Nikitović, Tijana

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Authority KeyName Variants
orcid::0000-0001-9524-2456
  • Nikitović, Tijana (25)
  • Никитовић, Тијана (1)
Projects
PEERSolvers - The PEER model of collaborative problem solving: Developing young people’s capacities for constructive interaction and teamwork Ministarstvo prosvete, nauke i tehnološkog razvoja Republike Srbije u sklopu finansiranja naučnoistraživačkog rada na Univerzitetu u Beogradu – Filozofskom fakultetu (broj ugovora 451-03–68/2022–14/ 200163)
Čovek i društvo u vreme krize Filozofskog fakulteta Univerziteta u Beogradu Ministarstvo prosvete, nauke i tehnološkog razvoja Republike Srbije u sklopu finansiranja naučnoistraživačkog rada na Univerzitetu u Beogradu – Filozofskom fakultetu
Ministry of Education, Science and Technological Development, Republic of Serbia, Grant no. 451-03-68/2020-14/200163 (University of Belgrade, Faculty of Philosophy) This research was supported bz the Science Fund of the Republic of Serbia (Grant No. 7744729, The PEER model of collaborative problem solving: Developing young people’s capacities for constructive interaction and teamwork – PEERSolvers)
Bremen International Graduate School of Social Sciences Čovek i društvo u vreme krize, finansiran od strane Filozofskog fakulteta
info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179018/RS// i "Supporting University Students at Risk (SUnStaR) ", Erasmus+ Programme Key Action 2 (Project number: 2017-1-PT01-KA203-035840) Ministry of education, science, and technological development of the Republic of Serbia
PEERSolvers - The PEER model of collaborative problem solving: Developing young people’s capacities for constructive interaction and teamwork Projekt DEAL
The PEER model of collaborative problem solving: Developing young people’s capacities for constructive interaction and teamwork – PEERSolvers (#7744729, Fond za nauku Republike Srbije)) The research is part of the project of Faculty of Philosophy, University of Belgrade funded by the Ministry of Science, Republic of Serbia (Contract number 451- 03-47/2023-01/200163).
Истраживање спроведено уз подршку Фонда за наауку Републике Србије, број пројекта #7744729, The PEER model of collaborative problem solving: Developing young people’s capacities for constructive interaction and teamwork - PEERSolvers

Author's Bibliography

Сарадњом до бољег решења, а вежбом до успешне сарадње: PEER тренинг за подстицање вештина колаборативног решавања проблема у средњошколској популацији

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

(Београд : Друштво психолога Србије, 2023)

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 .

Media Figures as Adolescent Role Models: (Dis)similarities Between the Millennials and Generation Z

Stepanović Ilić, Ivana; Nikitović, Tijana; Blažanin, Barbara; Mojović Zdravković, Kristina

(2023)

TY  - JOUR
AU  - Stepanović Ilić, Ivana
AU  - Nikitović, Tijana
AU  - Blažanin, Barbara
AU  - Mojović Zdravković, Kristina
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/6166
AB  - In the process of identity formation and individuation from parents, media
personalities can serve as role models for adolescents. This may be the case even
more so for today’s adolescents (i.e., Generation Z), since they have been immersed
in the new media from birth. This study examines the ways in which two generations
of adolescents differ regarding the media figures they identify as role models, as
well as the reasons for their admiration. The data were obtained by surveying the
Millennial (n = 1283) and Generation Z (n = 1358) adolescents a decade apart.
Public figures served as role models for every other Millennial, compared to three
out of four Generation Z adolescents. Crosstabs analysis shows that both generations
admire media celebrities most, followed by athletes, with all other types of public
figures being far less represented. According to the obtained models of logistic
regression, the patterns of admiration reasons are similar in both generations,
with celebrities being admired for their cheerfulness, communicativeness, physical
appearance, fame, and popularity. The growing influence of the new media is evident
from the rising number of media figures that Generation Z identifies as role models
compared to the Millennials (431 public figures named as idols by Generation Z, and 277 by the Millennials) and the emergence of microcelebrities, e.g., YouTubers
and influencers. The Generation Z adolescents who admired microcelebrities were
found to have professional aspirations in this domain.
AB  - U procesu formiranja identiteta i tokom odvajanja od roditelja, adolescenti se mogu ugledati na osobe koje se često pojavljuju u medijima. To, čini se, ponaj-više važi za današnje adolescente (tj. generaciju Z), koji su od rođenja okruženi novim elektronskim medijima. Ovo istraživanje ispituje koliko se dve generacije adolescenata, milenijalci i generacija Z, razlikuju kako u pogledu izbora idola iz sveta medija, tako i u pogledu razloga zbog kojih im se dive. Podaci su dobijeni ispitivanjem adolescenata milenijalaca (n = 1283) i adolescenata generacije Z (n =1358) u razmaku od jedne decenije. Javne ličnosti su idoli polovini uzorka mi-lenijalaca, dok je to češće kod adolescenata generacije Z, gde njih 75% ima idola među ličnostima iz medija. Rezultati pokazuju da se obe generacije adolescenata najviše dive osobama iz sfere zabave (glumci i muzičari), zatim sportistima, dok su sve ostale vrste javnih ličnosti daleko manje zastupljene. Na osnovu modela logističke regresije može se reći da su razlozi divljenja slični u obema generacija-ma. Ličnostima iz sveta zabave, na primer, adolescenti se dive zbog vedrine, ko-munikativnosti, fizičkog izgleda, slave i popularnosti. Rastući uticaj novih medija vidljiv je na osnovu sve većeg broja javnih ličnosti koje generacija Z navodi kao svoje idole u poređenju sa milenijalcima (adolescenti generacije Z naveli su 431 javnu ličnost, a milenijalci 277). Pored toga, kao idoli generacije Z pojavljuju se „obični” ljudi (engl. microcelebrities) koji su svoju popularnost stekli u medijima na internetu: jutjuberi i influenseri. Utvrđeno je da adolescenti generacije Z koji se dive tim osobama imaju profesionalne aspiracije upravo u području oglašavanja na internetu.
T2  - Psihološka istraživanja
T1  - Media Figures as Adolescent Role Models: (Dis)similarities Between the Millennials and Generation Z
T1  - Medijske ličnosti kao uzori adolescenata:
sličnosti i razlike između milenijalaca i generacije Z
EP  - 267
IS  - 2
SP  - 239
VL  - 26
DO  - 10.5937/PSISTRA26-45395
ER  - 
@article{
author = "Stepanović Ilić, Ivana and Nikitović, Tijana and Blažanin, Barbara and Mojović Zdravković, Kristina",
year = "2023",
abstract = "In the process of identity formation and individuation from parents, media
personalities can serve as role models for adolescents. This may be the case even
more so for today’s adolescents (i.e., Generation Z), since they have been immersed
in the new media from birth. This study examines the ways in which two generations
of adolescents differ regarding the media figures they identify as role models, as
well as the reasons for their admiration. The data were obtained by surveying the
Millennial (n = 1283) and Generation Z (n = 1358) adolescents a decade apart.
Public figures served as role models for every other Millennial, compared to three
out of four Generation Z adolescents. Crosstabs analysis shows that both generations
admire media celebrities most, followed by athletes, with all other types of public
figures being far less represented. According to the obtained models of logistic
regression, the patterns of admiration reasons are similar in both generations,
with celebrities being admired for their cheerfulness, communicativeness, physical
appearance, fame, and popularity. The growing influence of the new media is evident
from the rising number of media figures that Generation Z identifies as role models
compared to the Millennials (431 public figures named as idols by Generation Z, and 277 by the Millennials) and the emergence of microcelebrities, e.g., YouTubers
and influencers. The Generation Z adolescents who admired microcelebrities were
found to have professional aspirations in this domain., U procesu formiranja identiteta i tokom odvajanja od roditelja, adolescenti se mogu ugledati na osobe koje se često pojavljuju u medijima. To, čini se, ponaj-više važi za današnje adolescente (tj. generaciju Z), koji su od rođenja okruženi novim elektronskim medijima. Ovo istraživanje ispituje koliko se dve generacije adolescenata, milenijalci i generacija Z, razlikuju kako u pogledu izbora idola iz sveta medija, tako i u pogledu razloga zbog kojih im se dive. Podaci su dobijeni ispitivanjem adolescenata milenijalaca (n = 1283) i adolescenata generacije Z (n =1358) u razmaku od jedne decenije. Javne ličnosti su idoli polovini uzorka mi-lenijalaca, dok je to češće kod adolescenata generacije Z, gde njih 75% ima idola među ličnostima iz medija. Rezultati pokazuju da se obe generacije adolescenata najviše dive osobama iz sfere zabave (glumci i muzičari), zatim sportistima, dok su sve ostale vrste javnih ličnosti daleko manje zastupljene. Na osnovu modela logističke regresije može se reći da su razlozi divljenja slični u obema generacija-ma. Ličnostima iz sveta zabave, na primer, adolescenti se dive zbog vedrine, ko-munikativnosti, fizičkog izgleda, slave i popularnosti. Rastući uticaj novih medija vidljiv je na osnovu sve većeg broja javnih ličnosti koje generacija Z navodi kao svoje idole u poređenju sa milenijalcima (adolescenti generacije Z naveli su 431 javnu ličnost, a milenijalci 277). Pored toga, kao idoli generacije Z pojavljuju se „obični” ljudi (engl. microcelebrities) koji su svoju popularnost stekli u medijima na internetu: jutjuberi i influenseri. Utvrđeno je da adolescenti generacije Z koji se dive tim osobama imaju profesionalne aspiracije upravo u području oglašavanja na internetu.",
journal = "Psihološka istraživanja",
title = "Media Figures as Adolescent Role Models: (Dis)similarities Between the Millennials and Generation Z, Medijske ličnosti kao uzori adolescenata:
sličnosti i razlike između milenijalaca i generacije Z",
pages = "267-239",
number = "2",
volume = "26",
doi = "10.5937/PSISTRA26-45395"
}
Stepanović Ilić, I., Nikitović, T., Blažanin, B.,& Mojović Zdravković, K.. (2023). Media Figures as Adolescent Role Models: (Dis)similarities Between the Millennials and Generation Z. in Psihološka istraživanja, 26(2), 239-267.
https://doi.org/10.5937/PSISTRA26-45395
Stepanović Ilić I, Nikitović T, Blažanin B, Mojović Zdravković K. Media Figures as Adolescent Role Models: (Dis)similarities Between the Millennials and Generation Z. in Psihološka istraživanja. 2023;26(2):239-267.
doi:10.5937/PSISTRA26-45395 .
Stepanović Ilić, Ivana, Nikitović, Tijana, Blažanin, Barbara, Mojović Zdravković, Kristina, "Media Figures as Adolescent Role Models: (Dis)similarities Between the Millennials and Generation Z" in Psihološka istraživanja, 26, no. 2 (2023):239-267,
https://doi.org/10.5937/PSISTRA26-45395 . .

Saradnjom do boljeg rešenja, a vežbom do uspešne saradnje: PEER trening za podsticanje veština kolaborativnog rešavanja problema u srednjoškolskoj populaciji.

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

(Друштво психолога Србије, 2023)

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 .

A brief training in emotional intelligence to promote high school students’ teamwork and collaborative problem-solving capacities

Altaras Dimitrijević, Ana; Jolić Marjanović, Zorana; Krstić, Ksenija; Mojović Zdravković, Kristina; Nikitović, Tijana; Rajić, Milana

(Foundation for Developing Emotional Intelligence, 2023)

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 .

Сарадњом до бољег решења, а вежбом до успешне сарадње: ПЕЕР тренинг за подстицање вештина колаборативног решавања проблема у средњошколској популацији

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

(Друштво психолога Србије, 2023)

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 .

