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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TY  - JOUR
AU  - Videnović, Marina
AU  - Rajić, Milana
AU  - Stepanović Ilić, Ivana
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5171
AB  - During the COVID-19 pandemic lockdown, the education system moved to an online format. Parents of pre-schoolers therefore became the primary educators responsible for the sustainability of their children’s education. Communication with teachers was the only available support resource. The present study aimed to investigate the relationship between preschool teacher-parent communication (frequency, content of exchange, and satisfaction with the teacher’s support) and parental engagement in home-learning activities. An online questionnaire was sent to 1646 parents of children attending preschools. Multiple regression analysis indicated that the communication frequency between parents and preschool teachers was a significant predictor of parent engagement in home-learning activities, but the effects were small. Unexpectedly, parents more engaged in face-to-face home-learning activities were less satisfied with the teacher support. The study suggests that one-way digital communication with a clear role division between experts and parents has a limited effect on the parents’ engagement and sustainability of preschool education in times of crisis.
PB  - Institut za pedagoška istraživanja
T2  - Zbornik instituta za pedagoška istraživanja
T1  - Preschool teacher-parent communication during covid-19 pandemic lockdown: relation to the parental engagement at home
EP  - 159
IS  - 1
SP  - 143
VL  - 55
DO  - https://doi.org/10.2298/ZIPI2301143V
ER  - 

@article{
author = "Videnović, Marina and Rajić, Milana and Stepanović Ilić, Ivana",
year = "2023",
abstract = "During the COVID-19 pandemic lockdown, the education system moved to an online format. Parents of pre-schoolers therefore became the primary educators responsible for the sustainability of their children’s education. Communication with teachers was the only available support resource. The present study aimed to investigate the relationship between preschool teacher-parent communication (frequency, content of exchange, and satisfaction with the teacher’s support) and parental engagement in home-learning activities. An online questionnaire was sent to 1646 parents of children attending preschools. Multiple regression analysis indicated that the communication frequency between parents and preschool teachers was a significant predictor of parent engagement in home-learning activities, but the effects were small. Unexpectedly, parents more engaged in face-to-face home-learning activities were less satisfied with the teacher support. The study suggests that one-way digital communication with a clear role division between experts and parents has a limited effect on the parents’ engagement and sustainability of preschool education in times of crisis.",
publisher = "Institut za pedagoška istraživanja",
journal = "Zbornik instituta za pedagoška istraživanja",
title = "Preschool teacher-parent communication during covid-19 pandemic lockdown: relation to the parental engagement at home",
pages = "159-143",
number = "1",
volume = "55",
doi = "https://doi.org/10.2298/ZIPI2301143V"
}

Videnović, M., Rajić, M.,& Stepanović Ilić, I.. (2023). Preschool teacher-parent communication during covid-19 pandemic lockdown: relation to the parental engagement at home. in Zbornik instituta za pedagoška istraživanja
Institut za pedagoška istraživanja., 55(1), 143-159.
https://doi.org/https://doi.org/10.2298/ZIPI2301143V

Videnović M, Rajić M, Stepanović Ilić I. Preschool teacher-parent communication during covid-19 pandemic lockdown: relation to the parental engagement at home. in Zbornik instituta za pedagoška istraživanja. 2023;55(1):143-159.
doi:https://doi.org/10.2298/ZIPI2301143V .

Videnović, Marina, Rajić, Milana, Stepanović Ilić, Ivana, "Preschool teacher-parent communication during covid-19 pandemic lockdown: relation to the parental engagement at home" in Zbornik instituta za pedagoška istraživanja, 55, no. 1 (2023):143-159,
https://doi.org/https://doi.org/10.2298/ZIPI2301143V . .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TY  - CONF
AU  - Videnović, Marina
AU  - Rajić, Milana
AU  - Krstić, Ksenija
AU  - Stepanović Ilić, Ivana
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/4403
AB  - Kao mera borbe protiv pandemije izazvane virusom COVID-19 tokom marta, aprila i maja meseca 2020-te proglašeno je vanredno stanje, zatvoreni su vrtići. Kao posledica ovakve odluke, mnoge porodice su se suočile sa izazovima proisteklim iz potrebe da se adaptiraju na iznenadne promene. Balans između posla i roditeljske uloge predstavlja značajan aspekt savremenog
roditeljstva. Pretpostavka je da je grupa roditelja koja je morala da radi
tokom vanrednog stanja nailazila na donekle različite probleme u odnosu na one koji nisu.
Takođe, prelazak na rad od kuće zahteva novu vrstu organizacije unutar porodice i može biti
značajan izvor stresa. Cilj ovog istraživanja je bio da se odgovori na pitanje šta je roditeljima dece
vrtićkog uzrasta bilo najteže tokom vanrednog stanja kao i da li su se i kako izazovi razlikovali
s obzirom na to da li je roditelj radio tokom ovog perioda ili ne. Istraživanje je organizovano onlajn u periodu neposredno po završetku vanrednog stanja (od 5. do 28. maja) i bilo je namenjeno roditeljima dece koja pohađaju vrtić ili predškolsko obrazovanje. Uzorkom je obuhvaćeno 1578 roditelja, pre svega majki (92%). Odgovori ispitanika su podvrgnuti tematskoj analizi. Izdvojeno je
induktivnom analizom  dvadeset manifestnih obrazaca značenja na osnovu kojih je pristupljeno kodiranju odgovora.  Rezultati istraživanja ukazuju da postoji čitava lepeza psihološki
različitih teškoća sa kojima su se suočile porodice tokom vanrednog stanja. Većina roditelja
izdvaja, što govori u prilog tome da je ovaj period bio stresan za funkcionisanje porodice.
Raznolikost izvora teškoća upućuje da je potrebno organizovati sistemsku i sveobuhvatnu
podršku porodici kako bi posledice pandemije bile što manje.
PB  - Insitut za pedagoška istraživanja Beograd
PB  - Institut za psihologiju, Filozofski fakultet u Beogradu
C3  - Kvalitativna istraživanja kroz discipline i kontekste:osmišljavanje sličnosti i razlika
T1  - Izazovi roditeljstva tokom vanrednog stanja u srbiji
EP  - 117
SP  - 114
VL  - 26
UR  - https://hdl.handle.net/21.15107/rcub_reff_4403
ER  - 

