TY  - CONF
AU  - Krnjaić, Zora
AU  - Simić, Nataša
PY  - 2024
UR  - http://reff.f.bg.ac.rs/handle/123456789/6428
AB  - Although there have been many studies on the effects of the Covid-19 pandemic and emergency remote education (ERE) on students, there has not been enough research about gifted students’ experience. This paper aims to understand gifted students’ perceptions of effective and ineffective school practices during ERE. Gifted students were recruited on the recommendation of school counselors based on students’ demonstrated exceptional abilities and achievements in one or more areas. Thus, purposive homogeneous sample of gifted students in Serbia consisted of 19 gifted students from elementary schools and 11 secondary school students. The conducted semi-structured interviews covered various themes related to students' school and out-of-school life during the pandemic, but for this paper we focused on qualitative data analysis of effective and ineffective school practices Thematic analysis yielded six themes referring to effective, engaging practices and eight themes referring to ineffective, disengaging practices. Gifted students positively assessed additional educational support, video conferencing  and using LMS. Additional support was in the form of additional group or individual classes (in-person or online) or posting additional materials in LMS. However, students reported that additional classes were closely tied to competitions and that they are not organized regularly throughout the school year even in regular circumstances. Disengaging factors were predominantly related to traditional teaching methods and lack of interaction, absence of additional educational support from the school, difficult monitoring of assessment, epidemiological measures and lack of individualization and differentiation during the regular classes. Yet, many students showed understanding for teachers and have not developed negative emotions due to insufficient enrichment and support. In addition, when students initiated contact - teachers responded effectively. As a compensatory mechanism, younger students mentioned support from family, while secondary school students managed to improve their self-regulation and employ new learning strategies. We conclude that gifted students were not recognized as a vulnerable group, being left to organize themselves. Future studies should explore their needs related to ERE more deeply and acknowledge the perspectives of their teachers.
PB  - Institute of Psychology & Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade
C3  - Book of Apstacts of the XXX Scientific Conference Empirical Studies in Psychology, Belgrade
T1  - Educational experience of gifted students during the emergency remote education
SP  - 114
UR  - https://hdl.handle.net/21.15107/rcub_reff_6428
ER  - 

@conference{
author = "Krnjaić, Zora and Simić, Nataša",
year = "2024",
abstract = "Although there have been many studies on the effects of the Covid-19 pandemic and emergency remote education (ERE) on students, there has not been enough research about gifted students’ experience. This paper aims to understand gifted students’ perceptions of effective and ineffective school practices during ERE. Gifted students were recruited on the recommendation of school counselors based on students’ demonstrated exceptional abilities and achievements in one or more areas. Thus, purposive homogeneous sample of gifted students in Serbia consisted of 19 gifted students from elementary schools and 11 secondary school students. The conducted semi-structured interviews covered various themes related to students' school and out-of-school life during the pandemic, but for this paper we focused on qualitative data analysis of effective and ineffective school practices Thematic analysis yielded six themes referring to effective, engaging practices and eight themes referring to ineffective, disengaging practices. Gifted students positively assessed additional educational support, video conferencing  and using LMS. Additional support was in the form of additional group or individual classes (in-person or online) or posting additional materials in LMS. However, students reported that additional classes were closely tied to competitions and that they are not organized regularly throughout the school year even in regular circumstances. Disengaging factors were predominantly related to traditional teaching methods and lack of interaction, absence of additional educational support from the school, difficult monitoring of assessment, epidemiological measures and lack of individualization and differentiation during the regular classes. Yet, many students showed understanding for teachers and have not developed negative emotions due to insufficient enrichment and support. In addition, when students initiated contact - teachers responded effectively. As a compensatory mechanism, younger students mentioned support from family, while secondary school students managed to improve their self-regulation and employ new learning strategies. We conclude that gifted students were not recognized as a vulnerable group, being left to organize themselves. Future studies should explore their needs related to ERE more deeply and acknowledge the perspectives of their teachers.",
publisher = "Institute of Psychology & Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade",
journal = "Book of Apstacts of the XXX Scientific Conference Empirical Studies in Psychology, Belgrade",
title = "Educational experience of gifted students during the emergency remote education",
pages = "114",
url = "https://hdl.handle.net/21.15107/rcub_reff_6428"
}

Krnjaić, Z.,& Simić, N.. (2024). Educational experience of gifted students during the emergency remote education. in Book of Apstacts of the XXX Scientific Conference Empirical Studies in Psychology, Belgrade
Institute of Psychology & Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade., 114.
https://hdl.handle.net/21.15107/rcub_reff_6428

Krnjaić Z, Simić N. Educational experience of gifted students during the emergency remote education. in Book of Apstacts of the XXX Scientific Conference Empirical Studies in Psychology, Belgrade. 2024;:114.
https://hdl.handle.net/21.15107/rcub_reff_6428 .

Krnjaić, Zora, Simić, Nataša, "Educational experience of gifted students during the emergency remote education" in Book of Apstacts of the XXX Scientific Conference Empirical Studies in Psychology, Belgrade (2024):114,
https://hdl.handle.net/21.15107/rcub_reff_6428 .

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

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

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

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

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

TY  - JOUR
AU  - Krnjaić, Zora
AU  - Grujić, Kristina
AU  - Vuletić, Teodora
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5808
AB  - The aim of this work was to understand what education meant to students during the Covid-19 pandemic and in what context educational activities and organisational changes in schooling were mentioned spontaneously. This paper is a part of a broader qualitative study in which the students’ narratives about their experiences during the first year of the pandemic were collected online. From the initial sample, which consisted of 70 narratives, only those with educational content were selected for further analysis. Thus, the final sample included 34 narratives from 17 high school and 17 university students (5 male and 29 female participants) aged 15-25 (M=20). University students’ reports were more related to positive aspects of online learning and advantages of self-organising as well as concerns about the further education, while secondary school students referred more to difficulties arising from new practice which had significant impact on daily routines and social aspects.
AB  - Cilj ovog rada je da steknemo uvid šta je obrazovanje značilo učenicima i studentima tokom pandemije kovida 19 i u kom su kontekstu obrazovne aktivnosti i organizacione promene u školovanju spontano pominjane. Ovaj rad je deo šire kvalitativne
studije u kojoj su narativi učenika i studenata o njihovim iskustvima tokom prve godine
pandemije prikupljani onlajn. Od inicijalnog uzorka, koji se sastojao od 70 narativa, za
dalju analizu odabrani su samo oni sa obrazovnim sadržajem. Stoga su krajnji uzorak
činila 34 narativa, koji potiču od 17 učenika srednje škole i 17 studenata (N=34, od
toga 29 ženskog pola), uzrasta od 15 do 25 godina (M=20). Izveštaji studenata su se više
odnosili na pozitivne aspekte onlajn učenja i prednosti samoorganizovanja, kao i na zabrinutost zbog daljeg obrazovanja, dok su učenici srednjih škola više naglašavali teškoće
koje su poticale od novog načina rada, koji je značajno uticao na njihovu dnevnu rutinu
i društveni život.
PB  - Institut za pedagogiju i andragogiju, Univerzitet u Beogradu, Filozofski fakultet
T2  - Andragoške studije
T1  - How Students Report about Their Education Experiences during the First Year of Covid-19 Pandemic?
T1  - Kako učenici i studenti izveštavaju o svojim
obrazovnim iskustvima tokom prve godine
pandemije kovida 19?
EP  - 149
IS  - 1
SP  - 125
DO  - 10.5937/AndStud2301125K
ER  - 

@article{
author = "Krnjaić, Zora and Grujić, Kristina and Vuletić, Teodora",
year = "2023",
abstract = "The aim of this work was to understand what education meant to students during the Covid-19 pandemic and in what context educational activities and organisational changes in schooling were mentioned spontaneously. This paper is a part of a broader qualitative study in which the students’ narratives about their experiences during the first year of the pandemic were collected online. From the initial sample, which consisted of 70 narratives, only those with educational content were selected for further analysis. Thus, the final sample included 34 narratives from 17 high school and 17 university students (5 male and 29 female participants) aged 15-25 (M=20). University students’ reports were more related to positive aspects of online learning and advantages of self-organising as well as concerns about the further education, while secondary school students referred more to difficulties arising from new practice which had significant impact on daily routines and social aspects., Cilj ovog rada je da steknemo uvid šta je obrazovanje značilo učenicima i studentima tokom pandemije kovida 19 i u kom su kontekstu obrazovne aktivnosti i organizacione promene u školovanju spontano pominjane. Ovaj rad je deo šire kvalitativne
studije u kojoj su narativi učenika i studenata o njihovim iskustvima tokom prve godine
pandemije prikupljani onlajn. Od inicijalnog uzorka, koji se sastojao od 70 narativa, za
dalju analizu odabrani su samo oni sa obrazovnim sadržajem. Stoga su krajnji uzorak
činila 34 narativa, koji potiču od 17 učenika srednje škole i 17 studenata (N=34, od
toga 29 ženskog pola), uzrasta od 15 do 25 godina (M=20). Izveštaji studenata su se više
odnosili na pozitivne aspekte onlajn učenja i prednosti samoorganizovanja, kao i na zabrinutost zbog daljeg obrazovanja, dok su učenici srednjih škola više naglašavali teškoće
koje su poticale od novog načina rada, koji je značajno uticao na njihovu dnevnu rutinu
i društveni život.",
publisher = "Institut za pedagogiju i andragogiju, Univerzitet u Beogradu, Filozofski fakultet",
journal = "Andragoške studije",
title = "How Students Report about Their Education Experiences during the First Year of Covid-19 Pandemic?, Kako učenici i studenti izveštavaju o svojim
obrazovnim iskustvima tokom prve godine
pandemije kovida 19?",
pages = "149-125",
number = "1",
doi = "10.5937/AndStud2301125K"
}

Krnjaić, Z., Grujić, K.,& Vuletić, T.. (2023). How Students Report about Their Education Experiences during the First Year of Covid-19 Pandemic?. in Andragoške studije
Institut za pedagogiju i andragogiju, Univerzitet u Beogradu, Filozofski fakultet.(1), 125-149.
https://doi.org/10.5937/AndStud2301125K

Krnjaić Z, Grujić K, Vuletić T. How Students Report about Their Education Experiences during the First Year of Covid-19 Pandemic?. in Andragoške studije. 2023;(1):125-149.
doi:10.5937/AndStud2301125K .

Krnjaić, Zora, Grujić, Kristina, Vuletić, Teodora, "How Students Report about Their Education Experiences during the First Year of Covid-19 Pandemic?" in Andragoške studije, no. 1 (2023):125-149,
https://doi.org/10.5937/AndStud2301125K . .

TY  - CONF
AU  - Krnjaić, Zora
AU  - Juriševič, Mojca
AU  - Šimon, Jana
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5532
AB  - Iako su postojale studije koje su istraživale neke aspekte obrazovanja na daljinu i
obrazovno iskustvo različitih učesnika obrazovnog procesa tokom pandemije Covid19, nedostaju podaci i studije koje su istraživale kontekst i efekte organizacionih
promena u obrazovanju tokom pandemije na darovite učenike. Ovaj rad je deo šire
kvalitativne studije o efektima pandemije Covid-19 na obrazovanje u Hrvatskoj,
Srbiji i Sloveniji koja je posebno obuhvatila i darovite učenike (osnovne i srednje
škole). U prvom delu rada razmatraju se neke osnovne karakteristike pristupa
darovitim učenicima, postupci identifikacije i podrška za darovite učenike u tri
zemlje. U drugom delu rada razmatraju se organizacione promene u vanrednim
okolnostima tokom pandemije. Pokazalo se da se, pored sličnosti i razlika u
pristupu, u sve tri zemlje regiona daroviti učenici mogu smatrati ranjivom grupom.
AB  - Although there were studies that investigated some aspects of remote education and educational experience of different stakeholders during the Covid-19 pandemic, there is lack of data and studies that explored context and effects of organizational changes in education during the pandemic on gifted students. This work is part of the wider qualitative study about the effects of the Covid-19 pandemic on schooling in Croatia, Serbia and Slovenia that specifically included gifted students (both from elementary and secondary schools). In the first part of the work, some basic characteristics of access to the gifted, identification procedures and support for gifted students in three countries are discussed. In the second part of the work, organizational changes in emergency circumstances during the pandemic are considered. It is shown that, besides similarities and differences in approach, gifted students can be considered a vulnerable group in all three countries of the region.
PB  - Vršac: Preschool Teacher Training and Medical College “Mihailo Palov”, SrbijaVršac: Preschool Teacher Training and Medical College “Mihailo Palov”, Srbija
C3  - Book of Apstacts of the International Scientific Conference 29th Round Table on Giftedness - Giftedness Complexity in Learning Culture
T1  - Kontekst i organizacione promene u obrazovanju darovitih tokom pandemije covid-19 u hrvatskoj, srbiji i sloveniji
T1  - Context and Organizational Changes in Gifted Education during the COVID-19 Pandemic in Croatia, Serbia and Slovenia
EP  - 69
SP  - 68
UR  - https://hdl.handle.net/21.15107/rcub_reff_5532
ER  - 

@conference{
author = "Krnjaić, Zora and Juriševič, Mojca and Šimon, Jana",
year = "2023",
abstract = "Iako su postojale studije koje su istraživale neke aspekte obrazovanja na daljinu i
obrazovno iskustvo različitih učesnika obrazovnog procesa tokom pandemije Covid19, nedostaju podaci i studije koje su istraživale kontekst i efekte organizacionih
promena u obrazovanju tokom pandemije na darovite učenike. Ovaj rad je deo šire
kvalitativne studije o efektima pandemije Covid-19 na obrazovanje u Hrvatskoj,
Srbiji i Sloveniji koja je posebno obuhvatila i darovite učenike (osnovne i srednje
škole). U prvom delu rada razmatraju se neke osnovne karakteristike pristupa
darovitim učenicima, postupci identifikacije i podrška za darovite učenike u tri
zemlje. U drugom delu rada razmatraju se organizacione promene u vanrednim
okolnostima tokom pandemije. Pokazalo se da se, pored sličnosti i razlika u
pristupu, u sve tri zemlje regiona daroviti učenici mogu smatrati ranjivom grupom., Although there were studies that investigated some aspects of remote education and educational experience of different stakeholders during the Covid-19 pandemic, there is lack of data and studies that explored context and effects of organizational changes in education during the pandemic on gifted students. This work is part of the wider qualitative study about the effects of the Covid-19 pandemic on schooling in Croatia, Serbia and Slovenia that specifically included gifted students (both from elementary and secondary schools). In the first part of the work, some basic characteristics of access to the gifted, identification procedures and support for gifted students in three countries are discussed. In the second part of the work, organizational changes in emergency circumstances during the pandemic are considered. It is shown that, besides similarities and differences in approach, gifted students can be considered a vulnerable group in all three countries of the region.",
publisher = "Vršac: Preschool Teacher Training and Medical College “Mihailo Palov”, SrbijaVršac: Preschool Teacher Training and Medical College “Mihailo Palov”, Srbija",
journal = "Book of Apstacts of the International Scientific Conference 29th Round Table on Giftedness - Giftedness Complexity in Learning Culture",
title = "Kontekst i organizacione promene u obrazovanju darovitih tokom pandemije covid-19 u hrvatskoj, srbiji i sloveniji, Context and Organizational Changes in Gifted Education during the COVID-19 Pandemic in Croatia, Serbia and Slovenia",
pages = "69-68",
url = "https://hdl.handle.net/21.15107/rcub_reff_5532"
}