Collaborative Problem-Solving in the Educational Context: The Role of Emotional Intelligence

Nikitović, Tijana; Mojović, Kristina; Altaras Dimitrijević, Ana

(European Association for Developmental Psychology, 2023)

TY  - CONF
AU  - Nikitović, Tijana
AU  - Mojović, Kristina
AU  - Altaras Dimitrijević, Ana
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4991
AB  - The development of soft skills, especially those required for collaborative problem-solving (CPS) and teamwork, is vital for both individual and societal progress in the contemporary world. Among other factors, CPS may be greatly facilitated by team members’ ability to accurately perceive and understand, and effectively manage emotions–in short, by their emotional intelligence (EI) abilities. Therefore, the objective of our study was to provide a systematic review of current empirical research on the effects of emotional intelligence on CPS in the education context. The standardized literature search was conducted in March 2022 in three electronic databases: PsycINFO, PubMed, and World of Science. The review was performed according to the PRISMA 2020 guidelines, using the following inclusion/exclusion criteria: Study variables included at least one ability/skill from the domain of EI; the collaboration involved a small group of peers and took place within an educational context (school, university); a scientifically valid method was used to explore the possibility that EI affects the quality of CPS. Our final sample consisted of 40 publications, reporting the results of 43 single studies. Only two of these studies involved school-aged participants, as the vast majority of research has been conducted with university students. Also, experimental (n=8) and qualitative studies (n=7) were less represented, with the bulk of relevant research employing a correlational design (n=28). Studies involving experimental manipulations (i.e., induction, facilitation, or training) of EI abilities were all conducted with university students. These studies confirm that enhancing EI abilities can directly or indirectly improve performance in CPS. All but one qualitative study focused on emotion regulation skills, two of which were conducted in the school context. Overall, there is consistent and robust evidence that students’ EI abilities contribute to better team performance and positively affect relational aspects of CPS, most notably team cohesion, team trust and conflict resolution, and moderate effects of other group variables. In particular, EI abilities moderate the effects of team diversity on CPS by minimizing its negative and bolstering the positive effects. Studies focusing on how emotional abilities affect individual-level outcomes in CPS are scarce, and the findings are less consistent. Based solely on correlational evidence, some findings suggest EI abilities positively affect individual performance in CPS, while others report non-significant correlations. It is important to note that the relationship between EI abilities and CPS has been explored much more comprehensively in higher education compared to basic or secondary education. Apart from several qualitative studies with preadolescents, there are virtually no studies on the given topic with participants from the high-school population, though this might be the right age to focus on EI abilities and collaboration skills. Even at the university level, students of business have been recruited as participants disproportionately more than students from other fields, which thus remain underrepresented. This imbalance calls upon future studies to recruit students from other domains, especially since the present findings demonstrate the general importance of EI abilities for CPS.
PB  - European Association for Developmental Psychology
C3  - European Conference on Developmental Psychology, 28 August – 1 September, Turku, Finland
T1  - Collaborative Problem-Solving in the Educational Context: The Role of Emotional Intelligence
SP  - 101
UR  - https://hdl.handle.net/21.15107/rcub_reff_4991
ER  - 
@conference{
author = "Nikitović, Tijana and Mojović, Kristina and Altaras Dimitrijević, Ana",
year = "2023",
abstract = "The development of soft skills, especially those required for collaborative problem-solving (CPS) and teamwork, is vital for both individual and societal progress in the contemporary world. Among other factors, CPS may be greatly facilitated by team members’ ability to accurately perceive and understand, and effectively manage emotions–in short, by their emotional intelligence (EI) abilities. Therefore, the objective of our study was to provide a systematic review of current empirical research on the effects of emotional intelligence on CPS in the education context. The standardized literature search was conducted in March 2022 in three electronic databases: PsycINFO, PubMed, and World of Science. The review was performed according to the PRISMA 2020 guidelines, using the following inclusion/exclusion criteria: Study variables included at least one ability/skill from the domain of EI; the collaboration involved a small group of peers and took place within an educational context (school, university); a scientifically valid method was used to explore the possibility that EI affects the quality of CPS. Our final sample consisted of 40 publications, reporting the results of 43 single studies. Only two of these studies involved school-aged participants, as the vast majority of research has been conducted with university students. Also, experimental (n=8) and qualitative studies (n=7) were less represented, with the bulk of relevant research employing a correlational design (n=28). Studies involving experimental manipulations (i.e., induction, facilitation, or training) of EI abilities were all conducted with university students. These studies confirm that enhancing EI abilities can directly or indirectly improve performance in CPS. All but one qualitative study focused on emotion regulation skills, two of which were conducted in the school context. Overall, there is consistent and robust evidence that students’ EI abilities contribute to better team performance and positively affect relational aspects of CPS, most notably team cohesion, team trust and conflict resolution, and moderate effects of other group variables. In particular, EI abilities moderate the effects of team diversity on CPS by minimizing its negative and bolstering the positive effects. Studies focusing on how emotional abilities affect individual-level outcomes in CPS are scarce, and the findings are less consistent. Based solely on correlational evidence, some findings suggest EI abilities positively affect individual performance in CPS, while others report non-significant correlations. It is important to note that the relationship between EI abilities and CPS has been explored much more comprehensively in higher education compared to basic or secondary education. Apart from several qualitative studies with preadolescents, there are virtually no studies on the given topic with participants from the high-school population, though this might be the right age to focus on EI abilities and collaboration skills. Even at the university level, students of business have been recruited as participants disproportionately more than students from other fields, which thus remain underrepresented. This imbalance calls upon future studies to recruit students from other domains, especially since the present findings demonstrate the general importance of EI abilities for CPS.",
publisher = "European Association for Developmental Psychology",
journal = "European Conference on Developmental Psychology, 28 August – 1 September, Turku, Finland",
title = "Collaborative Problem-Solving in the Educational Context: The Role of Emotional Intelligence",
pages = "101",
url = "https://hdl.handle.net/21.15107/rcub_reff_4991"
}
Nikitović, T., Mojović, K.,& Altaras Dimitrijević, A.. (2023). Collaborative Problem-Solving in the Educational Context: The Role of Emotional Intelligence. in European Conference on Developmental Psychology, 28 August – 1 September, Turku, Finland
European Association for Developmental Psychology., 101.
https://hdl.handle.net/21.15107/rcub_reff_4991
Nikitović T, Mojović K, Altaras Dimitrijević A. Collaborative Problem-Solving in the Educational Context: The Role of Emotional Intelligence. in European Conference on Developmental Psychology, 28 August – 1 September, Turku, Finland. 2023;:101.
https://hdl.handle.net/21.15107/rcub_reff_4991 .
Nikitović, Tijana, Mojović, Kristina, Altaras Dimitrijević, Ana, "Collaborative Problem-Solving in the Educational Context: The Role of Emotional Intelligence" in European Conference on Developmental Psychology, 28 August – 1 September, Turku, Finland (2023):101,
https://hdl.handle.net/21.15107/rcub_reff_4991 .

Интернет као ресурс у сарадничком решавању проблема: приказ тренинга

Nikitović, Tijana; Jošić, Smiljana; Mojović, Kristina; Krstić, Ksenija; Pavlović-Babić, Dragica

(Друштво психолога Србије, 2023)

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 .

Crisis as Opportunity, Risk, or Turmoil: Qualitative Study of Youth Narratives About the COVID-19 Pandemic

Nikitović, Tijana; Vuletić, Teodora; Ignjatović, Natalija; Grujić, Kristina; Ninković, Milica G.; Krnjaić, Zora; Krstić, Ksenija

(2023)

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 . .

Functions of (Illegal) Nightlife for Youth during the Pandemic: Between Neoliberalism and Neotribalism

Nikitović, Tijana; Janičić, Sonja

(2023)

