and adolescents’ past experiences with and attitudes towards CPS. These data will be collected in two qualitative studies, via individual interviews with participants and observations of their spontaneous behavior during CPS. In the second phase, our objective is to implement the PEER model-based training and test it in two intervention studies. The first study will examine the training’s effects on two group-level variables: quality of interaction during CPS; and quality of the solution to the presented real-world (complex) problems. Also, we will use the data from this study to make final adjustments to the PEER model-based training. The second intervention study will test the effects of the final version of the training on two individual-level variables: scientific and civic problem-solving competencies; and participants’ subjective experience of CPS. Both intervention studies will use an experimental design with repeated measures (pretest-training-posttest). The experimental group will receive the PEER model-based training and have the opportunity to practice CPS in triads with an experienced instructor providing scaffolding and digital media as resources; the control group will also be engaged in CPS but will not receive any training or scaffolding. The above described implementation of the PEER model should yield major insights into the possibility of developing adolescents’ capacities for CPS and using it to promote their individual competencies.
PB  - Institut za psihologiju, Filozofski fakultet u Beogradu
PB  - Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet u Beogradu
C3  - BOOK OF ABSTRACTS OF THE XXVIII SCIENTIFIC CONFERENCE Empirical Studies in Psychology
T1  - The peer model: A new framework for promoting collaborative problem-solving in young people
EP  - 25
SP  - 25
VL  - 28
UR  - https://hdl.handle.net/21.15107/rcub_reff_4421
ER  - 

@conference{
author = "Baucal, Aleksandar and Pavlović-Babić, Dragica and Altaras Dimitrijević, Ana and Krstić, Ksenija and Jolić Marjanović, Zorana and Stepanović Ilić, Ivana and Videnović, Marina and Jošić, Smiljana and Nikitović, Tijana and Mojović, Kristina and Rajić, Milana and Ivanović, Jovan",
year = "2022",
abstract = "Project PEERSolvers aims at establishing a valid, evidence-based approach to building young people’s capacities for collaborative problem-solving (CPS). Specifically, the Project’s goal is to design and test an innovative training program based on the PEER model, i.e., targeting four elements of effective CPS: Personality, Exchange in dialogue, Emotional Intelligence, and Resources. In this paper, we outline the methodological framework for achieving this goal. Overall, the Project will employ a mixed-methods approach and include 600 participants. In the first phase, our objective is to develop a PEER model-based training for adolescents based on data about individual and group-level factors of (un)productive peer interaction; personal themes through which these factors appear in CPS; and adolescents’ past experiences with and attitudes towards CPS. These data will be collected in two qualitative studies, via individual interviews with participants and observations of their spontaneous behavior during CPS. In the second phase, our objective is to implement the PEER model-based training and test it in two intervention studies. The first study will examine the training’s effects on two group-level variables: quality of interaction during CPS; and quality of the solution to the presented real-world (complex) problems. Also, we will use the data from this study to make final adjustments to the PEER model-based training. The second intervention study will test the effects of the final version of the training on two individual-level variables: scientific and civic problem-solving competencies; and participants’ subjective experience of CPS. Both intervention studies will use an experimental design with repeated measures (pretest-training-posttest). The experimental group will receive the PEER model-based training and have the opportunity to practice CPS in triads with an experienced instructor providing scaffolding and digital media as resources; the control group will also be engaged in CPS but will not receive any training or scaffolding. The above described implementation of the PEER model should yield major insights into the possibility of developing adolescents’ capacities for CPS and using it to promote their individual competencies.",
publisher = "Institut za psihologiju, Filozofski fakultet u Beogradu, Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet u Beogradu",
journal = "BOOK OF ABSTRACTS OF THE XXVIII SCIENTIFIC CONFERENCE Empirical Studies in Psychology",
title = "The peer model: A new framework for promoting collaborative problem-solving in young people",
pages = "25-25",
volume = "28",
url = "https://hdl.handle.net/21.15107/rcub_reff_4421"
}