Krnjaić, Z., Juriševič, M.,& Šimon, J.. (2023). Kontekst i organizacione promene u obrazovanju darovitih tokom pandemije covid-19 u hrvatskoj, srbiji i sloveniji. in Book of Apstacts of the International Scientific Conference 29th Round Table on Giftedness - Giftedness Complexity in Learning Culture
Vršac: Preschool Teacher Training and Medical College “Mihailo Palov”, SrbijaVršac: Preschool Teacher Training and Medical College “Mihailo Palov”, Srbija., 68-69.
https://hdl.handle.net/21.15107/rcub_reff_5532

Krnjaić Z, Juriševič M, Šimon J. Kontekst i organizacione promene u obrazovanju darovitih tokom pandemije covid-19 u hrvatskoj, srbiji i sloveniji. in Book of Apstacts of the International Scientific Conference 29th Round Table on Giftedness - Giftedness Complexity in Learning Culture. 2023;:68-69.
https://hdl.handle.net/21.15107/rcub_reff_5532 .

Krnjaić, Zora, Juriševič, Mojca, Šimon, Jana, "Kontekst i organizacione promene u obrazovanju darovitih tokom pandemije covid-19 u hrvatskoj, srbiji i sloveniji" in Book of Apstacts of the International Scientific Conference 29th Round Table on Giftedness - Giftedness Complexity in Learning Culture (2023):68-69,
https://hdl.handle.net/21.15107/rcub_reff_5532 .

TY  - CONF
AU  - Krnjaić, Zora
AU  - Videnović, Marina
AU  - Simić, Nataša
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4542
AB  - This study aimed to explore teachers' and gifted students' perspectives on the changes in academic motivation and school knowledge during the COVID-19 pandemic. It is part of the broader qualitative study about the effects of the pandemic on schooling in regional countries. Semi-structured interviews were conducted with 11 gifted secondary school students and their teachers (eight of them). A topic guide was designed, covering various themes related to students' school and out-of-school life during the pandemic. Teachers didn't recognize significant changes in gifted students’ academic motivation and their acquired knowledge. Students predominantly reported a decrease in their academic motivation and described negative effects on school knowledge  (e.g., working less, postponement of school competitions), while some  pointed out that they learnt more or they learnt in more convenient conditions. However, some students more often observed an increase in the knowledge and competencies unrelated to the school curriculum. Typically, these students stressed more free time for developing their specific interests as the positive side of the pandemic. Our results suggest that gifted students vary in the level of self-regulation and that teachers tend to overlook gifted students' academic needs in times of the crisis and provide those who are less self-regulated with adequate support.
PB  - Beograd: Učiteljski fakultet
C3  - Knjiga rezimea / Međunarodna naučna konferencija "Obrazovanje u vreme pandemije Covid-19: iskustva i pouke"
T1  - Effects of the COVID-19 pandemic on academic motivation and knowledge gap of gifted secondary school students in Serbia
EP  - 143
SP  - 142
UR  - https://hdl.handle.net/21.15107/rcub_reff_4542
ER  - 

@conference{
author = "Krnjaić, Zora and Videnović, Marina and Simić, Nataša",
year = "2023",
abstract = "This study aimed to explore teachers' and gifted students' perspectives on the changes in academic motivation and school knowledge during the COVID-19 pandemic. It is part of the broader qualitative study about the effects of the pandemic on schooling in regional countries. Semi-structured interviews were conducted with 11 gifted secondary school students and their teachers (eight of them). A topic guide was designed, covering various themes related to students' school and out-of-school life during the pandemic. Teachers didn't recognize significant changes in gifted students’ academic motivation and their acquired knowledge. Students predominantly reported a decrease in their academic motivation and described negative effects on school knowledge  (e.g., working less, postponement of school competitions), while some  pointed out that they learnt more or they learnt in more convenient conditions. However, some students more often observed an increase in the knowledge and competencies unrelated to the school curriculum. Typically, these students stressed more free time for developing their specific interests as the positive side of the pandemic. Our results suggest that gifted students vary in the level of self-regulation and that teachers tend to overlook gifted students' academic needs in times of the crisis and provide those who are less self-regulated with adequate support.",
publisher = "Beograd: Učiteljski fakultet",
journal = "Knjiga rezimea / Međunarodna naučna konferencija "Obrazovanje u vreme pandemije Covid-19: iskustva i pouke"",
title = "Effects of the COVID-19 pandemic on academic motivation and knowledge gap of gifted secondary school students in Serbia",
pages = "143-142",
url = "https://hdl.handle.net/21.15107/rcub_reff_4542"
}

Krnjaić, Z., Videnović, M.,& Simić, N.. (2023). Effects of the COVID-19 pandemic on academic motivation and knowledge gap of gifted secondary school students in Serbia. in Knjiga rezimea / Međunarodna naučna konferencija "Obrazovanje u vreme pandemije Covid-19: iskustva i pouke"
Beograd: Učiteljski fakultet., 142-143.
https://hdl.handle.net/21.15107/rcub_reff_4542

Krnjaić Z, Videnović M, Simić N. Effects of the COVID-19 pandemic on academic motivation and knowledge gap of gifted secondary school students in Serbia. in Knjiga rezimea / Međunarodna naučna konferencija "Obrazovanje u vreme pandemije Covid-19: iskustva i pouke". 2023;:142-143.
https://hdl.handle.net/21.15107/rcub_reff_4542 .

Krnjaić, Zora, Videnović, Marina, Simić, Nataša, "Effects of the COVID-19 pandemic on academic motivation and knowledge gap of gifted secondary school students in Serbia" in Knjiga rezimea / Međunarodna naučna konferencija "Obrazovanje u vreme pandemije Covid-19: iskustva i pouke" (2023):142-143,
https://hdl.handle.net/21.15107/rcub_reff_4542 .

TY  - CONF
AU  - Stepanović Ilić, Ivana
AU  - Krnjaić, Zora
AU  - Videnović, Marina
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4368
AB  - Although many studies addressed pandemic’s influence on youth well being related to the
restricted contacts with peers, there is lack of data about students’ perception of diverse
pandemic impacts on their social life. This research is aimed to identify various types of
students’ experiences related to their relationship with peers in school and out of school context
during COVID-19 pandemic. It is a part of broader qualitative study about schooling in Serbia
in the time of pandemic including students of primary and secondary schools, their parents and
teachers. Inductive thematic analysis was applied on students’ sample i.e., on the discussions
of 27 focus groups from primary and secondary schools. Results show that negative
experiences about social life during the pandemic prevail since 70% of coded segments (N =
260) belong to this broad category, while 21% represent positive and 9% neutral experiences.
Social life was more affected in school context than in out of school, because students relate
negative experiences more often to that context (153 coded segments) than to out of school
(107 coded segments), while positive experiences are more often associated to out of school
(59 coded segments) than to school context (20 coded segments). Negative experiences in
school context are mostly described as longing for school mates due to lack of contacts during
lockdown or measures in school (physical distance and division of a class into separate groups),
and absence of school social events (excursions, school festivities, etc.). In an out of school
context students missed going out with peers and complained about losing touch with them.
Positive experiences in that context are dominantly related to socializing with peers despite
measures against pandemic and to a lesser extent to online contacts via social networks.
Positive experiences in school context students illustrate as a great joy being with school mates
again when lockdown was over and insight about their importance. Neutral experiences are
almost completely associated with out of school context, particularly with playing online
games. Aforementioned major findings witness the large negative impact of pandemic on peer
relations. Impressions of students from focus groups representing typical students’ population
will be further related to the experiences of students from vulnerable groups having learning
difficulties or coming from families with low income.
PB  - Belgrade: Institute of psychology, Faculty of Philosophy, University of Belgrade
PB  - Belgrade: Laboratory for experimental psychology, Faculty of Philosophy, University of Belgrade
C3  - Book of Apstacts of the XIX Scientific Conference Empirical Studies in Psychology
T1  - Qualitative Study of Peer Relationships during Covid-19 Pandemic in Serbia: Students’ Perspective
EP  - 16
SP  - 16
UR  - https://hdl.handle.net/21.15107/rcub_reff_4368
ER  - 

@conference{
author = "Stepanović Ilić, Ivana and Krnjaić, Zora and Videnović, Marina",
year = "2023",
abstract = "Although many studies addressed pandemic’s influence on youth well being related to the
restricted contacts with peers, there is lack of data about students’ perception of diverse
pandemic impacts on their social life. This research is aimed to identify various types of
students’ experiences related to their relationship with peers in school and out of school context
during COVID-19 pandemic. It is a part of broader qualitative study about schooling in Serbia
in the time of pandemic including students of primary and secondary schools, their parents and
teachers. Inductive thematic analysis was applied on students’ sample i.e., on the discussions
of 27 focus groups from primary and secondary schools. Results show that negative
experiences about social life during the pandemic prevail since 70% of coded segments (N =
260) belong to this broad category, while 21% represent positive and 9% neutral experiences.
Social life was more affected in school context than in out of school, because students relate
negative experiences more often to that context (153 coded segments) than to out of school
(107 coded segments), while positive experiences are more often associated to out of school
(59 coded segments) than to school context (20 coded segments). Negative experiences in
school context are mostly described as longing for school mates due to lack of contacts during
lockdown or measures in school (physical distance and division of a class into separate groups),
and absence of school social events (excursions, school festivities, etc.). In an out of school
context students missed going out with peers and complained about losing touch with them.
Positive experiences in that context are dominantly related to socializing with peers despite
measures against pandemic and to a lesser extent to online contacts via social networks.
Positive experiences in school context students illustrate as a great joy being with school mates
again when lockdown was over and insight about their importance. Neutral experiences are
almost completely associated with out of school context, particularly with playing online
games. Aforementioned major findings witness the large negative impact of pandemic on peer
relations. Impressions of students from focus groups representing typical students’ population
will be further related to the experiences of students from vulnerable groups having learning
difficulties or coming from families with low income.",
publisher = "Belgrade: Institute of psychology, Faculty of Philosophy, University of Belgrade, Belgrade: Laboratory for experimental psychology, Faculty of Philosophy, University of Belgrade",
journal = "Book of Apstacts of the XIX Scientific Conference Empirical Studies in Psychology",
title = "Qualitative Study of Peer Relationships during Covid-19 Pandemic in Serbia: Students’ Perspective",
pages = "16-16",
url = "https://hdl.handle.net/21.15107/rcub_reff_4368"
}

Stepanović Ilić, I., Krnjaić, Z.,& Videnović, M.. (2023). Qualitative Study of Peer Relationships during Covid-19 Pandemic in Serbia: Students’ Perspective. in Book of Apstacts of the XIX Scientific Conference Empirical Studies in Psychology
Belgrade: Institute of psychology, Faculty of Philosophy, University of Belgrade., 16-16.
https://hdl.handle.net/21.15107/rcub_reff_4368

Stepanović Ilić I, Krnjaić Z, Videnović M. Qualitative Study of Peer Relationships during Covid-19 Pandemic in Serbia: Students’ Perspective. in Book of Apstacts of the XIX Scientific Conference Empirical Studies in Psychology. 2023;:16-16.
https://hdl.handle.net/21.15107/rcub_reff_4368 .

Stepanović Ilić, Ivana, Krnjaić, Zora, Videnović, Marina, "Qualitative Study of Peer Relationships during Covid-19 Pandemic in Serbia: Students’ Perspective" in Book of Apstacts of the XIX Scientific Conference Empirical Studies in Psychology (2023):16-16,
https://hdl.handle.net/21.15107/rcub_reff_4368 .