TY  - JOUR
AU  - Nikitović, Tijana
AU  - Janičić, Sonja
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4365
AB  - Pandemija kovid-19 ostavila je značajne posledice po živote mladih, dra-matično preoblikujući njihove društvene živote usled zabrane okupljanja. Pored toga, neki od njih se nisu pridržavali zaštitnih mera, što je vidljivo na primerima posećivanja ilegalnih žurki. U ovoj studiji istražile smo funkcije koje noćni izlasci mogu imati za mlade, kao i njihovu motivaciju za kršenje zabrane okupljanja. Sprovele smo dubinske intervjue sa 13 mladih osoba (7 muškaraca, uzrasta 18–29 godina), a podatke smo ana-lizirale pomoću refleksivne tematske analize. Većina učesnika se ustručavala od noćnih izlazaka, gubeći vredan resurs za povezivanje sa drugima i prevladavanje stresa. Uče-snici koji su nastavili da posećuju žurke koristili su ih kao resurs za prevladavanje stresa vezanog za pandemiju, takođe ističući veći osećaj povezanosti na ilegalnim žurkama u poređenju s izlascima pre pandemije. Nalaze koji se tiču društvenih funkcija žurki za mlade tumačile smo kroz prizmu teorija neoliberalizma i neot ribalizma. Zaključujemo da žurke imaju primarno individualističke funkcije za mlade, s upečatljivim „džepovi-ma” kolektivizma.
AB  - The COVID-19 pandemic has had a great effect on young people, with their social lives being particularly impacted by the restrictions on social gatherings. Some of them, nevertheless, did not adhere to restrictions, and participated in illegal parties. In this study, we explored the functions of (illegal) nightlife for youth, as well as their motives for noncompliance with restrictions on social gatherings.  We  conducted  in-depth  semi-structured  interviews  with  thirteen young people (seven male, aged 18–29) and the data was analyzed using reflex-ive thematic analysis. Restrictions on public gatherings revealed the multiple functions parties had for youth as a unique multimodal experience that can’t be easily substituted. Parties were described as unique experiences in particu-lar because they facilitated the loss of individuality and coalescence with the collective. Some participants tried to make up for the loss of this resource by simulating parties in their own home, which proved to be unsatisfactory. Most participants refrained from going out, reporting a loss of a valuable resource for connecting with others and managing stress. In refraining from partying, some participants felt as though they lost a part of themselves. This highlighted the importance of the clubbing culture for defining one’s identity. Participants that continued to attend parties used them as a resource for managing stress relat-ed to the pandemic. Participants who attended illegal parties employed various strategies in order to relativize the seriousness of the pandemic. Nevertheless, most of them experienced a tension between their fear of the coronavirus and the need to feel carefree. Illegal partygoers also emphasized a greater sense of connectedness with other attendees than at pre-pandemic parties. Findings related to the social functions of parties for young people are interpreted from the perspective of theories of neoliberalism and neotribalism. We conclude that parties have primarily individualistic functions for young people, with distinct ‘patches’ of collectivism.
AB  - La pandémie du covid-19 a laissé des conséquences considérables sur la vie des jeunes, en refaçonnant de manière dramatique leur vie sociale en raison de l'interdiction de rassemblement. En outre, certains d'entre eux ne respectaient pas les mesures de protection, ce qui est notamment visible dans le cas des so-irées illégales. Dans cette étude nous avons exploré les fonctions que les fêtes nocturnes peuvent avoir sur les jeunes, ainsi que leur motivation pour transgres-ser l'interdiction de rassemblement. Nous avons mené des entretiens en profon-deur avec 13 jeunes personnes (dont 7 hommes de l'âge de 18–29 ans), et avons analysé les données à l'aide d'une analyse thématique réflexive. La plupart des interrogés se privaient des fêtes nocturnes, perdant un moyen précieux pour se rapprocher des autres et évacuer le stress. Les interrogés qui ont continué à se rendre à des soirées les utilisaient comme un moyen pour gérer le stress lié à la pandémie, soulignant aussi un sentiment plus grand d'intimité dans des soirées illégales que dans des soirées avant la pandémie. Nous avons interprété les résultats qui concernent les fonctions sociales des soirées pour les jeunes à travers le prisme des théories du néolibéralisme et du néotribalisme. Nous concluons que les soirées ont principalement des fonctions individualistes pour les jeunes avec de remarquables « poches » du collectivisme.
T2  - Etnoantropološki problemi
T1  - Functions of (Illegal) Nightlife for Youth during the Pandemic: Between Neoliberalism and Neotribalism
T1  - Funkcije (ilegalnih) noćnih izlazaka za mlade tokom pandemije: između neoliberalizma i neotribalizma
EP  - 200
IS  - 1
SP  - 179
VL  - 18
DO  - https://doi.org/10.21301/eap.v18i1.8
ER  - 
@article{
author = "Nikitović, Tijana and Janičić, Sonja",
year = "2023",
abstract = "Pandemija kovid-19 ostavila je značajne posledice po živote mladih, dra-matično preoblikujući njihove društvene živote usled zabrane okupljanja. Pored toga, neki od njih se nisu pridržavali zaštitnih mera, što je vidljivo na primerima posećivanja ilegalnih žurki. U ovoj studiji istražile smo funkcije koje noćni izlasci mogu imati za mlade, kao i njihovu motivaciju za kršenje zabrane okupljanja. Sprovele smo dubinske intervjue sa 13 mladih osoba (7 muškaraca, uzrasta 18–29 godina), a podatke smo ana-lizirale pomoću refleksivne tematske analize. Većina učesnika se ustručavala od noćnih izlazaka, gubeći vredan resurs za povezivanje sa drugima i prevladavanje stresa. Uče-snici koji su nastavili da posećuju žurke koristili su ih kao resurs za prevladavanje stresa vezanog za pandemiju, takođe ističući veći osećaj povezanosti na ilegalnim žurkama u poređenju s izlascima pre pandemije. Nalaze koji se tiču društvenih funkcija žurki za mlade tumačile smo kroz prizmu teorija neoliberalizma i neot ribalizma. Zaključujemo da žurke imaju primarno individualističke funkcije za mlade, s upečatljivim „džepovi-ma” kolektivizma., The COVID-19 pandemic has had a great effect on young people, with their social lives being particularly impacted by the restrictions on social gatherings. Some of them, nevertheless, did not adhere to restrictions, and participated in illegal parties. In this study, we explored the functions of (illegal) nightlife for youth, as well as their motives for noncompliance with restrictions on social gatherings.  We  conducted  in-depth  semi-structured  interviews  with  thirteen young people (seven male, aged 18–29) and the data was analyzed using reflex-ive thematic analysis. Restrictions on public gatherings revealed the multiple functions parties had for youth as a unique multimodal experience that can’t be easily substituted. Parties were described as unique experiences in particu-lar because they facilitated the loss of individuality and coalescence with the collective. Some participants tried to make up for the loss of this resource by simulating parties in their own home, which proved to be unsatisfactory. Most participants refrained from going out, reporting a loss of a valuable resource for connecting with others and managing stress. In refraining from partying, some participants felt as though they lost a part of themselves. This highlighted the importance of the clubbing culture for defining one’s identity. Participants that continued to attend parties used them as a resource for managing stress relat-ed to the pandemic. Participants who attended illegal parties employed various strategies in order to relativize the seriousness of the pandemic. Nevertheless, most of them experienced a tension between their fear of the coronavirus and the need to feel carefree. Illegal partygoers also emphasized a greater sense of connectedness with other attendees than at pre-pandemic parties. Findings related to the social functions of parties for young people are interpreted from the perspective of theories of neoliberalism and neotribalism. We conclude that parties have primarily individualistic functions for young people, with distinct ‘patches’ of collectivism., La pandémie du covid-19 a laissé des conséquences considérables sur la vie des jeunes, en refaçonnant de manière dramatique leur vie sociale en raison de l'interdiction de rassemblement. En outre, certains d'entre eux ne respectaient pas les mesures de protection, ce qui est notamment visible dans le cas des so-irées illégales. Dans cette étude nous avons exploré les fonctions que les fêtes nocturnes peuvent avoir sur les jeunes, ainsi que leur motivation pour transgres-ser l'interdiction de rassemblement. Nous avons mené des entretiens en profon-deur avec 13 jeunes personnes (dont 7 hommes de l'âge de 18–29 ans), et avons analysé les données à l'aide d'une analyse thématique réflexive. La plupart des interrogés se privaient des fêtes nocturnes, perdant un moyen précieux pour se rapprocher des autres et évacuer le stress. Les interrogés qui ont continué à se rendre à des soirées les utilisaient comme un moyen pour gérer le stress lié à la pandémie, soulignant aussi un sentiment plus grand d'intimité dans des soirées illégales que dans des soirées avant la pandémie. Nous avons interprété les résultats qui concernent les fonctions sociales des soirées pour les jeunes à travers le prisme des théories du néolibéralisme et du néotribalisme. Nous concluons que les soirées ont principalement des fonctions individualistes pour les jeunes avec de remarquables « poches » du collectivisme.",
journal = "Etnoantropološki problemi",
title = "Functions of (Illegal) Nightlife for Youth during the Pandemic: Between Neoliberalism and Neotribalism, Funkcije (ilegalnih) noćnih izlazaka za mlade tokom pandemije: između neoliberalizma i neotribalizma",
pages = "200-179",
number = "1",
volume = "18",
doi = "https://doi.org/10.21301/eap.v18i1.8"
}
Nikitović, T.,& Janičić, S.. (2023). Functions of (Illegal) Nightlife for Youth during the Pandemic: Between Neoliberalism and Neotribalism. in Etnoantropološki problemi, 18(1), 179-200.
https://doi.org/https://doi.org/10.21301/eap.v18i1.8
Nikitović T, Janičić S. Functions of (Illegal) Nightlife for Youth during the Pandemic: Between Neoliberalism and Neotribalism. in Etnoantropološki problemi. 2023;18(1):179-200.
doi:https://doi.org/10.21301/eap.v18i1.8 .
Nikitović, Tijana, Janičić, Sonja, "Functions of (Illegal) Nightlife for Youth during the Pandemic: Between Neoliberalism and Neotribalism" in Etnoantropološki problemi, 18, no. 1 (2023):179-200,
https://doi.org/https://doi.org/10.21301/eap.v18i1.8 . .

Razgovor u doba umreženosti

Nikitović, Tijana

(Institut za filozofiju i društvenu teoriju, 2022)

TY  - JOUR
AU  - Nikitović, Tijana
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/5041
PB  - Institut za filozofiju i društvenu teoriju
T2  - Kritika: časopis za filozofiju i teoriju društva
T1  - Razgovor u doba umreženosti
EP  - 189
IS  - 1
SP  - 183
VL  - 3
UR  - https://hdl.handle.net/21.15107/rcub_reff_5041
ER  - 
@article{
author = "Nikitović, Tijana",
year = "2022",
publisher = "Institut za filozofiju i društvenu teoriju",
journal = "Kritika: časopis za filozofiju i teoriju društva",
title = "Razgovor u doba umreženosti",
pages = "189-183",
number = "1",
volume = "3",
url = "https://hdl.handle.net/21.15107/rcub_reff_5041"
}
Nikitović, T.. (2022). Razgovor u doba umreženosti. in Kritika: časopis za filozofiju i teoriju društva
Institut za filozofiju i društvenu teoriju., 3(1), 183-189.
https://hdl.handle.net/21.15107/rcub_reff_5041
Nikitović T. Razgovor u doba umreženosti. in Kritika: časopis za filozofiju i teoriju društva. 2022;3(1):183-189.
https://hdl.handle.net/21.15107/rcub_reff_5041 .
Nikitović, Tijana, "Razgovor u doba umreženosti" in Kritika: časopis za filozofiju i teoriju društva, 3, no. 1 (2022):183-189,
https://hdl.handle.net/21.15107/rcub_reff_5041 .

The self in youth narratives: personal lessons from the COVID-19 pandemic

Nikitović, Tijana; Ninković, Milica G.; Krstić, Ksenija

(European Association for Research on Adolescence, 2022)

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 .

"We Just Wanted to Go Out, Have a Drink, Meet Everyone, Hug..." - Youth Narratives About Life During the Pandemic

Krstić, Ksenija; Nikitović, Tijana; Ninković, Milica G.

(Institute of Psychology, Faculty of Philosophy, University of Belgrade, 2022)

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 .

Testing and Implementing the Peer Model of Collaborative Problem-Solving: Project Peersolvers

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

(Institute of Psychology, Faculty of Philosophy, University of Belgrade, 2022)

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 .

How did the COVID-19 Pandemic Alter the Functions of Music and Nightlife for Young Adults?

Janičić, Sonja; Nikitović, Tijana

(Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade, 2022)

TY  - CONF
AU  - Janičić, Sonja
AU  - Nikitović, Tijana
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4986
AB  - Young adults’ lives have been severely affected by the ongoing COVID-19 pandemic. Their social lives have been particularly impacted by the cancellations and restrictions of social gatherings such as concerts, parties and other forms of nightlife. Socio-cultural theory as well as empirical studies suggest that cultural elements such as music and music events can serve as valuable resources in dealing with challenges in times of crises and personal transitions. The aim of our study was to understand whether, and in what manner, the functions of music and nightlife have changed for youth during the pandemic. Moreover, we explored the ways in which nightlife restrictions affected young people and their habits. We conducted in-depth semi-structured interviews with thirteen young people (seven male, aged 18-29). The interview transcripts were analyzed using thematic analysis. Themes were identified by both researchers independantly, with the final set of themes being a product of joint discussion on the overlaps and inconsistencies in the interpretation of data. In some aspects, music was employed in the same manner as before the pandemic, particularly as background for daily tasks, as well as a resource for creating and maintaining relationships and identity development. On the other hand, during the pandemic, music had a greater retrospective function and was used to reminisce on periods of "normality". Music was also used more often as a way to dissociate and normalize one’s experiences, particularly pathological emotional states such as anxiety. However, during lockdown some emotional states were too overwhelming, thus limiting this function of emotional regulation. Restrictions of public gatherings unveiled the multiple functions parties can have for youth as an irreplaceable multimodal experience. As most participants refrained themselves from going out, they reported a loss of a valuable resource for connecting with others and managing stress. Interestingly, parties organized in accordance with public measures did not provide the participants who attended them with the typical benefits as they reported dissatisfaction and the inability to “feel normal”. Four participants continued to attend illegal parties and gatherings that they used as a resource for managing stress related to the pandemic. Illegal party-goers also emphasized feeling a greater level of connectedness with other attendees than at pre-pandemic parties. The findings suggest that nightlife can serve functions that are hard to substitute, thus helping us understand some of the underlying motives behind young people’s noncompliance with necessary restrictions.
PB  - Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade
PB  - Belgrade: Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade
C3  - Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology
T1  - How did the COVID-19 Pandemic Alter the Functions of Music and Nightlife for Young Adults?
EP  - 109
SP  - 108
UR  - https://hdl.handle.net/21.15107/rcub_reff_4986
ER  - 
@conference{
author = "Janičić, Sonja and Nikitović, Tijana",
year = "2022",
abstract = "Young adults’ lives have been severely affected by the ongoing COVID-19 pandemic. Their social lives have been particularly impacted by the cancellations and restrictions of social gatherings such as concerts, parties and other forms of nightlife. Socio-cultural theory as well as empirical studies suggest that cultural elements such as music and music events can serve as valuable resources in dealing with challenges in times of crises and personal transitions. The aim of our study was to understand whether, and in what manner, the functions of music and nightlife have changed for youth during the pandemic. Moreover, we explored the ways in which nightlife restrictions affected young people and their habits. We conducted in-depth semi-structured interviews with thirteen young people (seven male, aged 18-29). The interview transcripts were analyzed using thematic analysis. Themes were identified by both researchers independantly, with the final set of themes being a product of joint discussion on the overlaps and inconsistencies in the interpretation of data. In some aspects, music was employed in the same manner as before the pandemic, particularly as background for daily tasks, as well as a resource for creating and maintaining relationships and identity development. On the other hand, during the pandemic, music had a greater retrospective function and was used to reminisce on periods of "normality". Music was also used more often as a way to dissociate and normalize one’s experiences, particularly pathological emotional states such as anxiety. However, during lockdown some emotional states were too overwhelming, thus limiting this function of emotional regulation. Restrictions of public gatherings unveiled the multiple functions parties can have for youth as an irreplaceable multimodal experience. As most participants refrained themselves from going out, they reported a loss of a valuable resource for connecting with others and managing stress. Interestingly, parties organized in accordance with public measures did not provide the participants who attended them with the typical benefits as they reported dissatisfaction and the inability to “feel normal”. Four participants continued to attend illegal parties and gatherings that they used as a resource for managing stress related to the pandemic. Illegal party-goers also emphasized feeling a greater level of connectedness with other attendees than at pre-pandemic parties. The findings suggest that nightlife can serve functions that are hard to substitute, thus helping us understand some of the underlying motives behind young people’s noncompliance with necessary restrictions.",
publisher = "Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade, 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 = "How did the COVID-19 Pandemic Alter the Functions of Music and Nightlife for Young Adults?",
pages = "109-108",
url = "https://hdl.handle.net/21.15107/rcub_reff_4986"
}
Janičić, S.,& Nikitović, T.. (2022). How did the COVID-19 Pandemic Alter the Functions of Music and Nightlife for Young Adults?. in Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology
Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade., 108-109.
https://hdl.handle.net/21.15107/rcub_reff_4986
Janičić S, Nikitović T. How did the COVID-19 Pandemic Alter the Functions of Music and Nightlife for Young Adults?. in Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology. 2022;:108-109.
https://hdl.handle.net/21.15107/rcub_reff_4986 .
Janičić, Sonja, Nikitović, Tijana, "How did the COVID-19 Pandemic Alter the Functions of Music and Nightlife for Young Adults?" in Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology (2022):108-109,
https://hdl.handle.net/21.15107/rcub_reff_4986 .

