TY  - CONF
AU  - Mojović Zdravković, Kristina
AU  - Serafijanović, Ana
AU  - Živanov, Nevena
AU  - Mašković-Đeri, Teodora
PY  - 2024
UR  - http://reff.f.bg.ac.rs/handle/123456789/6334
AB  - Adolescents, often referred to as digital natives, navigate a world where virtual connections
coexist with face-to-face interactions. Social networks have become an integral aspect of their
socialization process, providing them with platforms to connect, share content, and
communicate. In this study, we wanted to explore why Serbian adolescents use social media
and what they consider the advantage of online communication compared to communicating
face-to-face. In total, 405 high-school students participated in research by filling out online
questionnaire, and 391 (64% female, Mage = 16, SDage = 1.4) reported using social network sites
(SNSs). All of them answered open-ended questions about their behaviour on SNSs and
described the reasons for preferences made in choosing a particular SNS. Results showed that
Serbian adolescents are, on average, active on four different SNS (M = 4.21, SD = 2.12), they
most often communicate with their friends (91.6%) and romantic partners (4.2%), and 81% of
them had their first SN profile by the age of 12. The most popular SNSs among them are
Instagram (97.2% reported having a profile on this SN), TikTok (65.2%), Facebook (51.4%)
and Snapchat (46.5%). An inductive qualitative content analysis assessed the main reasons for
using their favourite (and most often used) SNS. Overall, we identified six main categories of
reasons i.e. factors influencing social media usage: (1) social interaction (e.g. staying in
contact, feeling of belonging, communication; 53.2%); (2) content (interesting, educational,
sphere of interest; 37.6%); (3) specific (primarily technical) characteristics of that SNS (16%),
(4) search for information and inspiration (7.4%), (5) boredom (2.8%) and (6) escaping or
distraction from problems (0.8%). Discussing the results, we compared them to previous results
about the internet behaviour of Serbian children.
C3  - Book of Abstracts, XXX Empirical Studies in Psychology, Belgrade, Republic of Serbia
T1  - Reveling the factors influencing social media usage in Serbian youth
SP  - 80
UR  - https://hdl.handle.net/21.15107/rcub_reff_6334
ER  - 

@conference{
author = "Mojović Zdravković, Kristina and Serafijanović, Ana and Živanov, Nevena and Mašković-Đeri, Teodora",
year = "2024",
abstract = "Adolescents, often referred to as digital natives, navigate a world where virtual connections
coexist with face-to-face interactions. Social networks have become an integral aspect of their
socialization process, providing them with platforms to connect, share content, and
communicate. In this study, we wanted to explore why Serbian adolescents use social media
and what they consider the advantage of online communication compared to communicating
face-to-face. In total, 405 high-school students participated in research by filling out online
questionnaire, and 391 (64% female, Mage = 16, SDage = 1.4) reported using social network sites
(SNSs). All of them answered open-ended questions about their behaviour on SNSs and
described the reasons for preferences made in choosing a particular SNS. Results showed that
Serbian adolescents are, on average, active on four different SNS (M = 4.21, SD = 2.12), they
most often communicate with their friends (91.6%) and romantic partners (4.2%), and 81% of
them had their first SN profile by the age of 12. The most popular SNSs among them are
Instagram (97.2% reported having a profile on this SN), TikTok (65.2%), Facebook (51.4%)
and Snapchat (46.5%). An inductive qualitative content analysis assessed the main reasons for
using their favourite (and most often used) SNS. Overall, we identified six main categories of
reasons i.e. factors influencing social media usage: (1) social interaction (e.g. staying in
contact, feeling of belonging, communication; 53.2%); (2) content (interesting, educational,
sphere of interest; 37.6%); (3) specific (primarily technical) characteristics of that SNS (16%),
(4) search for information and inspiration (7.4%), (5) boredom (2.8%) and (6) escaping or
distraction from problems (0.8%). Discussing the results, we compared them to previous results
about the internet behaviour of Serbian children.",
journal = "Book of Abstracts, XXX Empirical Studies in Psychology, Belgrade, Republic of Serbia",
title = "Reveling the factors influencing social media usage in Serbian youth",
pages = "80",
url = "https://hdl.handle.net/21.15107/rcub_reff_6334"
}

Mojović Zdravković, K., Serafijanović, A., Živanov, N.,& Mašković-Đeri, T.. (2024). Reveling the factors influencing social media usage in Serbian youth. in Book of Abstracts, XXX Empirical Studies in Psychology, Belgrade, Republic of Serbia, 80.
https://hdl.handle.net/21.15107/rcub_reff_6334

Mojović Zdravković K, Serafijanović A, Živanov N, Mašković-Đeri T. Reveling the factors influencing social media usage in Serbian youth. in Book of Abstracts, XXX Empirical Studies in Psychology, Belgrade, Republic of Serbia. 2024;:80.
https://hdl.handle.net/21.15107/rcub_reff_6334 .

Mojović Zdravković, Kristina, Serafijanović, Ana, Živanov, Nevena, Mašković-Đeri, Teodora, "Reveling the factors influencing social media usage in Serbian youth" in Book of Abstracts, XXX Empirical Studies in Psychology, Belgrade, Republic of Serbia (2024):80,
https://hdl.handle.net/21.15107/rcub_reff_6334 .

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 . .

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

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

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

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

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

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

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

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

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

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