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  - Ignjatović, Natalija
AU  - Vuletić, Teodora
AU  - Krnjaić, Zora
AU  - Grujić, Kristina
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4386
AB  - The coping styles mature throughout adolescence, representing one of the indicators of positive psychological well-being. Previous research has shown that adolescents use a variety of coping strategies to face both everyday stressors and major life events. The COVID-19 pandemic could be considered a prolonged crisis, which entails a critical initial event, followed by daily hassle after an adaptation period. The Response to Stress Model proved to be a useful framework for understanding the coping process during the pandemic, distinguishing between primary (altering the situation) and secondary (adapting to a situation) engagement/approach coping versus disengagement/avoidance coping. This study aimed to identify adolescents’ adaptive coping strategies, following their cognitive appraisal of experiences during the COVID-19 pandemic. They were asked to write about their experiences during the pandemic and the narratives obtained online were subsequently organised using thematic analysis. The initial sample consisted of 70 adolescents’ narratives. However, only those who unambiguously reported using a coping strategy were selected for the analysis. The final sample included 50 participants (7 male and 43 female) aged 14-25 (M = 20), both high school and university students. Participants recognised various aspects of the pandemic as challenging: fear of infection, difficulties regarding online school, curfew and lockdown, missing experiences, peer isolation, family quarrels, worsening of the pandemic, other peoples’ suffering, and inconsistent media reports. They experienced worry, fear, sadness, frustration, fatigue, helplessness, anxiety, confusion, or distrust, which consequently activated various coping strategies. Thematic analysis was conducted on a total of 132 coded segments, guided by both an inductive and a deductive approach, based on the Response to Stress Model. Coping strategies identified in the narratives were sorted into seven main themes (frequencies refer to the total number of participants who used that coping strategy): I. proactivity (new everyday activities - 17, physical activities - 8, volunteering - 2); II. focusing on the positive (personal perspective - 21, social comparison - 5); III. acceptance & adaptation to the situation (19); IV. hope for the future & quick return to normal (15); V. focusing on here & now (7); VI. stress avoidance (8); and VII. humour (1). In terms of the proposed theoretical model, participants predominantly relied on secondary engagement/approach coping i.e. adapting to a stressor through positive thinking, cognitive restructuring, distractions and acceptance. Since the pandemic situation was seen as uncontrollable, the use of primary engagement coping strategies, especially problem solving, was probably very limited, if not impossible. Only two of the strategies can be considered disengagement coping. On the one hand, stress avoidance shielded adolescents from distress caused by inconsistent and overwhelming media reports, while hope for the future could occasionally be characterised as wishful thinking, expecting everything to work itself out. To conclude, the COVID-19 pandemic imposed specific challenges for adolescents, which were mainly managed by ‘changing the perspective’ through secondary engagement coping strategies. An important source of adolescents’ resilience is their psycho-physical vitality, allowing them a quick and flexible adoption of coping strategies even in the face of a global crisis.
PB  - European Association for Research on Adolescence
C3  - Presentation at 18th Biennial Conference of the European Association for Research on Adolescence
T1  - Adolescents’ Coping Strategies during the First Year of COVID-19 Pandemic
UR  - https://hdl.handle.net/21.15107/rcub_reff_4386
ER  - 

@conference{
author = "Ignjatović, Natalija and Vuletić, Teodora and Krnjaić, Zora and Grujić, Kristina",
year = "2022",
abstract = "The coping styles mature throughout adolescence, representing one of the indicators of positive psychological well-being. Previous research has shown that adolescents use a variety of coping strategies to face both everyday stressors and major life events. The COVID-19 pandemic could be considered a prolonged crisis, which entails a critical initial event, followed by daily hassle after an adaptation period. The Response to Stress Model proved to be a useful framework for understanding the coping process during the pandemic, distinguishing between primary (altering the situation) and secondary (adapting to a situation) engagement/approach coping versus disengagement/avoidance coping. This study aimed to identify adolescents’ adaptive coping strategies, following their cognitive appraisal of experiences during the COVID-19 pandemic. They were asked to write about their experiences during the pandemic and the narratives obtained online were subsequently organised using thematic analysis. The initial sample consisted of 70 adolescents’ narratives. However, only those who unambiguously reported using a coping strategy were selected for the analysis. The final sample included 50 participants (7 male and 43 female) aged 14-25 (M = 20), both high school and university students. Participants recognised various aspects of the pandemic as challenging: fear of infection, difficulties regarding online school, curfew and lockdown, missing experiences, peer isolation, family quarrels, worsening of the pandemic, other peoples’ suffering, and inconsistent media reports. They experienced worry, fear, sadness, frustration, fatigue, helplessness, anxiety, confusion, or distrust, which consequently activated various coping strategies. Thematic analysis was conducted on a total of 132 coded segments, guided by both an inductive and a deductive approach, based on the Response to Stress Model. Coping strategies identified in the narratives were sorted into seven main themes (frequencies refer to the total number of participants who used that coping strategy): I. proactivity (new everyday activities - 17, physical activities - 8, volunteering - 2); II. focusing on the positive (personal perspective - 21, social comparison - 5); III. acceptance & adaptation to the situation (19); IV. hope for the future & quick return to normal (15); V. focusing on here & now (7); VI. stress avoidance (8); and VII. humour (1). In terms of the proposed theoretical model, participants predominantly relied on secondary engagement/approach coping i.e. adapting to a stressor through positive thinking, cognitive restructuring, distractions and acceptance. Since the pandemic situation was seen as uncontrollable, the use of primary engagement coping strategies, especially problem solving, was probably very limited, if not impossible. Only two of the strategies can be considered disengagement coping. On the one hand, stress avoidance shielded adolescents from distress caused by inconsistent and overwhelming media reports, while hope for the future could occasionally be characterised as wishful thinking, expecting everything to work itself out. To conclude, the COVID-19 pandemic imposed specific challenges for adolescents, which were mainly managed by ‘changing the perspective’ through secondary engagement coping strategies. An important source of adolescents’ resilience is their psycho-physical vitality, allowing them a quick and flexible adoption of coping strategies even in the face of a global crisis.",
publisher = "European Association for Research on Adolescence",
journal = "Presentation at 18th Biennial Conference of the European Association for Research on Adolescence",
title = "Adolescents’ Coping Strategies during the First Year of COVID-19 Pandemic",
url = "https://hdl.handle.net/21.15107/rcub_reff_4386"
}

Ignjatović, N., Vuletić, T., Krnjaić, Z.,& Grujić, K.. (2022). Adolescents’ Coping Strategies during the First Year of COVID-19 Pandemic. in Presentation at 18th Biennial Conference of the European Association for Research on Adolescence
European Association for Research on Adolescence..
https://hdl.handle.net/21.15107/rcub_reff_4386

Ignjatović N, Vuletić T, Krnjaić Z, Grujić K. Adolescents’ Coping Strategies during the First Year of COVID-19 Pandemic. in Presentation at 18th Biennial Conference of the European Association for Research on Adolescence. 2022;.
https://hdl.handle.net/21.15107/rcub_reff_4386 .

Ignjatović, Natalija, Vuletić, Teodora, Krnjaić, Zora, Grujić, Kristina, "Adolescents’ Coping Strategies during the First Year of COVID-19 Pandemic" in Presentation at 18th Biennial Conference of the European Association for Research on Adolescence (2022),
https://hdl.handle.net/21.15107/rcub_reff_4386 .

TY  - CONF
AU  - Krnjaić, Zora
AU  - Vuletić, Teodora
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4336
AB  - This research aimed to explore why academically motivated adolescents engage in certain hobbies and what they mean to them. The empirical findings of a broader study about the everyday life of adolescents in Serbia showed a positive connection between adolescents'
hobby engagement and academic achievements and motivation. Therefore, the sample of this
research consisted of selected academically-oriented secondary school students, participants
of the extracurricular educational program in Petnica Science Center. A Focus group was
conducted with a whole psychology program group (12 female, 2 male; average age 17) in
February 2020. The semi-structured discussion about hobbies was encouraged and the
answers were categorized into 222 codes in consensus of two researchers. The thematic
analysis revealed six major themes concerning hobbies: 1. Personal growth, 2. Professional
development, 3. Factors supporting engagement, 4. Dedicated time, 5. Managing resources,
6. Promoting products. The benefits of the hobbies were recognized in emotional regulation,
fun, health, improving memory and concentration, identity and skills development. For some,
hobbies were a source of early incomes and preparation for future profession. Intrinsic
motivation, creativity, facultative nature of hobbies, and talent were recognized as the most
important factors of engagement and perseverance in these activities. Furthermore, most
participants had started practicing hobbies in childhood, and according to their experiences, it
was more important what hobby meant to them than how often or regularly they practiced it.
Participants recognized that required resources for practicing hobbies depend on the type of
the activity and could be managed or compensated in accordance with motivation. Finally,
social media and public appearances were predominantly used for product promotion,
exchange of ideas, and feedback. The most important outcome of group discussion was the
co-construction of the definition of hobbies as creative, self-structured, enjoyable, productive
activity that requires interest and continuous effort. The aforementioned definition was
supported by the theoretically framed conception of a hobby. This focus group contributed to
a better understanding of the role of hobbies in everyday lives and positive development of
academically motivated adolescents.
PB  - Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade
PB  - Belgrade: Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade
C3  - Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology
T1  - Focus on Hobbies of Academically Motivated Adolescents
SP  - 105
UR  - https://hdl.handle.net/21.15107/rcub_reff_4336
ER  - 

@conference{
author = "Krnjaić, Zora and Vuletić, Teodora",
year = "2022",
abstract = "This research aimed to explore why academically motivated adolescents engage in certain hobbies and what they mean to them. The empirical findings of a broader study about the everyday life of adolescents in Serbia showed a positive connection between adolescents'
hobby engagement and academic achievements and motivation. Therefore, the sample of this
research consisted of selected academically-oriented secondary school students, participants
of the extracurricular educational program in Petnica Science Center. A Focus group was
conducted with a whole psychology program group (12 female, 2 male; average age 17) in
February 2020. The semi-structured discussion about hobbies was encouraged and the
answers were categorized into 222 codes in consensus of two researchers. The thematic
analysis revealed six major themes concerning hobbies: 1. Personal growth, 2. Professional
development, 3. Factors supporting engagement, 4. Dedicated time, 5. Managing resources,
6. Promoting products. The benefits of the hobbies were recognized in emotional regulation,
fun, health, improving memory and concentration, identity and skills development. For some,
hobbies were a source of early incomes and preparation for future profession. Intrinsic
motivation, creativity, facultative nature of hobbies, and talent were recognized as the most
important factors of engagement and perseverance in these activities. Furthermore, most
participants had started practicing hobbies in childhood, and according to their experiences, it
was more important what hobby meant to them than how often or regularly they practiced it.
Participants recognized that required resources for practicing hobbies depend on the type of
the activity and could be managed or compensated in accordance with motivation. Finally,
social media and public appearances were predominantly used for product promotion,
exchange of ideas, and feedback. The most important outcome of group discussion was the
co-construction of the definition of hobbies as creative, self-structured, enjoyable, productive
activity that requires interest and continuous effort. The aforementioned definition was
supported by the theoretically framed conception of a hobby. This focus group contributed to
a better understanding of the role of hobbies in everyday lives and positive development of
academically motivated adolescents.",
publisher = "Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade, Belgrade: Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade",
journal = "Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology",
title = "Focus on Hobbies of Academically Motivated Adolescents",
pages = "105",
url = "https://hdl.handle.net/21.15107/rcub_reff_4336"
}

Krnjaić, Z.,& Vuletić, T.. (2022). Focus on Hobbies of Academically Motivated Adolescents. in Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology
Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade., 105.
https://hdl.handle.net/21.15107/rcub_reff_4336

Krnjaić Z, Vuletić T. Focus on Hobbies of Academically Motivated Adolescents. in Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology. 2022;:105.
https://hdl.handle.net/21.15107/rcub_reff_4336 .

Krnjaić, Zora, Vuletić, Teodora, "Focus on Hobbies of Academically Motivated Adolescents" in Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology (2022):105,
https://hdl.handle.net/21.15107/rcub_reff_4336 .

TY  - CONF
AU  - Krnjaić, Zora
AU  - Vuletić, Teodora
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/5174
AB  - U okviru razvojnih koncepcija darovitosti i talenta prepoznaje se značaj vršnjačke interakcije za (razvoj
i) ostvarenje potencijala i dobrobiti dece i mladih. Posebno je značajna podrška grupe vršnjaka koji dele slična interesovanja
i želju da uče (i deluju) okupljeni u istraživačkim zajednicama. Deca i mladi zainteresovani za nauku i naučnoistraživački
rad mogu se okupljati u neposrednim obrazovnim i/ili istraživačkim aktivnostima i/ili biti deo šire mreže obrazovne
istraživačke zajednice. Specijalizovani obrazovni programi osmišljeni i organizovani kao kontekst koji podržava
kolaborativno (ko)konstruktivističko obrazovno iskustvo učenja i saznavanja pružaju posebne mogućnosti za razmenu ideja
i okupljanje mladih oko zajedničkih interesovanja, vrednosti, načina provođenja slobodnog vremena i hobija, koji imaju
važnu funkciju u pozitivnom razvoju mladih. Sve ovo značajno doprinosi dobrobiti, emocionalnoj regulaciji i izgradnji
identiteta mladih, kao i njihovom zadovoljstvu životom.
AB  - Within the developmental concepts of giftedness and talent, the importance of peer interaction for (development and) realization of potential and well-being of children and youth is especially recognized. The support and society of peers with whom children and young people share similar interests and a desire to learn in research communities is especially important. Young people interested in science can gather in direct educational and research activities and be part of a wider network of educational research communities. Specialized educational programs designed and organized as a context that supports collaborative (co) constructivist educational experience of learning provide special opportunities for exchanging ideas and gathering young people around common interests, values and ways of spending leisure time and hobbies, which play an important role in youth positive development. All this significantly contributes to the well-being, emotional regulation and identity building of young people, as well as their life satisfaction.
PB  - Visoka škola strukovnih studija za vaspitače "Mihailo Palov", Vršac
C3  - Proceedings, 28th Round Table on Giftedness - Affective Personality Dimensions and Giftedness Fulfillment
T1  - Podrška vršnjačke grupe u razvoju darovitosti
T1  - Peer group support for giftedness development
EP  - 129
SP  - 126
UR  - https://hdl.handle.net/21.15107/rcub_reff_5174
ER  - 

@conference{
author = "Krnjaić, Zora and Vuletić, Teodora",
year = "2022",
abstract = "U okviru razvojnih koncepcija darovitosti i talenta prepoznaje se značaj vršnjačke interakcije za (razvoj
i) ostvarenje potencijala i dobrobiti dece i mladih. Posebno je značajna podrška grupe vršnjaka koji dele slična interesovanja
i želju da uče (i deluju) okupljeni u istraživačkim zajednicama. Deca i mladi zainteresovani za nauku i naučnoistraživački
rad mogu se okupljati u neposrednim obrazovnim i/ili istraživačkim aktivnostima i/ili biti deo šire mreže obrazovne
istraživačke zajednice. Specijalizovani obrazovni programi osmišljeni i organizovani kao kontekst koji podržava
kolaborativno (ko)konstruktivističko obrazovno iskustvo učenja i saznavanja pružaju posebne mogućnosti za razmenu ideja
i okupljanje mladih oko zajedničkih interesovanja, vrednosti, načina provođenja slobodnog vremena i hobija, koji imaju
važnu funkciju u pozitivnom razvoju mladih. Sve ovo značajno doprinosi dobrobiti, emocionalnoj regulaciji i izgradnji
identiteta mladih, kao i njihovom zadovoljstvu životom., Within the developmental concepts of giftedness and talent, the importance of peer interaction for (development and) realization of potential and well-being of children and youth is especially recognized. The support and society of peers with whom children and young people share similar interests and a desire to learn in research communities is especially important. Young people interested in science can gather in direct educational and research activities and be part of a wider network of educational research communities. Specialized educational programs designed and organized as a context that supports collaborative (co) constructivist educational experience of learning provide special opportunities for exchanging ideas and gathering young people around common interests, values and ways of spending leisure time and hobbies, which play an important role in youth positive development. All this significantly contributes to the well-being, emotional regulation and identity building of young people, as well as their life satisfaction.",
publisher = "Visoka škola strukovnih studija za vaspitače "Mihailo Palov", Vršac",
journal = "Proceedings, 28th Round Table on Giftedness - Affective Personality Dimensions and Giftedness Fulfillment",
title = "Podrška vršnjačke grupe u razvoju darovitosti, Peer group support for giftedness development",
pages = "129-126",
url = "https://hdl.handle.net/21.15107/rcub_reff_5174"
}

Krnjaić, Z.,& Vuletić, T.. (2022). Podrška vršnjačke grupe u razvoju darovitosti. in Proceedings, 28th Round Table on Giftedness - Affective Personality Dimensions and Giftedness Fulfillment
Visoka škola strukovnih studija za vaspitače "Mihailo Palov", Vršac., 126-129.
https://hdl.handle.net/21.15107/rcub_reff_5174

Krnjaić Z, Vuletić T. Podrška vršnjačke grupe u razvoju darovitosti. in Proceedings, 28th Round Table on Giftedness - Affective Personality Dimensions and Giftedness Fulfillment. 2022;:126-129.
https://hdl.handle.net/21.15107/rcub_reff_5174 .