From collaboration to solutions: Encouraging collaborative problem solving through school practice

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

(Serbia : Faculty of Technical Sciences Čačak, 2022)

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 . .
1

The peer model: A new framework for promoting collaborative problem-solving in young people

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

(Institut za psihologiju, Filozofski fakultet u Beogradu, 2022)

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 .

Transdisciplinarnost kao put ka rešavanju globalnih problema: zašto nema mesta za „društvenjake“?

Simić, Nataša; Nikitović, Tijana

(Institut za pedagoška istraživanja, 2021)

TY  - CONF
AU  - Simić, Nataša
AU  - Nikitović, Tijana
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/5016
AB  - Transdisciplinarnost u organizacijama poput GYA izostaje usled brojnih prepreka koje stoje na putu mladim naučnicima iz DH nauka, a koje su vezane za komercijalizaciju nauke, stereotipe prema „društvenjacima“, samoisključivanje, kao i kriterijume za članstvo koji se prvenstveno baziraju na naučnoj izuzetnosti. Stoga je potrebno da se u organizacijama poput GYA pitanje nejednake zastupljenosti naučnika iz različitih oblasti prvo otvori (što smo iz odgovora učesnika zaključili da jeste slučaj), a onda i adresira. Potrebno je opšte podizanje nivoa „pismenosti o jednakosti“ ( eng. equity literacy, Gorski 2016), kako u samim organizacijama, tako i u širim naučnim krugovima i među donosiocima odluka. Disproporcija se može smanjiti prilagođavanjem kriterijuma sa namerom da se poveća osetljivost na razlike među disciplinama (ali i na druge razlike), kao i boljim informisanjem svih potencijalno zainteresovanih, kroz društvene mreže, konferencije, publikacije i slično.
PB  - Institut za pedagoška istraživanja
PB  - Institut za psihologiju, Filozofski fakultet u Beogradu
C3  - Zbornik saopštenja sa XXIV naučne konferencije Pedagoška istraživanja i školska praksa – „Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
T1  - Transdisciplinarnost kao put ka rešavanju globalnih problema: zašto nema mesta za „društvenjake“?
EP  - 32
SP  - 28
UR  - https://hdl.handle.net/21.15107/rcub_reff_5016
ER  - 
@conference{
author = "Simić, Nataša and Nikitović, Tijana",
year = "2021",
abstract = "Transdisciplinarnost u organizacijama poput GYA izostaje usled brojnih prepreka koje stoje na putu mladim naučnicima iz DH nauka, a koje su vezane za komercijalizaciju nauke, stereotipe prema „društvenjacima“, samoisključivanje, kao i kriterijume za članstvo koji se prvenstveno baziraju na naučnoj izuzetnosti. Stoga je potrebno da se u organizacijama poput GYA pitanje nejednake zastupljenosti naučnika iz različitih oblasti prvo otvori (što smo iz odgovora učesnika zaključili da jeste slučaj), a onda i adresira. Potrebno je opšte podizanje nivoa „pismenosti o jednakosti“ ( eng. equity literacy, Gorski 2016), kako u samim organizacijama, tako i u širim naučnim krugovima i među donosiocima odluka. Disproporcija se može smanjiti prilagođavanjem kriterijuma sa namerom da se poveća osetljivost na razlike među disciplinama (ali i na druge razlike), kao i boljim informisanjem svih potencijalno zainteresovanih, kroz društvene mreže, konferencije, publikacije i slično.",
publisher = "Institut za pedagoška istraživanja, Institut za psihologiju, Filozofski fakultet u Beogradu",
journal = "Zbornik saopštenja sa XXIV naučne konferencije Pedagoška istraživanja i školska praksa – „Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika",
title = "Transdisciplinarnost kao put ka rešavanju globalnih problema: zašto nema mesta za „društvenjake“?",
pages = "32-28",
url = "https://hdl.handle.net/21.15107/rcub_reff_5016"
}
Simić, N.,& Nikitović, T.. (2021). Transdisciplinarnost kao put ka rešavanju globalnih problema: zašto nema mesta za „društvenjake“?. in Zbornik saopštenja sa XXIV naučne konferencije Pedagoška istraživanja i školska praksa – „Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
Institut za pedagoška istraživanja., 28-32.
https://hdl.handle.net/21.15107/rcub_reff_5016
Simić N, Nikitović T. Transdisciplinarnost kao put ka rešavanju globalnih problema: zašto nema mesta za „društvenjake“?. in Zbornik saopštenja sa XXIV naučne konferencije Pedagoška istraživanja i školska praksa – „Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika. 2021;:28-32.
https://hdl.handle.net/21.15107/rcub_reff_5016 .
Simić, Nataša, Nikitović, Tijana, "Transdisciplinarnost kao put ka rešavanju globalnih problema: zašto nema mesta za „društvenjake“?" in Zbornik saopštenja sa XXIV naučne konferencije Pedagoška istraživanja i školska praksa – „Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika (2021):28-32,
https://hdl.handle.net/21.15107/rcub_reff_5016 .

Between individual and social functions of music for young adults: what did the Covid-19 pandemic uncover?

Nikitović, Tijana; Janičić, Sonja; Nešić, Aleksa

(School of Education, Porto Polytechnic, 2021)