Baucal, A., Pavlović-Babić, D., Altaras Dimitrijević, A., Krstić, K., Jolić Marjanović, Z., Stepanović Ilić, I., Videnović, M., Jošić, S., Nikitović, T., Mojović, K., Rajić, M.,& Ivanović, J.. (2022). The peer model: A new framework for promoting collaborative problem-solving in young people. in BOOK OF ABSTRACTS OF THE XXVIII SCIENTIFIC CONFERENCE Empirical Studies in Psychology
Institut za psihologiju, Filozofski fakultet u Beogradu., 28, 25-25.
https://hdl.handle.net/21.15107/rcub_reff_4421

Baucal A, Pavlović-Babić D, Altaras Dimitrijević A, Krstić K, Jolić Marjanović Z, Stepanović Ilić I, Videnović M, Jošić S, Nikitović T, Mojović K, Rajić M, Ivanović J. The peer model: A new framework for promoting collaborative problem-solving in young people. in BOOK OF ABSTRACTS OF THE XXVIII SCIENTIFIC CONFERENCE Empirical Studies in Psychology. 2022;28:25-25.
https://hdl.handle.net/21.15107/rcub_reff_4421 .

Baucal, Aleksandar, Pavlović-Babić, Dragica, Altaras Dimitrijević, Ana, Krstić, Ksenija, Jolić Marjanović, Zorana, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smiljana, Nikitović, Tijana, Mojović, Kristina, Rajić, Milana, Ivanović, Jovan, "The peer model: A new framework for promoting collaborative problem-solving in young people" in BOOK OF ABSTRACTS OF THE XXVIII SCIENTIFIC CONFERENCE Empirical Studies in Psychology, 28 (2022):25-25,
https://hdl.handle.net/21.15107/rcub_reff_4421 .

TY  - CONF
AU  - Rajić, Milana
AU  - Videnović, Marina
AU  - Krstić, Ksenija
AU  - Stepanović Ilić, Ivana
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4402
AB  - Supportive, warm, and psychologically stimulative interactions between caregivers and children are very important factors of the child’s development and represent an indicator of care quality. However, there are no direct or self-reported instruments for estimating the quality of early childhood stimulation in Serbia. This research aims to (1) determine psychometric and descriptive properties of the constructed instrument, and (2) investigate the correlation between the frequency of these activities, socioeconomic status, and the developmental status of the child. Based on the Early Learning and Developmental Standards for children in Serbia, the Inventory of Stimulative Activities for Child Development (ISCAD) was constructed. The obtained results indicate good psychometric characteristics of the new instrument. A significant correlation with the developmental status of the child is observed. No significant correlations were found with the mother’s education or economic status.
PB  - Institut za psihologiju, Filozofski fakultet u Beogradu
PB  - Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet u Beogradu
C3  - PROCEEDINGS OF THE XXVIII SCIENTIFIC CONFERENCE Empirical Studies in Psychology
T1  - Early Childhood Development Stimulation: One Way Of Measuring
EP  - 103
SP  - 100
VL  - 28
UR  - https://hdl.handle.net/21.15107/rcub_reff_4402
ER  - 

@conference{
author = "Rajić, Milana and Videnović, Marina and Krstić, Ksenija and Stepanović Ilić, Ivana",
year = "2022",
abstract = "Supportive, warm, and psychologically stimulative interactions between caregivers and children are very important factors of the child’s development and represent an indicator of care quality. However, there are no direct or self-reported instruments for estimating the quality of early childhood stimulation in Serbia. This research aims to (1) determine psychometric and descriptive properties of the constructed instrument, and (2) investigate the correlation between the frequency of these activities, socioeconomic status, and the developmental status of the child. Based on the Early Learning and Developmental Standards for children in Serbia, the Inventory of Stimulative Activities for Child Development (ISCAD) was constructed. The obtained results indicate good psychometric characteristics of the new instrument. A significant correlation with the developmental status of the child is observed. No significant correlations were found with the mother’s education or economic status.",
publisher = "Institut za psihologiju, Filozofski fakultet u Beogradu, Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet u Beogradu",
journal = "PROCEEDINGS OF THE XXVIII SCIENTIFIC CONFERENCE Empirical Studies in Psychology",
title = "Early Childhood Development Stimulation: One Way Of Measuring",
pages = "103-100",
volume = "28",
url = "https://hdl.handle.net/21.15107/rcub_reff_4402"
}