Krnjaić, Zora, Vuletić, Teodora, "Podrška vršnjačke grupe u razvoju darovitosti" in Proceedings, 28th Round Table on Giftedness - Affective Personality Dimensions and Giftedness Fulfillment (2022):126-129,
https://hdl.handle.net/21.15107/rcub_reff_5174 .

TY  - CONF
AU  - Krnjaić, Zora
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4344
AB  - Samoregulacija razvoja darovitih obuhvata niz procesa i aspekata kao što su, na primer:
identifikovanje interesovanja darovitih, procena sopstvenih sposobnosti, samoevaluacija tokom procesa učenja, uočavanje slabosti i teškoća pri učenju, planiranje (postupaka) rešavanja problema, procena efekata učenja i postignuća. U ovom radu posebno se razmatra procena sopstvenih sposobnosti darovitih, za nauku zainteresovanih srednjoškolaca, operacionalizovana kroz njihovu samoprocenu u pogledu tačnosti rešavanja testa inteligencije.Tačnost samoprocene sposobnosti može se tretirati kao jedan vid meta-evaluacije koja je od naročitog značaja za
razvoj kritičkog odnosa individue, za njeno osvešćeno, refleksivno i odgovorno donošenje odluka važnih za dalje obrazovanje, upravljanje karijerom i ostvarivanje subjektivne psihološke dobrobiti. Samoprocena sposobnosti može biti veoma značajna za stvaranje rezilijentnosti na individualnom i društvenom planu u uslovima velike globalne krize.
PB  - Vršac: Visoka škola strukovnih studija za vaspitač “Mihailo Palov”
C3  - 27. Okrugli sto, Međunarodni naučni skup Samoregulacija i razvoj potencijala darovitih, Tematski zbornik
T1  - Samoregulacija i razvoj darovitih: tačnost samoprocene ostvarenog rezultata na testu inteligencije
EP  - 169
SP  - 165
UR  - https://hdl.handle.net/21.15107/rcub_reff_4344
ER  - 

@conference{
author = "Krnjaić, Zora",
year = "2022",
abstract = "Samoregulacija razvoja darovitih obuhvata niz procesa i aspekata kao što su, na primer:
identifikovanje interesovanja darovitih, procena sopstvenih sposobnosti, samoevaluacija tokom procesa učenja, uočavanje slabosti i teškoća pri učenju, planiranje (postupaka) rešavanja problema, procena efekata učenja i postignuća. U ovom radu posebno se razmatra procena sopstvenih sposobnosti darovitih, za nauku zainteresovanih srednjoškolaca, operacionalizovana kroz njihovu samoprocenu u pogledu tačnosti rešavanja testa inteligencije.Tačnost samoprocene sposobnosti može se tretirati kao jedan vid meta-evaluacije koja je od naročitog značaja za
razvoj kritičkog odnosa individue, za njeno osvešćeno, refleksivno i odgovorno donošenje odluka važnih za dalje obrazovanje, upravljanje karijerom i ostvarivanje subjektivne psihološke dobrobiti. Samoprocena sposobnosti može biti veoma značajna za stvaranje rezilijentnosti na individualnom i društvenom planu u uslovima velike globalne krize.",
publisher = "Vršac: Visoka škola strukovnih studija za vaspitač “Mihailo Palov”",
journal = "27. Okrugli sto, Međunarodni naučni skup Samoregulacija i razvoj potencijala darovitih, Tematski zbornik",
title = "Samoregulacija i razvoj darovitih: tačnost samoprocene ostvarenog rezultata na testu inteligencije",
pages = "169-165",
url = "https://hdl.handle.net/21.15107/rcub_reff_4344"
}

Krnjaić, Z.. (2022). Samoregulacija i razvoj darovitih: tačnost samoprocene ostvarenog rezultata na testu inteligencije. in 27. Okrugli sto, Međunarodni naučni skup Samoregulacija i razvoj potencijala darovitih, Tematski zbornik
Vršac: Visoka škola strukovnih studija za vaspitač “Mihailo Palov”., 165-169.
https://hdl.handle.net/21.15107/rcub_reff_4344

Krnjaić Z. Samoregulacija i razvoj darovitih: tačnost samoprocene ostvarenog rezultata na testu inteligencije. in 27. Okrugli sto, Međunarodni naučni skup Samoregulacija i razvoj potencijala darovitih, Tematski zbornik. 2022;:165-169.
https://hdl.handle.net/21.15107/rcub_reff_4344 .

Krnjaić, Zora, "Samoregulacija i razvoj darovitih: tačnost samoprocene ostvarenog rezultata na testu inteligencije" in 27. Okrugli sto, Međunarodni naučni skup Samoregulacija i razvoj potencijala darovitih, Tematski zbornik (2022):165-169,
https://hdl.handle.net/21.15107/rcub_reff_4344 .

TY  - CONF
AU  - Krnjaić, Zora
AU  - Grujić, Kristina
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4338
AB  - The Covid-19 pandemic has significantly affected everyday life activities, relations,
experiences and well-being of students. This paper is a part of a broader study in which the
adolescents’ narratives about their experiences during the pandemic were collected online.
Adolescents were asked to write about their experiences during the pandemic. Unlike studies
that explicitly deal with the interruption of formal schooling caused by pandemic, the aim of
this work is to investigate if and in what context adolescents spontaneously mention
organizational changes in schooling during pandemic. From the initial sample which
consisted of 70 adolescents’ narratives, only those which contained educational experiences
were selected for further analysis. Thus, the final sample included 36 participants (5 male and
31 female) aged 14-25 (M =20), both high school (18) and university students (18). Writing
about their different experiences participants cited benefits of online study / teaching related
particularly to organizational changes in schooling such as reduced amount and complexity of
school requests, more efficient studying (e.g. enough time for preparation, higher grades),
more comfort (e.g. taking online exams). Thus, they emphasized having more free time for
non-formal learning, hobby practicing, reading, watching TV. Focus on education was also a
coping strategy they used for dealing with uncertainty and disruption caused by pandemic.
Only one student mentioned on-line schooling as protection from Covid-19. However,
negative estimation of organizational changes in schooling were more prominent in
adolescents’ narratives. Participants reported that online learning was more stressful,
complicated and demanding due to online communication, lack of teachers' skills and too
compressed timetable of exams. They also reported problems with concentration and selfefficiency as well as grief about missed opportunities, worry about the future of their
education and lack of company in the school setting. In comparison university students’
narratives are more related to positive aspects of online learning and advantages of selforganizing expressing concerns about educational aspirations, while secondary school
students’ narratives refer more to this new practice as difficult and with significant impact on
daily routines, social aspects, particularly relationships with peers. These findings have
practical implications concerning organizing schooling for all educational levels.
PB  - Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade
PB  - Belgrade: Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade
C3  - Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology
T1  - How Adolescents Report about Their Educational Experiences during Covid-19?
EP  - 110
SP  - 109
UR  - https://hdl.handle.net/21.15107/rcub_reff_4338
ER  - 

@conference{
author = "Krnjaić, Zora and Grujić, Kristina",
year = "2022",
abstract = "The Covid-19 pandemic has significantly affected everyday life activities, relations,
experiences and well-being of students. This paper is a part of a broader study in which the
adolescents’ narratives about their experiences during the pandemic were collected online.
Adolescents were asked to write about their experiences during the pandemic. Unlike studies
that explicitly deal with the interruption of formal schooling caused by pandemic, the aim of
this work is to investigate if and in what context adolescents spontaneously mention
organizational changes in schooling during pandemic. From the initial sample which
consisted of 70 adolescents’ narratives, only those which contained educational experiences
were selected for further analysis. Thus, the final sample included 36 participants (5 male and
31 female) aged 14-25 (M =20), both high school (18) and university students (18). Writing
about their different experiences participants cited benefits of online study / teaching related
particularly to organizational changes in schooling such as reduced amount and complexity of
school requests, more efficient studying (e.g. enough time for preparation, higher grades),
more comfort (e.g. taking online exams). Thus, they emphasized having more free time for
non-formal learning, hobby practicing, reading, watching TV. Focus on education was also a
coping strategy they used for dealing with uncertainty and disruption caused by pandemic.
Only one student mentioned on-line schooling as protection from Covid-19. However,
negative estimation of organizational changes in schooling were more prominent in
adolescents’ narratives. Participants reported that online learning was more stressful,
complicated and demanding due to online communication, lack of teachers' skills and too
compressed timetable of exams. They also reported problems with concentration and selfefficiency as well as grief about missed opportunities, worry about the future of their
education and lack of company in the school setting. In comparison university students’
narratives are more related to positive aspects of online learning and advantages of selforganizing expressing concerns about educational aspirations, while secondary school
students’ narratives refer more to this new practice as difficult and with significant impact on
daily routines, social aspects, particularly relationships with peers. These findings have
practical implications concerning organizing schooling for all educational levels.",
publisher = "Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade, Belgrade: Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade",
journal = "Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology",
title = "How Adolescents Report about Their Educational Experiences during Covid-19?",
pages = "110-109",
url = "https://hdl.handle.net/21.15107/rcub_reff_4338"
}

Krnjaić, Z.,& Grujić, K.. (2022). How Adolescents Report about Their Educational Experiences during Covid-19?. in Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology
Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade., 109-110.
https://hdl.handle.net/21.15107/rcub_reff_4338

Krnjaić Z, Grujić K. How Adolescents Report about Their Educational Experiences during Covid-19?. in Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology. 2022;:109-110.
https://hdl.handle.net/21.15107/rcub_reff_4338 .

Krnjaić, Zora, Grujić, Kristina, "How Adolescents Report about Their Educational Experiences during Covid-19?" in Book of Apstacts of the XXVIII Scientific Conference Empirical Studies in Psychology (2022):109-110,
https://hdl.handle.net/21.15107/rcub_reff_4338 .

TY  - CONF
AU  - Krnjaić, Zora
AU  - Videnović, Marina
AU  - Potrić, Jelena
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/442
UR  - http://reff.f.bg.ac.rs/handle/123456789/4164
AB  - Koncept dobrobiti, dobrostanja ili blagostanja (engl. well-being) upućuje na pozitivnekarakteristike i optimalno funkcionisanje pojedinca tokom čitavog životnog ciklusa, a posebnoje pogodn kao teorijski okvir za razmatranje razvoja dece i mladih. Ovo je složen konceptkoji obuhvata: objektivne mere dobrobiti i životnih uslova dece i adolescenata; subjektivnidoživljaj dobrobiti dece i adolescenata, njihova iskustva, gledišta, procene i aspiracije; iskustva,gledišta, procene i aspiracije drugih relevantnih aktera (roditelja i/ili drugih odgajatelja,nastavnika i stručnjaka) u pogledu dobrobiti dece i adolescenata (Ben Arieh et al., 2014).Ovako, sveobuhvatno određen, koncept dobrobiti naročito je primeren okvir za sagledavanjepoložaja i potreba defavorizovane i osetljive grupe dece i adolescenata na porodičnomsemeštaju (Auerswald et al., 2017).
PB  - Beograd : Institut za pedagoška istraživanja
PB  - Beograd : Institut za psihologiju
C3  - Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
T1  - Stručni saradnici škola o dobrobiti adolescenata na hraniteljskom smeštaju
EP  - 153
SP  - 150
UR  - https://hdl.handle.net/21.15107/rcub_reff_4164
ER  - 

@conference{
author = "Krnjaić, Zora and Videnović, Marina and Potrić, Jelena",
year = "2021",
abstract = "Koncept dobrobiti, dobrostanja ili blagostanja (engl. well-being) upućuje na pozitivnekarakteristike i optimalno funkcionisanje pojedinca tokom čitavog životnog ciklusa, a posebnoje pogodn kao teorijski okvir za razmatranje razvoja dece i mladih. Ovo je složen konceptkoji obuhvata: objektivne mere dobrobiti i životnih uslova dece i adolescenata; subjektivnidoživljaj dobrobiti dece i adolescenata, njihova iskustva, gledišta, procene i aspiracije; iskustva,gledišta, procene i aspiracije drugih relevantnih aktera (roditelja i/ili drugih odgajatelja,nastavnika i stručnjaka) u pogledu dobrobiti dece i adolescenata (Ben Arieh et al., 2014).Ovako, sveobuhvatno određen, koncept dobrobiti naročito je primeren okvir za sagledavanjepoložaja i potreba defavorizovane i osetljive grupe dece i adolescenata na porodičnomsemeštaju (Auerswald et al., 2017).",
publisher = "Beograd : Institut za pedagoška istraživanja, Beograd : Institut za psihologiju",
journal = "Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika",
title = "Stručni saradnici škola o dobrobiti adolescenata na hraniteljskom smeštaju",
pages = "153-150",
url = "https://hdl.handle.net/21.15107/rcub_reff_4164"
}

Krnjaić, Z., Videnović, M.,& Potrić, J.. (2021). Stručni saradnici škola o dobrobiti adolescenata na hraniteljskom smeštaju. in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
Beograd : Institut za pedagoška istraživanja., 150-153.
https://hdl.handle.net/21.15107/rcub_reff_4164

Krnjaić Z, Videnović M, Potrić J. Stručni saradnici škola o dobrobiti adolescenata na hraniteljskom smeštaju. in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika. 2021;:150-153.
https://hdl.handle.net/21.15107/rcub_reff_4164 .

