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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TY  - CONF
AU  - Videnović, Marina
AU  - Jolić Marjanović, Zorana
AU  - Mojović Zdravković, Kristina
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5728
AB  - Broadly speaking, collaborative problem solving (CPS) denotes a joint activity of a dyad or a small group which is directed toward performance or a desired goal state. CPS has been widely recognized as one of the essential 21st-century skills but is nevertheless rarely formally taught or modelled by educators. Thus, it seems that a more systematic approach for developing these skills, through regular curricula with appropriate support and scaffolding by teachers, is needed to produce positive effects on the achievement and social relations of students. The current study sought to investigate the common understanding of collaboration among highschoolers; current findings will serve as one of the inputs for the development of the PEER-model training at school. A total of 31 students (17 female) from six secondary schools in Belgrade were interviewed about experiences and attitudes relating to CPS. Several palpable misconceptions students generally acknowledged that collaboration, which encompasses idea-sharing and argumentation, is an important life skill. Nevertheless, their description of collaboration shows that this process is too often equated with an efficient division of tasks among team members. Next, although
often accentuate the importance of organizational skills, capabilities, and knowledge of (in)formal group leaders. According to students, opposing views are a source of conflict that success. To follow, contrary to findings of extant research showing that teachers are indispensable in enhancing cognitive and group processes in CPS, students often marginalize assessment tasks. Finally, some participants see CPS as appropriate only for younger children or as a tool for fixing grades and earning good
misconceptions of CPS could indeed pose barriers to successful collaboration, which is why any systematic attempt to train CPS skills in school needs to correct these first.
C3  - Book of Abstracts, XXIX Scientific Conference Empirical Studies in Psychology, March 31-April 2, Faculty of Philosophy, University of Belgrade
T1  - Common misconceptions about collaborative problem solving among high school students
SP  - 109
UR  - https://hdl.handle.net/21.15107/rcub_reff_5728
ER  - 

@conference{
author = "Videnović, Marina and Jolić Marjanović, Zorana and Mojović Zdravković, Kristina",
year = "2023",
abstract = "Broadly speaking, collaborative problem solving (CPS) denotes a joint activity of a dyad or a small group which is directed toward performance or a desired goal state. CPS has been widely recognized as one of the essential 21st-century skills but is nevertheless rarely formally taught or modelled by educators. Thus, it seems that a more systematic approach for developing these skills, through regular curricula with appropriate support and scaffolding by teachers, is needed to produce positive effects on the achievement and social relations of students. The current study sought to investigate the common understanding of collaboration among highschoolers; current findings will serve as one of the inputs for the development of the PEER-model training at school. A total of 31 students (17 female) from six secondary schools in Belgrade were interviewed about experiences and attitudes relating to CPS. Several palpable misconceptions students generally acknowledged that collaboration, which encompasses idea-sharing and argumentation, is an important life skill. Nevertheless, their description of collaboration shows that this process is too often equated with an efficient division of tasks among team members. Next, although
often accentuate the importance of organizational skills, capabilities, and knowledge of (in)formal group leaders. According to students, opposing views are a source of conflict that success. To follow, contrary to findings of extant research showing that teachers are indispensable in enhancing cognitive and group processes in CPS, students often marginalize assessment tasks. Finally, some participants see CPS as appropriate only for younger children or as a tool for fixing grades and earning good
misconceptions of CPS could indeed pose barriers to successful collaboration, which is why any systematic attempt to train CPS skills in school needs to correct these first.",
journal = "Book of Abstracts, XXIX Scientific Conference Empirical Studies in Psychology, March 31-April 2, Faculty of Philosophy, University of Belgrade",
title = "Common misconceptions about collaborative problem solving among high school students",
pages = "109",
url = "https://hdl.handle.net/21.15107/rcub_reff_5728"
}

Videnović, M., Jolić Marjanović, Z.,& Mojović Zdravković, K.. (2023). Common misconceptions about collaborative problem solving among high school students. in Book of Abstracts, XXIX Scientific Conference Empirical Studies in Psychology, March 31-April 2, Faculty of Philosophy, University of Belgrade, 109.
https://hdl.handle.net/21.15107/rcub_reff_5728

Videnović M, Jolić Marjanović Z, Mojović Zdravković K. Common misconceptions about collaborative problem solving among high school students. in Book of Abstracts, XXIX Scientific Conference Empirical Studies in Psychology, March 31-April 2, Faculty of Philosophy, University of Belgrade. 2023;:109.
https://hdl.handle.net/21.15107/rcub_reff_5728 .

Videnović, Marina, Jolić Marjanović, Zorana, Mojović Zdravković, Kristina, "Common misconceptions about collaborative problem solving among high school students" in Book of Abstracts, XXIX Scientific Conference Empirical Studies in Psychology, March 31-April 2, Faculty of Philosophy, University of Belgrade (2023):109,
https://hdl.handle.net/21.15107/rcub_reff_5728 .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TY  - CONF
AU  - Mijatović, Luka
AU  - Jolić Marjanović, Zorana
AU  - Altaras Dimitrijević, Ana
PY  - 2022
UR  - https://icei2022-palermo.it/paper-sessions/
UR  - http://reff.f.bg.ac.rs/handle/123456789/5893
AB  - Although personality traits are by definition relatively stable, there is evidence that they can change
in response to major life events, especially when it comes to so-called affective traits and younger individuals. Given that the COVID-19 pandemic has dramatically altered students’ life circumstances, we examined whether these changes are reflected in the average levels of trait EI of several student cohorts. To this end, we compared the data on trait EI obtained with the TEIQue in four generations of university students: two cohorts were tested in “normal” circumstances before the pandemic, in 2015 (N1 = 288) and 2016 (N2 = 183); the other two were tested during the first and third wave of the pandemic in Serbia, in April 2020 (N3 = 222) and in December 2020 (N4 = 222). All participants were female and students of Special Education at the University of Belgrade. Two separate MANOVAs were conducted, with either TEIQue factor or facet-level scores as independents. Results of the factor-level MANOVA were significant (Wilk’s Λ = .97, F(12, 2402.643) = 2.48, p<.01), with univariate effects for Self-Control (F(3, 911) = 2.79, p<.05) on which N3 scored higher than N4. The facet-level MANOVA also produced significant results (Wilk’s Λ = .88, F(45, 2665.539) = 2.54, p<.001), with univariate effects for Empathy (F(3, 911) = 5.16, p<.001), Impulse control (F(3, 911) = 5.92, p<.001), Emotion perception (F(3, 911) = 2.20, p<.05), and Emotion management (F(3, 911) = 1.78, p<.05). Post-hoc analyses using Tukey’s test revealed the following differences: higher Empathy for N3 and N4 compared to N1; higher Impulse control for N3 than for N1 and N4; and higher Emotion perception for N3 than for N4. While indicating considerable stability of trait EI scores across generations (at least over a five-year period), the current results suggest that particular aspects of students’ trait EI might vary according to the prevalent demands and challenges in their social environment, though this remains to be confirmed in more rigorous research.
C3  - VIII International Congress on Emotional Intelligence, (VIII ICEI 2022)
T1  - Cohort differences in trait emotional intelligence – A possible effect of the COVID-19 pandemic?
SP  - 56
DO  - 10.26387
ER  - 