@conference{
author = "Videnović, Marina and Rajić, Milana and Krstić, Ksenija and Stepanović Ilić, Ivana",
year = "2021",
abstract = "Kao mera borbe protiv pandemije izazvane virusom COVID-19 tokom marta, aprila i maja meseca 2020-te proglašeno je vanredno stanje, zatvoreni su vrtići. Kao posledica ovakve odluke, mnoge porodice su se suočile sa izazovima proisteklim iz potrebe da se adaptiraju na iznenadne promene. Balans između posla i roditeljske uloge predstavlja značajan aspekt savremenog
roditeljstva. Pretpostavka je da je grupa roditelja koja je morala da radi
tokom vanrednog stanja nailazila na donekle različite probleme u odnosu na one koji nisu.
Takođe, prelazak na rad od kuće zahteva novu vrstu organizacije unutar porodice i može biti
značajan izvor stresa. Cilj ovog istraživanja je bio da se odgovori na pitanje šta je roditeljima dece
vrtićkog uzrasta bilo najteže tokom vanrednog stanja kao i da li su se i kako izazovi razlikovali
s obzirom na to da li je roditelj radio tokom ovog perioda ili ne. Istraživanje je organizovano onlajn u periodu neposredno po završetku vanrednog stanja (od 5. do 28. maja) i bilo je namenjeno roditeljima dece koja pohađaju vrtić ili predškolsko obrazovanje. Uzorkom je obuhvaćeno 1578 roditelja, pre svega majki (92%). Odgovori ispitanika su podvrgnuti tematskoj analizi. Izdvojeno je
induktivnom analizom  dvadeset manifestnih obrazaca značenja na osnovu kojih je pristupljeno kodiranju odgovora.  Rezultati istraživanja ukazuju da postoji čitava lepeza psihološki
različitih teškoća sa kojima su se suočile porodice tokom vanrednog stanja. Većina roditelja
izdvaja, što govori u prilog tome da je ovaj period bio stresan za funkcionisanje porodice.
Raznolikost izvora teškoća upućuje da je potrebno organizovati sistemsku i sveobuhvatnu
podršku porodici kako bi posledice pandemije bile što manje.",
publisher = "Insitut za pedagoška istraživanja Beograd, Institut za psihologiju, Filozofski fakultet u Beogradu",
journal = "Kvalitativna istraživanja kroz discipline i kontekste:osmišljavanje sličnosti i razlika",
title = "Izazovi roditeljstva tokom vanrednog stanja u srbiji",
pages = "117-114",
volume = "26",
url = "https://hdl.handle.net/21.15107/rcub_reff_4403"
}

Videnović, M., Rajić, M., Krstić, K.,& Stepanović Ilić, I.. (2021). Izazovi roditeljstva tokom vanrednog stanja u srbiji. in Kvalitativna istraživanja kroz discipline i kontekste:osmišljavanje sličnosti i razlika
Insitut za pedagoška istraživanja Beograd., 26, 114-117.
https://hdl.handle.net/21.15107/rcub_reff_4403

Videnović M, Rajić M, Krstić K, Stepanović Ilić I. Izazovi roditeljstva tokom vanrednog stanja u srbiji. in Kvalitativna istraživanja kroz discipline i kontekste:osmišljavanje sličnosti i razlika. 2021;26:114-117.
https://hdl.handle.net/21.15107/rcub_reff_4403 .

Videnović, Marina, Rajić, Milana, Krstić, Ksenija, Stepanović Ilić, Ivana, "Izazovi roditeljstva tokom vanrednog stanja u srbiji" in Kvalitativna istraživanja kroz discipline i kontekste:osmišljavanje sličnosti i razlika, 26 (2021):114-117,
https://hdl.handle.net/21.15107/rcub_reff_4403 .

TY  - CONF
AU  - Videnović, Marina
AU  - Rajić, Milana
AU  - Krstić, Ksenija
AU  - Stepanović Ilić, Ivana
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/437
UR  - http://reff.f.bg.ac.rs/handle/123456789/4168
AB  - Počnimo od informacije nepoznate samo onima koji će čitati ovaj tekst unekoj daljoj budućnosti: Kao mera borbe protiv pandemije izazvane virusom COVID-19tokom marta, aprila i maja meseca 2020-te proglašeno je vanredno stanje, zatvoreni su vrtići,skraćeno je radno vreme prodavnica i zabranjeno je kretanje u određenim periodima. Kaoposledica ovakve odluke, mnoge porodice su se suočile sa izazovima proisteklim iz potrebeda se adaptiraju na iznenadne promena. Dosadašnja istraživanja iz drugih zemalja koje su sesuočile sa sličnom merom ukazuju da su roditelji u periodu zatvaranja ispoljavali emocionalnuiscrpljenost (Marchetti et al., 2020) i psihološki distres povezan sa finansijskom nesigurnošću,zatvaranjem škola, nedostupnost servisa za brigu o deci (Fontanesi i sar., 2020) i formalnei neformalne mreže podrške (Crook, 2020). Tematska analiza komentara u onlajn forumimanamenjenih roditeljima, napisanih tokom pandemije, pokazuje veću zastupljenost negativnih,kao i prisustvo sledećih izvora teškoća: 1. stres izazvan procenom sredine kao zdravstvenougrožavajuće 2. žalost zbog nedostataka socijalnih kontakata, porodične podrške i rituala 3.izmenjeni odnosi u porodici 4. predstavljanje sebe kao srećnog da bi se izbegao osećaj krivice5. briga za budućnost porodice (Chivers et al., 2020).
PB  - Beograd : Institut za pedagoška istraživanja
PB  - Beograd : Institut za psihologiju
C3  - Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
T1  - Izazovi roditeljstva tokom vanrednog stanja u Srbiji
EP  - 117
SP  - 114
UR  - https://hdl.handle.net/21.15107/rcub_reff_4168
ER  - 