Rajić, M., Videnović, M., Krstić, K.,& Stepanović Ilić, I.. (2022). Early Childhood Development Stimulation: One Way Of Measuring. in PROCEEDINGS OF THE XXVIII SCIENTIFIC CONFERENCE Empirical Studies in Psychology
Institut za psihologiju, Filozofski fakultet u Beogradu., 28, 100-103.
https://hdl.handle.net/21.15107/rcub_reff_4402

Rajić M, Videnović M, Krstić K, Stepanović Ilić I. Early Childhood Development Stimulation: One Way Of Measuring. in PROCEEDINGS OF THE XXVIII SCIENTIFIC CONFERENCE Empirical Studies in Psychology. 2022;28:100-103.
https://hdl.handle.net/21.15107/rcub_reff_4402 .

Rajić, Milana, Videnović, Marina, Krstić, Ksenija, Stepanović Ilić, Ivana, "Early Childhood Development Stimulation: One Way Of Measuring" in PROCEEDINGS OF THE XXVIII SCIENTIFIC CONFERENCE Empirical Studies in Psychology, 28 (2022):100-103,
https://hdl.handle.net/21.15107/rcub_reff_4402 .

TY  - JOUR
AU  - Lazić, Aleksandra
AU  - Purić, Danka
AU  - Krstić, Ksenija
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3248
AB  - Although previous meta-analytic evidence supports the existence of parochialism in cooperation among adults, the extent to which children and adolescents are more willing to incur a personal cost to benefit ingroups, compared to outgroups, is not yet clear. We provide the first meta-analysis on the existence and magnitude of parochialism in cooperation among pre-adults. Based on 20 experimental economics studies (k = 69, N = 5268, age = 3-19, 12 countries, published 2008-2019), a multilevel meta-analytic model revealed a small overall effect size indicating that children and adolescents were more cooperative towards ingroups (d = 0.22, 95% CI [0.07, 0.38]). A series of single-moderator analyses tested for the following conditions: participant age and sex; game type ([mini-]dictator game, prisoner's dilemma, public goods dilemma, trust game, ultimatum game); outcome interdependence; membership manipulation (between- vs. within-subjects); group type (natural vs. experimental); reward type (monetary vs. non-monetary); and country of the participant. Parochial cooperation did not vary with participants' age. Parochialism was larger in non-interdependent (dictator-type) compared to interdependent (bargaining and social dilemma) games. There were no moderating effects of group type, membership manipulation or reward type. To provide more data on how parochialism develops, primary studies should report age ranges more precisely and use more restricted age groups.
PB  - John Wiley & Sons Ltd, Chichester
T2  - International Journal of Psychology
T1  - Does parochial cooperation exist in childhood and adolescence? A meta-analysis
DO  - 10.1002/ijop.12791
ER  - 

@article{
author = "Lazić, Aleksandra and Purić, Danka and Krstić, Ksenija",
year = "2021",
abstract = "Although previous meta-analytic evidence supports the existence of parochialism in cooperation among adults, the extent to which children and adolescents are more willing to incur a personal cost to benefit ingroups, compared to outgroups, is not yet clear. We provide the first meta-analysis on the existence and magnitude of parochialism in cooperation among pre-adults. Based on 20 experimental economics studies (k = 69, N = 5268, age = 3-19, 12 countries, published 2008-2019), a multilevel meta-analytic model revealed a small overall effect size indicating that children and adolescents were more cooperative towards ingroups (d = 0.22, 95% CI [0.07, 0.38]). A series of single-moderator analyses tested for the following conditions: participant age and sex; game type ([mini-]dictator game, prisoner's dilemma, public goods dilemma, trust game, ultimatum game); outcome interdependence; membership manipulation (between- vs. within-subjects); group type (natural vs. experimental); reward type (monetary vs. non-monetary); and country of the participant. Parochial cooperation did not vary with participants' age. Parochialism was larger in non-interdependent (dictator-type) compared to interdependent (bargaining and social dilemma) games. There were no moderating effects of group type, membership manipulation or reward type. To provide more data on how parochialism develops, primary studies should report age ranges more precisely and use more restricted age groups.",
publisher = "John Wiley & Sons Ltd, Chichester",
journal = "International Journal of Psychology",
title = "Does parochial cooperation exist in childhood and adolescence? A meta-analysis",
doi = "10.1002/ijop.12791"
}