@conference{
author = "Mijatović, Luka and Jolić Marjanović, Zorana and Altaras Dimitrijević, Ana",
year = "2022",
abstract = "Although personality traits are by definition relatively stable, there is evidence that they can change
in response to major life events, especially when it comes to so-called affective traits and younger individuals. Given that the COVID-19 pandemic has dramatically altered students’ life circumstances, we examined whether these changes are reflected in the average levels of trait EI of several student cohorts. To this end, we compared the data on trait EI obtained with the TEIQue in four generations of university students: two cohorts were tested in “normal” circumstances before the pandemic, in 2015 (N1 = 288) and 2016 (N2 = 183); the other two were tested during the first and third wave of the pandemic in Serbia, in April 2020 (N3 = 222) and in December 2020 (N4 = 222). All participants were female and students of Special Education at the University of Belgrade. Two separate MANOVAs were conducted, with either TEIQue factor or facet-level scores as independents. Results of the factor-level MANOVA were significant (Wilk’s Λ = .97, F(12, 2402.643) = 2.48, p<.01), with univariate effects for Self-Control (F(3, 911) = 2.79, p<.05) on which N3 scored higher than N4. The facet-level MANOVA also produced significant results (Wilk’s Λ = .88, F(45, 2665.539) = 2.54, p<.001), with univariate effects for Empathy (F(3, 911) = 5.16, p<.001), Impulse control (F(3, 911) = 5.92, p<.001), Emotion perception (F(3, 911) = 2.20, p<.05), and Emotion management (F(3, 911) = 1.78, p<.05). Post-hoc analyses using Tukey’s test revealed the following differences: higher Empathy for N3 and N4 compared to N1; higher Impulse control for N3 than for N1 and N4; and higher Emotion perception for N3 than for N4. While indicating considerable stability of trait EI scores across generations (at least over a five-year period), the current results suggest that particular aspects of students’ trait EI might vary according to the prevalent demands and challenges in their social environment, though this remains to be confirmed in more rigorous research.",
journal = "VIII International Congress on Emotional Intelligence, (VIII ICEI 2022)",
title = "Cohort differences in trait emotional intelligence – A possible effect of the COVID-19 pandemic?",
pages = "56",
doi = "10.26387"
}

Mijatović, L., Jolić Marjanović, Z.,& Altaras Dimitrijević, A.. (2022). Cohort differences in trait emotional intelligence – A possible effect of the COVID-19 pandemic?. in VIII International Congress on Emotional Intelligence, (VIII ICEI 2022), 56.
https://doi.org/10.26387

Mijatović L, Jolić Marjanović Z, Altaras Dimitrijević A. Cohort differences in trait emotional intelligence – A possible effect of the COVID-19 pandemic?. in VIII International Congress on Emotional Intelligence, (VIII ICEI 2022). 2022;:56.
doi:10.26387 .

Mijatović, Luka, Jolić Marjanović, Zorana, Altaras Dimitrijević, Ana, "Cohort differences in trait emotional intelligence – A possible effect of the COVID-19 pandemic?" in VIII International Congress on Emotional Intelligence, (VIII ICEI 2022) (2022):56,
https://doi.org/10.26387 . .

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

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

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

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

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

TY  - CONF
AU  - Mijatović, Luka
AU  - Jolić Marjanović, Zorana
AU  - Altaras Dimitrijević, Ana
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5162
UR  - http://reff.f.bg.ac.rs/handle/123456789/5111
AB  - Due to the restrictions imposed on social life during the COVID-19 pandemic, people of differentprofiles experienced higher levels of loneliness. According to pre-pandemic research, individuallevels of loneliness are partly related to differences in personality, including both basic traits andtrait emotional intelligence (EI). The present study sought to examine whether trait EI also predictsloneliness among university students in times of the pandemic, while also controlling for the basicpersonality factors. Study participants were 301 university students (Nf = 278, Nm = 23) who completed the TEIQue, as a measure of trait EI and its four factors (i.e., Well-Being, Self-Control, Emotionality, and Sociability); the HEXACO PI-R, which assesses six major dimensions of personality (i.e., Honesty-Humility, Emotionality, Extraversion, Agreeableness, Conscientiousness, Openness to Experience); and the Revised UCLA Loneliness Scale, measuring general loneliness. The data were collected during a strict pandemic-related lockdown in Serbia in the spring of 2020.A hierarchical regression model including the HEXACO personality factors (entered in Step 1)and trait EI factors (entered in Step 2) as predictors, and loneliness as the criterion was tested. TheHEXACO personality set explained 41% of variance (F(6, 294) = 36.202, Adj.R2 = .413, p<.001) with Honesty-Humility (β = –.165, p<.001), Emotionality (β = –.177, p<.001), Extraversion (β = –.643, p<.001), Conscientiousness (β = .105, p<.05) and Oppeness (β = .113, p<.05) surfacing as significant predictors. In the second step, a further 9.7% of the variance in the criterion was explained (F(10, 290) = 31.683, Adj.R2 = .506, p<.001), and it was the trait EI factors of Well-Being (β = –.397, p<.001) and Sociability (β = –.134, p<.05) that contributed to the prediction.Apart from confirming the incremental predictive power of trait EI in predicting loneliness over thesix personality dimensions of the HEXACO model, the present findings suggest that trait EI retained its role as a protective factor against loneliness during the first wave of the COVID-19 pandemic.
C3  - VIII International Congress on Emotional Intelligence, Book of Abstracts
T1  - Trait emotional intelligence as a predictor of loneliness during the covid-19 pandemic
EP  - 57
SP  - 56
DO  - https://doi.org/10.26387/ATTI_ICEI_2022
ER  - 

@conference{
author = "Mijatović, Luka and Jolić Marjanović, Zorana and Altaras Dimitrijević, Ana",
year = "2022",
abstract = "Due to the restrictions imposed on social life during the COVID-19 pandemic, people of differentprofiles experienced higher levels of loneliness. According to pre-pandemic research, individuallevels of loneliness are partly related to differences in personality, including both basic traits andtrait emotional intelligence (EI). The present study sought to examine whether trait EI also predictsloneliness among university students in times of the pandemic, while also controlling for the basicpersonality factors. Study participants were 301 university students (Nf = 278, Nm = 23) who completed the TEIQue, as a measure of trait EI and its four factors (i.e., Well-Being, Self-Control, Emotionality, and Sociability); the HEXACO PI-R, which assesses six major dimensions of personality (i.e., Honesty-Humility, Emotionality, Extraversion, Agreeableness, Conscientiousness, Openness to Experience); and the Revised UCLA Loneliness Scale, measuring general loneliness. The data were collected during a strict pandemic-related lockdown in Serbia in the spring of 2020.A hierarchical regression model including the HEXACO personality factors (entered in Step 1)and trait EI factors (entered in Step 2) as predictors, and loneliness as the criterion was tested. TheHEXACO personality set explained 41% of variance (F(6, 294) = 36.202, Adj.R2 = .413, p<.001) with Honesty-Humility (β = –.165, p<.001), Emotionality (β = –.177, p<.001), Extraversion (β = –.643, p<.001), Conscientiousness (β = .105, p<.05) and Oppeness (β = .113, p<.05) surfacing as significant predictors. In the second step, a further 9.7% of the variance in the criterion was explained (F(10, 290) = 31.683, Adj.R2 = .506, p<.001), and it was the trait EI factors of Well-Being (β = –.397, p<.001) and Sociability (β = –.134, p<.05) that contributed to the prediction.Apart from confirming the incremental predictive power of trait EI in predicting loneliness over thesix personality dimensions of the HEXACO model, the present findings suggest that trait EI retained its role as a protective factor against loneliness during the first wave of the COVID-19 pandemic.",
journal = "VIII International Congress on Emotional Intelligence, Book of Abstracts",
title = "Trait emotional intelligence as a predictor of loneliness during the covid-19 pandemic",
pages = "57-56",
doi = "https://doi.org/10.26387/ATTI_ICEI_2022"
}

Mijatović, L., Jolić Marjanović, Z.,& Altaras Dimitrijević, A.. (2022). Trait emotional intelligence as a predictor of loneliness during the covid-19 pandemic. in VIII International Congress on Emotional Intelligence, Book of Abstracts, 56-57.
https://doi.org/https://doi.org/10.26387/ATTI_ICEI_2022

Mijatović L, Jolić Marjanović Z, Altaras Dimitrijević A. Trait emotional intelligence as a predictor of loneliness during the covid-19 pandemic. in VIII International Congress on Emotional Intelligence, Book of Abstracts. 2022;:56-57.
doi:https://doi.org/10.26387/ATTI_ICEI_2022 .