@conference{
author = "Videnović, Marina and Rajić, Milana and Krstić, Ksenija and Stepanović Ilić, Ivana",
year = "2021",
abstract = "Počnimo od informacije nepoznate samo onima koji će čitati ovaj tekst unekoj daljoj budućnosti: Kao mera borbe protiv pandemije izazvane virusom COVID-19tokom marta, aprila i maja meseca 2020-te proglašeno je vanredno stanje, zatvoreni su vrtići,skraćeno je radno vreme prodavnica i zabranjeno je kretanje u određenim periodima. Kaoposledica ovakve odluke, mnoge porodice su se suočile sa izazovima proisteklim iz potrebeda se adaptiraju na iznenadne promena. Dosadašnja istraživanja iz drugih zemalja koje su sesuočile sa sličnom merom ukazuju da su roditelji u periodu zatvaranja ispoljavali emocionalnuiscrpljenost (Marchetti et al., 2020) i psihološki distres povezan sa finansijskom nesigurnošću,zatvaranjem škola, nedostupnost servisa za brigu o deci (Fontanesi i sar., 2020) i formalnei neformalne mreže podrške (Crook, 2020). Tematska analiza komentara u onlajn forumimanamenjenih roditeljima, napisanih tokom pandemije, pokazuje veću zastupljenost negativnih,kao i prisustvo sledećih izvora teškoća: 1. stres izazvan procenom sredine kao zdravstvenougrožavajuće 2. žalost zbog nedostataka socijalnih kontakata, porodične podrške i rituala 3.izmenjeni odnosi u porodici 4. predstavljanje sebe kao srećnog da bi se izbegao osećaj krivice5. briga za budućnost porodice (Chivers et al., 2020).",
publisher = "Beograd : Institut za pedagoška istraživanja, Beograd : Institut za psihologiju",
journal = "Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika",
title = "Izazovi roditeljstva tokom vanrednog stanja u Srbiji",
pages = "117-114",
url = "https://hdl.handle.net/21.15107/rcub_reff_4168"
}

Videnović, M., Rajić, M., Krstić, K.,& Stepanović Ilić, I.. (2021). Izazovi roditeljstva tokom vanrednog stanja u Srbiji. in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
Beograd : Institut za pedagoška istraživanja., 114-117.
https://hdl.handle.net/21.15107/rcub_reff_4168

Videnović M, Rajić M, Krstić K, Stepanović Ilić I. Izazovi roditeljstva tokom vanrednog stanja u Srbiji. in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika. 2021;:114-117.
https://hdl.handle.net/21.15107/rcub_reff_4168 .

Videnović, Marina, Rajić, Milana, Krstić, Ksenija, Stepanović Ilić, Ivana, "Izazovi roditeljstva tokom vanrednog stanja u Srbiji" in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika (2021):114-117,
https://hdl.handle.net/21.15107/rcub_reff_4168 .

TY  - CONF
AU  - Rajić, Milana
AU  - Stepanović Ilić, Ivana
AU  - Krstić, Ksenija
PY  - 2020
UR  - http://reff.f.bg.ac.rs/handle/123456789/4409
AB  - The aim of the research was to assess psychometric characteristics of the Early Development
Standards Scale, constructed to identify children at risk or with developmental delay. Based
on the Early Development Standards (Baucal et al., 2012), eight scales were constructed,
covering ages from 1 to 60 months. In total, 1388 parents from Serbia participated. Relatively
high mean scores were obtained at all ages. The instrument has good metric characteristics.
The results of Rasch analysis showed that the scale is a reliable instrument (reliability for
respondents is about 0.8 and for items 0.98), it measures one phenomenon (outcomes in early childhood development) and it has a small number of items with poor metric characteristics.
There are significant correlations between scores on the Early Development Standards Scale
and Ages & Stages Questionnaires across all ages. Gender differences were obtained at 9-12
months, 14-18 months and 30-36 months, indicating higher scores for girls.
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  - Early childhood development standards scale: Psychometric characteristics
EP  - 101
SP  - 99
VL  - 26
UR  - https://hdl.handle.net/21.15107/rcub_reff_4409
ER  - 

@conference{
author = "Rajić, Milana and Stepanović Ilić, Ivana and Krstić, Ksenija",
year = "2020",
abstract = "The aim of the research was to assess psychometric characteristics of the Early Development
Standards Scale, constructed to identify children at risk or with developmental delay. Based
on the Early Development Standards (Baucal et al., 2012), eight scales were constructed,
covering ages from 1 to 60 months. In total, 1388 parents from Serbia participated. Relatively
high mean scores were obtained at all ages. The instrument has good metric characteristics.
The results of Rasch analysis showed that the scale is a reliable instrument (reliability for
respondents is about 0.8 and for items 0.98), it measures one phenomenon (outcomes in early childhood development) and it has a small number of items with poor metric characteristics.
There are significant correlations between scores on the Early Development Standards Scale
and Ages & Stages Questionnaires across all ages. Gender differences were obtained at 9-12
months, 14-18 months and 30-36 months, indicating higher scores for girls.",
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 = "Early childhood development standards scale: Psychometric characteristics",
pages = "101-99",
volume = "26",
url = "https://hdl.handle.net/21.15107/rcub_reff_4409"
}

Rajić, M., Stepanović Ilić, I.,& Krstić, K.. (2020). Early childhood development standards scale: Psychometric characteristics. in BOOK OF ABSTRACTS OF THE XXVI SCIENTIFIC CONFERENCE Empirical Studies in Psychology
Institut za psihologiju, Filozofski fakultet u Beogradu., 26, 99-101.
https://hdl.handle.net/21.15107/rcub_reff_4409

Rajić M, Stepanović Ilić I, Krstić K. Early childhood development standards scale: Psychometric characteristics. in BOOK OF ABSTRACTS OF THE XXVI SCIENTIFIC CONFERENCE Empirical Studies in Psychology. 2020;26:99-101.
https://hdl.handle.net/21.15107/rcub_reff_4409 .

Rajić, Milana, Stepanović Ilić, Ivana, Krstić, Ksenija, "Early childhood development standards scale: Psychometric characteristics" in BOOK OF ABSTRACTS OF THE XXVI SCIENTIFIC CONFERENCE Empirical Studies in Psychology, 26 (2020):99-101,
https://hdl.handle.net/21.15107/rcub_reff_4409 .