TY  - CONF
AU  - Nikitović, Tijana
AU  - Janičić, Sonja
AU  - Nešić, Aleksa
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/4985
AB  - The COVID-19 pandemic has had a severe impact on young adults’ everyday lives, with social distancing measures affecting their social lives, in particular by cancelling music events, e.g., parties and concerts. This period can be viewed as a rupture in which cultural elements, such as music, can be employed as a means of coping with new challenges (Zittoun, 2006). Studies focused on music in the context of the pandemic found that young people perceive the highest benefit from music, contributing to affect regulation (Martínez-Castilla et al., 2021) and using it as one of most effective strategies for managing stress (Vidas et al., 2021). In this study, we explored functions of music and music events for young people and what changes were brought upon by the pandemic. Additionally, we were interested in understanding how young people coped with restrictions of music events, a previously overlooked subject. We conducted semi-structured interviews with thirteen young people from Serbia (seven male, aged 18-29, Mdnage=27). Four participants attended parties during the pandemic, with one attending only legal ones. The transcribed data was analysed using thematic analysis (Braun & Clarke, 2006) by employing an inductive approach, as well as Zittoun’s work on symbolic resources. Themes regarding general use of music include music as background for daily tasks, as well as a deliberate resource for creating and maintaining relationships, elaborating emotions, and constructing identity. During the pandemic, music was more readily employed for regulating emotional states, particularly pathological states, e.g., anxiety through dissociation and normalization of their experiences. However, during lockdown this function of music was limited, as some emotional states proved to be too overwhelming. Music also had a greater retrospective function and was used to evocate periods of "normality". The pandemic highlighted the uniqueness of parties as a multimodal musical experience for young adults. Those who refrained from nightlife lost a valuable resource for connecting with others and managing stress. Participants who attended parties organized in accordance with public measures felt a loss of typical benefits and reported dissatisfaction. Illegal party-goers used these events as a resource for managing stress related to the pandemic and reported a greater level of togetherness than at pre-pandemic parties.  Radical social changes imposed by the current crisis enabled us to deepen our understanding of music and its diverse roles in both intrapsychological and interpsychological functioning.
AB  - A pandemia COVID-19 teve um impacto severo na vida cotidiana de jovens adultos, com medidas de distanciamento social que afetaram as suas vidas sociais, em particular pelo cancelamento de eventos musicais, festas e concertos. Este período pode ser visto como uma rutura em que elementos culturais, como a música, podem ser empregues como forma de enfrentar novos desafios (Zittoun, 2006). Estudos recentes focados em música no contexto da pandemia, revelaram benefícios especiais que os jovens descobriram na música, contribuindo esta para gerir a regulação (Martínez-Castilla et al., 2021) e usando-a como uma estratégia eficaz para lidar com o stress (Vidas et al., 2021). Neste estudo, exploramos as funções da música e o papel dos eventos musicais nos jovens e quais as mudanças produzidas pela pandemia. Além disso, estamos também interessados em entender como é que os jovens lidavam com as restrições de eventos musicais, um assunto que até agora não tinha tido especial atenção. Realizamos entrevistas semiestruturadas com treze jovens da Sérvia (sete homens, com idades entre 18-29, média = 27). Quatro participantes compareceram a festas durante a pandemia, sendo que um compareceu apenas às legais. Os dados transcritos foram analisados com base na análise temática (Braun & Clarke, 2006), empregando uma abordagem indutiva, bem como o trabalho de Zittoun sobre recursos simbólicos. Os temas relativos ao uso generalizado da música incluem a música como pano de fundo para as tarefas diárias, bem como a música enquanto recurso para criar e manter relacionamentos, fortalecer emoções e construir identidade. Durante a pandemia, a música foi mais prontamente empregue para regular estados emocionais, particularmente estados patológicos como é o caso da ansiedade, por meio da dissociação e normalização das suas experiências. No entanto, durante o confinamento, a função da música foi limitada já que alguns estados emocionais eram demasiado avassaladores. A música também tinha uma função retrospetiva e era usada para evocar períodos de "normalidade". A pandemia destacou a singularidade das festas como uma experiência musical multimodal para jovens adultos. Aqueles que foram privados da vida noturna perderam um recurso valioso para se ligarem a outras pessoas e controlar o stress. Os participantes que compareceram a festas organizadas de acordo com medidas de saúde autorizadas sentiram uma perda dos benefícios típicos e relataram insatisfação. Os frequentadores de festas ilegais usaram esses eventos como um recurso para controlar o stress relacionado com a pandemia e relataram um nível de ligação mais forte em comparação com as festas pré-pandémicas. Mudanças sociais radicais impostas pela crise pandémica atual, permitiram-nos aprofundar a compreensão da música e dos seus diversos papéis no funcionamento intrapsicológico e interpsicológico.
PB  - School of Education, Porto Polytechnic
C3  - Book of Abstracts - The International Conference IC CIPEM "Perspectives in Psychology of Music and Music Education"
T1  - Between individual and social functions of music for young adults: what did the Covid-19 pandemic uncover?
EP  - 149
SP  - 148
UR  - https://hdl.handle.net/21.15107/rcub_reff_4985
ER  - 
@conference{
author = "Nikitović, Tijana and Janičić, Sonja and Nešić, Aleksa",
year = "2021",
abstract = "The COVID-19 pandemic has had a severe impact on young adults’ everyday lives, with social distancing measures affecting their social lives, in particular by cancelling music events, e.g., parties and concerts. This period can be viewed as a rupture in which cultural elements, such as music, can be employed as a means of coping with new challenges (Zittoun, 2006). Studies focused on music in the context of the pandemic found that young people perceive the highest benefit from music, contributing to affect regulation (Martínez-Castilla et al., 2021) and using it as one of most effective strategies for managing stress (Vidas et al., 2021). In this study, we explored functions of music and music events for young people and what changes were brought upon by the pandemic. Additionally, we were interested in understanding how young people coped with restrictions of music events, a previously overlooked subject. We conducted semi-structured interviews with thirteen young people from Serbia (seven male, aged 18-29, Mdnage=27). Four participants attended parties during the pandemic, with one attending only legal ones. The transcribed data was analysed using thematic analysis (Braun & Clarke, 2006) by employing an inductive approach, as well as Zittoun’s work on symbolic resources. Themes regarding general use of music include music as background for daily tasks, as well as a deliberate resource for creating and maintaining relationships, elaborating emotions, and constructing identity. During the pandemic, music was more readily employed for regulating emotional states, particularly pathological states, e.g., anxiety through dissociation and normalization of their experiences. However, during lockdown this function of music was limited, as some emotional states proved to be too overwhelming. Music also had a greater retrospective function and was used to evocate periods of "normality". The pandemic highlighted the uniqueness of parties as a multimodal musical experience for young adults. Those who refrained from nightlife lost a valuable resource for connecting with others and managing stress. Participants who attended parties organized in accordance with public measures felt a loss of typical benefits and reported dissatisfaction. Illegal party-goers used these events as a resource for managing stress related to the pandemic and reported a greater level of togetherness than at pre-pandemic parties.  Radical social changes imposed by the current crisis enabled us to deepen our understanding of music and its diverse roles in both intrapsychological and interpsychological functioning., A pandemia COVID-19 teve um impacto severo na vida cotidiana de jovens adultos, com medidas de distanciamento social que afetaram as suas vidas sociais, em particular pelo cancelamento de eventos musicais, festas e concertos. Este período pode ser visto como uma rutura em que elementos culturais, como a música, podem ser empregues como forma de enfrentar novos desafios (Zittoun, 2006). Estudos recentes focados em música no contexto da pandemia, revelaram benefícios especiais que os jovens descobriram na música, contribuindo esta para gerir a regulação (Martínez-Castilla et al., 2021) e usando-a como uma estratégia eficaz para lidar com o stress (Vidas et al., 2021). Neste estudo, exploramos as funções da música e o papel dos eventos musicais nos jovens e quais as mudanças produzidas pela pandemia. Além disso, estamos também interessados em entender como é que os jovens lidavam com as restrições de eventos musicais, um assunto que até agora não tinha tido especial atenção. Realizamos entrevistas semiestruturadas com treze jovens da Sérvia (sete homens, com idades entre 18-29, média = 27). Quatro participantes compareceram a festas durante a pandemia, sendo que um compareceu apenas às legais. Os dados transcritos foram analisados com base na análise temática (Braun & Clarke, 2006), empregando uma abordagem indutiva, bem como o trabalho de Zittoun sobre recursos simbólicos. Os temas relativos ao uso generalizado da música incluem a música como pano de fundo para as tarefas diárias, bem como a música enquanto recurso para criar e manter relacionamentos, fortalecer emoções e construir identidade. Durante a pandemia, a música foi mais prontamente empregue para regular estados emocionais, particularmente estados patológicos como é o caso da ansiedade, por meio da dissociação e normalização das suas experiências. No entanto, durante o confinamento, a função da música foi limitada já que alguns estados emocionais eram demasiado avassaladores. A música também tinha uma função retrospetiva e era usada para evocar períodos de "normalidade". A pandemia destacou a singularidade das festas como uma experiência musical multimodal para jovens adultos. Aqueles que foram privados da vida noturna perderam um recurso valioso para se ligarem a outras pessoas e controlar o stress. Os participantes que compareceram a festas organizadas de acordo com medidas de saúde autorizadas sentiram uma perda dos benefícios típicos e relataram insatisfação. Os frequentadores de festas ilegais usaram esses eventos como um recurso para controlar o stress relacionado com a pandemia e relataram um nível de ligação mais forte em comparação com as festas pré-pandémicas. Mudanças sociais radicais impostas pela crise pandémica atual, permitiram-nos aprofundar a compreensão da música e dos seus diversos papéis no funcionamento intrapsicológico e interpsicológico.",
publisher = "School of Education, Porto Polytechnic",
journal = "Book of Abstracts - The International Conference IC CIPEM "Perspectives in Psychology of Music and Music Education"",
title = "Between individual and social functions of music for young adults: what did the Covid-19 pandemic uncover?",
pages = "149-148",
url = "https://hdl.handle.net/21.15107/rcub_reff_4985"
}
Nikitović, T., Janičić, S.,& Nešić, A.. (2021). Between individual and social functions of music for young adults: what did the Covid-19 pandemic uncover?. in Book of Abstracts - The International Conference IC CIPEM "Perspectives in Psychology of Music and Music Education"
School of Education, Porto Polytechnic., 148-149.
https://hdl.handle.net/21.15107/rcub_reff_4985
Nikitović T, Janičić S, Nešić A. Between individual and social functions of music for young adults: what did the Covid-19 pandemic uncover?. in Book of Abstracts - The International Conference IC CIPEM "Perspectives in Psychology of Music and Music Education". 2021;:148-149.
https://hdl.handle.net/21.15107/rcub_reff_4985 .
Nikitović, Tijana, Janičić, Sonja, Nešić, Aleksa, "Between individual and social functions of music for young adults: what did the Covid-19 pandemic uncover?" in Book of Abstracts - The International Conference IC CIPEM "Perspectives in Psychology of Music and Music Education" (2021):148-149,
https://hdl.handle.net/21.15107/rcub_reff_4985 .

Challenges of scientific mobility facing early-career life scientists

Nikitović, Tijana

(Faculty of Philosophy, University of Belgrade, 2021)

TY  - CONF
AU  - Nikitović, Tijana
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/4983
AB  - From the perspective of social epistemology of science, it has been extensively argued that epistemic diversity is beneficial for the academic community (e.g. Zollman 2010). On the other hand, epistemic performance can be impacted by challenges researchers face in academia and their private lives, especially when doing their research abroad. Given the emphasis on the epistemic benefit of mobility in contemporary science, our study aims at exploring the driving forces behind scientific mobility as well as the main existential challenges that early-career researchers face. We performed semi-structured interviews with seven researchers (five nonEU and two EU citizens) about their experience of academic mobility in the EU. Four participants were women and all were in their early thirties. We used thematic analysis as an analytic method and searched for themes and patterns within and across the interviews. The three main sources of challenges that researchers face are explicit rules (e.g., necessary documentation, limited contracts and positions) and implicit rules of academia (e.g., job insecurity, pressure to publish, overtime, maternity leave), as well as challenges related to adaptation to a new socio-cultural environment (e.g., language barrier, interpersonal conflicts). The two main driving forces were positive motivation to learn and collect new experiences and negative motivation of escaping difficult conditions in the home country. Negative motivation was present solely among non-EU participants who also experienced more difficulty in adaptation to the new environment. Participants notably expressed worry for their professional and personal prospects. Finally, some participants even reported discrimination at the work place. We conclude that in order to achieve epistemic benefit for the group, it is first necessary to provide fair work conditions, i.e. adequate pay and longer-term contracts. Moreover, it is necessary to provide institutional support and to integrate foreign researchers in order to counteract the negative aspects of scientific mobility.
PB  - Faculty of Philosophy, University of Belgrade
C3  - Book of abstracts - 3rd Conference of East European Network for Philosophy of Science, Belgrade
T1  - Challenges of scientific mobility facing early-career life scientists
SP  - 177
UR  - https://hdl.handle.net/21.15107/rcub_reff_4983
ER  - 
@conference{
author = "Nikitović, Tijana",
year = "2021",
abstract = "From the perspective of social epistemology of science, it has been extensively argued that epistemic diversity is beneficial for the academic community (e.g. Zollman 2010). On the other hand, epistemic performance can be impacted by challenges researchers face in academia and their private lives, especially when doing their research abroad. Given the emphasis on the epistemic benefit of mobility in contemporary science, our study aims at exploring the driving forces behind scientific mobility as well as the main existential challenges that early-career researchers face. We performed semi-structured interviews with seven researchers (five nonEU and two EU citizens) about their experience of academic mobility in the EU. Four participants were women and all were in their early thirties. We used thematic analysis as an analytic method and searched for themes and patterns within and across the interviews. The three main sources of challenges that researchers face are explicit rules (e.g., necessary documentation, limited contracts and positions) and implicit rules of academia (e.g., job insecurity, pressure to publish, overtime, maternity leave), as well as challenges related to adaptation to a new socio-cultural environment (e.g., language barrier, interpersonal conflicts). The two main driving forces were positive motivation to learn and collect new experiences and negative motivation of escaping difficult conditions in the home country. Negative motivation was present solely among non-EU participants who also experienced more difficulty in adaptation to the new environment. Participants notably expressed worry for their professional and personal prospects. Finally, some participants even reported discrimination at the work place. We conclude that in order to achieve epistemic benefit for the group, it is first necessary to provide fair work conditions, i.e. adequate pay and longer-term contracts. Moreover, it is necessary to provide institutional support and to integrate foreign researchers in order to counteract the negative aspects of scientific mobility.",
publisher = "Faculty of Philosophy, University of Belgrade",
journal = "Book of abstracts - 3rd Conference of East European Network for Philosophy of Science, Belgrade",
title = "Challenges of scientific mobility facing early-career life scientists",
pages = "177",
url = "https://hdl.handle.net/21.15107/rcub_reff_4983"
}
Nikitović, T.. (2021). Challenges of scientific mobility facing early-career life scientists. in Book of abstracts - 3rd Conference of East European Network for Philosophy of Science, Belgrade
Faculty of Philosophy, University of Belgrade., 177.
https://hdl.handle.net/21.15107/rcub_reff_4983
Nikitović T. Challenges of scientific mobility facing early-career life scientists. in Book of abstracts - 3rd Conference of East European Network for Philosophy of Science, Belgrade. 2021;:177.
https://hdl.handle.net/21.15107/rcub_reff_4983 .
Nikitović, Tijana, "Challenges of scientific mobility facing early-career life scientists" in Book of abstracts - 3rd Conference of East European Network for Philosophy of Science, Belgrade (2021):177,
https://hdl.handle.net/21.15107/rcub_reff_4983 .