Mijatović, Luka, Jolić Marjanović, Zorana, Altaras Dimitrijević, Ana, "Trait emotional intelligence as a predictor of loneliness during the covid-19 pandemic" in VIII International Congress on Emotional Intelligence, Book of Abstracts (2022):56-57,
https://doi.org/https://doi.org/10.26387/ATTI_ICEI_2022 . .

TY  - CHAP
AU  - Altaras Dimitrijević, Ana
AU  - Jolić Marjanović, Zorana
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/5664
AB  - This chapter aims to provide an overview of extant findings and present some original research data on ability and trait emotional intelligence (EI) gained in the Serbian context. We open the chapter by reviewing the first decade of EI research in Serbia, going over its conceptual foundations, available assessment procedures, and major contributions to empirically validating the constructs of both ability and trait EI. We continue with a report on our most recent study into the demographic correlates of the two EIs – specifically, their associations with age, gender, and three socio-economic status-related variables (educational attainment, job position, and income) – focusing on and discussing the following findings: First, that both EIs were lower in the eldest group (45–61 years) than in younger adults; second, that gender differences in ability EI were present only in the youngest age group (21–31 years), while gender differences in trait EI appeared only at the factor-level, namely in Sociability and Self-Control; and third, that both EIs were substantially related to socio-economic status, in particular to educational attainment and job position. We conclude the chapter by placing Serbian EI research within a broader context, highlighting its contributions to the general understanding of the two EIs, and uttering the questions to be addressed by further research.
PB  - Taylor & Francis
T2  - L. Kaliska & J. Pellitteri (Eds.), Eastern European perspectives on emotional intelligence: Current developments and research
T1  - Research on ability and trait emotional intelligence in Serbia: Efforts to validate the constructs and latest insights into their relationships with demographic variables
EP  - 87
SP  - 56
UR  - https://hdl.handle.net/21.15107/rcub_reff_5664
ER  - 

@inbook{
author = "Altaras Dimitrijević, Ana and Jolić Marjanović, Zorana",
year = "2021",
abstract = "This chapter aims to provide an overview of extant findings and present some original research data on ability and trait emotional intelligence (EI) gained in the Serbian context. We open the chapter by reviewing the first decade of EI research in Serbia, going over its conceptual foundations, available assessment procedures, and major contributions to empirically validating the constructs of both ability and trait EI. We continue with a report on our most recent study into the demographic correlates of the two EIs – specifically, their associations with age, gender, and three socio-economic status-related variables (educational attainment, job position, and income) – focusing on and discussing the following findings: First, that both EIs were lower in the eldest group (45–61 years) than in younger adults; second, that gender differences in ability EI were present only in the youngest age group (21–31 years), while gender differences in trait EI appeared only at the factor-level, namely in Sociability and Self-Control; and third, that both EIs were substantially related to socio-economic status, in particular to educational attainment and job position. We conclude the chapter by placing Serbian EI research within a broader context, highlighting its contributions to the general understanding of the two EIs, and uttering the questions to be addressed by further research.",
publisher = "Taylor & Francis",
journal = "L. Kaliska & J. Pellitteri (Eds.), Eastern European perspectives on emotional intelligence: Current developments and research",
booktitle = "Research on ability and trait emotional intelligence in Serbia: Efforts to validate the constructs and latest insights into their relationships with demographic variables",
pages = "87-56",
url = "https://hdl.handle.net/21.15107/rcub_reff_5664"
}

Altaras Dimitrijević, A.,& Jolić Marjanović, Z.. (2021). Research on ability and trait emotional intelligence in Serbia: Efforts to validate the constructs and latest insights into their relationships with demographic variables. in L. Kaliska & J. Pellitteri (Eds.), Eastern European perspectives on emotional intelligence: Current developments and research
Taylor & Francis., 56-87.
https://hdl.handle.net/21.15107/rcub_reff_5664

Altaras Dimitrijević A, Jolić Marjanović Z. Research on ability and trait emotional intelligence in Serbia: Efforts to validate the constructs and latest insights into their relationships with demographic variables. in L. Kaliska & J. Pellitteri (Eds.), Eastern European perspectives on emotional intelligence: Current developments and research. 2021;:56-87.
https://hdl.handle.net/21.15107/rcub_reff_5664 .

Altaras Dimitrijević, Ana, Jolić Marjanović, Zorana, "Research on ability and trait emotional intelligence in Serbia: Efforts to validate the constructs and latest insights into their relationships with demographic variables" in L. Kaliska & J. Pellitteri (Eds.), Eastern European perspectives on emotional intelligence: Current developments and research (2021):56-87,
https://hdl.handle.net/21.15107/rcub_reff_5664 .

TY  - CONF
AU  - Altaras Dimitrijević, Ana
AU  - Jolić Marjanović, Zorana
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/427
UR  - http://reff.f.bg.ac.rs/handle/123456789/4166
AB  - Oblast procene inteligencije nudi se kao primer par excellence za visoke dometekvantitativnih metoda u psihologiji: malo koja druga oblast koristi tako sofisticiranepsihometrijske i statističke postupke, a samo ova je iznedrila „autohtonu“ skalu za izražavanjepostignuća koja uživa univerzalnu prihvaćenost i primenu (IQ-skalu). Srazmerna timdometima jeste i opasnost da se procena inteligencije svede na kvantifikaciju i zanemariznačaj kvalitativnog pristupa u postupku zadavanja testa, analize postignuća i interpretacijerezultata, odnosno doprinos kvalitativnih istraživanja procesu konstrukcije i validacije testova.U nastavku ćemo stoga pokušati da ukažemo na neophodnost kvalitativnih metoda za 1)spoznavanje intelektualnog profila pojedinca; 2) utvrđivanje prirode testa; 3) postizanjekulturne ekvivalentnosti, te 4) procenu novih vrsta sposobnosti, prvenstveno emocionalneinteligencije.
PB  - Beograd : Institut za pedagoška istraživanja
PB  - Beograd : Institut za psihologiju
C3  - Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
T1  - Značaj kvalitativnog pristupa u oblasti procene Inteligencije
EP  - 72
SP  - 69
UR  - https://hdl.handle.net/21.15107/rcub_reff_4166
ER  - 

@conference{
author = "Altaras Dimitrijević, Ana and Jolić Marjanović, Zorana",
year = "2021",
abstract = "Oblast procene inteligencije nudi se kao primer par excellence za visoke dometekvantitativnih metoda u psihologiji: malo koja druga oblast koristi tako sofisticiranepsihometrijske i statističke postupke, a samo ova je iznedrila „autohtonu“ skalu za izražavanjepostignuća koja uživa univerzalnu prihvaćenost i primenu (IQ-skalu). Srazmerna timdometima jeste i opasnost da se procena inteligencije svede na kvantifikaciju i zanemariznačaj kvalitativnog pristupa u postupku zadavanja testa, analize postignuća i interpretacijerezultata, odnosno doprinos kvalitativnih istraživanja procesu konstrukcije i validacije testova.U nastavku ćemo stoga pokušati da ukažemo na neophodnost kvalitativnih metoda za 1)spoznavanje intelektualnog profila pojedinca; 2) utvrđivanje prirode testa; 3) postizanjekulturne ekvivalentnosti, te 4) procenu novih vrsta sposobnosti, prvenstveno emocionalneinteligencije.",
publisher = "Beograd : Institut za pedagoška istraživanja, Beograd : Institut za psihologiju",
journal = "Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika",
title = "Značaj kvalitativnog pristupa u oblasti procene Inteligencije",
pages = "72-69",
url = "https://hdl.handle.net/21.15107/rcub_reff_4166"
}

Altaras Dimitrijević, A.,& Jolić Marjanović, Z.. (2021). Značaj kvalitativnog pristupa u oblasti procene Inteligencije. in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
Beograd : Institut za pedagoška istraživanja., 69-72.
https://hdl.handle.net/21.15107/rcub_reff_4166

Altaras Dimitrijević A, Jolić Marjanović Z. Značaj kvalitativnog pristupa u oblasti procene Inteligencije. in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika. 2021;:69-72.
https://hdl.handle.net/21.15107/rcub_reff_4166 .