TY  - BOOK
AU  - Burgund, Anita
AU  - Jović, Nikola
AU  - Krnjaić, Zora
AU  - Pucarević, Bojana
AU  - Rajić, Milana
AU  - Skrobić, Ljiljana
AU  - Videnović, Marina
AU  - Žegarac, Nevenka
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/4354
AB  - Projekat „Hraniteljstvo i dobrobit adolestenata: Istraživanje za unapređenje politika i praksi“ je usmeren na sticanje znanja o dobrobiti, odnosno dobrostanju adolescenata na porodičnom smeštaju. On je deo šire inicijative koja u partnerstvu sprovode UNICEF, Departman za socijalni rad i socijalnu politiku Fakulteta političkih nauka i Institut za psihologiju Univerziteta u Beogradu. 
Na osnovu raspoloživih podataka, tokom 2018. godine približno 3000 adolescenata je bilo porodičnom smeštaju u Srbiji. Najveći broj njih je na altenativnom staranju 8 ili više godina, imaju prekinute ili sporadične kontakte sa svojim porodicama porekla i socijalnim mrežama u zajednicama iz kojih potiču. Ovi adolescenti imaju samo delimične podatke o svojoj prošlosti i budućnosti, i ne učestvuju ili sporadično učestvuju u odlukama koje utiču na njihove živote. Stoga je važno sagledati njihova iskustva, gledišta i aspiracije, kao i gledišta odraslih koji su odgovorni za njihovo odrastanje o povoljnim i manje povoljnim aspektima aktuelnog sistema hraniteljstva u Srbiji. 
U ovoj studiji, dobrobit ili dobro-stanje dece i adolescenta je operacionalizovana podsredstvom pozitivnih emocija, angažovanosti i uključenosti, odnosa, istrajnosti, optimizma, davanja smisla i dostignuća koja su povezana sa četri strane mreže hraniteljstva: dete, biološka porodica, hranitelji i socijalna služba. Nastojali smo da utvrdimo sličnosti i razlike među adolescentima iz hraniteljskih i bioloških porodica, a i da razmotrimo iskustva, gledišta i težnje adolescenata na porodičnom smeštaju, kao i gledišta o aspektima njihove dobrobiti onih koji se o njima staraju.   
Ovo istraživanje ima za svrhu da unapredi sistem hraniteljstva u Srbiji, da bi taj sistem bio u većoj meri pripremljen i sposoban da obezbedi kvalitetnu podršku dobrobiti adolescenata. 
U istraživanju je primenjen pristup kovergentnog paralelnog mešanog metoda (Piano and Creswell, 2015). Dva različita tipa istraživanja su primenjena paralelno, a potom su spojena tokom interpretacije da bi dospeli do dubljeg razumevanja fenomena, i to upotrebom triangulacije za sistematizaciju i analizu različitih izvora informacija. 
Kvantitativni deo istraživanja usmeren je na poređenje adolescenata na hraniteljstvu i referentne grupe adolescenata iz opšte populacije po različitim aspektima dobrobiti kao i na identifikovanje glavnih prepreka za pozitivan razvoj i napredovanje adolescenata na hraniteljstvu. Ovaj deo istraživanja obuhvata: 
•	Adolescente uzrasta od 14 do 19 godina, koji pohađaju više razrede osnovne škole i srednju školu (uključujući i adolescente iz hraniteljskih porodica);
•	Stručne saradnike u školama (psihologe i pedagoge), jer se pretpostavlja da su oni resurs i podrška nastavnicima koji rade sa adolescentima na hraniteljstvu.
Kvalitativni deo istraživanja se usmerio na dobrobit adolescenata na hraniteljstvu, te je korišćen metod dubinskih intervijua i fokus grupa sa relevantnim društvenim akterima: adolescentima koji odrastaju na porodičnom smeštaju, a koji su bili podeljeni u uzrasne grupe, odraslima koji su odgovorni za njihovu svakodnevnu negu i dobrobit i sa ključnim informatorima, kao osobama koje su zadužene ili imaju uticaj na opštu dobrobit adolescenata. 
Kvantitativni deo istraživanja obavljen je baterijom upitnika za adolescente koja obuhvata: relevantne sociodemografske podatke; Upitnik koji se odnosi na participaciju adolescenata u donošenju odluka, u aktivnostima u svakodnevnom životu i odnosima sa značajnim odraslima i vršnjacima; EPOCH skalu dobrobiti adolescenata; Skalu benevolentnih iskustava u detinjstvu (The Benevolent Childhood Experiences (BCEs) scale); AIDA Upitnik za samoprocenu identiteta u adolescenciji (A Self Report Questionnaire For Measuring Identity In Adolescence). Za stručne saradnike koji rade u školama napravljen je poseban Upitnik.
Kvalitativni deo istraživanja je obavljen pomoću protokola za intervjuisanje i niza protokola za diskusije u fokus grupama koji su adaptirani za različite grupe ispitanika (adolescente različitog uzrasta, hranitelje i profesionalce). 
Ključni nalazi  
•	Adolescnti na hraniteljstvu deluju dobro integrisano, a imaju izražen doživljaj i iskustva diskriminacije.
•	Adolescentima je dobro kada imaju dobar odnos sa hraniteljima, a ako toga nema, njihovi problemi mogu da ostanu neprepoznati.
•	Hranitelji su zbunjeni pred adolescentima i nedovoljno podržani usled prebacivanja odgovornosti među akterima u sistemu.
•	Nedostatak sistemskih kapaciteta ugrožava dobrobit adoelscenata na alternativnom stanju u Srbiji.
•	Adolescenti su nepoželjni za hraniteljstvo i za sistem alternativnog staranja u celini.
•	Sistem alternativnog staranja nije dovoljno responzivan za potrebe srodničkih hranitelja i bioloških roditelja. 
•	Profesionalci eventualno rade na kontaktima adoelscenata, a ne i na odnosima.
•	Hraniteljstvo u Srbiji je konstruisano kao rešenje za neostatak opcija stalnosti za decu.
•	Nema sistemskog rada na životnoj priči adolescenata na hraniteljsvu.
•	Participacija nije proznata kao pravo i vitalan interes adolescenta na hraniteljstvu.
PB  - Beograd: Univerzitet u Beogradu - Fakultet političkih nauka
T1  - Hraniteljstvo i dobrobit adolescenata: Istraživanje za unapređenje politika i praksi
UR  - https://hdl.handle.net/21.15107/rcub_reff_4354
ER  - 