Krnjaić, Zora, Videnović, Marina, Potrić, Jelena, "Stručni saradnici škola o dobrobiti adolescenata na hraniteljskom smeštaju" in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika (2021):150-153,
https://hdl.handle.net/21.15107/rcub_reff_4164 .

TY  - JOUR
AU  - Vasojević, Irena
AU  - Krnjaić, Zora
AU  - Vasojević, Nena
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3231
AB  - Cilj ovog rada je da ukaže na važnost i mogućnosti razvoja kreativnosti i kreativnog mišljenja u nastavi matematike. Jedan od ključnih zadataka vaspitno-obrazovnog procesa, u školi, jeste podsticanje i razvoj stvaralačkih sposobnosti učenika. Stvaralačke sposobnosti učenika i divergentni oblici rada sa njima nisu ekskluzivno u vezi sa pojedinim oblastima i područjima ljudskih delatnosti, već se radi o specifičnostima i osobenostima razvoja kreativnosti i kreativnog izražavanja u pojedinim područjima, odnosno nastavnim predmetima. U radu se razmatraju potreba i mogućnosti razvijanja kreativnog mišljenja kod dece na osnovnoškolskom uzrastu i u okviru nastave matematike u prvom i drugom ciklusu osnovnog obrazovanja, jer kreativnost nije isključivo u vezi sa umetnošću ili pojedinim oblastima ili nastavnim predmetima, niti je privilegija samo darovite i talentovane dece i učenika.
AB  - Cel' dannoj stat'i - ukazat' na važnost' i vozmožnosti razvitiâ kreativnosti i kreativnogo myšleniâ v processe prepodavaniâ matematiki. Odnoj iz klûčevyh zadač obrazovatel'no-vospitatel'nogo processa âvlâetsâ pooŝrenie i razvitie tvorčeskih sposobnostej učaŝihsâ. Tvorčeskie sposobnosti učaŝihsâ i različnye formy raboty s nimi ne svâzany isklûčitel'no s opredelennymi oblast'âmi i sferami čelovečeskoj deâtel'nosti. Zdes' reč' idet o specifike i osobennost'âh razvitiâ tvorčeskih sposobnostej i kreativnogo samovyraženiâ v opredelennyh sferah, to est' učebnyh predmetah. V dannoj stat'e rassmatrivaetsâ neobhodimost' i vozmožnosti razvitiâ kreativnogo myšleniâ u detej mladšego škol'nogo vozrasta, a takže v ramkah prepodavaniâ matematiki na pervom i vtorom cikle načal'nogo obrazovaniâ, poskol'ku kreativnost' ne svâzana isklûčitel'no s iskusstvom, otdel'nymi oblastâmi ili učebnymi predmetami, a takže ne âvlâetsâ privilegiej tol'ko odarennyh i talantlivyh detej i učenikov.
AB  - This paper aims to highlight the importance and the possibilities of developing creativity and creative thinking in mathematics instruction. One of the key tasks of the educational process in schools is the stimulation and development of students' creative abilities. Students' creative abilities and divergent forms of working with them are not restricted to specific areas and fields of human activity; rather, it is a matter of the specific and distinctive qualities of the development of creativity and creative expression in certain areas, or school subjects. The paper examines the need and the possibilities of developing creative thinking in children of primary school age and in mathematics instruction in the lower and upper grades of primary school, since creativity is not linked exclusively to art or certain fields or school subjects, nor is it the privilege only of gifted and talented children and students.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Razvijanje kreativnosti u nastavi matematike
T1  - Razvitie kreativnosti v processe prepodavaniâ matematiki
T1  - Developing creativity in mathematics instruction
EP  - 176
IS  - 2
SP  - 165
VL  - 70
DO  - 10.5937/nasvas2102165V
ER  - 

@article{
author = "Vasojević, Irena and Krnjaić, Zora and Vasojević, Nena",
year = "2021",
abstract = "Cilj ovog rada je da ukaže na važnost i mogućnosti razvoja kreativnosti i kreativnog mišljenja u nastavi matematike. Jedan od ključnih zadataka vaspitno-obrazovnog procesa, u školi, jeste podsticanje i razvoj stvaralačkih sposobnosti učenika. Stvaralačke sposobnosti učenika i divergentni oblici rada sa njima nisu ekskluzivno u vezi sa pojedinim oblastima i područjima ljudskih delatnosti, već se radi o specifičnostima i osobenostima razvoja kreativnosti i kreativnog izražavanja u pojedinim područjima, odnosno nastavnim predmetima. U radu se razmatraju potreba i mogućnosti razvijanja kreativnog mišljenja kod dece na osnovnoškolskom uzrastu i u okviru nastave matematike u prvom i drugom ciklusu osnovnog obrazovanja, jer kreativnost nije isključivo u vezi sa umetnošću ili pojedinim oblastima ili nastavnim predmetima, niti je privilegija samo darovite i talentovane dece i učenika., Cel' dannoj stat'i - ukazat' na važnost' i vozmožnosti razvitiâ kreativnosti i kreativnogo myšleniâ v processe prepodavaniâ matematiki. Odnoj iz klûčevyh zadač obrazovatel'no-vospitatel'nogo processa âvlâetsâ pooŝrenie i razvitie tvorčeskih sposobnostej učaŝihsâ. Tvorčeskie sposobnosti učaŝihsâ i različnye formy raboty s nimi ne svâzany isklûčitel'no s opredelennymi oblast'âmi i sferami čelovečeskoj deâtel'nosti. Zdes' reč' idet o specifike i osobennost'âh razvitiâ tvorčeskih sposobnostej i kreativnogo samovyraženiâ v opredelennyh sferah, to est' učebnyh predmetah. V dannoj stat'e rassmatrivaetsâ neobhodimost' i vozmožnosti razvitiâ kreativnogo myšleniâ u detej mladšego škol'nogo vozrasta, a takže v ramkah prepodavaniâ matematiki na pervom i vtorom cikle načal'nogo obrazovaniâ, poskol'ku kreativnost' ne svâzana isklûčitel'no s iskusstvom, otdel'nymi oblastâmi ili učebnymi predmetami, a takže ne âvlâetsâ privilegiej tol'ko odarennyh i talantlivyh detej i učenikov., This paper aims to highlight the importance and the possibilities of developing creativity and creative thinking in mathematics instruction. One of the key tasks of the educational process in schools is the stimulation and development of students' creative abilities. Students' creative abilities and divergent forms of working with them are not restricted to specific areas and fields of human activity; rather, it is a matter of the specific and distinctive qualities of the development of creativity and creative expression in certain areas, or school subjects. The paper examines the need and the possibilities of developing creative thinking in children of primary school age and in mathematics instruction in the lower and upper grades of primary school, since creativity is not linked exclusively to art or certain fields or school subjects, nor is it the privilege only of gifted and talented children and students.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Razvijanje kreativnosti u nastavi matematike, Razvitie kreativnosti v processe prepodavaniâ matematiki, Developing creativity in mathematics instruction",
pages = "176-165",
number = "2",
volume = "70",
doi = "10.5937/nasvas2102165V"
}

Vasojević, I., Krnjaić, Z.,& Vasojević, N.. (2021). Razvijanje kreativnosti u nastavi matematike. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 70(2), 165-176.
https://doi.org/10.5937/nasvas2102165V

Vasojević I, Krnjaić Z, Vasojević N. Razvijanje kreativnosti u nastavi matematike. in Nastava i vaspitanje. 2021;70(2):165-176.
doi:10.5937/nasvas2102165V .

Vasojević, Irena, Krnjaić, Zora, Vasojević, Nena, "Razvijanje kreativnosti u nastavi matematike" in Nastava i vaspitanje, 70, no. 2 (2021):165-176,
https://doi.org/10.5937/nasvas2102165V . .

TY  - CONF
AU  - Vuletić, Teodora
AU  - Krnjaić, Zora
AU  - Grujić, Kristina
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/4342
AB  - How adolescents spend their leisure time has proven to be important for their well-being. The aim of this work was to determine if there are connections between certain patterns of leisure time behaviors and specific aspects of well-being. The sample included 1358 secondary school students. Seven leisure time patterns were extracted and latent variables interpreted as an orientation towards Pop Culture, Culture/Art/Music, Films/TV-Shows/Internet, Science/ Politics, Information Technologies, Going Out, and Sports. Well-being scales include the following five aspects: Engagement (E), Perseverance (P), Optimism (O), Connectedness (C), and Happiness (H). Although small, significant positive correlations were found between Pop Culture and P, O, C, H; b) Culture/Art/Music and E; c) Films/TV-Shows/Internet and E; d) Science/Politics and P, O; e) IT and E, P; f) Going Out and O, C, H; g) Sports and E, P, O, H. Pop Culture, Going Out, and Sports contributed most to the total well-being variance and might be proven overall beneficial. Orientations towards science, politics, and IT are considered more serious activities that require perseverance over time. Only for perusing Culture/Art/Music negative correlations were found, indicating lower degrees of connectedness and happiness. In conclusion, certain leisure time behavior patterns are related to different aspects of adolescents’ well-being.
PB  - Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade
PB  - Belgrade: Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade
C3  - Proceedings of the XXVII Scientific Conference: Empirical Studies in Psychology
T1  - Adolescents’ Well-Being and Typical Patterns of Their Leisure Time Behaviors
EP  - 68
SP  - 66
UR  - https://hdl.handle.net/21.15107/rcub_reff_4342
ER  - 

@conference{
author = "Vuletić, Teodora and Krnjaić, Zora and Grujić, Kristina",
year = "2021",
abstract = "How adolescents spend their leisure time has proven to be important for their well-being. The aim of this work was to determine if there are connections between certain patterns of leisure time behaviors and specific aspects of well-being. The sample included 1358 secondary school students. Seven leisure time patterns were extracted and latent variables interpreted as an orientation towards Pop Culture, Culture/Art/Music, Films/TV-Shows/Internet, Science/ Politics, Information Technologies, Going Out, and Sports. Well-being scales include the following five aspects: Engagement (E), Perseverance (P), Optimism (O), Connectedness (C), and Happiness (H). Although small, significant positive correlations were found between Pop Culture and P, O, C, H; b) Culture/Art/Music and E; c) Films/TV-Shows/Internet and E; d) Science/Politics and P, O; e) IT and E, P; f) Going Out and O, C, H; g) Sports and E, P, O, H. Pop Culture, Going Out, and Sports contributed most to the total well-being variance and might be proven overall beneficial. Orientations towards science, politics, and IT are considered more serious activities that require perseverance over time. Only for perusing Culture/Art/Music negative correlations were found, indicating lower degrees of connectedness and happiness. In conclusion, certain leisure time behavior patterns are related to different aspects of adolescents’ well-being.",
publisher = "Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade, Belgrade: Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade",
journal = "Proceedings of the XXVII Scientific Conference: Empirical Studies in Psychology",
title = "Adolescents’ Well-Being and Typical Patterns of Their Leisure Time Behaviors",
pages = "68-66",
url = "https://hdl.handle.net/21.15107/rcub_reff_4342"
}

Vuletić, T., Krnjaić, Z.,& Grujić, K.. (2021). Adolescents’ Well-Being and Typical Patterns of Their Leisure Time Behaviors. in Proceedings of the XXVII Scientific Conference: Empirical Studies in Psychology
Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade., 66-68.
https://hdl.handle.net/21.15107/rcub_reff_4342

Vuletić T, Krnjaić Z, Grujić K. Adolescents’ Well-Being and Typical Patterns of Their Leisure Time Behaviors. in Proceedings of the XXVII Scientific Conference: Empirical Studies in Psychology. 2021;:66-68.
https://hdl.handle.net/21.15107/rcub_reff_4342 .

Vuletić, Teodora, Krnjaić, Zora, Grujić, Kristina, "Adolescents’ Well-Being and Typical Patterns of Their Leisure Time Behaviors" in Proceedings of the XXVII Scientific Conference: Empirical Studies in Psychology (2021):66-68,
https://hdl.handle.net/21.15107/rcub_reff_4342 .