Do Political Attitudes Matter for Epistemic Decisions of Scientists?

Sikimić, Vlasta; Nikitović, Tijana; Vasić, Miljan; Subotić, Vanja

(Springer, Dordrecht, 2021)

TY  - JOUR
AU  - Sikimić, Vlasta
AU  - Nikitović, Tijana
AU  - Vasić, Miljan
AU  - Subotić, Vanja
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3319
AB  - The epistemic attitudes of scientists, such as epistemic tolerance and authoritarianism, play important roles in the discourse about rivaling theories. Epistemic tolerance stands for the mental attitude of an epistemic agent, e.g., a scientist, who is open to opposing views, while epistemic authoritarianism represents the tendency to uncritically accept views of authorities. Another relevant epistemic factor when it comes to the epistemic decisions of scientists is the skepticism towards the scientific method. However, the question is whether these epistemic attitudes are influenced by their sociopolitical counterparts, such as the researcher's degree of conservatism. To empirically investigate the interplay between epistemic and sociopolitical attitudes of scientists, we conducted a survey with researchers (N = 655) across different disciplines. We propose scales for measuring epistemic tolerance and epistemic authoritarianism, as well as a scale for detecting the participants' readiness to question the scientific method. Furthermore, we investigate the relationship between epistemic tolerance and epistemic authoritarianism on the one hand, and career stage and sociopolitical views on the other hand. Interestingly, our study found only small correlations between the participants' degree of conservatism and their epistemic attitudes. This suggests that political views, against common argumentation, actually do not play an important role in one's scientific decisions. Moreover, social scientists scored higher on the epistemic tolerance and lower on the epistemic authoritarianism scale than natural scientists. Finally, the results indicate that natural scientists question the scientific method less than social scientists.
PB  - Springer, Dordrecht
T2  - Review of Philosophy and Psychology
T1  - Do Political Attitudes Matter for Epistemic Decisions of Scientists?
DO  - 10.1007/s13164-020-00504-7
ER  - 
@article{
author = "Sikimić, Vlasta and Nikitović, Tijana and Vasić, Miljan and Subotić, Vanja",
year = "2021",
abstract = "The epistemic attitudes of scientists, such as epistemic tolerance and authoritarianism, play important roles in the discourse about rivaling theories. Epistemic tolerance stands for the mental attitude of an epistemic agent, e.g., a scientist, who is open to opposing views, while epistemic authoritarianism represents the tendency to uncritically accept views of authorities. Another relevant epistemic factor when it comes to the epistemic decisions of scientists is the skepticism towards the scientific method. However, the question is whether these epistemic attitudes are influenced by their sociopolitical counterparts, such as the researcher's degree of conservatism. To empirically investigate the interplay between epistemic and sociopolitical attitudes of scientists, we conducted a survey with researchers (N = 655) across different disciplines. We propose scales for measuring epistemic tolerance and epistemic authoritarianism, as well as a scale for detecting the participants' readiness to question the scientific method. Furthermore, we investigate the relationship between epistemic tolerance and epistemic authoritarianism on the one hand, and career stage and sociopolitical views on the other hand. Interestingly, our study found only small correlations between the participants' degree of conservatism and their epistemic attitudes. This suggests that political views, against common argumentation, actually do not play an important role in one's scientific decisions. Moreover, social scientists scored higher on the epistemic tolerance and lower on the epistemic authoritarianism scale than natural scientists. Finally, the results indicate that natural scientists question the scientific method less than social scientists.",
publisher = "Springer, Dordrecht",
journal = "Review of Philosophy and Psychology",
title = "Do Political Attitudes Matter for Epistemic Decisions of Scientists?",
doi = "10.1007/s13164-020-00504-7"
}
Sikimić, V., Nikitović, T., Vasić, M.,& Subotić, V.. (2021). Do Political Attitudes Matter for Epistemic Decisions of Scientists?. in Review of Philosophy and Psychology
Springer, Dordrecht..
https://doi.org/10.1007/s13164-020-00504-7
Sikimić V, Nikitović T, Vasić M, Subotić V. Do Political Attitudes Matter for Epistemic Decisions of Scientists?. in Review of Philosophy and Psychology. 2021;.
doi:10.1007/s13164-020-00504-7 .
Sikimić, Vlasta, Nikitović, Tijana, Vasić, Miljan, Subotić, Vanja, "Do Political Attitudes Matter for Epistemic Decisions of Scientists?" in Review of Philosophy and Psychology (2021),
https://doi.org/10.1007/s13164-020-00504-7 . .
15
4
1
5

The Diversity of Value Construal: A Constructivist Approach to the Schwartz Theory of Basic Values

Belić, Jelisaveta; Đorđević, Ana; Nikitović, Tijana; Khaptsova, Alyona

(Taylor & Francis Inc, Philadelphia, 2021)

TY  - JOUR
AU  - Belić, Jelisaveta
AU  - Đorđević, Ana
AU  - Nikitović, Tijana
AU  - Khaptsova, Alyona
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3237
AB  - The Schwartz theory of basic values is the leading model in psychological research. However, few studies qualitatively approach how people make sense of value types. We propose a way to investigate this by focusing on emerging adulthood, a developmental period of exploration. Furthermore, participants are situated in the context of Balkan societies that are characterized by transitions. Relying on personal construct theory, we explored potential interpretations of values, their subordinate constructs, diversity, valence, and similarity to the definitions proposed in the theory. We used pyramiding in order to prompt constructs subordinate to each of the ten values. We applied thematic analysis to identify subordinate constructs in the 5866 responses obtained from 281 participants. The results show that participants understand abstract values through constructs that refer to specific actions, feelings, and personality traits. The values varied in the number of subordinate constructs and the degree of their deviation from the conceptual definition. There are also differences in the connotations of values or their desirability. Results show that all values, except Universalism, have a subordinate construct that expresses the negative side of the value. This study offers a more contextualized and content-oriented approach to values and has implications for future studies.
PB  - Taylor & Francis Inc, Philadelphia
T2  - Journal of Constructivist Psychology
T1  - The Diversity of Value Construal: A Constructivist Approach to the Schwartz Theory of Basic Values
DO  - 10.1080/10720537.2021.1965510
ER  - 
@article{
author = "Belić, Jelisaveta and Đorđević, Ana and Nikitović, Tijana and Khaptsova, Alyona",
year = "2021",
abstract = "The Schwartz theory of basic values is the leading model in psychological research. However, few studies qualitatively approach how people make sense of value types. We propose a way to investigate this by focusing on emerging adulthood, a developmental period of exploration. Furthermore, participants are situated in the context of Balkan societies that are characterized by transitions. Relying on personal construct theory, we explored potential interpretations of values, their subordinate constructs, diversity, valence, and similarity to the definitions proposed in the theory. We used pyramiding in order to prompt constructs subordinate to each of the ten values. We applied thematic analysis to identify subordinate constructs in the 5866 responses obtained from 281 participants. The results show that participants understand abstract values through constructs that refer to specific actions, feelings, and personality traits. The values varied in the number of subordinate constructs and the degree of their deviation from the conceptual definition. There are also differences in the connotations of values or their desirability. Results show that all values, except Universalism, have a subordinate construct that expresses the negative side of the value. This study offers a more contextualized and content-oriented approach to values and has implications for future studies.",
publisher = "Taylor & Francis Inc, Philadelphia",
journal = "Journal of Constructivist Psychology",
title = "The Diversity of Value Construal: A Constructivist Approach to the Schwartz Theory of Basic Values",
doi = "10.1080/10720537.2021.1965510"
}
Belić, J., Đorđević, A., Nikitović, T.,& Khaptsova, A.. (2021). The Diversity of Value Construal: A Constructivist Approach to the Schwartz Theory of Basic Values. in Journal of Constructivist Psychology
Taylor & Francis Inc, Philadelphia..
https://doi.org/10.1080/10720537.2021.1965510
Belić J, Đorđević A, Nikitović T, Khaptsova A. The Diversity of Value Construal: A Constructivist Approach to the Schwartz Theory of Basic Values. in Journal of Constructivist Psychology. 2021;.
doi:10.1080/10720537.2021.1965510 .
Belić, Jelisaveta, Đorđević, Ana, Nikitović, Tijana, Khaptsova, Alyona, "The Diversity of Value Construal: A Constructivist Approach to the Schwartz Theory of Basic Values" in Journal of Constructivist Psychology (2021),
https://doi.org/10.1080/10720537.2021.1965510 . .
4
4

Iskustva i kvalitet života na početku pandemije kovida-19 u Srbiji: kvalitativna studija

Džamonja Ignjatović, Tamara; Stanković, Biljana; Vuletić, Teodora; Ignjatović, Natalija; Nikitović, Tijana

(Beograd: Univerzitet u Beogradu, Filozofski fakultet, 2021)

TY  - CHAP
AU  - Džamonja Ignjatović, Tamara
AU  - Stanković, Biljana
AU  - Vuletić, Teodora
AU  - Ignjatović, Natalija
AU  - Nikitović, Tijana
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/4350
AB  - Rad je rezultat kvalitativne studije koja se bavila ispitivanjem iskustava i kvaliteta života učesnika različitih uzrasnih grupa tokom prvog talasa pandemije u Srbiji i uvedenog vanrednog stanja. Istraživanje je imalo za cilj da ispita promene u svakodnevnom funkcionisanju uzimajući u obzir životni kontekst pre pandemije, emocionalne reakcije, najčešće strategije prevladavanja i resurse za suočavanje sa krizom, kao i očekivanja od budućnosti na ličnom i kolektivnom planu. Uz oslanjanje na polustruktrisane intervjue prikupljeni su podaci od 54 osobe (38 žena): 15 mladih (od 18 do 26 god.), 23 odraslih (31–58 god.), i 16 starijih osoba (65–87 god.), koji su transkribovani i analizirani uz oslanjanje na principe tematske analize. Nalazi ukazuju da su, u kontekstu ugroženih potreba i nezadovoljstva specifičnim okolnostima tokom krize, očuvanju mentalnog zdravlja učesnika doprineli prvenstveno socijalna podrška i primena adaptivnih strategija prevladavanja koje su usmerene na aktivno prilagođavanje ili psihološku restrukturaciju odnosa prema kriznoj situaciji.
PB  - Beograd: Univerzitet u Beogradu, Filozofski fakultet
T2  - Odgovor psihologije kao nauke i struke na izazove krize izazvane pandemijom kovida-19
T1  - Iskustva i kvalitet života na početku pandemije kovida-19 u Srbiji: kvalitativna studija
EP  - 28
SP  - 11
UR  - https://hdl.handle.net/21.15107/rcub_reff_4350
ER  - 
@inbook{
author = "Džamonja Ignjatović, Tamara and Stanković, Biljana and Vuletić, Teodora and Ignjatović, Natalija and Nikitović, Tijana",
year = "2021",
abstract = "Rad je rezultat kvalitativne studije koja se bavila ispitivanjem iskustava i kvaliteta života učesnika različitih uzrasnih grupa tokom prvog talasa pandemije u Srbiji i uvedenog vanrednog stanja. Istraživanje je imalo za cilj da ispita promene u svakodnevnom funkcionisanju uzimajući u obzir životni kontekst pre pandemije, emocionalne reakcije, najčešće strategije prevladavanja i resurse za suočavanje sa krizom, kao i očekivanja od budućnosti na ličnom i kolektivnom planu. Uz oslanjanje na polustruktrisane intervjue prikupljeni su podaci od 54 osobe (38 žena): 15 mladih (od 18 do 26 god.), 23 odraslih (31–58 god.), i 16 starijih osoba (65–87 god.), koji su transkribovani i analizirani uz oslanjanje na principe tematske analize. Nalazi ukazuju da su, u kontekstu ugroženih potreba i nezadovoljstva specifičnim okolnostima tokom krize, očuvanju mentalnog zdravlja učesnika doprineli prvenstveno socijalna podrška i primena adaptivnih strategija prevladavanja koje su usmerene na aktivno prilagođavanje ili psihološku restrukturaciju odnosa prema kriznoj situaciji.",
publisher = "Beograd: Univerzitet u Beogradu, Filozofski fakultet",
journal = "Odgovor psihologije kao nauke i struke na izazove krize izazvane pandemijom kovida-19",
booktitle = "Iskustva i kvalitet života na početku pandemije kovida-19 u Srbiji: kvalitativna studija",
pages = "28-11",
url = "https://hdl.handle.net/21.15107/rcub_reff_4350"
}
Džamonja Ignjatović, T., Stanković, B., Vuletić, T., Ignjatović, N.,& Nikitović, T.. (2021). Iskustva i kvalitet života na početku pandemije kovida-19 u Srbiji: kvalitativna studija. in Odgovor psihologije kao nauke i struke na izazove krize izazvane pandemijom kovida-19
Beograd: Univerzitet u Beogradu, Filozofski fakultet., 11-28.
https://hdl.handle.net/21.15107/rcub_reff_4350
Džamonja Ignjatović T, Stanković B, Vuletić T, Ignjatović N, Nikitović T. Iskustva i kvalitet života na početku pandemije kovida-19 u Srbiji: kvalitativna studija. in Odgovor psihologije kao nauke i struke na izazove krize izazvane pandemijom kovida-19. 2021;:11-28.
https://hdl.handle.net/21.15107/rcub_reff_4350 .
Džamonja Ignjatović, Tamara, Stanković, Biljana, Vuletić, Teodora, Ignjatović, Natalija, Nikitović, Tijana, "Iskustva i kvalitet života na početku pandemije kovida-19 u Srbiji: kvalitativna studija" in Odgovor psihologije kao nauke i struke na izazove krize izazvane pandemijom kovida-19 (2021):11-28,
https://hdl.handle.net/21.15107/rcub_reff_4350 .