Altaras Dimitrijević, Ana, Jolić Marjanović, Zorana, "Značaj kvalitativnog pristupa u oblasti procene Inteligencije" in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika (2021):69-72,
https://hdl.handle.net/21.15107/rcub_reff_4166 .

TY  - JOUR
AU  - Altaras Dimitrijević, Ana
AU  - Jolić Marjanović, Zorana
AU  - Dimitrijević, Aleksandar
PY  - 2020
UR  - http://reff.f.bg.ac.rs/handle/123456789/3218
AB  - There have been theoretical speculations and empirical indications that individual differences in emotional intelligence (EI) are associated with quality of attachment, yet many issues regarding this relationship have remained unsettled or even unexplored. Spelling out and attempting to fill some of these gaps, the present study examined the specific contribution of attachment quality in explaining variance in both ability EI and trait EI, with traditionally conceived intelligence and the basic personality traits controlled for. Participants were 251 employed adults (116 males; age range 21-62,M = 40.3,SD = 8.14), who completed a test of ability EI; a questionnaire assessing trait EI; a battery of standard intelligence tests; a Five-Factor inventory of personality; and two self-report measures of attachment quality. Attachment security was found to be related to higher EI, associations being small-to-moderate for ability EI, and moderate-to-large for trait EI. In hierarchical regression analyses, attachment predicted a significant amount of unique variance in both ability and trait EI, beyond intelligence and personality. Moreover, attachment Anxiety surfaced as the best single (understandably, negative) predictor of both EIs, their only other mutual predictors being the g-factor and Conscientiousness. Altogether, these results yield a fuller picture of what constitutes individual differences in objectively assessed and self-perceived emotional abilities, revealing that a substantial portion of them may be understood with reference to attachment security. The present study thus warrants more extensive, longitudinal research into the developmental interplay between attachment and the two EIs.
PB  - Springer, New York
T2  - Current Psychology
T1  - A further step towards unpacking the variance in trait and ability emotional intelligence: The specific contribution of attachment quality
EP  - 1353
IS  - 4
SP  - 1340
VL  - 39
DO  - 10.1007/s12144-018-9837-3
ER  - 

@article{
author = "Altaras Dimitrijević, Ana and Jolić Marjanović, Zorana and Dimitrijević, Aleksandar",
year = "2020",
abstract = "There have been theoretical speculations and empirical indications that individual differences in emotional intelligence (EI) are associated with quality of attachment, yet many issues regarding this relationship have remained unsettled or even unexplored. Spelling out and attempting to fill some of these gaps, the present study examined the specific contribution of attachment quality in explaining variance in both ability EI and trait EI, with traditionally conceived intelligence and the basic personality traits controlled for. Participants were 251 employed adults (116 males; age range 21-62,M = 40.3,SD = 8.14), who completed a test of ability EI; a questionnaire assessing trait EI; a battery of standard intelligence tests; a Five-Factor inventory of personality; and two self-report measures of attachment quality. Attachment security was found to be related to higher EI, associations being small-to-moderate for ability EI, and moderate-to-large for trait EI. In hierarchical regression analyses, attachment predicted a significant amount of unique variance in both ability and trait EI, beyond intelligence and personality. Moreover, attachment Anxiety surfaced as the best single (understandably, negative) predictor of both EIs, their only other mutual predictors being the g-factor and Conscientiousness. Altogether, these results yield a fuller picture of what constitutes individual differences in objectively assessed and self-perceived emotional abilities, revealing that a substantial portion of them may be understood with reference to attachment security. The present study thus warrants more extensive, longitudinal research into the developmental interplay between attachment and the two EIs.",
publisher = "Springer, New York",
journal = "Current Psychology",
title = "A further step towards unpacking the variance in trait and ability emotional intelligence: The specific contribution of attachment quality",
pages = "1353-1340",
number = "4",
volume = "39",
doi = "10.1007/s12144-018-9837-3"
}

Altaras Dimitrijević, A., Jolić Marjanović, Z.,& Dimitrijević, A.. (2020). A further step towards unpacking the variance in trait and ability emotional intelligence: The specific contribution of attachment quality. in Current Psychology
Springer, New York., 39(4), 1340-1353.
https://doi.org/10.1007/s12144-018-9837-3

Altaras Dimitrijević A, Jolić Marjanović Z, Dimitrijević A. A further step towards unpacking the variance in trait and ability emotional intelligence: The specific contribution of attachment quality. in Current Psychology. 2020;39(4):1340-1353.
doi:10.1007/s12144-018-9837-3 .

Altaras Dimitrijević, Ana, Jolić Marjanović, Zorana, Dimitrijević, Aleksandar, "A further step towards unpacking the variance in trait and ability emotional intelligence: The specific contribution of attachment quality" in Current Psychology, 39, no. 4 (2020):1340-1353,
https://doi.org/10.1007/s12144-018-9837-3 . .

TY  - JOUR
AU  - Altaras Dimitrijević, Ana
AU  - Starčević, Jelena
AU  - Jolić Marjanović, Zorana
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2864
AB  - A review of the literature reveals that previous studies on the role of emotional intelligence (EI) in predicting intercultural effectiveness have focused solely on trait EI, i.e., self-reported emotional efficacy, and on emotion recognition, disregarding the core components of ability EI, particularly its understanding emotions branch. Considering this gap and arguing for the relevance of emotion understanding in intercultural communication, the present study examined whether emotional vocabulary (EV), a marker of the ability to understand emotions, predicts intercultural problem solving above verbal intelligence and personality, and whether it (partially) mediates their effects on the criterion. Participants were 336 university students from Serbia, assessed on EV, verbal intelligence, the Big Five, and intercultural judgment and decision making (CJDM). A hierarchical regression analysis found verbal intelligence, Openness, and Extraversion (Step 1), and EV (Step 2) to significantly predict CJDM, with EV incrementally explaining 2% of criterion variance. A path analysis yielded excellent fit indices for a model postulating EV as a partial mediator of the effects of verbal intelligence and Openness on CJDM. The study thus provides first evidence of the specific contribution of emotion understanding to solving intercultural communication problems, the implications of which for both EI and intercultural research are discussed.
PB  - Pergamon-Elsevier Science Ltd, Oxford
T2  - International Journal of Intercultural Relations
T1  - Can ability emotional intelligence help explain intercultural effectiveness? Incremental validity and mediation effects of emotional vocabulary in predicting intercultural judgment
EP  - 109
SP  - 102
VL  - 69
DO  - 10.1016/j.ijintrel.2019.01.005
ER  - 