TY  - CONF
AU  - Krnjaić, Zora
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/4345
AB  - U radu se razmatra koncept dobrobiti kao okvir za razumevanje darovitosti iz lične i socijalne
perspektive. U tom smislu, koncept dobrobiti bi obuhvatao: objektivne mere dobrobiti i uslove potrebne za razvoj i realizaciju darovitosti; subjektivni doživljaj dobrobiti darovitih, njihova iskustva, potrebe, očekivanja, planove i percepciju sopstvenog života; kao i procene i očekivanja relevantnih aktera, roditelja, nastavnika i stručnjaka koji se bave obrazovanjem darovitih, procenama i podrškom njihovog razvoja, i očekivanja zajednice. Posebno se razmatra
subjektivni doživljaj dobrobiti koji se, iz pozicija eudemoničkog pristupa, za razliku od hedonističkog, odnosi na ostvarivanje potencijala, funkcionisanje na optimalnom nivou i ostvarivanje autentične prirode i lični prosperitet koji se odvija i za dobrobit zajednice. Koncept dobrobiti ukazuje da je u istraživanjima, praktičnom radu i kreiranju politika neophodno uzeti u obzir i dobrobit pojedinaca i njihov doprinos zajednici.
PB  - Vršac: Visoka škola strukovnih studija za vaspitače „Mihailo Palov“
C3  - 26. Okrugli sto, Međunarodni naučni skup Daroviti: lična i socijalna perspektiva, Tematski zbornik
T1  - Dobrobit pojedinca u zajednici: razumevanje darovitosti iz lične i socijalne perspektive
EP  - 135
SP  - 132
UR  - https://hdl.handle.net/21.15107/rcub_reff_4345
ER  - 

@conference{
author = "Krnjaić, Zora",
year = "2021",
abstract = "U radu se razmatra koncept dobrobiti kao okvir za razumevanje darovitosti iz lične i socijalne
perspektive. U tom smislu, koncept dobrobiti bi obuhvatao: objektivne mere dobrobiti i uslove potrebne za razvoj i realizaciju darovitosti; subjektivni doživljaj dobrobiti darovitih, njihova iskustva, potrebe, očekivanja, planove i percepciju sopstvenog života; kao i procene i očekivanja relevantnih aktera, roditelja, nastavnika i stručnjaka koji se bave obrazovanjem darovitih, procenama i podrškom njihovog razvoja, i očekivanja zajednice. Posebno se razmatra
subjektivni doživljaj dobrobiti koji se, iz pozicija eudemoničkog pristupa, za razliku od hedonističkog, odnosi na ostvarivanje potencijala, funkcionisanje na optimalnom nivou i ostvarivanje autentične prirode i lični prosperitet koji se odvija i za dobrobit zajednice. Koncept dobrobiti ukazuje da je u istraživanjima, praktičnom radu i kreiranju politika neophodno uzeti u obzir i dobrobit pojedinaca i njihov doprinos zajednici.",
publisher = "Vršac: Visoka škola strukovnih studija za vaspitače „Mihailo Palov“",
journal = "26. Okrugli sto, Međunarodni naučni skup Daroviti: lična i socijalna perspektiva, Tematski zbornik",
title = "Dobrobit pojedinca u zajednici: razumevanje darovitosti iz lične i socijalne perspektive",
pages = "135-132",
url = "https://hdl.handle.net/21.15107/rcub_reff_4345"
}

Krnjaić, Z.. (2021). Dobrobit pojedinca u zajednici: razumevanje darovitosti iz lične i socijalne perspektive. in 26. Okrugli sto, Međunarodni naučni skup Daroviti: lična i socijalna perspektiva, Tematski zbornik
Vršac: Visoka škola strukovnih studija za vaspitače „Mihailo Palov“., 132-135.
https://hdl.handle.net/21.15107/rcub_reff_4345

Krnjaić Z. Dobrobit pojedinca u zajednici: razumevanje darovitosti iz lične i socijalne perspektive. in 26. Okrugli sto, Međunarodni naučni skup Daroviti: lična i socijalna perspektiva, Tematski zbornik. 2021;:132-135.
https://hdl.handle.net/21.15107/rcub_reff_4345 .

Krnjaić, Zora, "Dobrobit pojedinca u zajednici: razumevanje darovitosti iz lične i socijalne perspektive" in 26. Okrugli sto, Međunarodni naučni skup Daroviti: lična i socijalna perspektiva, Tematski zbornik (2021):132-135,
https://hdl.handle.net/21.15107/rcub_reff_4345 .

TY  - CONF
AU  - Grujić, Kristina
AU  - Vuletić, Teodora
AU  - Krnjaić, Zora
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/4341
AB  - This study aims to provide an overview of adolescents’ leisure time satisfaction and its
relation to identified behavioural patterns. The sample consisted of 1358 Serbian secondary
school students, 1st and 3rd grade. Within the broader questionnaire about adolescents' everyday life, participants answered about the level of satisfaction with spending their leisure time
(scale 1-5), their preferable activities, and what they need to be more satisfied. Results show
that every second adolescent is mostly satisfied. Significant effects were found for gender (t
(1268) = 5,51, p < .00) and age (t (1342) = 2.81, p <.01), in favour of boys and first graders.
Furthermore, adolescents who attend 3-year vocational schools (F (2, 1341) = 7.87, p < .00)
are significantly more satisfied than those in 4-year vocational and grammar schools. Those
with the lowest SES are less satisfied than those from other SES categories (F (5, 1331) =
4.59, p < .00). About half of adolescents (53%) estimate they need additional free time to be
more satisfied. They mostly spend their leisure time using mobile phones (70%) and
socializing (63%). Seven behavioural patterns (Information Technologies (IT), Pop Culture,
Culture/Art/Music, Films/TV-Shows/Internet, Science/Politics, Going Out, and Sports) were
identified (PAF, Varimax) and saved as factor scores (Cronbach’s Alpha > .70). Small but
significant correlations were found between leisure time satisfaction and Culture/Art/Music (r
= .10, p < .00), Science/Politics (r = .07, p < .01), Going Out (r = .11, p < .00) and Sports (r =
.14, p < .00). Negative correlations only concern orientations towards IT (r = -.12, p < .01)
and Films/TV-Shows/Internet (r = -.08, p < .00). In summary, younger and 3-year vocational
male students, with higher SES display greater leisure time satisfaction. Fulfilment resulting
from orientation towards culture, art, music, science, and politics seems connected to interests
for acquiring knowledge and information. Moreover, Going Out and Sports are pleasant,
socially engaging activities. Negative correlations with Films/TV-Shows/Internet could be
explained by dissatisfaction from these activities’ passiveness and solitary nature. Finally,
negative correlations between satisfaction and IT pattern might appear due to skill-mastering
(even professional) activity type, which surpasses the leisure time. These conclusions refer to
the need for further research of leisure time satisfaction and behavioural patterns.
PB  - Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade
PB  - Belgrade: Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade
C3  - Book of Apstacts of the XXVII Scientific Conference Empirical Studies in Psychology
T1  - Adolescents' Leisure Time Satisfaction and Behavioural Patterns
SP  - 101
UR  - https://hdl.handle.net/21.15107/rcub_reff_4341
ER  - 

@conference{
author = "Grujić, Kristina and Vuletić, Teodora and Krnjaić, Zora",
year = "2021",
abstract = "This study aims to provide an overview of adolescents’ leisure time satisfaction and its
relation to identified behavioural patterns. The sample consisted of 1358 Serbian secondary
school students, 1st and 3rd grade. Within the broader questionnaire about adolescents' everyday life, participants answered about the level of satisfaction with spending their leisure time
(scale 1-5), their preferable activities, and what they need to be more satisfied. Results show
that every second adolescent is mostly satisfied. Significant effects were found for gender (t
(1268) = 5,51, p < .00) and age (t (1342) = 2.81, p <.01), in favour of boys and first graders.
Furthermore, adolescents who attend 3-year vocational schools (F (2, 1341) = 7.87, p < .00)
are significantly more satisfied than those in 4-year vocational and grammar schools. Those
with the lowest SES are less satisfied than those from other SES categories (F (5, 1331) =
4.59, p < .00). About half of adolescents (53%) estimate they need additional free time to be
more satisfied. They mostly spend their leisure time using mobile phones (70%) and
socializing (63%). Seven behavioural patterns (Information Technologies (IT), Pop Culture,
Culture/Art/Music, Films/TV-Shows/Internet, Science/Politics, Going Out, and Sports) were
identified (PAF, Varimax) and saved as factor scores (Cronbach’s Alpha > .70). Small but
significant correlations were found between leisure time satisfaction and Culture/Art/Music (r
= .10, p < .00), Science/Politics (r = .07, p < .01), Going Out (r = .11, p < .00) and Sports (r =
.14, p < .00). Negative correlations only concern orientations towards IT (r = -.12, p < .01)
and Films/TV-Shows/Internet (r = -.08, p < .00). In summary, younger and 3-year vocational
male students, with higher SES display greater leisure time satisfaction. Fulfilment resulting
from orientation towards culture, art, music, science, and politics seems connected to interests
for acquiring knowledge and information. Moreover, Going Out and Sports are pleasant,
socially engaging activities. Negative correlations with Films/TV-Shows/Internet could be
explained by dissatisfaction from these activities’ passiveness and solitary nature. Finally,
negative correlations between satisfaction and IT pattern might appear due to skill-mastering
(even professional) activity type, which surpasses the leisure time. These conclusions refer to
the need for further research of leisure time satisfaction and behavioural patterns.",
publisher = "Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade, Belgrade: Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade",
journal = "Book of Apstacts of the XXVII Scientific Conference Empirical Studies in Psychology",
title = "Adolescents' Leisure Time Satisfaction and Behavioural Patterns",
pages = "101",
url = "https://hdl.handle.net/21.15107/rcub_reff_4341"
}

Grujić, K., Vuletić, T.,& Krnjaić, Z.. (2021). Adolescents' Leisure Time Satisfaction and Behavioural Patterns. in Book of Apstacts of the XXVII Scientific Conference Empirical Studies in Psychology
Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade., 101.
https://hdl.handle.net/21.15107/rcub_reff_4341

Grujić K, Vuletić T, Krnjaić Z. Adolescents' Leisure Time Satisfaction and Behavioural Patterns. in Book of Apstacts of the XXVII Scientific Conference Empirical Studies in Psychology. 2021;:101.
https://hdl.handle.net/21.15107/rcub_reff_4341 .

Grujić, Kristina, Vuletić, Teodora, Krnjaić, Zora, "Adolescents' Leisure Time Satisfaction and Behavioural Patterns" in Book of Apstacts of the XXVII Scientific Conference Empirical Studies in Psychology (2021):101,
https://hdl.handle.net/21.15107/rcub_reff_4341 .

TY  - CONF
AU  - Krnjaić, Zora
AU  - Videnović, Marina
AU  - Stepanović Ilić, Ivana
AU  - Krstić, Ksenija
PY  - 2020
UR  - http://reff.f.bg.ac.rs/handle/123456789/4346
AB  - This work is a part of a broader study dealing with adolescents' leisure time. Research
confirms that music plays a vital role in adolescents' everyday life and suggests that they are
exposed to music almost all the time and in a variety of situations using the Internet (North,
& Hargreaves, 2008). Adolescents also differ significantly in their musical preferences. This
study aims to identify typical patterns of adolescents' musical preferences and practices
during leisure. The sample comprised 1358 secondary school students (56% of whom are
female) from different school types in 10 Serbian cities; 51% of the interviewees are in the
first and 49% in the third grade. From the questionnaire about adolescents' leisure habits, that
included closed questions, we selected 20 items related to various music activities and habits.
Those items can be classified in the following categories: music as an extracurricular activity,
music as a hobby, listening to different music genres and following music themes via various
media (Internet, TV, magazines). Explanatory factor analysis (Oblimin rotation) was
performed on these items. Results revealed five extracted factors, which explain around 50%
of the data variance. The first factor (18.4% of variance explained) represents a pattern of
preference for listening to pop and rock music vs. folk music. The second factor (9.9% of
variance explained) describes a habit of following musical themes in media and on the
internet, including following musical idols and famous figures. The third factor has all
negative loadings, regarding listening to any modern music, like techno, electro, and house
(8.8% of explained variance). The next one represents an "old fashion" pattern -listening to
the classical, jazz or rhythm & blues music and the last factor represents a pattern of musical
behavior, which includes besides listening to the music, music as a hobby, or music as an
extracurricular activity (6.8% and 6.6% of variance, respectively). The paper discusses the
meaning of different identified patterns as a tool for describing musical preferences of
today’s youth and the importance of music in youth leisure time.
PB  - Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade
PB  - Belgrade: Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade
C3  - Book of Apstacts of the XXVI Scientific Conference Empirical Studies in Psychology
T1  - Typical Patterns of Adolescents' Musical Preferences and Activities During Leisure
SP  - 104
UR  - https://hdl.handle.net/21.15107/rcub_reff_4346
ER  - 

@conference{
author = "Krnjaić, Zora and Videnović, Marina and Stepanović Ilić, Ivana and Krstić, Ksenija",
year = "2020",
abstract = "This work is a part of a broader study dealing with adolescents' leisure time. Research
confirms that music plays a vital role in adolescents' everyday life and suggests that they are
exposed to music almost all the time and in a variety of situations using the Internet (North,
& Hargreaves, 2008). Adolescents also differ significantly in their musical preferences. This
study aims to identify typical patterns of adolescents' musical preferences and practices
during leisure. The sample comprised 1358 secondary school students (56% of whom are
female) from different school types in 10 Serbian cities; 51% of the interviewees are in the
first and 49% in the third grade. From the questionnaire about adolescents' leisure habits, that
included closed questions, we selected 20 items related to various music activities and habits.
Those items can be classified in the following categories: music as an extracurricular activity,
music as a hobby, listening to different music genres and following music themes via various
media (Internet, TV, magazines). Explanatory factor analysis (Oblimin rotation) was
performed on these items. Results revealed five extracted factors, which explain around 50%
of the data variance. The first factor (18.4% of variance explained) represents a pattern of
preference for listening to pop and rock music vs. folk music. The second factor (9.9% of
variance explained) describes a habit of following musical themes in media and on the
internet, including following musical idols and famous figures. The third factor has all
negative loadings, regarding listening to any modern music, like techno, electro, and house
(8.8% of explained variance). The next one represents an "old fashion" pattern -listening to
the classical, jazz or rhythm & blues music and the last factor represents a pattern of musical
behavior, which includes besides listening to the music, music as a hobby, or music as an
extracurricular activity (6.8% and 6.6% of variance, respectively). The paper discusses the
meaning of different identified patterns as a tool for describing musical preferences of
today’s youth and the importance of music in youth leisure time.",
publisher = "Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade, Belgrade: Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade",
journal = "Book of Apstacts of the XXVI Scientific Conference Empirical Studies in Psychology",
title = "Typical Patterns of Adolescents' Musical Preferences and Activities During Leisure",
pages = "104",
url = "https://hdl.handle.net/21.15107/rcub_reff_4346"
}

Krnjaić, Z., Videnović, M., Stepanović Ilić, I.,& Krstić, K.. (2020). Typical Patterns of Adolescents' Musical Preferences and Activities During Leisure. in Book of Apstacts of the XXVI Scientific Conference Empirical Studies in Psychology
Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade., 104.
https://hdl.handle.net/21.15107/rcub_reff_4346

Krnjaić Z, Videnović M, Stepanović Ilić I, Krstić K. Typical Patterns of Adolescents' Musical Preferences and Activities During Leisure. in Book of Apstacts of the XXVI Scientific Conference Empirical Studies in Psychology. 2020;:104.
https://hdl.handle.net/21.15107/rcub_reff_4346 .

Krnjaić, Zora, Videnović, Marina, Stepanović Ilić, Ivana, Krstić, Ksenija, "Typical Patterns of Adolescents' Musical Preferences and Activities During Leisure" in Book of Apstacts of the XXVI Scientific Conference Empirical Studies in Psychology (2020):104,
https://hdl.handle.net/21.15107/rcub_reff_4346 .