Lazić, A., Purić, D.,& Krstić, K.. (2021). Does parochial cooperation exist in childhood and adolescence? A meta-analysis. in International Journal of Psychology
John Wiley & Sons Ltd, Chichester..
https://doi.org/10.1002/ijop.12791

Lazić A, Purić D, Krstić K. Does parochial cooperation exist in childhood and adolescence? A meta-analysis. in International Journal of Psychology. 2021;.
doi:10.1002/ijop.12791 .

Lazić, Aleksandra, Purić, Danka, Krstić, Ksenija, "Does parochial cooperation exist in childhood and adolescence? A meta-analysis" in International Journal of Psychology (2021),
https://doi.org/10.1002/ijop.12791 . .

TY  - GEN
AU  - Radanović, Ana
AU  - Micić, Isidora
AU  - Pavlović, Svetlana
AU  - Krstić, Ksenija
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/356
UR  - http://reff.f.bg.ac.rs/handle/123456789/4163
AB  - The Supplementary Material for this article can be foundonline at: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.635952/full#supplementary-material
PB  - Frontiers Media
T2  - Front Psychol
T1  - Supplementary data for article: Radanović, A.; Micić, I.; Pavlović, S.; Krstić, K. Don’t Think That Kids Aren’t Noticing: Indirect Pathways to Children’s Fear of COVID-19. Frontiers in Psychology 2021, 12. https://doi.org/10.3389/fpsyg.2021.635952.
EP  - 3
SP  - 1
UR  - https://hdl.handle.net/21.15107/rcub_reff_4163
ER  - 

@misc{
author = "Radanović, Ana and Micić, Isidora and Pavlović, Svetlana and Krstić, Ksenija",
year = "2021",
abstract = "The Supplementary Material for this article can be foundonline at: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.635952/full#supplementary-material",
publisher = "Frontiers Media",
journal = "Front Psychol",
title = "Supplementary data for article: Radanović, A.; Micić, I.; Pavlović, S.; Krstić, K. Don’t Think That Kids Aren’t Noticing: Indirect Pathways to Children’s Fear of COVID-19. Frontiers in Psychology 2021, 12. https://doi.org/10.3389/fpsyg.2021.635952.",
pages = "3-1",
url = "https://hdl.handle.net/21.15107/rcub_reff_4163"
}

Radanović, A., Micić, I., Pavlović, S.,& Krstić, K.. (2021). Supplementary data for article: Radanović, A.; Micić, I.; Pavlović, S.; Krstić, K. Don’t Think That Kids Aren’t Noticing: Indirect Pathways to Children’s Fear of COVID-19. Frontiers in Psychology 2021, 12. https://doi.org/10.3389/fpsyg.2021.635952.. in Front Psychol
Frontiers Media., 1-3.
https://hdl.handle.net/21.15107/rcub_reff_4163

Radanović A, Micić I, Pavlović S, Krstić K. Supplementary data for article: Radanović, A.; Micić, I.; Pavlović, S.; Krstić, K. Don’t Think That Kids Aren’t Noticing: Indirect Pathways to Children’s Fear of COVID-19. Frontiers in Psychology 2021, 12. https://doi.org/10.3389/fpsyg.2021.635952.. in Front Psychol. 2021;:1-3.
https://hdl.handle.net/21.15107/rcub_reff_4163 .