@book{
author = "Burgund, Anita and Jović, Nikola and Krnjaić, Zora and Pucarević, Bojana and Rajić, Milana and Skrobić, Ljiljana and Videnović, Marina and Žegarac, Nevenka",
year = "2019",
abstract = "Projekat „Hraniteljstvo i dobrobit adolestenata: Istraživanje za unapređenje politika i praksi“ je usmeren na sticanje znanja o dobrobiti, odnosno dobrostanju adolescenata na porodičnom smeštaju. On je deo šire inicijative koja u partnerstvu sprovode UNICEF, Departman za socijalni rad i socijalnu politiku Fakulteta političkih nauka i Institut za psihologiju Univerziteta u Beogradu. 
Na osnovu raspoloživih podataka, tokom 2018. godine približno 3000 adolescenata je bilo porodičnom smeštaju u Srbiji. Najveći broj njih je na altenativnom staranju 8 ili više godina, imaju prekinute ili sporadične kontakte sa svojim porodicama porekla i socijalnim mrežama u zajednicama iz kojih potiču. Ovi adolescenti imaju samo delimične podatke o svojoj prošlosti i budućnosti, i ne učestvuju ili sporadično učestvuju u odlukama koje utiču na njihove živote. Stoga je važno sagledati njihova iskustva, gledišta i aspiracije, kao i gledišta odraslih koji su odgovorni za njihovo odrastanje o povoljnim i manje povoljnim aspektima aktuelnog sistema hraniteljstva u Srbiji. 
U ovoj studiji, dobrobit ili dobro-stanje dece i adolescenta je operacionalizovana podsredstvom pozitivnih emocija, angažovanosti i uključenosti, odnosa, istrajnosti, optimizma, davanja smisla i dostignuća koja su povezana sa četri strane mreže hraniteljstva: dete, biološka porodica, hranitelji i socijalna služba. Nastojali smo da utvrdimo sličnosti i razlike među adolescentima iz hraniteljskih i bioloških porodica, a i da razmotrimo iskustva, gledišta i težnje adolescenata na porodičnom smeštaju, kao i gledišta o aspektima njihove dobrobiti onih koji se o njima staraju.   
Ovo istraživanje ima za svrhu da unapredi sistem hraniteljstva u Srbiji, da bi taj sistem bio u većoj meri pripremljen i sposoban da obezbedi kvalitetnu podršku dobrobiti adolescenata. 
U istraživanju je primenjen pristup kovergentnog paralelnog mešanog metoda (Piano and Creswell, 2015). Dva različita tipa istraživanja su primenjena paralelno, a potom su spojena tokom interpretacije da bi dospeli do dubljeg razumevanja fenomena, i to upotrebom triangulacije za sistematizaciju i analizu različitih izvora informacija. 
Kvantitativni deo istraživanja usmeren je na poređenje adolescenata na hraniteljstvu i referentne grupe adolescenata iz opšte populacije po različitim aspektima dobrobiti kao i na identifikovanje glavnih prepreka za pozitivan razvoj i napredovanje adolescenata na hraniteljstvu. Ovaj deo istraživanja obuhvata: 
•	Adolescente uzrasta od 14 do 19 godina, koji pohađaju više razrede osnovne škole i srednju školu (uključujući i adolescente iz hraniteljskih porodica);
•	Stručne saradnike u školama (psihologe i pedagoge), jer se pretpostavlja da su oni resurs i podrška nastavnicima koji rade sa adolescentima na hraniteljstvu.
Kvalitativni deo istraživanja se usmerio na dobrobit adolescenata na hraniteljstvu, te je korišćen metod dubinskih intervijua i fokus grupa sa relevantnim društvenim akterima: adolescentima koji odrastaju na porodičnom smeštaju, a koji su bili podeljeni u uzrasne grupe, odraslima koji su odgovorni za njihovu svakodnevnu negu i dobrobit i sa ključnim informatorima, kao osobama koje su zadužene ili imaju uticaj na opštu dobrobit adolescenata. 
Kvantitativni deo istraživanja obavljen je baterijom upitnika za adolescente koja obuhvata: relevantne sociodemografske podatke; Upitnik koji se odnosi na participaciju adolescenata u donošenju odluka, u aktivnostima u svakodnevnom životu i odnosima sa značajnim odraslima i vršnjacima; EPOCH skalu dobrobiti adolescenata; Skalu benevolentnih iskustava u detinjstvu (The Benevolent Childhood Experiences (BCEs) scale); AIDA Upitnik za samoprocenu identiteta u adolescenciji (A Self Report Questionnaire For Measuring Identity In Adolescence). Za stručne saradnike koji rade u školama napravljen je poseban Upitnik.
Kvalitativni deo istraživanja je obavljen pomoću protokola za intervjuisanje i niza protokola za diskusije u fokus grupama koji su adaptirani za različite grupe ispitanika (adolescente različitog uzrasta, hranitelje i profesionalce). 
Ključni nalazi  
•	Adolescnti na hraniteljstvu deluju dobro integrisano, a imaju izražen doživljaj i iskustva diskriminacije.
•	Adolescentima je dobro kada imaju dobar odnos sa hraniteljima, a ako toga nema, njihovi problemi mogu da ostanu neprepoznati.
•	Hranitelji su zbunjeni pred adolescentima i nedovoljno podržani usled prebacivanja odgovornosti među akterima u sistemu.
•	Nedostatak sistemskih kapaciteta ugrožava dobrobit adoelscenata na alternativnom stanju u Srbiji.
•	Adolescenti su nepoželjni za hraniteljstvo i za sistem alternativnog staranja u celini.
•	Sistem alternativnog staranja nije dovoljno responzivan za potrebe srodničkih hranitelja i bioloških roditelja. 
•	Profesionalci eventualno rade na kontaktima adoelscenata, a ne i na odnosima.
•	Hraniteljstvo u Srbiji je konstruisano kao rešenje za neostatak opcija stalnosti za decu.
•	Nema sistemskog rada na životnoj priči adolescenata na hraniteljsvu.
•	Participacija nije proznata kao pravo i vitalan interes adolescenta na hraniteljstvu.",
publisher = "Beograd: Univerzitet u Beogradu - Fakultet političkih nauka",
title = "Hraniteljstvo i dobrobit adolescenata: Istraživanje za unapređenje politika i praksi",
url = "https://hdl.handle.net/21.15107/rcub_reff_4354"
}

Burgund, A., Jović, N., Krnjaić, Z., Pucarević, B., Rajić, M., Skrobić, L., Videnović, M.,& Žegarac, N.. (2019). Hraniteljstvo i dobrobit adolescenata: Istraživanje za unapređenje politika i praksi. 
Beograd: Univerzitet u Beogradu - Fakultet političkih nauka..
https://hdl.handle.net/21.15107/rcub_reff_4354

Burgund A, Jović N, Krnjaić Z, Pucarević B, Rajić M, Skrobić L, Videnović M, Žegarac N. Hraniteljstvo i dobrobit adolescenata: Istraživanje za unapređenje politika i praksi. 2019;.
https://hdl.handle.net/21.15107/rcub_reff_4354 .