@article{
author = "Altaras Dimitrijević, Ana and Starčević, Jelena and Jolić Marjanović, Zorana",
year = "2019",
abstract = "A review of the literature reveals that previous studies on the role of emotional intelligence (EI) in predicting intercultural effectiveness have focused solely on trait EI, i.e., self-reported emotional efficacy, and on emotion recognition, disregarding the core components of ability EI, particularly its understanding emotions branch. Considering this gap and arguing for the relevance of emotion understanding in intercultural communication, the present study examined whether emotional vocabulary (EV), a marker of the ability to understand emotions, predicts intercultural problem solving above verbal intelligence and personality, and whether it (partially) mediates their effects on the criterion. Participants were 336 university students from Serbia, assessed on EV, verbal intelligence, the Big Five, and intercultural judgment and decision making (CJDM). A hierarchical regression analysis found verbal intelligence, Openness, and Extraversion (Step 1), and EV (Step 2) to significantly predict CJDM, with EV incrementally explaining 2% of criterion variance. A path analysis yielded excellent fit indices for a model postulating EV as a partial mediator of the effects of verbal intelligence and Openness on CJDM. The study thus provides first evidence of the specific contribution of emotion understanding to solving intercultural communication problems, the implications of which for both EI and intercultural research are discussed.",
publisher = "Pergamon-Elsevier Science Ltd, Oxford",
journal = "International Journal of Intercultural Relations",
title = "Can ability emotional intelligence help explain intercultural effectiveness? Incremental validity and mediation effects of emotional vocabulary in predicting intercultural judgment",
pages = "109-102",
volume = "69",
doi = "10.1016/j.ijintrel.2019.01.005"
}

Altaras Dimitrijević, A., Starčević, J.,& Jolić Marjanović, Z.. (2019). Can ability emotional intelligence help explain intercultural effectiveness? Incremental validity and mediation effects of emotional vocabulary in predicting intercultural judgment. in International Journal of Intercultural Relations
Pergamon-Elsevier Science Ltd, Oxford., 69, 102-109.
https://doi.org/10.1016/j.ijintrel.2019.01.005

Altaras Dimitrijević A, Starčević J, Jolić Marjanović Z. Can ability emotional intelligence help explain intercultural effectiveness? Incremental validity and mediation effects of emotional vocabulary in predicting intercultural judgment. in International Journal of Intercultural Relations. 2019;69:102-109.
doi:10.1016/j.ijintrel.2019.01.005 .

Altaras Dimitrijević, Ana, Starčević, Jelena, Jolić Marjanović, Zorana, "Can ability emotional intelligence help explain intercultural effectiveness? Incremental validity and mediation effects of emotional vocabulary in predicting intercultural judgment" in International Journal of Intercultural Relations, 69 (2019):102-109,
https://doi.org/10.1016/j.ijintrel.2019.01.005 . .

TY  - JOUR
AU  - Dimitrijević, Aleksandar
AU  - Hanak, Natasa
AU  - Altaras Dimitrijević, Ana
AU  - Jolić Marjanović, Zorana
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/2624
AB  - The psychometric properties of a new 28-item self-report measure of mentalization, the Mentalization Scale (MentS), were examined in 2 studies: with a sample of employed adults and university students (N-1 = 288 + 278) and with a sample of persons with borderline personality disorder (BPD) and matched controls (N-2 = 62 + 62). Besides the MentS, both studies employed measures of attachment and the Big Five; Study 1 also included assessments of empathy and emotional intelligence. MentS whole-scale internal consistency was good in the community and acceptable in the clinical sample ( = .84 and .75, respectively). A principal components analysis of Study 1 data yielded 3 interpretable factors, or subscales: Self-Related Mentalization (MentS-S), Other-Related Mentalization (MentS-O), and Motivation to Mentalize (MentS-M). These showed acceptable reliabilities ( = .74-.79), except for MentS-M in the clinical sample ( = .60). MentS scores further exhibited a coherent pattern of correlations with cognate constructs and the Big Five, relating positively to empathy, trait and ability emotional intelligence, openness, extraversion, and conscientiousness, and negatively to attachment avoidance and anxiety, and neuroticism. Persons with BPD scored significantly lower on MentS total and MentS-S. The proposed scale is thus deemed suitable for quick, yet meaningful, assessments of mentalization in both individual differences research and clinical contexts.
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - Journal of Personality Assessment
T1  - The Mentalization Scale (MentS): A Self-Report Measure for the Assessment of Mentalizing Capacity
EP  - 280
IS  - 3
SP  - 268
VL  - 100
DO  - 10.1080/00223891.2017.1310730
ER  - 

@article{
author = "Dimitrijević, Aleksandar and Hanak, Natasa and Altaras Dimitrijević, Ana and Jolić Marjanović, Zorana",
year = "2018",
abstract = "The psychometric properties of a new 28-item self-report measure of mentalization, the Mentalization Scale (MentS), were examined in 2 studies: with a sample of employed adults and university students (N-1 = 288 + 278) and with a sample of persons with borderline personality disorder (BPD) and matched controls (N-2 = 62 + 62). Besides the MentS, both studies employed measures of attachment and the Big Five; Study 1 also included assessments of empathy and emotional intelligence. MentS whole-scale internal consistency was good in the community and acceptable in the clinical sample ( = .84 and .75, respectively). A principal components analysis of Study 1 data yielded 3 interpretable factors, or subscales: Self-Related Mentalization (MentS-S), Other-Related Mentalization (MentS-O), and Motivation to Mentalize (MentS-M). These showed acceptable reliabilities ( = .74-.79), except for MentS-M in the clinical sample ( = .60). MentS scores further exhibited a coherent pattern of correlations with cognate constructs and the Big Five, relating positively to empathy, trait and ability emotional intelligence, openness, extraversion, and conscientiousness, and negatively to attachment avoidance and anxiety, and neuroticism. Persons with BPD scored significantly lower on MentS total and MentS-S. The proposed scale is thus deemed suitable for quick, yet meaningful, assessments of mentalization in both individual differences research and clinical contexts.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "Journal of Personality Assessment",
title = "The Mentalization Scale (MentS): A Self-Report Measure for the Assessment of Mentalizing Capacity",
pages = "280-268",
number = "3",
volume = "100",
doi = "10.1080/00223891.2017.1310730"
}

Dimitrijević, A., Hanak, N., Altaras Dimitrijević, A.,& Jolić Marjanović, Z.. (2018). The Mentalization Scale (MentS): A Self-Report Measure for the Assessment of Mentalizing Capacity. in Journal of Personality Assessment
Routledge Journals, Taylor & Francis Ltd, Abingdon., 100(3), 268-280.
https://doi.org/10.1080/00223891.2017.1310730

Dimitrijević A, Hanak N, Altaras Dimitrijević A, Jolić Marjanović Z. The Mentalization Scale (MentS): A Self-Report Measure for the Assessment of Mentalizing Capacity. in Journal of Personality Assessment. 2018;100(3):268-280.
doi:10.1080/00223891.2017.1310730 .

Dimitrijević, Aleksandar, Hanak, Natasa, Altaras Dimitrijević, Ana, Jolić Marjanović, Zorana, "The Mentalization Scale (MentS): A Self-Report Measure for the Assessment of Mentalizing Capacity" in Journal of Personality Assessment, 100, no. 3 (2018):268-280,
https://doi.org/10.1080/00223891.2017.1310730 . .