Radanović, Ana, Micić, Isidora, Pavlović, Svetlana, Krstić, Ksenija, "Supplementary data for article: Radanović, A.; Micić, I.; Pavlović, S.; Krstić, K. Don’t Think That Kids Aren’t Noticing: Indirect Pathways to Children’s Fear of COVID-19. Frontiers in Psychology 2021, 12. https://doi.org/10.3389/fpsyg.2021.635952." in Front Psychol (2021):1-3,
https://hdl.handle.net/21.15107/rcub_reff_4163 .

TY  - JOUR
AU  - Radanović, Ana
AU  - Micić, Isidora
AU  - Pavlović, Svetlana
AU  - Krstić, Ksenija
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3342
AB  - The present study is couched within Rachman's three-pathway theory of fear acquisition (Rachman, 1977, 1991). Besides the direct contact with the objects of fear, this model also includes two indirect pathways to fear acquisition: negative information transmission and modeling. The study aims to explore the contribution of these three factors to the level of children's fear of COVID-19. The sample consisted of 376 children (59.6% girls), aged 7-19 (M-age = 12.77, SDage = 3.57), and one of their parents (M-age = 42.88, SDage = 6.00). The survey was conducted online during the COVID-19 national state of emergency in the Republic of Serbia. The children assessed their fear of COVID-19, general fearfulness, negative information transmission, and modeling by their parents, as well as the level of exposure to negative information outside their home. The parents assessed their own fear of COVID-19 and trait anxiety. Parents' anxiety, children's age, and children's general fearfulness were used as covariates. The results of our path analysis provide support for Rachman's notion of indirect pathways. The more the parents were afraid of COVID-19, the more they expressed this (either verbally or through their behavior), which in turn led to an increase in the children's fear of COVID-19. Furthermore, children's exposure to negative information related to COVID-19, provided by their teachers and peers or stemming from the media, directly contributed to the level of children's fear. The results of the study emphasize the importance of caregivers' behavior during global health crises and provide some clues as to what caregivers may do to protect their children's mental health in such circumstances.
PB  - Frontiers Media Sa, Lausanne
T2  - Frontiers in Psychology
T1  - Don't Think That Kids Aren't Noticing: Indirect Pathways to Children's Fear of COVID-19
VL  - 12
DO  - 10.3389/fpsyg.2021.635952
ER  - 

@article{
author = "Radanović, Ana and Micić, Isidora and Pavlović, Svetlana and Krstić, Ksenija",
year = "2021",
abstract = "The present study is couched within Rachman's three-pathway theory of fear acquisition (Rachman, 1977, 1991). Besides the direct contact with the objects of fear, this model also includes two indirect pathways to fear acquisition: negative information transmission and modeling. The study aims to explore the contribution of these three factors to the level of children's fear of COVID-19. The sample consisted of 376 children (59.6% girls), aged 7-19 (M-age = 12.77, SDage = 3.57), and one of their parents (M-age = 42.88, SDage = 6.00). The survey was conducted online during the COVID-19 national state of emergency in the Republic of Serbia. The children assessed their fear of COVID-19, general fearfulness, negative information transmission, and modeling by their parents, as well as the level of exposure to negative information outside their home. The parents assessed their own fear of COVID-19 and trait anxiety. Parents' anxiety, children's age, and children's general fearfulness were used as covariates. The results of our path analysis provide support for Rachman's notion of indirect pathways. The more the parents were afraid of COVID-19, the more they expressed this (either verbally or through their behavior), which in turn led to an increase in the children's fear of COVID-19. Furthermore, children's exposure to negative information related to COVID-19, provided by their teachers and peers or stemming from the media, directly contributed to the level of children's fear. The results of the study emphasize the importance of caregivers' behavior during global health crises and provide some clues as to what caregivers may do to protect their children's mental health in such circumstances.",
publisher = "Frontiers Media Sa, Lausanne",
journal = "Frontiers in Psychology",
title = "Don't Think That Kids Aren't Noticing: Indirect Pathways to Children's Fear of COVID-19",
volume = "12",
doi = "10.3389/fpsyg.2021.635952"
}