Burgund, Anita, Jović, Nikola, Krnjaić, Zora, Pucarević, Bojana, Rajić, Milana, Skrobić, Ljiljana, Videnović, Marina, Žegarac, Nevenka, "Hraniteljstvo i dobrobit adolescenata: Istraživanje za unapređenje politika i praksi" (2019),
https://hdl.handle.net/21.15107/rcub_reff_4354 .

TY  - CONF
AU  - Videnović, Marina
AU  - Rajić, Milana
AU  - Stepanović Ilić, Ivana
AU  - Mihić, Ivana
AU  - Lozanović, Dragana
AU  - Sokal Jovanović, Ljiljana
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/4407
AB  - It is scientifically proven that developmental screening improves care quality of an infant in early childhood (Macy, 2012). The aim of this research was to identify the number of children in Serbia who are developing typicaly, the number of children who need monitoring and the number of children who need further referral to the assessment. The total sample consisted of 1388 parents of children from 2 to 60 months. The Ages and Stages Questionnaire was used. The questionnaire covers 13 ages - from 2 months to 60 months, and each describes the skills in the following domains: communications, gross motor, fine motor, problem solving and personal/ social abilities. Each domain consists of six activities. For each activity, the parent assessed whether the child is performing regularly (10 points), sometimes (5 points) or not yet (0 points). The child's profile is obtained by summarizing points for each domain. Total number of points in each domain, indicates the typical development, the need for monitoring or the need for further referral to the assessment. The results obtained in the communication domain showed that 8.45% of the children in the total sample are those who need monitoring, while 4.95% of the children belong to the group that needs further referral. The highest percentage of children who need further monitoring in the communication domain was at the age of 24 months, where there are activities related to showing and naming objects in the environment, responding to simple tasks and using pronouns, while the highest percentage of children who need referral to was at the age of 2 months. In the domain of gross motor, 9.8% of children have need for monitoring, while 4.87% of children have need for further referral. The highest percentages of children who need monitoring were at the age of 6 months (17%), 30 months (15.4%) and 48 months (16.5%). In the domain of fine motor, 12.78% of children have a need for monitoring, and 4.68% of children have a need for further referral. The highest percentage of children who need monitoring was at the age of 24 months (17%), where there are activities such as stringing of pearls or macaroni on the rope, which is a potential activity that does not have every child in the experience, and at the age of 30 months (18.4%), where activities are related to drawing and pulling lines with a pen. When it comes to problem solving, 11.78% of children belong to the monitoring group, and 4.65% of children in the group for further referral. Finally, in the domain of personal/social abilities, 11.52% of children have a need for monitoring, and 4.35% have the need for further referral. The highest percentage of children in the monitoring group was at the age of 30 months, where there are activities related to independence - feeding, dressing, etc. According to the obtained results, the guidelines for strengthening the capacities of parents to encourage child development in these domains were discussed.
PB  - Filozofski fakultet u Novom Sadu
C3  - Book of abstarcts of Current Trends in Psychology
T1  - Early childhood development screening in Serbia. How much is environment supportive for early childhood development in Serbia?
EP  - 38
SP  - 36
UR  - https://hdl.handle.net/21.15107/rcub_reff_4407
ER  - 

@conference{
author = "Videnović, Marina and Rajić, Milana and Stepanović Ilić, Ivana and Mihić, Ivana and Lozanović, Dragana and Sokal Jovanović, Ljiljana",
year = "2019",
abstract = "It is scientifically proven that developmental screening improves care quality of an infant in early childhood (Macy, 2012). The aim of this research was to identify the number of children in Serbia who are developing typicaly, the number of children who need monitoring and the number of children who need further referral to the assessment. The total sample consisted of 1388 parents of children from 2 to 60 months. The Ages and Stages Questionnaire was used. The questionnaire covers 13 ages - from 2 months to 60 months, and each describes the skills in the following domains: communications, gross motor, fine motor, problem solving and personal/ social abilities. Each domain consists of six activities. For each activity, the parent assessed whether the child is performing regularly (10 points), sometimes (5 points) or not yet (0 points). The child's profile is obtained by summarizing points for each domain. Total number of points in each domain, indicates the typical development, the need for monitoring or the need for further referral to the assessment. The results obtained in the communication domain showed that 8.45% of the children in the total sample are those who need monitoring, while 4.95% of the children belong to the group that needs further referral. The highest percentage of children who need further monitoring in the communication domain was at the age of 24 months, where there are activities related to showing and naming objects in the environment, responding to simple tasks and using pronouns, while the highest percentage of children who need referral to was at the age of 2 months. In the domain of gross motor, 9.8% of children have need for monitoring, while 4.87% of children have need for further referral. The highest percentages of children who need monitoring were at the age of 6 months (17%), 30 months (15.4%) and 48 months (16.5%). In the domain of fine motor, 12.78% of children have a need for monitoring, and 4.68% of children have a need for further referral. The highest percentage of children who need monitoring was at the age of 24 months (17%), where there are activities such as stringing of pearls or macaroni on the rope, which is a potential activity that does not have every child in the experience, and at the age of 30 months (18.4%), where activities are related to drawing and pulling lines with a pen. When it comes to problem solving, 11.78% of children belong to the monitoring group, and 4.65% of children in the group for further referral. Finally, in the domain of personal/social abilities, 11.52% of children have a need for monitoring, and 4.35% have the need for further referral. The highest percentage of children in the monitoring group was at the age of 30 months, where there are activities related to independence - feeding, dressing, etc. According to the obtained results, the guidelines for strengthening the capacities of parents to encourage child development in these domains were discussed.",
publisher = "Filozofski fakultet u Novom Sadu",
journal = "Book of abstarcts of Current Trends in Psychology",
title = "Early childhood development screening in Serbia. How much is environment supportive for early childhood development in Serbia?",
pages = "38-36",
url = "https://hdl.handle.net/21.15107/rcub_reff_4407"
}