TY  - JOUR
AU  - Altaras Dimitrijević, Ana
AU  - Jolić Marjanović, Zorana
AU  - Dimitrijević, Aleksandar
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/2660
AB  - Recent findings suggest a positive effect of intelligence on psychological well-being but remain inconclusive as to whether this criterion would be better predicted by drawing on emotional and practical abilities besides traditional "academic" ones and whether any path from intelligence to well-being bypasses socioeconomic status. We investigated these issues with a sample of 288 working adults (N in path analyses = 157), employing three standard tests of academic intelligence (Matrix Reasoning, Verbal Analogies, General Knowledge); the MayerSalovey-Caruso Emotional Intelligence Test; the practical sections of Sternberg's Triarchic Abilities Test to assess practical intelligence; and Ryffs Scales of Psychological Well-Being. Hierarchical regression analyses yielded academic intelligence (Step 1), specifically Matrix Reasoning, an,d emotional intelligence (Step 2, with practical intelligence), specifically Understanding and Managing Emotions, as independent predictors of well-being. Subsequent path analyses revealed that the effect of academic intelligence on well-being was indirect (mediated by socioeconomic status) and the effect of emotional intelligence a direct one, the latter also being stronger and primarily due to the Managing Emotions branch. While expanding the evidence on the real-life utility of academic intelligence, the present results draw special attention to knowing/reasoning about emotions as an incremental predictor of well-being, the implications of which are discussed.
PB  - Pergamon-Elsevier Science Ltd, Oxford
T2  - Personality and Individual Differences
T1  - Whichever intelligence makes you happy: The role of academic, emotional, and practical abilities in predicting psychological well-being
EP  - 13
SP  - 6
VL  - 132
DO  - 10.1016/j.paid.2018.05.010
ER  - 

@article{
author = "Altaras Dimitrijević, Ana and Jolić Marjanović, Zorana and Dimitrijević, Aleksandar",
year = "2018",
abstract = "Recent findings suggest a positive effect of intelligence on psychological well-being but remain inconclusive as to whether this criterion would be better predicted by drawing on emotional and practical abilities besides traditional "academic" ones and whether any path from intelligence to well-being bypasses socioeconomic status. We investigated these issues with a sample of 288 working adults (N in path analyses = 157), employing three standard tests of academic intelligence (Matrix Reasoning, Verbal Analogies, General Knowledge); the MayerSalovey-Caruso Emotional Intelligence Test; the practical sections of Sternberg's Triarchic Abilities Test to assess practical intelligence; and Ryffs Scales of Psychological Well-Being. Hierarchical regression analyses yielded academic intelligence (Step 1), specifically Matrix Reasoning, an,d emotional intelligence (Step 2, with practical intelligence), specifically Understanding and Managing Emotions, as independent predictors of well-being. Subsequent path analyses revealed that the effect of academic intelligence on well-being was indirect (mediated by socioeconomic status) and the effect of emotional intelligence a direct one, the latter also being stronger and primarily due to the Managing Emotions branch. While expanding the evidence on the real-life utility of academic intelligence, the present results draw special attention to knowing/reasoning about emotions as an incremental predictor of well-being, the implications of which are discussed.",
publisher = "Pergamon-Elsevier Science Ltd, Oxford",
journal = "Personality and Individual Differences",
title = "Whichever intelligence makes you happy: The role of academic, emotional, and practical abilities in predicting psychological well-being",
pages = "13-6",
volume = "132",
doi = "10.1016/j.paid.2018.05.010"
}

Altaras Dimitrijević, A., Jolić Marjanović, Z.,& Dimitrijević, A.. (2018). Whichever intelligence makes you happy: The role of academic, emotional, and practical abilities in predicting psychological well-being. in Personality and Individual Differences
Pergamon-Elsevier Science Ltd, Oxford., 132, 6-13.
https://doi.org/10.1016/j.paid.2018.05.010

Altaras Dimitrijević A, Jolić Marjanović Z, Dimitrijević A. Whichever intelligence makes you happy: The role of academic, emotional, and practical abilities in predicting psychological well-being. in Personality and Individual Differences. 2018;132:6-13.
doi:10.1016/j.paid.2018.05.010 .

Altaras Dimitrijević, Ana, Jolić Marjanović, Zorana, Dimitrijević, Aleksandar, "Whichever intelligence makes you happy: The role of academic, emotional, and practical abilities in predicting psychological well-being" in Personality and Individual Differences, 132 (2018):6-13,
https://doi.org/10.1016/j.paid.2018.05.010 . .

TY  - JOUR
AU  - Milojević, Sonja
AU  - Altaras Dimitrijević, Ana
AU  - Jolić Marjanović, Zorana
AU  - Dimitrijević, Aleksandar
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/2121
AB  - Low EI is claimed to be implicated in various maladaptive behaviors, including adolescent delinquency. In this study, we sought to establish whether juvenile delinquents are indeed lower on trait EI compared to their peers from the nonclinical population. Study participants were 45 convicted juvenile offenders (all male, M-age = 16.44) and 54 adolescents from the general population (all male, M-age = 14.24), equaling with respect to years of schooling. All participants completed the Serbian translation of the TEIQue-AF. According to the results of ANCOVAs, with age as the covariate, the delinquent group scored significantly lower on global trait EI, and on three out of its four factors: Emotionality, Well-being, and Self-control. Thus, the delinquents exhibit lower self-efficacy when it comes to perceiving, expressing, and regulating emotions, and are more likely to have a gloomy vision of their present and future. Implications for assessment and possible intervention programs are discussed.
PB  - Pergamon-Elsevier Science Ltd, Oxford
T2  - Personality and Individual Differences
T1  - Bad past, gloomy future: The trait emotional intelligence profile of juvenile offenders
EP  - 298
SP  - 295
VL  - 94
DO  - 10.1016/j.paid.2016.01.040
ER  - 

@article{
author = "Milojević, Sonja and Altaras Dimitrijević, Ana and Jolić Marjanović, Zorana and Dimitrijević, Aleksandar",
year = "2016",
abstract = "Low EI is claimed to be implicated in various maladaptive behaviors, including adolescent delinquency. In this study, we sought to establish whether juvenile delinquents are indeed lower on trait EI compared to their peers from the nonclinical population. Study participants were 45 convicted juvenile offenders (all male, M-age = 16.44) and 54 adolescents from the general population (all male, M-age = 14.24), equaling with respect to years of schooling. All participants completed the Serbian translation of the TEIQue-AF. According to the results of ANCOVAs, with age as the covariate, the delinquent group scored significantly lower on global trait EI, and on three out of its four factors: Emotionality, Well-being, and Self-control. Thus, the delinquents exhibit lower self-efficacy when it comes to perceiving, expressing, and regulating emotions, and are more likely to have a gloomy vision of their present and future. Implications for assessment and possible intervention programs are discussed.",
publisher = "Pergamon-Elsevier Science Ltd, Oxford",
journal = "Personality and Individual Differences",
title = "Bad past, gloomy future: The trait emotional intelligence profile of juvenile offenders",
pages = "298-295",
volume = "94",
doi = "10.1016/j.paid.2016.01.040"
}

Milojević, S., Altaras Dimitrijević, A., Jolić Marjanović, Z.,& Dimitrijević, A.. (2016). Bad past, gloomy future: The trait emotional intelligence profile of juvenile offenders. in Personality and Individual Differences
Pergamon-Elsevier Science Ltd, Oxford., 94, 295-298.
https://doi.org/10.1016/j.paid.2016.01.040

Milojević S, Altaras Dimitrijević A, Jolić Marjanović Z, Dimitrijević A. Bad past, gloomy future: The trait emotional intelligence profile of juvenile offenders. in Personality and Individual Differences. 2016;94:295-298.
doi:10.1016/j.paid.2016.01.040 .

Milojević, Sonja, Altaras Dimitrijević, Ana, Jolić Marjanović, Zorana, Dimitrijević, Aleksandar, "Bad past, gloomy future: The trait emotional intelligence profile of juvenile offenders" in Personality and Individual Differences, 94 (2016):295-298,
https://doi.org/10.1016/j.paid.2016.01.040 . .