Radanović, A., Micić, I., Pavlović, S.,& Krstić, K.. (2021). Don't Think That Kids Aren't Noticing: Indirect Pathways to Children's Fear of COVID-19. in Frontiers in Psychology
Frontiers Media Sa, Lausanne., 12.
https://doi.org/10.3389/fpsyg.2021.635952

Radanović A, Micić I, Pavlović S, Krstić K. Don't Think That Kids Aren't Noticing: Indirect Pathways to Children's Fear of COVID-19. in Frontiers in Psychology. 2021;12.
doi:10.3389/fpsyg.2021.635952 .

Radanović, Ana, Micić, Isidora, Pavlović, Svetlana, Krstić, Ksenija, "Don't Think That Kids Aren't Noticing: Indirect Pathways to Children's Fear of COVID-19" in Frontiers in Psychology, 12 (2021),
https://doi.org/10.3389/fpsyg.2021.635952 . .

TY  - JOUR
AU  - Radanović, Ana
AU  - Micić, Isidora
AU  - Pavlović, Svetlana
AU  - Krstić, Ksenija
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3265
AB  - Cilj ovog istraživanja je bio da se ispitaju odnosi između roditeljskog i dečijeg straha od COVID-19, roditeljskih dispozicija (emocionalne regulacije, samoefikasnosti, anksioznosti kao crte) i njihovog distresa (usled pandemije, vanrednog stanja i policijskog časa) i kako ove varijable doprinose kvalitetu roditeljskih praksi koje se odnose na pandemiju, tokom vanrednog stanja u Srbiji proglašenog zbog širenja COVID-19. Onlajn upitnike je popunilo 376 roditelja i po jedno njihovo dete uzrasta od 7 do 19 godina. Analiza puta je korišćena za analizu podataka. Viši nivo kognitivne preformulacije i doživljaja samoefikasnosti roditelja direktno doprinose boljem kvalitetu roditeljskih praksi koje se odnose na pandemiju. Indirektno, roditeljski strah, distres usled pandemije i kognitivni simptomi anksioznosti kod roditelja podižu nivo kvaliteta roditeljskih praksi koje se odnose na pandemiju. Ukazujući kako na protektivne, tako i na faktore rizika koji mogu delovati na roditeljstvo tokom pandemije i vanrednog stanja, kao i na mehanizme njihovog delovanja, naši nalazi ukazuju na važnost sposobnosti roditelja da upravljaju negativnim emocijama i efekat koji strah dece može imati na kvalitet specifičnih roditeljskih praksi koje se odnose na pandemiju.
AB  - The aim of our study was to explore relations between parents' and children's fear of COVID-19, parents' dispositions (emotion regulation, self-efficacy, the anxiety trait) and their distress (due to the pandemic, the national state of emergency [NSE] and curfews) and how these variables have been affecting the quality of parental pandemic practices during the COVID-19 NSE in Serbia. Our online questionnaire was filled in by 376 parents and one of their children aged 7 to 19 years. Path analysis was used to analyze data. Higher levels of cognitive reappraisal and self-efficacy directly contribute to a higher quality of parental pandemic practices during NSE. Indirectly, parents' fear, pandemic distress, and parents' cognitive anxiety symptoms increase children's fear, consequently raising the quality of parental pandemic practices. Pointing out protective and risk factors that may affect pandemic parenting during NSE as well as mechanisms of their contributions, our findings draw attention to the importance of parents' negative emotions regulation and the effects of children's emotions on the quality of parental pandemic practices during an ongoing pandemic.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Roditeljstvo u doba pandemije - prediktori kvaliteta roditeljskih praksi koje se odnose na pandemiju COVID-19 tokom vanrednog stanja u Srbiji
T1  - Pandemic parenting: Predictors of quality of parental pandemic practices during COVID-19 lockdown in Serbia
EP  - 345
IS  - 3
SP  - 323
VL  - 54
DO  - 10.2298/PSI200731040R
ER  - 