TY  - CONF
AU  - Krnjaić, Zora
PY  - 2020
UR  - http://reff.f.bg.ac.rs/handle/123456789/4343
AB  - The paper studies the potential of pursuing a hobby in leisure time for a positive youth
development and well-being. A hobby refers to voluntary, intrinsically motivated, mainly individual activities pursued in leisure time. These activities differ in their capacity for mental activation; they can be more or less creative, private or public. They are activities that an individual chooses in accordance with their interest, abilities,knowledge and resources and pursues them continually, thereby investing time and energy. A hobby can fulfill different functions: relaxation and entertainment, research and interest, ability, talent or skill development, knowledge acquisition, identity building, self-expression, personality development and so on. A hobby can be an
introduction and preparation for formal studies and practices, and it can be formalized, structured and led to a certain degree. Nevertheless, hobby is a neglected research topic despite all the developmentally motivating characteristics for children and youth (and adults too); even when it is studied, specific hobbies are selected and observed in isolated manner disconnected from other variables. Empiric studies tell us that a small number of young people in Serbia have a hobby and that they devote very little time to them. This paper studies the findings related to the connection of hobbies pursued by young people in Serbia with: typical patterns of young people’s behaviour in their leisure time, idol type preferences, problems that concern them, risk behaviors and in particular life satisfaction and their experience of well-being.
PB  - Vršac: Visoka škola strukovnih studija za obrazovanje vaspitača „Mihailo Palov“
C3  - The Book of Proceedings of the 25th International Scientific Conference on Giftedness “Complexity of the phenomenon of giftedness and creativity – challenges: an individual and society
T1  - Hobby Potential for Positive Youth Development and Wellbeing
EP  - 47
SP  - 41
UR  - https://hdl.handle.net/21.15107/rcub_reff_4343
ER  - 

@conference{
author = "Krnjaić, Zora",
year = "2020",
abstract = "The paper studies the potential of pursuing a hobby in leisure time for a positive youth
development and well-being. A hobby refers to voluntary, intrinsically motivated, mainly individual activities pursued in leisure time. These activities differ in their capacity for mental activation; they can be more or less creative, private or public. They are activities that an individual chooses in accordance with their interest, abilities,knowledge and resources and pursues them continually, thereby investing time and energy. A hobby can fulfill different functions: relaxation and entertainment, research and interest, ability, talent or skill development, knowledge acquisition, identity building, self-expression, personality development and so on. A hobby can be an
introduction and preparation for formal studies and practices, and it can be formalized, structured and led to a certain degree. Nevertheless, hobby is a neglected research topic despite all the developmentally motivating characteristics for children and youth (and adults too); even when it is studied, specific hobbies are selected and observed in isolated manner disconnected from other variables. Empiric studies tell us that a small number of young people in Serbia have a hobby and that they devote very little time to them. This paper studies the findings related to the connection of hobbies pursued by young people in Serbia with: typical patterns of young people’s behaviour in their leisure time, idol type preferences, problems that concern them, risk behaviors and in particular life satisfaction and their experience of well-being.",
publisher = "Vršac: Visoka škola strukovnih studija za obrazovanje vaspitača „Mihailo Palov“",
journal = "The Book of Proceedings of the 25th International Scientific Conference on Giftedness “Complexity of the phenomenon of giftedness and creativity – challenges: an individual and society",
title = "Hobby Potential for Positive Youth Development and Wellbeing",
pages = "47-41",
url = "https://hdl.handle.net/21.15107/rcub_reff_4343"
}

Krnjaić, Z.. (2020). Hobby Potential for Positive Youth Development and Wellbeing. in The Book of Proceedings of the 25th International Scientific Conference on Giftedness “Complexity of the phenomenon of giftedness and creativity – challenges: an individual and society
Vršac: Visoka škola strukovnih studija za obrazovanje vaspitača „Mihailo Palov“., 41-47.
https://hdl.handle.net/21.15107/rcub_reff_4343

Krnjaić Z. Hobby Potential for Positive Youth Development and Wellbeing. in The Book of Proceedings of the 25th International Scientific Conference on Giftedness “Complexity of the phenomenon of giftedness and creativity – challenges: an individual and society. 2020;:41-47.
https://hdl.handle.net/21.15107/rcub_reff_4343 .

Krnjaić, Zora, "Hobby Potential for Positive Youth Development and Wellbeing" in The Book of Proceedings of the 25th International Scientific Conference on Giftedness “Complexity of the phenomenon of giftedness and creativity – challenges: an individual and society (2020):41-47,
https://hdl.handle.net/21.15107/rcub_reff_4343 .

TY  - CONF
AU  - Vuletić, Teodora
AU  - Krnjaić, Zora
PY  - 2020
UR  - http://reff.f.bg.ac.rs/handle/123456789/4340
AB  - Previous findings from a broader study about adolescents’ leisure activities in Serbia show that few adolescents pursue hobbies, while online social networks (OSNs) usage is widespread. Results also suggest that two types of OSNs could be distinguished: (1) oriented towards personal communication and exchange (e-mail, Viber, WhatsApp, Skype, & Snapchat); (2) reflects presence in the public domain, and is used to provoke a reaction (YouTube, Twitter, Instagram, Facebook).
This work aimed to determine if there are connections between certain hobbies (8 distinguished) and mentioned OSNs. On 17 items selected in the applied questionnaire, adolescents
estimated how often they engage in specific hobbies and how active they are on mentioned OSNs. Results indicate that some hobbies do not require activity on OSNs at all, while some are
connected to particular (types of) OSNs. Different types of OSNs, according to their capacity for personal exchange and public exposure and reaction, could be upholding for practicing different hobbies, especially graphic design and computerrelated activities. OSNs might also represent a supportive tool in practicing hobbies, concerning the nature of the specific hobbyrelated activity and purpose, mostly because hobbies and OSN activities are chosen following adolescents’ interests, abilities, knowledge, and resources.
PB  - Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade
PB  - Belgrade: Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade
C3  - Proceedings of the XXVI Scientific Conference: Empirical Studies in Psychology
T1  - Adolescents’ Leisure Activities: Types of Social Networks and Specific Hobbies
EP  - 82
SP  - 80
UR  - https://hdl.handle.net/21.15107/rcub_reff_4340
ER  - 

@conference{
author = "Vuletić, Teodora and Krnjaić, Zora",
year = "2020",
abstract = "Previous findings from a broader study about adolescents’ leisure activities in Serbia show that few adolescents pursue hobbies, while online social networks (OSNs) usage is widespread. Results also suggest that two types of OSNs could be distinguished: (1) oriented towards personal communication and exchange (e-mail, Viber, WhatsApp, Skype, & Snapchat); (2) reflects presence in the public domain, and is used to provoke a reaction (YouTube, Twitter, Instagram, Facebook).
This work aimed to determine if there are connections between certain hobbies (8 distinguished) and mentioned OSNs. On 17 items selected in the applied questionnaire, adolescents
estimated how often they engage in specific hobbies and how active they are on mentioned OSNs. Results indicate that some hobbies do not require activity on OSNs at all, while some are
connected to particular (types of) OSNs. Different types of OSNs, according to their capacity for personal exchange and public exposure and reaction, could be upholding for practicing different hobbies, especially graphic design and computerrelated activities. OSNs might also represent a supportive tool in practicing hobbies, concerning the nature of the specific hobbyrelated activity and purpose, mostly because hobbies and OSN activities are chosen following adolescents’ interests, abilities, knowledge, and resources.",
publisher = "Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade, Belgrade: Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade",
journal = "Proceedings of the XXVI Scientific Conference: Empirical Studies in Psychology",
title = "Adolescents’ Leisure Activities: Types of Social Networks and Specific Hobbies",
pages = "82-80",
url = "https://hdl.handle.net/21.15107/rcub_reff_4340"
}

Vuletić, T.,& Krnjaić, Z.. (2020). Adolescents’ Leisure Activities: Types of Social Networks and Specific Hobbies. in Proceedings of the XXVI Scientific Conference: Empirical Studies in Psychology
Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade., 80-82.
https://hdl.handle.net/21.15107/rcub_reff_4340

Vuletić T, Krnjaić Z. Adolescents’ Leisure Activities: Types of Social Networks and Specific Hobbies. in Proceedings of the XXVI Scientific Conference: Empirical Studies in Psychology. 2020;:80-82.
https://hdl.handle.net/21.15107/rcub_reff_4340 .

Vuletić, Teodora, Krnjaić, Zora, "Adolescents’ Leisure Activities: Types of Social Networks and Specific Hobbies" in Proceedings of the XXVI Scientific Conference: Empirical Studies in Psychology (2020):80-82,
https://hdl.handle.net/21.15107/rcub_reff_4340 .

TY  - BOOK
AU  - Krnjaić, Zora
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/4443
AB  - Monografija donosi značajnu teorijsku inovaciju kroz uvođenje i razradu pojma ekspertsko mišljenje. Taj pojam je razvijan kroz suočavanje sa problemom razvoja sposobnosti posle završetka procesa sazrevanja u adolescenciji, a u sklopu teorije razvoja L. S. Vigotskog. Iako, kod samog Vigotskog termin ekspertsko mišljenje ne postoji, teorija sadrži potencijal za osmišljavanje tog pojma i otvara široke mogućnosti za konceptualizaciju intelektualnog razvoja u zrelom dobu. Osnovno oruđe koje služi intelektualnom razvoju je sistem naučnih znanja, a to nije samo količina znanja nego je u svim domenima ljudskog znanja sadržan i specifičan obrazac mišljenja pa će svako onaj koji kroz dobro osmišljen sistem obrazovanja usvoji sistem znanja u nekoj oblasti samim tim usvojiti i obrazac mišljenja koji je ugrađen u ta znanja. U monografiji se ideja artificijelnog razvoja povezuje sa teorijama kognitivnog razvoja, teorijama sposobnosti i posebno savremenim koncepcijama darovitosti. Na taj način u monografiji je slojevito predstavljen razvoj ekspertskog mišljenja i posebno rani razvoj ekspertskog mišljenja u nauci kao oblik ostvarivanja intelektualne darovitosti.
PB  - Beograd: Institut za psihologiju, Filozofski fakultet.
T1  - Ekspertsko mišljenje u nauci
UR  - https://hdl.handle.net/21.15107/rcub_reff_4443
ER  - 

@book{
author = "Krnjaić, Zora",
year = "2019",
abstract = "Monografija donosi značajnu teorijsku inovaciju kroz uvođenje i razradu pojma ekspertsko mišljenje. Taj pojam je razvijan kroz suočavanje sa problemom razvoja sposobnosti posle završetka procesa sazrevanja u adolescenciji, a u sklopu teorije razvoja L. S. Vigotskog. Iako, kod samog Vigotskog termin ekspertsko mišljenje ne postoji, teorija sadrži potencijal za osmišljavanje tog pojma i otvara široke mogućnosti za konceptualizaciju intelektualnog razvoja u zrelom dobu. Osnovno oruđe koje služi intelektualnom razvoju je sistem naučnih znanja, a to nije samo količina znanja nego je u svim domenima ljudskog znanja sadržan i specifičan obrazac mišljenja pa će svako onaj koji kroz dobro osmišljen sistem obrazovanja usvoji sistem znanja u nekoj oblasti samim tim usvojiti i obrazac mišljenja koji je ugrađen u ta znanja. U monografiji se ideja artificijelnog razvoja povezuje sa teorijama kognitivnog razvoja, teorijama sposobnosti i posebno savremenim koncepcijama darovitosti. Na taj način u monografiji je slojevito predstavljen razvoj ekspertskog mišljenja i posebno rani razvoj ekspertskog mišljenja u nauci kao oblik ostvarivanja intelektualne darovitosti.",
publisher = "Beograd: Institut za psihologiju, Filozofski fakultet.",
title = "Ekspertsko mišljenje u nauci",
url = "https://hdl.handle.net/21.15107/rcub_reff_4443"
}

Krnjaić, Z.. (2019). Ekspertsko mišljenje u nauci. 
Beograd: Institut za psihologiju, Filozofski fakultet...
https://hdl.handle.net/21.15107/rcub_reff_4443

Krnjaić Z. Ekspertsko mišljenje u nauci. 2019;.
https://hdl.handle.net/21.15107/rcub_reff_4443 .

Krnjaić, Zora, "Ekspertsko mišljenje u nauci" (2019),
https://hdl.handle.net/21.15107/rcub_reff_4443 .

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  - Krnjaić, Zora
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Krstić, Ksenija
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/4347
AB  - Background
Music plays an important role in adolescents’ leisure time concerning the time they spend in
listening to music, following music themes in media and engaging themselves in extra-curricular
music activities and hobbies (playing, composing, singing) (Schwartz & Fouts, 2003). From a socio-cultural perspective, music represents a significant cultural tool for personal development, especially in the domains of values and aesthetic standards (North, & Hargreaves, 2008). Some authors claim that the present adolescent generation differs from the previous generations in terms
of music preferences and practices concerning new types of music and new media (Petrović &
Kuzmanović, 2009).
Aims
Our main goal was to detect adolescents’ groups regarding their interests and engagement in
music activities.
Method
The sample includes 1358 secondary school students. From the questioner, developed for the
wider study of free time of adolescents, 23 items related to music preferences and activities (extracurricular, hobbies) were selected.
Results
Cluster analysis was used in order to identify adolescent groups on the basis of their preferences,
engagement with music and following of music themes in different media. Analysis identified 4
groups of youngsters that were interpreted through 3 statistically significant discriminative functions, and 80% of the respondents were classified correctly. The first adolescent group prefers
metal, punk and rock music, don’t listen to folk music and don’t play music (15% of the sample).
184 Psihologija i muzika • Psychology and Music
PAM – IE Conference, 24–26. October 2019, Belgrade
The second group listens to folk music and do not prefer techno, electro and hip-hop music
(24%). The third group prefers folk music and follows musical themes on media (27%). Finally,
the largest fourth group (32% of the sample) doesn’t listen to folk music, doesn’t follow musical
themes and, besides that, does not have any clear musical tendencies and preferences.
Conclusions
Our results show that it is possible to differentiate adolescents regarding their music orientations
unlike some predictions about the lack of various preferences within the new young generation
(Petrović & Kuzmanović, 2009). It is obvious that two groups of respondents incline toward folk
music and that one of them follows themes about music in media. This implies the strong media
influence on adolescents’ preferences, which is in accordance with youth idols research results
(Stepanović, Blažanin & Mojović, 2017), and raises a question about the quality of contents in
contemporary media. One-third of adolescents is not interested in music. Besides, our data show
that adolescents rarely take part in activities and hobbies related to music which leaves no space
for the development of interests and engagement that could be associated with the concepts of
positive development and structurally founded leisure time activities (Larson, 2000; Stebbins,
1997).
PB  - Belgrade: Faculty of Music, University of Arts in Belgrade
PB  - Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade
PB  - Belgrade: Psychology of Music Section, Serbian Psychological Society
C3  - Abstract Booklet of the First International Conference Psychology and Music – Interdisciplinary Encounters
T1  - Adolescents’ music preferences and activities during leisure time
EP  - 184
SP  - 182
UR  - https://hdl.handle.net/21.15107/rcub_reff_4347
ER  - 