TY  - THES
AU  - Jolić Marjanović, Zorana
PY  - 2014
UR  - http://eteze.bg.ac.rs/application/showtheses?thesesId=1844
UR  - http://nardus.mpn.gov.rs/handle/123456789/3363
UR  - http://vbs.rs/scripts/cobiss?command=DISPLAY&base=70036&RID=524938647
UR  - http://reff.f.bg.ac.rs/handle/123456789/44
AB  - Savremena procena sposobnosti oslanja se na primenu testova  čije su konstrukcija i interpretacija vođene teorijskim principima i  empirijskim nalazima; ujedno, ona podrazumeva obuhvatno ispitivanje  većeg broja sposobnosti definisanih Katel-Horn-Kerolovom (CHC)  teorijom strukture ljudskog intelekta. CHC model čini teorijsku osnovu  većine savremenih baterija inteligencije, ali i okvir spram koga se  definišu i empirijski validiraju novi konstrukti iz domena kognitivnih  sposobnosti. Istaknuto mesto među novopredloženim sposobnostima  imaju emocionalna (EI) i praktična inteligencija (PI).  U teorijskom delu rada prikazane su osnovne postavke CHC  modela i podrobno analizirana njegova uloga u razvoju savremenih  testova inteligencije, te prakse kognitivnog procenjivanja, uopšte;  nadalje, izvršen je pregled vodećih teorijskih konceptualizacija, te  operacionalizacija EI i PI, kao i nalaza istraživanja usmerenih na  njihovu empirijsku validaciju; konačno, data je ocena ispunjenosti  uslova za članstvo EI i PI u CHC strukturi sposobnosti.  U empirijskom delu rada prikazani su rezultati istraživanja kojim  je ispitana uloga EI i PI u predikciji psihičke dobrobiti i profesionalnog  zadovoljstva i uspeha, i to kroz istraživački nacrta koji uključuje  indikatore akademske inteligencije i bazičnih dimenzija ličnosti.  Uzorak ispitivanja činilo je 288 odraslih osoba, zaposlenih u  kompaniji mlečne industrije – Imlek AD. Od ukupnog broja, 128 (44.4%)  ispitanika je bilo ženskog, a 160 (55.6%) muškog pola; raspon njihovih  uzrasta kretao se od 21 do 61 godine (M=40.41). Učesnicima studije  zadata je baterija testova za procenu: a) akademske (Ravenove  progresivne matrice, Serije brojeva, Verbalne analogije, Test opšte  informisanosti), b) emocionalne (MSCEIT) i c) praktične inteligencije  (STAT-p); dodatno, ispitanici su popunili inventar ličnosti (NEO-FFI) i  skalu psihičke dobrobiti (RSPWB), te izvršili samoprocenu zadovoljstva  poslom i uspešnosti u njegovom obavljanju. Podatke o poziciji u  poslovnoj hijerarhiji i nivou primanja obezbedio je poslodavac.  Nalazi pokazuju da: (1) EI i PI ostvaruju niz statistički značajnih  asocijacija s obe grupe kriterijuma – u slučaju psihičke dobrobiti  korelacije s EI su niskog do umerenog intenziteta, dok su one utvrđene  s PI niže i ne uvek statistički značajne; veze EI s profesionalnim  zadovoljstom i uspehom su niske, dok je PI značajno povezana samo s  objektivnim indikatorima poslovnog učinka; (2) dimenzije EI i PI  objašnjavaju statistički značajan procenat varijanse kriterijuma –  nezavisna doprinos predikciji psihičke dobrobiti daju strateške grane EI  i verbalni-praktični zadatak; udeo dimenzija EI i PI bitno je niži u  predviđanju kriterijuma vezanih za posao; (3) EI uzma značajniji udeo u  predviđanju psihičke dobrobiti nego profesionalnog zadovoljstva i  uspeha, dok PI ne beleži prednost u predikciji bilo kog kriterijuma; (4)  globalni skorovi EI i PI ne daju dodatni doprinos predviđanju  kriterijuma kada se kontrolišu varijacije u akademskoj inteligenciji i  ličnosti, ali zato njihovi pojedini aspekti uzimaju nezavisan udeo u  predikciji; (5) EI i PI sadejstvuju u predviđanju kriterijuma.  U zaključku rada se diskutuju osnovni nalazi, izvode implikacije  dobijenih rezultata za procenu EI i PI, te navode preporuke koje se tiču  njihovog daljeg teorijskog i empirijskog utemeljivanja.
AB  - Contemporary intellectual assessment rests upon theoretically and empirically driven test construction and interpretation; it also  enables comprehensive examination of various Cattell-Horn-Carroll  (CHC) theory defined abilities. The CHC model stands as a theoretical  basis for the majority of modern intelligence batteries; likewise, it is a  framework against which new cognitive ability constructs are defined  and empirically validated. Emotional (EI) and practical intelligence (PI)  are among the most prominent of these newly proposed abilities.  The theoretical section of the paper outlines the CHC theory, and  gives a detailed analysis of its role in the development of modern  intelligence tests; further, it provides an overview of the leading  conceptualizations and operationalizations of EI and PI, and presents  research findings concerning their empirical validation; finally, general  conclusions are drawn regarding the current status of EI and PI within  the CHC structure of abilities.  The empirical section of the paper presents features and results of  the study investigating the role of EI and PI in predicting psychological  well-being and professional satisfaction and success, both with and  without the control of academic intelligence and personality.  The study sample consisted of 288 adults employed at a large  dairy company - Imlek AD. Of these, 128 (44.4%) were females, and 160  (55.6%) were males; age of the subjects ranged between 21 and 61 years  (M=40.41). Participants were administered a battery of tests assessing:  a) academic (Raven's Progressive Matrices, Number Series, Verbal  Analogies, General Knowledge), b) emotional (MSCEIT), and c) practical  intelligence (STAT-p); additionally, the subjects completed a personality  inventory (NEO-FFI) and the psychological well-being scale (RSPWB),  and provided self-assessments of job satisfaction and success. Data on  the position in the company and salary were provided by the employer.  Research findings show that: (1) EI and PI displayed a number of  significant associations with both groups of criteria – correlations of  psychological well-being with EI were low-to-moderate, while those  identified with PI were lower or non-significant; correlations between  professional criteria and EI were low, while PI significantly related only  to objective indices of work performance; (2) dimensions of EI and PI  explained statistically significant proportions of criteria variance – EI  strategic branches and the verbal-practical task gave independent  contributions when predicting psychological well-being; EI and PI  accounted for considerably lower proportions of professional criteria  variance; (3) EI manifested greater predictive potential with respect to  psychological well-being then with regard to professional outcomes; PI  did not exhibit advantage in predicting any criteria; (4) EI and PI global  scores did not show incremental validity, when academic intelligence  and personality were held constant, while some of their dimensions  surfaced as independent predictors of the criteria; (5) EI and PI  contributions in predicting criteria were additive (not overlapping).  The concluding section of the paper discusses key research  findings, lists their implications for the assessment of EI/PI, and  provides recommendations for future research concerned with EI/PI’s  theoretical and empirical validation.
PB  - Univerzitet u Beogradu, Filozofski fakultet
T1  - Savremeni pristupi proceni inteligencije : prediktivna valjanost testova socio-emocionalne i praktične inteligencije
T1  - Contemporary approaches to intelligence assessment - predictive validity of socio-emotional and practical intelligence tests
UR  - https://hdl.handle.net/21.15107/rcub_nardus_3363
ER  - 