Videnović, M., Rajić, M., Stepanović Ilić, I., Mihić, I., Lozanović, D.,& Sokal Jovanović, L.. (2019). Early childhood development screening in Serbia. How much is environment supportive for early childhood development in Serbia?. in Book of abstarcts of Current Trends in Psychology
Filozofski fakultet u Novom Sadu., 36-38.
https://hdl.handle.net/21.15107/rcub_reff_4407

Videnović M, Rajić M, Stepanović Ilić I, Mihić I, Lozanović D, Sokal Jovanović L. Early childhood development screening in Serbia. How much is environment supportive for early childhood development in Serbia?. in Book of abstarcts of Current Trends in Psychology. 2019;:36-38.
https://hdl.handle.net/21.15107/rcub_reff_4407 .

Videnović, Marina, Rajić, Milana, Stepanović Ilić, Ivana, Mihić, Ivana, Lozanović, Dragana, Sokal Jovanović, Ljiljana, "Early childhood development screening in Serbia. How much is environment supportive for early childhood development in Serbia?" in Book of abstarcts of Current Trends in Psychology (2019):36-38,
https://hdl.handle.net/21.15107/rcub_reff_4407 .

TY  - CONF
AU  - Rajić, Milana
AU  - Videnović, Marina
AU  - Stepanović Ilić, Ivana
AU  - Krstić, Ksenija
AU  - Milidrag, Marica
AU  - Bogdanović, Radovan
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/4408
AB  - The capacity of parents to create learning opportunities and stimulate the development of a child is now considered as one of the key factors of care quality. The aim of this paper is to examine the extent to which parents of children in Serbia support and stimulate their development through everyday activities. The total sample consisted of 1388 parents of children aged 2 to 60 months. Parents' encouragement scale was designed for 8 ages (from 2 to 60 months) based on the Early Learning and Developmental Standards (Baucal et al., 2012), precisely based on the content of the items. Questions have been formulated about how many parents, or other adults taking care of the child, engage with the child in interaction in their daily activities, or in certain activities that are assumed to be developmentaly stimulating. The reliability of these scales, expressed by Kronbach's alpha coefficient was from 0.77, which is considered to be an acceptable value, up to 0.97 which is considered to be an excellent indicator of the reliability of the instrument. The minimum score on the Parents' encouragement scale was 0.96, and the maximum 5. The mean (M) was relatively high and was 4.10 (SD = 0.55) for the total sample. The mean was the lowest when it comes to the age of 14 months (M = 3.76, SD = 0.40), 18 months (M = 3.76, SD = 0.46), 48 months (M = 3.76, SD = 0.50) and 60 months M = 3.76, SD = 0.42). Individual items with lower means were: "How often have you checked the picture books with the baby in the last 15 days"; "How often have you, in the past 15 days, shown the baby what kind of sounds are common household items (spoons, mugs, etc.) and allowed the baby to study, cuddle or shake" (at the age of 6 months) and "How often are you in for the last 15 days, has encouraged the child to use crayons and wrap around paper" (at the age of 10 to 14 months) and playing roles at the age of 12 to 18 months. The highest means were obtained at 4 months (M = 4.65, SD = 0.34) and 2 months of age (M = 4.44, SD = 0.42). The distribution being curved towards higher scores is probably due to the characteristics of the sample itself, since it was relatively high number of parents with a high education, which is probably reflected in the way they support the early development of children. However, there was no correlation with parents' education and socioeconomic status. About 14% of the children surveyed were below one standard deviation compared to the mean, while under 2 standard deviations were only 2.5% of the respondents. The obtained data indicate a relatively small number of children living in nonstimulative environment, although one should not ignore the fact that every fourteenth child is in the enviroment in which adults could support their development in a better way.
PB  - Filozofski fakultet u Novom Sadu
C3  - Book of abstarcts of Current Trends in Psychology
T1  - How much is environment supportive for early childhood development in Serbia?
EP  - 40
SP  - 38
UR  - https://hdl.handle.net/21.15107/rcub_reff_4408
ER  - 

@conference{
author = "Rajić, Milana and Videnović, Marina and Stepanović Ilić, Ivana and Krstić, Ksenija and Milidrag, Marica and Bogdanović, Radovan",
year = "2019",
abstract = "The capacity of parents to create learning opportunities and stimulate the development of a child is now considered as one of the key factors of care quality. The aim of this paper is to examine the extent to which parents of children in Serbia support and stimulate their development through everyday activities. The total sample consisted of 1388 parents of children aged 2 to 60 months. Parents' encouragement scale was designed for 8 ages (from 2 to 60 months) based on the Early Learning and Developmental Standards (Baucal et al., 2012), precisely based on the content of the items. Questions have been formulated about how many parents, or other adults taking care of the child, engage with the child in interaction in their daily activities, or in certain activities that are assumed to be developmentaly stimulating. The reliability of these scales, expressed by Kronbach's alpha coefficient was from 0.77, which is considered to be an acceptable value, up to 0.97 which is considered to be an excellent indicator of the reliability of the instrument. The minimum score on the Parents' encouragement scale was 0.96, and the maximum 5. The mean (M) was relatively high and was 4.10 (SD = 0.55) for the total sample. The mean was the lowest when it comes to the age of 14 months (M = 3.76, SD = 0.40), 18 months (M = 3.76, SD = 0.46), 48 months (M = 3.76, SD = 0.50) and 60 months M = 3.76, SD = 0.42). Individual items with lower means were: "How often have you checked the picture books with the baby in the last 15 days"; "How often have you, in the past 15 days, shown the baby what kind of sounds are common household items (spoons, mugs, etc.) and allowed the baby to study, cuddle or shake" (at the age of 6 months) and "How often are you in for the last 15 days, has encouraged the child to use crayons and wrap around paper" (at the age of 10 to 14 months) and playing roles at the age of 12 to 18 months. The highest means were obtained at 4 months (M = 4.65, SD = 0.34) and 2 months of age (M = 4.44, SD = 0.42). The distribution being curved towards higher scores is probably due to the characteristics of the sample itself, since it was relatively high number of parents with a high education, which is probably reflected in the way they support the early development of children. However, there was no correlation with parents' education and socioeconomic status. About 14% of the children surveyed were below one standard deviation compared to the mean, while under 2 standard deviations were only 2.5% of the respondents. The obtained data indicate a relatively small number of children living in nonstimulative environment, although one should not ignore the fact that every fourteenth child is in the enviroment in which adults could support their development in a better way.",
publisher = "Filozofski fakultet u Novom Sadu",
journal = "Book of abstarcts of Current Trends in Psychology",
title = "How much is environment supportive for early childhood development in Serbia?",
pages = "40-38",
url = "https://hdl.handle.net/21.15107/rcub_reff_4408"
}