@conference{
author = "Krnjaić, Zora and Stepanović Ilić, Ivana and Videnović, Marina and Krstić, Ksenija",
year = "2019",
abstract = "Background
Music plays an important role in adolescents’ leisure time concerning the time they spend in
listening to music, following music themes in media and engaging themselves in extra-curricular
music activities and hobbies (playing, composing, singing) (Schwartz & Fouts, 2003). From a socio-cultural perspective, music represents a significant cultural tool for personal development, especially in the domains of values and aesthetic standards (North, & Hargreaves, 2008). Some authors claim that the present adolescent generation differs from the previous generations in terms
of music preferences and practices concerning new types of music and new media (Petrović &
Kuzmanović, 2009).
Aims
Our main goal was to detect adolescents’ groups regarding their interests and engagement in
music activities.
Method
The sample includes 1358 secondary school students. From the questioner, developed for the
wider study of free time of adolescents, 23 items related to music preferences and activities (extracurricular, hobbies) were selected.
Results
Cluster analysis was used in order to identify adolescent groups on the basis of their preferences,
engagement with music and following of music themes in different media. Analysis identified 4
groups of youngsters that were interpreted through 3 statistically significant discriminative functions, and 80% of the respondents were classified correctly. The first adolescent group prefers
metal, punk and rock music, don’t listen to folk music and don’t play music (15% of the sample).
184 Psihologija i muzika • Psychology and Music
PAM – IE Conference, 24–26. October 2019, Belgrade
The second group listens to folk music and do not prefer techno, electro and hip-hop music
(24%). The third group prefers folk music and follows musical themes on media (27%). Finally,
the largest fourth group (32% of the sample) doesn’t listen to folk music, doesn’t follow musical
themes and, besides that, does not have any clear musical tendencies and preferences.
Conclusions
Our results show that it is possible to differentiate adolescents regarding their music orientations
unlike some predictions about the lack of various preferences within the new young generation
(Petrović & Kuzmanović, 2009). It is obvious that two groups of respondents incline toward folk
music and that one of them follows themes about music in media. This implies the strong media
influence on adolescents’ preferences, which is in accordance with youth idols research results
(Stepanović, Blažanin & Mojović, 2017), and raises a question about the quality of contents in
contemporary media. One-third of adolescents is not interested in music. Besides, our data show
that adolescents rarely take part in activities and hobbies related to music which leaves no space
for the development of interests and engagement that could be associated with the concepts of
positive development and structurally founded leisure time activities (Larson, 2000; Stebbins,
1997).",
publisher = "Belgrade: Faculty of Music, University of Arts in Belgrade, Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade, Belgrade: Psychology of Music Section, Serbian Psychological Society",
journal = "Abstract Booklet of the First International Conference Psychology and Music – Interdisciplinary Encounters",
title = "Adolescents’ music preferences and activities during leisure time",
pages = "184-182",
url = "https://hdl.handle.net/21.15107/rcub_reff_4347"
}

Krnjaić, Z., Stepanović Ilić, I., Videnović, M.,& Krstić, K.. (2019). Adolescents’ music preferences and activities during leisure time. in Abstract Booklet of the First International Conference Psychology and Music – Interdisciplinary Encounters
Belgrade: Faculty of Music, University of Arts in Belgrade., 182-184.
https://hdl.handle.net/21.15107/rcub_reff_4347

Krnjaić Z, Stepanović Ilić I, Videnović M, Krstić K. Adolescents’ music preferences and activities during leisure time. in Abstract Booklet of the First International Conference Psychology and Music – Interdisciplinary Encounters. 2019;:182-184.
https://hdl.handle.net/21.15107/rcub_reff_4347 .

Krnjaić, Zora, Stepanović Ilić, Ivana, Videnović, Marina, Krstić, Ksenija, "Adolescents’ music preferences and activities during leisure time" in Abstract Booklet of the First International Conference Psychology and Music – Interdisciplinary Encounters (2019):182-184,
https://hdl.handle.net/21.15107/rcub_reff_4347 .

TY  - CONF
AU  - Vuletić, Teodora
AU  - Krnjaić, Zora
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/4337
AB  - This research was a part of a broader study that investigated adolescents’ leisure activities in the context of positive youth development. Our intention was to explore how well-being is
connected with hobbies in adolescence. Hence, the aim was to determine if there are correlations between certain creative activities, operationalized through hobbies (blog writing,
creative writing, drawing/painting, graphic design, music, jewelry making, computer related and artistic photography), and five aspects of well-being (Engagement, Perseverance,
Optimism, Connectedness and Happiness). Higher scores on Engagement, Perseverance and Connectedness for adolescents who are engaged in hobbies are expected, concerning hobbies
as individual and intrinsically motivated activities. Data show that Engagement is the most dominant aspect of well-being among adolescents who practice investigated hobbies.
Happiness is the only aspect with exclusively negative connections, while Optimism has both positive and negative values. Drawing distinguishes as the sole hobby with only
negative aspects of well-being. Results point to the importance of further investigation of well-being aspects in positive development of adolescents and to the different well-being experiences of those who practice various hobbies.
PB  - Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade
PB  - Belgrade: Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade
C3  - Proceedings of the XXIV Scientific Conference: Empirical Studies in Psychology
T1  - Adolescents' Hobbies and Their Well-Being
EP  - 90
SP  - 88
UR  - https://hdl.handle.net/21.15107/rcub_reff_4337
ER  - 

@conference{
author = "Vuletić, Teodora and Krnjaić, Zora",
year = "2019",
abstract = "This research was a part of a broader study that investigated adolescents’ leisure activities in the context of positive youth development. Our intention was to explore how well-being is
connected with hobbies in adolescence. Hence, the aim was to determine if there are correlations between certain creative activities, operationalized through hobbies (blog writing,
creative writing, drawing/painting, graphic design, music, jewelry making, computer related and artistic photography), and five aspects of well-being (Engagement, Perseverance,
Optimism, Connectedness and Happiness). Higher scores on Engagement, Perseverance and Connectedness for adolescents who are engaged in hobbies are expected, concerning hobbies
as individual and intrinsically motivated activities. Data show that Engagement is the most dominant aspect of well-being among adolescents who practice investigated hobbies.
Happiness is the only aspect with exclusively negative connections, while Optimism has both positive and negative values. Drawing distinguishes as the sole hobby with only
negative aspects of well-being. Results point to the importance of further investigation of well-being aspects in positive development of adolescents and to the different well-being experiences of those who practice various hobbies.",
publisher = "Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade, Belgrade: Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade",
journal = "Proceedings of the XXIV Scientific Conference: Empirical Studies in Psychology",
title = "Adolescents' Hobbies and Their Well-Being",
pages = "90-88",
url = "https://hdl.handle.net/21.15107/rcub_reff_4337"
}

Vuletić, T.,& Krnjaić, Z.. (2019). Adolescents' Hobbies and Their Well-Being. in Proceedings of the XXIV Scientific Conference: Empirical Studies in Psychology
Belgrade: Institute of Psychology, Faculty of Philosophy, University of Belgrade., 88-90.
https://hdl.handle.net/21.15107/rcub_reff_4337

Vuletić T, Krnjaić Z. Adolescents' Hobbies and Their Well-Being. in Proceedings of the XXIV Scientific Conference: Empirical Studies in Psychology. 2019;:88-90.
https://hdl.handle.net/21.15107/rcub_reff_4337 .

Vuletić, Teodora, Krnjaić, Zora, "Adolescents' Hobbies and Their Well-Being" in Proceedings of the XXIV Scientific Conference: Empirical Studies in Psychology (2019):88-90,
https://hdl.handle.net/21.15107/rcub_reff_4337 .

TY  - CONF
AU  - Vuletić, Teodora
AU  - Krnjaić, Zora
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/4380
AB  - In this research adolescents’ leisure activities were investigated in the context of positive
youth development. The sample included 1358 secondary school students, first and third
grade (56% girls). This work concerns activity on different social networks, precisely
following platforms: Facebook, Instagram, Twitter, You Tube, Viber, WhatsApp, Skype, and
Snapchat. Among other questions in applied questionnaire about leisure activities, students
estimated how active they are on mentioned networks (scale 1-6) and answered about their
well-being on the EPOCH scale (scale 1-5). The EPOCH scale includes 20 items, 4 for each
of the following aspects: Engagement, Perseverance, Optimism, Connectedness and
Happiness. The aim of this work is to investigate if there are correlations between the activity
of adolescents on certain social networks and 5 aspects of well-being. The results show that
adolescents who are more active on social networks have higher scores on well-being in
general (r=.170, p<.01) while Instagram, Viber and WhatsApp explain most of the variance.
Higher activity on social networks is also positively connected to all particular aspects of
well-being separately. Certain highest correlations, among others, between activity on specific
networks and well-being aspects are established (p<.01, for all): a) Facebook and:
Perseverance (r=.072), Happiness (r=.098); b) Instagram and: Optimism (r=.118),
Connectedness (r=.246), Happiness (r=.176); c) Twitter and: Engagement (r=.080); d) You
Tube and: Engagement (r=.076), e) Viber and: Perseverance (r=.124), Connectedness
(r=.127), Happiness (r=.131); f) WhatsApp and: Perseverance (r=.074), Optimism(r=.074),
Connectedness (r=.149), Happiness (r=.110); g) Skype and: Engagement (r=.079); h)
Snapchat and: Connectedness (r=.155), Happiness (r=.082). Higher activity on social
networks is positively connected to well-being of adolescents. Instagram, Viber and
WhatsApp are the most significant contributors, and with Snapchat they are connected with
optimism, hopefulness, and life and relationships satisfaction. On the other side, Twitter, You
Tube, and Skype require higher engagement and focus on what one is doing. Hence, we can
further consider two types of social networks, according to their developmental potential,
predominantly towards communication or interest in life activities and tasks. For further
research, Messenger and Facebook, as well as Direct Messages and Instagram, that include
both mentioned types, should be separated.
PB  - Osijek: Croatian Psychological Association
C3  - 27th Annual Meeting of Croatian Psychologists "Psychology and the Digital World" Book of Abstracts
T1  - Adolescents’ Activity on Social Networks and Their Well-being
SP  - 157
UR  - https://hdl.handle.net/21.15107/rcub_reff_4380
ER  - 

@conference{
author = "Vuletić, Teodora and Krnjaić, Zora",
year = "2019",
abstract = "In this research adolescents’ leisure activities were investigated in the context of positive
youth development. The sample included 1358 secondary school students, first and third
grade (56% girls). This work concerns activity on different social networks, precisely
following platforms: Facebook, Instagram, Twitter, You Tube, Viber, WhatsApp, Skype, and
Snapchat. Among other questions in applied questionnaire about leisure activities, students
estimated how active they are on mentioned networks (scale 1-6) and answered about their
well-being on the EPOCH scale (scale 1-5). The EPOCH scale includes 20 items, 4 for each
of the following aspects: Engagement, Perseverance, Optimism, Connectedness and
Happiness. The aim of this work is to investigate if there are correlations between the activity
of adolescents on certain social networks and 5 aspects of well-being. The results show that
adolescents who are more active on social networks have higher scores on well-being in
general (r=.170, p<.01) while Instagram, Viber and WhatsApp explain most of the variance.
Higher activity on social networks is also positively connected to all particular aspects of
well-being separately. Certain highest correlations, among others, between activity on specific
networks and well-being aspects are established (p<.01, for all): a) Facebook and:
Perseverance (r=.072), Happiness (r=.098); b) Instagram and: Optimism (r=.118),
Connectedness (r=.246), Happiness (r=.176); c) Twitter and: Engagement (r=.080); d) You
Tube and: Engagement (r=.076), e) Viber and: Perseverance (r=.124), Connectedness
(r=.127), Happiness (r=.131); f) WhatsApp and: Perseverance (r=.074), Optimism(r=.074),
Connectedness (r=.149), Happiness (r=.110); g) Skype and: Engagement (r=.079); h)
Snapchat and: Connectedness (r=.155), Happiness (r=.082). Higher activity on social
networks is positively connected to well-being of adolescents. Instagram, Viber and
WhatsApp are the most significant contributors, and with Snapchat they are connected with
optimism, hopefulness, and life and relationships satisfaction. On the other side, Twitter, You
Tube, and Skype require higher engagement and focus on what one is doing. Hence, we can
further consider two types of social networks, according to their developmental potential,
predominantly towards communication or interest in life activities and tasks. For further
research, Messenger and Facebook, as well as Direct Messages and Instagram, that include
both mentioned types, should be separated.",
publisher = "Osijek: Croatian Psychological Association",
journal = "27th Annual Meeting of Croatian Psychologists "Psychology and the Digital World" Book of Abstracts",
title = "Adolescents’ Activity on Social Networks and Their Well-being",
pages = "157",
url = "https://hdl.handle.net/21.15107/rcub_reff_4380"
}

Vuletić, T.,& Krnjaić, Z.. (2019). Adolescents’ Activity on Social Networks and Their Well-being. in 27th Annual Meeting of Croatian Psychologists "Psychology and the Digital World" Book of Abstracts
Osijek: Croatian Psychological Association., 157.
https://hdl.handle.net/21.15107/rcub_reff_4380

Vuletić T, Krnjaić Z. Adolescents’ Activity on Social Networks and Their Well-being. in 27th Annual Meeting of Croatian Psychologists "Psychology and the Digital World" Book of Abstracts. 2019;:157.
https://hdl.handle.net/21.15107/rcub_reff_4380 .

Vuletić, Teodora, Krnjaić, Zora, "Adolescents’ Activity on Social Networks and Their Well-being" in 27th Annual Meeting of Croatian Psychologists "Psychology and the Digital World" Book of Abstracts (2019):157,
https://hdl.handle.net/21.15107/rcub_reff_4380 .