Idols of Serbian adolescents: Differences between two generations. Public figures as adolescents’ role models: What changed in 10 yeras?

Stepanović Ilić, Ivana; Nikitović, Tijana; Mojović, Kristina

(Institut za psihologiju, Filozofski fakultet u Beogradu, 2020)

TY  - CONF
AU  - Stepanović Ilić, Ivana
AU  - Nikitović, Tijana
AU  - Mojović, Kristina
PY  - 2020
UR  - http://reff.f.bg.ac.rs/handle/123456789/4410
AB  - The work deals with comparison of idol preferences between 2 generations of adolescents.
The data were gathered within 2 research waves, in 2007 and 2018. The survey included
1283 secondary school students (1st and 3rd grade) from 26 schools in 10 Serbian cities in the
first wave, and 1358 students from the same grades, schools and cities in the second. The
idols and reasons for their appreciation were categorized in the same way and in accordance
with previous studies (Stepanović et al., 2009, 2017). However, in 2007 students stated their
reasons while in 2018 they estimated given reasons on the 5-point scale. More students from
the second wave have idols (61.9%) than those from the first (48.9%) (χ² = 45.575, df=1,
Cramer’s V = 0.13, p =.0,00). Ana Ivanović is the most popular person in the first wave,
appreciated by 2.6% of students who have idols. Novak Đoković is the most popular role
model in the second wave (6.9%). Idols preferences differ in 2 waves modestly (χ² = 16.576,
df = 6, Cramer’s V = 0.10, p = .0,11; with Bonferoni method adjustments). Students from the
first wave prefer sportsmen more than those from the second, while those from the second
admire show business stars and fictional characters more. Students from the second wave
prefer foreign idols to domestic, while such difference is not spotted in the first wave (χ² =
9.632, df = 1, Cramer’s V = 0.082, p < .01). Moreover, they prefer male idols over female
and such a trend did not exist in the first wave (χ² = 11.064, df = 1, Cramer’s V = 0.088,
p < .01). Factor analysis (Promax rotation) was performed on reasons students gave in 2007
and those estimated by students in 2018. For 2007, 3 factors were extracted, explaining 22%
of variance: 1) professional success; 2) fame, wealth and physical appearance; 3) social
power and personal traits. Three factors are extracted for 2018 (49% of variance): 1) fame,
wealth, physical appearance and social power; 2) personal traits and professional success; 3)
humanity and communicativeness. A growing number of adolescents who have idols and
higher appreciation of show business and fictional characters in the second wave, as well as
further analyses regarding show business subcategory, indicate influence of Internet and
social media on the younger generation having in mind that generation tested in 2007 was not
exposed to social media at that time.
PB  - Institut za psihologiju, Filozofski fakultet u Beogradu
PB  - Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet u Beogradu
C3  - BOOK OF ABSTRACTS OF THE XXVI SCIENTIFIC CONFERENCE Empirical Studies in Psychology
T1  - Idols of Serbian adolescents: Differences between two generations. Public figures as adolescents’ role models: What changed in 10 yeras?
EP  - 105
SP  - 105
VL  - 26
UR  - https://hdl.handle.net/21.15107/rcub_reff_4410
ER  - 
@conference{
author = "Stepanović Ilić, Ivana and Nikitović, Tijana and Mojović, Kristina",
year = "2020",
abstract = "The work deals with comparison of idol preferences between 2 generations of adolescents.
The data were gathered within 2 research waves, in 2007 and 2018. The survey included
1283 secondary school students (1st and 3rd grade) from 26 schools in 10 Serbian cities in the
first wave, and 1358 students from the same grades, schools and cities in the second. The
idols and reasons for their appreciation were categorized in the same way and in accordance
with previous studies (Stepanović et al., 2009, 2017). However, in 2007 students stated their
reasons while in 2018 they estimated given reasons on the 5-point scale. More students from
the second wave have idols (61.9%) than those from the first (48.9%) (χ² = 45.575, df=1,
Cramer’s V = 0.13, p =.0,00). Ana Ivanović is the most popular person in the first wave,
appreciated by 2.6% of students who have idols. Novak Đoković is the most popular role
model in the second wave (6.9%). Idols preferences differ in 2 waves modestly (χ² = 16.576,
df = 6, Cramer’s V = 0.10, p = .0,11; with Bonferoni method adjustments). Students from the
first wave prefer sportsmen more than those from the second, while those from the second
admire show business stars and fictional characters more. Students from the second wave
prefer foreign idols to domestic, while such difference is not spotted in the first wave (χ² =
9.632, df = 1, Cramer’s V = 0.082, p < .01). Moreover, they prefer male idols over female
and such a trend did not exist in the first wave (χ² = 11.064, df = 1, Cramer’s V = 0.088,
p < .01). Factor analysis (Promax rotation) was performed on reasons students gave in 2007
and those estimated by students in 2018. For 2007, 3 factors were extracted, explaining 22%
of variance: 1) professional success; 2) fame, wealth and physical appearance; 3) social
power and personal traits. Three factors are extracted for 2018 (49% of variance): 1) fame,
wealth, physical appearance and social power; 2) personal traits and professional success; 3)
humanity and communicativeness. A growing number of adolescents who have idols and
higher appreciation of show business and fictional characters in the second wave, as well as
further analyses regarding show business subcategory, indicate influence of Internet and
social media on the younger generation having in mind that generation tested in 2007 was not
exposed to social media at that time.",
publisher = "Institut za psihologiju, Filozofski fakultet u Beogradu, Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet u Beogradu",
journal = "BOOK OF ABSTRACTS OF THE XXVI SCIENTIFIC CONFERENCE Empirical Studies in Psychology",
title = "Idols of Serbian adolescents: Differences between two generations. Public figures as adolescents’ role models: What changed in 10 yeras?",
pages = "105-105",
volume = "26",
url = "https://hdl.handle.net/21.15107/rcub_reff_4410"
}
Stepanović Ilić, I., Nikitović, T.,& Mojović, K.. (2020). Idols of Serbian adolescents: Differences between two generations. Public figures as adolescents’ role models: What changed in 10 yeras?. in BOOK OF ABSTRACTS OF THE XXVI SCIENTIFIC CONFERENCE Empirical Studies in Psychology
Institut za psihologiju, Filozofski fakultet u Beogradu., 26, 105-105.
https://hdl.handle.net/21.15107/rcub_reff_4410
Stepanović Ilić I, Nikitović T, Mojović K. Idols of Serbian adolescents: Differences between two generations. Public figures as adolescents’ role models: What changed in 10 yeras?. in BOOK OF ABSTRACTS OF THE XXVI SCIENTIFIC CONFERENCE Empirical Studies in Psychology. 2020;26:105-105.
https://hdl.handle.net/21.15107/rcub_reff_4410 .
Stepanović Ilić, Ivana, Nikitović, Tijana, Mojović, Kristina, "Idols of Serbian adolescents: Differences between two generations. Public figures as adolescents’ role models: What changed in 10 yeras?" in BOOK OF ABSTRACTS OF THE XXVI SCIENTIFIC CONFERENCE Empirical Studies in Psychology, 26 (2020):105-105,
https://hdl.handle.net/21.15107/rcub_reff_4410 .

Public figures as idols of secondary school students in Serbia

Stepanović Ilić, Ivana; Nikitović, Tijana

(Institut za psihologiju, Filozofski fakultet u Beogradu, 2019)