@article{
author = "Radanović, Ana and Micić, Isidora and Pavlović, Svetlana and Krstić, Ksenija",
year = "2021",
abstract = "Cilj ovog istraživanja je bio da se ispitaju odnosi između roditeljskog i dečijeg straha od COVID-19, roditeljskih dispozicija (emocionalne regulacije, samoefikasnosti, anksioznosti kao crte) i njihovog distresa (usled pandemije, vanrednog stanja i policijskog časa) i kako ove varijable doprinose kvalitetu roditeljskih praksi koje se odnose na pandemiju, tokom vanrednog stanja u Srbiji proglašenog zbog širenja COVID-19. Onlajn upitnike je popunilo 376 roditelja i po jedno njihovo dete uzrasta od 7 do 19 godina. Analiza puta je korišćena za analizu podataka. Viši nivo kognitivne preformulacije i doživljaja samoefikasnosti roditelja direktno doprinose boljem kvalitetu roditeljskih praksi koje se odnose na pandemiju. Indirektno, roditeljski strah, distres usled pandemije i kognitivni simptomi anksioznosti kod roditelja podižu nivo kvaliteta roditeljskih praksi koje se odnose na pandemiju. Ukazujući kako na protektivne, tako i na faktore rizika koji mogu delovati na roditeljstvo tokom pandemije i vanrednog stanja, kao i na mehanizme njihovog delovanja, naši nalazi ukazuju na važnost sposobnosti roditelja da upravljaju negativnim emocijama i efekat koji strah dece može imati na kvalitet specifičnih roditeljskih praksi koje se odnose na pandemiju., The aim of our study was to explore relations between parents' and children's fear of COVID-19, parents' dispositions (emotion regulation, self-efficacy, the anxiety trait) and their distress (due to the pandemic, the national state of emergency [NSE] and curfews) and how these variables have been affecting the quality of parental pandemic practices during the COVID-19 NSE in Serbia. Our online questionnaire was filled in by 376 parents and one of their children aged 7 to 19 years. Path analysis was used to analyze data. Higher levels of cognitive reappraisal and self-efficacy directly contribute to a higher quality of parental pandemic practices during NSE. Indirectly, parents' fear, pandemic distress, and parents' cognitive anxiety symptoms increase children's fear, consequently raising the quality of parental pandemic practices. Pointing out protective and risk factors that may affect pandemic parenting during NSE as well as mechanisms of their contributions, our findings draw attention to the importance of parents' negative emotions regulation and the effects of children's emotions on the quality of parental pandemic practices during an ongoing pandemic.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Roditeljstvo u doba pandemije - prediktori kvaliteta roditeljskih praksi koje se odnose na pandemiju COVID-19 tokom vanrednog stanja u Srbiji, Pandemic parenting: Predictors of quality of parental pandemic practices during COVID-19 lockdown in Serbia",
pages = "345-323",
number = "3",
volume = "54",
doi = "10.2298/PSI200731040R"
}

Radanović, A., Micić, I., Pavlović, S.,& Krstić, K.. (2021). Roditeljstvo u doba pandemije - prediktori kvaliteta roditeljskih praksi koje se odnose na pandemiju COVID-19 tokom vanrednog stanja u Srbiji. in Psihologija
Društvo psihologa Srbije, Beograd., 54(3), 323-345.
https://doi.org/10.2298/PSI200731040R

Radanović A, Micić I, Pavlović S, Krstić K. Roditeljstvo u doba pandemije - prediktori kvaliteta roditeljskih praksi koje se odnose na pandemiju COVID-19 tokom vanrednog stanja u Srbiji. in Psihologija. 2021;54(3):323-345.
doi:10.2298/PSI200731040R .

Radanović, Ana, Micić, Isidora, Pavlović, Svetlana, Krstić, Ksenija, "Roditeljstvo u doba pandemije - prediktori kvaliteta roditeljskih praksi koje se odnose na pandemiju COVID-19 tokom vanrednog stanja u Srbiji" in Psihologija, 54, no. 3 (2021):323-345,
https://doi.org/10.2298/PSI200731040R . .