Rajić, M., Videnović, M., Stepanović Ilić, I., Krstić, K., Milidrag, M.,& Bogdanović, R.. (2019). How much is environment supportive for early childhood development in Serbia?. in Book of abstarcts of Current Trends in Psychology
Filozofski fakultet u Novom Sadu., 38-40.
https://hdl.handle.net/21.15107/rcub_reff_4408

Rajić M, Videnović M, Stepanović Ilić I, Krstić K, Milidrag M, Bogdanović R. How much is environment supportive for early childhood development in Serbia?. in Book of abstarcts of Current Trends in Psychology. 2019;:38-40.
https://hdl.handle.net/21.15107/rcub_reff_4408 .

Rajić, Milana, Videnović, Marina, Stepanović Ilić, Ivana, Krstić, Ksenija, Milidrag, Marica, Bogdanović, Radovan, "How much is environment supportive for early childhood development in Serbia?" in Book of abstarcts of Current Trends in Psychology (2019):38-40,
https://hdl.handle.net/21.15107/rcub_reff_4408 .

TY  - CHAP
AU  - Rajić, Milana
AU  - Mihić, Ivana
PY  - 2018
UR  - http://ipir.ipisr.org.rs/handle/123456789/603
UR  - http://reff.f.bg.ac.rs/handle/123456789/4178
AB  - Milana Rajić and Ivana Mihić’s research, The Quality of Relationships betweenTeachers and Children with Developmental Disabilities, is focused on research intothe quality of this relationship as well as the potential factors which could contributeto quality. Self-evaluations of teachers’ experiences with children were analysed togain insight into the quality of relationships between teachers and children. In orderto study the potential quality factors of this relationship, consideration was given toa) teachers’ characteristics – self-evaluated motivation and perceived competencesfor work with children with developmental disabilities, b) environmental features –estimated global conditions for work and the number of children in groups as wellas c) teachers’ beliefs about children. In terms of the quality of the teacher-childrelationship, the data indicates relatively expressed closeness, but equally expressedantagonism between teachers and pupils with developmental disabilities. As regardsthose factors which could influence such relationships, the findings show thatthose teaches who have fewer negative beliefs about children with developmentaldisabilities and who perceive themselves as competent and motivated for work withsuch children will establish relationships with children which are characterised byacceptance, positive emotional exchange and harmony. The authors recommend thecontinuous professional training of teachers based on relational perspectives with aparticular focus on mastering the knowledge and skills required to support childrenand strengthening teachers’ sensitivity towards them.
PB  - Beograd : Institut za pedagoška istraživanja
T2  - Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih
T1  - Kvalitet odnosa vaspitača i dece sa smetnjama u razvoju
T1  - The Quality of Relationships between Teachers and Children with Developmental Disabilities
EP  - 162
SP  - 143
UR  - https://hdl.handle.net/21.15107/rcub_reff_4178
ER  - 

@inbook{
author = "Rajić, Milana and Mihić, Ivana",
year = "2018",
abstract = "Milana Rajić and Ivana Mihić’s research, The Quality of Relationships betweenTeachers and Children with Developmental Disabilities, is focused on research intothe quality of this relationship as well as the potential factors which could contributeto quality. Self-evaluations of teachers’ experiences with children were analysed togain insight into the quality of relationships between teachers and children. In orderto study the potential quality factors of this relationship, consideration was given toa) teachers’ characteristics – self-evaluated motivation and perceived competencesfor work with children with developmental disabilities, b) environmental features –estimated global conditions for work and the number of children in groups as wellas c) teachers’ beliefs about children. In terms of the quality of the teacher-childrelationship, the data indicates relatively expressed closeness, but equally expressedantagonism between teachers and pupils with developmental disabilities. As regardsthose factors which could influence such relationships, the findings show thatthose teaches who have fewer negative beliefs about children with developmentaldisabilities and who perceive themselves as competent and motivated for work withsuch children will establish relationships with children which are characterised byacceptance, positive emotional exchange and harmony. The authors recommend thecontinuous professional training of teachers based on relational perspectives with aparticular focus on mastering the knowledge and skills required to support childrenand strengthening teachers’ sensitivity towards them.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih",
booktitle = "Kvalitet odnosa vaspitača i dece sa smetnjama u razvoju, The Quality of Relationships between Teachers and Children with Developmental Disabilities",
pages = "162-143",
url = "https://hdl.handle.net/21.15107/rcub_reff_4178"
}

Rajić, M.,& Mihić, I.. (2018). Kvalitet odnosa vaspitača i dece sa smetnjama u razvoju. in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih
Beograd : Institut za pedagoška istraživanja., 143-162.
https://hdl.handle.net/21.15107/rcub_reff_4178

Rajić M, Mihić I. Kvalitet odnosa vaspitača i dece sa smetnjama u razvoju. in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih. 2018;:143-162.
https://hdl.handle.net/21.15107/rcub_reff_4178 .

Rajić, Milana, Mihić, Ivana, "Kvalitet odnosa vaspitača i dece sa smetnjama u razvoju" in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih (2018):143-162,
https://hdl.handle.net/21.15107/rcub_reff_4178 .