TY  - CONF
AU  - Stepanović Ilić, Ivana
AU  - Nikitović, Tijana
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/4404
AB  - The idols categorization offers an insight into adolescents’ values. It is also interesting to track changes in the certain categories preferences and to identify new categories. Hence, our research aim is to classify adolescents’ idols and to determine their preferences, to compare that categorization with previous research (Lin & Lin, 2007; Popadic, 2003; Stepanovic et al., 2009, 2017) and to relate idols preferences with socio-demographic variables. The sample includes 1383 secondary school students (1st and 3rd grade) from 10 Serbian towns. Adolescents (60% of the sample) named 431 public persons. The main idols’ categories are show business stars, sportsmen, artists and scientists, entrepreneurs, politicians and fictional characters. The categorization is same as in the recent research (Stepanovic et al., 2017) and similar to the others (Lin & Lin, 2007; Stepanovic et al., 2009). Additional subcategories are identified within show business class: fashion models and reality stars, which appeared in the previous study (Stepanovic et al., 2017) but their popularity now rises (reported by percentage of respondents who admire these subcategories), and the new subcategory of social media influencers. The admiration of show business models is higher while sportsmen are less preferred than earlier. However, Novak Đokovic is the most popular role model appreciated by 3.6% of students. Politicians, artists and scientist are rarely admired, as in the previous studies. The preferences of entrepreneurs and fictional characters are stable and low. There are no significant differences among 1st and 3rd graders regarding idols’ preferences, while gender and school type matters. Grammar school students admire scientists, artists and entrepreneurs more than vocational school students who prefer sportsmen and fictional characters (χ² = 19.134, df = 5, Cramer’s V = 0.12, p = .002). Gender is strongly associated with idol’s gender preference (χ² = 340.715, df = 1, Cramer’s V = 0.64, p = .000). Boys almost always name male idols (96%), while 34% of girls have male idols. Gender differences exist also regarding idols’ categories preferences (χ² = 110.146, df = 5, Cramer’s V = 0.37, p = .000). Girls admire show business stars, artist and scientist more than boys. Boys, more than girls prefer sportsmen, politicians, rulers and entrepreneurs. The results suggest strong and growing influence of the contents presented on the Internet and social networks on adolescents’ idols preferences.
PB  - Institut za psihologiju, Filozofski fakultet u Beogradu
PB  - Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet u Beogradu
C3  - BOOK OF ABSTRACTS OF THE XXV SCIENTIFIC CONFERENCE Empirical Studies in Psychology
T1  - Public figures as idols of secondary school students in Serbia
EP  - 92
SP  - 92
VL  - 25
UR  - https://hdl.handle.net/21.15107/rcub_reff_4404
ER  - 
@conference{
author = "Stepanović Ilić, Ivana and Nikitović, Tijana",
year = "2019",
abstract = "The idols categorization offers an insight into adolescents’ values. It is also interesting to track changes in the certain categories preferences and to identify new categories. Hence, our research aim is to classify adolescents’ idols and to determine their preferences, to compare that categorization with previous research (Lin & Lin, 2007; Popadic, 2003; Stepanovic et al., 2009, 2017) and to relate idols preferences with socio-demographic variables. The sample includes 1383 secondary school students (1st and 3rd grade) from 10 Serbian towns. Adolescents (60% of the sample) named 431 public persons. The main idols’ categories are show business stars, sportsmen, artists and scientists, entrepreneurs, politicians and fictional characters. The categorization is same as in the recent research (Stepanovic et al., 2017) and similar to the others (Lin & Lin, 2007; Stepanovic et al., 2009). Additional subcategories are identified within show business class: fashion models and reality stars, which appeared in the previous study (Stepanovic et al., 2017) but their popularity now rises (reported by percentage of respondents who admire these subcategories), and the new subcategory of social media influencers. The admiration of show business models is higher while sportsmen are less preferred than earlier. However, Novak Đokovic is the most popular role model appreciated by 3.6% of students. Politicians, artists and scientist are rarely admired, as in the previous studies. The preferences of entrepreneurs and fictional characters are stable and low. There are no significant differences among 1st and 3rd graders regarding idols’ preferences, while gender and school type matters. Grammar school students admire scientists, artists and entrepreneurs more than vocational school students who prefer sportsmen and fictional characters (χ² = 19.134, df = 5, Cramer’s V = 0.12, p = .002). Gender is strongly associated with idol’s gender preference (χ² = 340.715, df = 1, Cramer’s V = 0.64, p = .000). Boys almost always name male idols (96%), while 34% of girls have male idols. Gender differences exist also regarding idols’ categories preferences (χ² = 110.146, df = 5, Cramer’s V = 0.37, p = .000). Girls admire show business stars, artist and scientist more than boys. Boys, more than girls prefer sportsmen, politicians, rulers and entrepreneurs. The results suggest strong and growing influence of the contents presented on the Internet and social networks on adolescents’ idols preferences.",
publisher = "Institut za psihologiju, Filozofski fakultet u Beogradu, Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet u Beogradu",
journal = "BOOK OF ABSTRACTS OF THE XXV SCIENTIFIC CONFERENCE Empirical Studies in Psychology",
title = "Public figures as idols of secondary school students in Serbia",
pages = "92-92",
volume = "25",
url = "https://hdl.handle.net/21.15107/rcub_reff_4404"
}
Stepanović Ilić, I.,& Nikitović, T.. (2019). Public figures as idols of secondary school students in Serbia. in BOOK OF ABSTRACTS OF THE XXV SCIENTIFIC CONFERENCE Empirical Studies in Psychology
Institut za psihologiju, Filozofski fakultet u Beogradu., 25, 92-92.
https://hdl.handle.net/21.15107/rcub_reff_4404
Stepanović Ilić I, Nikitović T. Public figures as idols of secondary school students in Serbia. in BOOK OF ABSTRACTS OF THE XXV SCIENTIFIC CONFERENCE Empirical Studies in Psychology. 2019;25:92-92.
https://hdl.handle.net/21.15107/rcub_reff_4404 .
Stepanović Ilić, Ivana, Nikitović, Tijana, "Public figures as idols of secondary school students in Serbia" in BOOK OF ABSTRACTS OF THE XXV SCIENTIFIC CONFERENCE Empirical Studies in Psychology, 25 (2019):92-92,
https://hdl.handle.net/21.15107/rcub_reff_4404 .

Uloga pozitivnih i negativnih sećanja u izgradnji identiteta mladih u nadolazećem odraslom dobu

Nikitović, Tijana; Petrović, Sara; Čolić, Mina; Petrović, Ljubica; Žeželj, Iris

(Institut za pedagoška istraživanja, 2018)

TY  - CONF
AU  - Nikitović, Tijana
AU  - Petrović, Sara
AU  - Čolić, Mina
AU  - Petrović, Ljubica
AU  - Žeželj, Iris
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/5012
AB  - Ovo istraživanje je pokazalo da mladi koji se nalaze u periodu NOD-a imaju potrebu da svoja sećanja na „uspone“ i „padove“ integrišu u celokupni životni narativ, pri tome im pridajući određeni značaj za izgradnju slike o sebi. Iako se narativi učesnika u mnogim pogledima razlikuju, sećanja su najčešće bila smeštena u akademski ili kontekst odnosa s drugim ljudima. Narativima su dominirale teme odrastanja, razvijanja osećanja odgovornosti za sebe i druge i spoznavanja toga ko smo i koje je naše mesto u svetu, što sve ukazuje na značaj koji bavljenje stupanjem u svet odraslih ima za učesnike. Zaključile smo da se važan deo identifikovanih tema koje su pozitivna i negativna sećanja nosila za učesnike u ovom istraživanju mogu interpretirati kao manifestacije njihove krovne funkcije istraživanja identiteta, što je ujedno i ključna odlika nadolazećeg odraslog doba kao razvojnog perioda. Takođe, u okviru tema Razočaranost u sebe ili svet i Negativan događaj kao poziv na ličnu promenu i odrastanje izražena je izdiferenciranost sistema vrednosti, odnosno razmatranje vrednosti kojima se treba voditi. Odrastanje i sticanje odgovornosti uz Negativan događaj kao poziv na ličnu promenu i odrastanje takođe ukazuje na potrebu nekih mladih osoba da istaknu ulogu koju je prihvatanje odgovornosti imalo u njihovom razvoju. Pokazale smo da neki ispitanici svoja negativna samodefinišuča sećanja ne doživljavaju kao ugrožavajuća zato što su im ona ukazala na potrebu i mogućnost pozitivne promene, afirmišući i doprinoseći tako pozitivnoj slici o sebi. Kao ključni doprinos naših nalaza ističemo to što ona podržavaju tezu da adekvatno obrađena negativna sećanja mogu doprineti razvoju pozitivnije slike o sebi, te da najveći padovi u životnim narativima mogu za mlade biti jednako identitetski značajni kao njihovi najveći usponi.
PB  - Institut za pedagoška istraživanja
PB  - Institut za psihologiju
C3  - Zbornik saopštenja sa XXIII naučne konferencije Pedagoška istraživanja i školska praksa - "Kvalitativna istraživanja u društvenim naukama: od ličnog iskustva do socijalnih praksi"
T1  - Uloga pozitivnih i negativnih sećanja u izgradnji identiteta mladih u nadolazećem odraslom dobu
EP  - 35
SP  - 31
UR  - https://hdl.handle.net/21.15107/rcub_reff_5012
ER  - 
@conference{
author = "Nikitović, Tijana and Petrović, Sara and Čolić, Mina and Petrović, Ljubica and Žeželj, Iris",
year = "2018",
abstract = "Ovo istraživanje je pokazalo da mladi koji se nalaze u periodu NOD-a imaju potrebu da svoja sećanja na „uspone“ i „padove“ integrišu u celokupni životni narativ, pri tome im pridajući određeni značaj za izgradnju slike o sebi. Iako se narativi učesnika u mnogim pogledima razlikuju, sećanja su najčešće bila smeštena u akademski ili kontekst odnosa s drugim ljudima. Narativima su dominirale teme odrastanja, razvijanja osećanja odgovornosti za sebe i druge i spoznavanja toga ko smo i koje je naše mesto u svetu, što sve ukazuje na značaj koji bavljenje stupanjem u svet odraslih ima za učesnike. Zaključile smo da se važan deo identifikovanih tema koje su pozitivna i negativna sećanja nosila za učesnike u ovom istraživanju mogu interpretirati kao manifestacije njihove krovne funkcije istraživanja identiteta, što je ujedno i ključna odlika nadolazećeg odraslog doba kao razvojnog perioda. Takođe, u okviru tema Razočaranost u sebe ili svet i Negativan događaj kao poziv na ličnu promenu i odrastanje izražena je izdiferenciranost sistema vrednosti, odnosno razmatranje vrednosti kojima se treba voditi. Odrastanje i sticanje odgovornosti uz Negativan događaj kao poziv na ličnu promenu i odrastanje takođe ukazuje na potrebu nekih mladih osoba da istaknu ulogu koju je prihvatanje odgovornosti imalo u njihovom razvoju. Pokazale smo da neki ispitanici svoja negativna samodefinišuča sećanja ne doživljavaju kao ugrožavajuća zato što su im ona ukazala na potrebu i mogućnost pozitivne promene, afirmišući i doprinoseći tako pozitivnoj slici o sebi. Kao ključni doprinos naših nalaza ističemo to što ona podržavaju tezu da adekvatno obrađena negativna sećanja mogu doprineti razvoju pozitivnije slike o sebi, te da najveći padovi u životnim narativima mogu za mlade biti jednako identitetski značajni kao njihovi najveći usponi.",
publisher = "Institut za pedagoška istraživanja, Institut za psihologiju",
journal = "Zbornik saopštenja sa XXIII naučne konferencije Pedagoška istraživanja i školska praksa - "Kvalitativna istraživanja u društvenim naukama: od ličnog iskustva do socijalnih praksi"",
title = "Uloga pozitivnih i negativnih sećanja u izgradnji identiteta mladih u nadolazećem odraslom dobu",
pages = "35-31",
url = "https://hdl.handle.net/21.15107/rcub_reff_5012"
}
Nikitović, T., Petrović, S., Čolić, M., Petrović, L.,& Žeželj, I.. (2018). Uloga pozitivnih i negativnih sećanja u izgradnji identiteta mladih u nadolazećem odraslom dobu. in Zbornik saopštenja sa XXIII naučne konferencije Pedagoška istraživanja i školska praksa - "Kvalitativna istraživanja u društvenim naukama: od ličnog iskustva do socijalnih praksi"
Institut za pedagoška istraživanja., 31-35.
https://hdl.handle.net/21.15107/rcub_reff_5012
Nikitović T, Petrović S, Čolić M, Petrović L, Žeželj I. Uloga pozitivnih i negativnih sećanja u izgradnji identiteta mladih u nadolazećem odraslom dobu. in Zbornik saopštenja sa XXIII naučne konferencije Pedagoška istraživanja i školska praksa - "Kvalitativna istraživanja u društvenim naukama: od ličnog iskustva do socijalnih praksi". 2018;:31-35.
https://hdl.handle.net/21.15107/rcub_reff_5012 .
Nikitović, Tijana, Petrović, Sara, Čolić, Mina, Petrović, Ljubica, Žeželj, Iris, "Uloga pozitivnih i negativnih sećanja u izgradnji identiteta mladih u nadolazećem odraslom dobu" in Zbornik saopštenja sa XXIII naučne konferencije Pedagoška istraživanja i školska praksa - "Kvalitativna istraživanja u društvenim naukama: od ličnog iskustva do socijalnih praksi" (2018):31-35,
https://hdl.handle.net/21.15107/rcub_reff_5012 .