@phdthesis{
author = "Jolić Marjanović, Zorana",
year = "2014",
abstract = "Savremena procena sposobnosti oslanja se na primenu testova  čije su konstrukcija i interpretacija vođene teorijskim principima i  empirijskim nalazima; ujedno, ona podrazumeva obuhvatno ispitivanje  većeg broja sposobnosti definisanih Katel-Horn-Kerolovom (CHC)  teorijom strukture ljudskog intelekta. CHC model čini teorijsku osnovu  većine savremenih baterija inteligencije, ali i okvir spram koga se  definišu i empirijski validiraju novi konstrukti iz domena kognitivnih  sposobnosti. Istaknuto mesto među novopredloženim sposobnostima  imaju emocionalna (EI) i praktična inteligencija (PI).  U teorijskom delu rada prikazane su osnovne postavke CHC  modela i podrobno analizirana njegova uloga u razvoju savremenih  testova inteligencije, te prakse kognitivnog procenjivanja, uopšte;  nadalje, izvršen je pregled vodećih teorijskih konceptualizacija, te  operacionalizacija EI i PI, kao i nalaza istraživanja usmerenih na  njihovu empirijsku validaciju; konačno, data je ocena ispunjenosti  uslova za članstvo EI i PI u CHC strukturi sposobnosti.  U empirijskom delu rada prikazani su rezultati istraživanja kojim  je ispitana uloga EI i PI u predikciji psihičke dobrobiti i profesionalnog  zadovoljstva i uspeha, i to kroz istraživački nacrta koji uključuje  indikatore akademske inteligencije i bazičnih dimenzija ličnosti.  Uzorak ispitivanja činilo je 288 odraslih osoba, zaposlenih u  kompaniji mlečne industrije – Imlek AD. Od ukupnog broja, 128 (44.4%)  ispitanika je bilo ženskog, a 160 (55.6%) muškog pola; raspon njihovih  uzrasta kretao se od 21 do 61 godine (M=40.41). Učesnicima studije  zadata je baterija testova za procenu: a) akademske (Ravenove  progresivne matrice, Serije brojeva, Verbalne analogije, Test opšte  informisanosti), b) emocionalne (MSCEIT) i c) praktične inteligencije  (STAT-p); dodatno, ispitanici su popunili inventar ličnosti (NEO-FFI) i  skalu psihičke dobrobiti (RSPWB), te izvršili samoprocenu zadovoljstva  poslom i uspešnosti u njegovom obavljanju. Podatke o poziciji u  poslovnoj hijerarhiji i nivou primanja obezbedio je poslodavac.  Nalazi pokazuju da: (1) EI i PI ostvaruju niz statistički značajnih  asocijacija s obe grupe kriterijuma – u slučaju psihičke dobrobiti  korelacije s EI su niskog do umerenog intenziteta, dok su one utvrđene  s PI niže i ne uvek statistički značajne; veze EI s profesionalnim  zadovoljstom i uspehom su niske, dok je PI značajno povezana samo s  objektivnim indikatorima poslovnog učinka; (2) dimenzije EI i PI  objašnjavaju statistički značajan procenat varijanse kriterijuma –  nezavisna doprinos predikciji psihičke dobrobiti daju strateške grane EI  i verbalni-praktični zadatak; udeo dimenzija EI i PI bitno je niži u  predviđanju kriterijuma vezanih za posao; (3) EI uzma značajniji udeo u  predviđanju psihičke dobrobiti nego profesionalnog zadovoljstva i  uspeha, dok PI ne beleži prednost u predikciji bilo kog kriterijuma; (4)  globalni skorovi EI i PI ne daju dodatni doprinos predviđanju  kriterijuma kada se kontrolišu varijacije u akademskoj inteligenciji i  ličnosti, ali zato njihovi pojedini aspekti uzimaju nezavisan udeo u  predikciji; (5) EI i PI sadejstvuju u predviđanju kriterijuma.  U zaključku rada se diskutuju osnovni nalazi, izvode implikacije  dobijenih rezultata za procenu EI i PI, te navode preporuke koje se tiču  njihovog daljeg teorijskog i empirijskog utemeljivanja., Contemporary intellectual assessment rests upon theoretically and empirically driven test construction and interpretation; it also  enables comprehensive examination of various Cattell-Horn-Carroll  (CHC) theory defined abilities. The CHC model stands as a theoretical  basis for the majority of modern intelligence batteries; likewise, it is a  framework against which new cognitive ability constructs are defined  and empirically validated. Emotional (EI) and practical intelligence (PI)  are among the most prominent of these newly proposed abilities.  The theoretical section of the paper outlines the CHC theory, and  gives a detailed analysis of its role in the development of modern  intelligence tests; further, it provides an overview of the leading  conceptualizations and operationalizations of EI and PI, and presents  research findings concerning their empirical validation; finally, general  conclusions are drawn regarding the current status of EI and PI within  the CHC structure of abilities.  The empirical section of the paper presents features and results of  the study investigating the role of EI and PI in predicting psychological  well-being and professional satisfaction and success, both with and  without the control of academic intelligence and personality.  The study sample consisted of 288 adults employed at a large  dairy company - Imlek AD. Of these, 128 (44.4%) were females, and 160  (55.6%) were males; age of the subjects ranged between 21 and 61 years  (M=40.41). Participants were administered a battery of tests assessing:  a) academic (Raven's Progressive Matrices, Number Series, Verbal  Analogies, General Knowledge), b) emotional (MSCEIT), and c) practical  intelligence (STAT-p); additionally, the subjects completed a personality  inventory (NEO-FFI) and the psychological well-being scale (RSPWB),  and provided self-assessments of job satisfaction and success. Data on  the position in the company and salary were provided by the employer.  Research findings show that: (1) EI and PI displayed a number of  significant associations with both groups of criteria – correlations of  psychological well-being with EI were low-to-moderate, while those  identified with PI were lower or non-significant; correlations between  professional criteria and EI were low, while PI significantly related only  to objective indices of work performance; (2) dimensions of EI and PI  explained statistically significant proportions of criteria variance – EI  strategic branches and the verbal-practical task gave independent  contributions when predicting psychological well-being; EI and PI  accounted for considerably lower proportions of professional criteria  variance; (3) EI manifested greater predictive potential with respect to  psychological well-being then with regard to professional outcomes; PI  did not exhibit advantage in predicting any criteria; (4) EI and PI global  scores did not show incremental validity, when academic intelligence  and personality were held constant, while some of their dimensions  surfaced as independent predictors of the criteria; (5) EI and PI  contributions in predicting criteria were additive (not overlapping).  The concluding section of the paper discusses key research  findings, lists their implications for the assessment of EI/PI, and  provides recommendations for future research concerned with EI/PI’s  theoretical and empirical validation.",
publisher = "Univerzitet u Beogradu, Filozofski fakultet",
title = "Savremeni pristupi proceni inteligencije : prediktivna valjanost testova socio-emocionalne i praktične inteligencije, Contemporary approaches to intelligence assessment - predictive validity of socio-emotional and practical intelligence tests",
url = "https://hdl.handle.net/21.15107/rcub_nardus_3363"
}

Jolić Marjanović, Z.. (2014). Savremeni pristupi proceni inteligencije : prediktivna valjanost testova socio-emocionalne i praktične inteligencije. 
Univerzitet u Beogradu, Filozofski fakultet..
https://hdl.handle.net/21.15107/rcub_nardus_3363

Jolić Marjanović Z. Savremeni pristupi proceni inteligencije : prediktivna valjanost testova socio-emocionalne i praktične inteligencije. 2014;.
https://hdl.handle.net/21.15107/rcub_nardus_3363 .

Jolić Marjanović, Zorana, "Savremeni pristupi proceni inteligencije : prediktivna valjanost testova socio-emocionalne i praktične inteligencije" (2014),
https://hdl.handle.net/21.15107/rcub_nardus_3363 .

TY  - JOUR
AU  - Jolić Marjanović, Zorana
AU  - Altaras Dimitrijević, Ana
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/1872
AB  - This paper presents evidence on the reliability and validity of the Serbian adaptation of the Trait Emotional Intelligence Questionnaire (TEIQue), an instrument designed to comprehensively assess emotional intelligence conceived as a constellation of emotionrelated self-perceptions. Study participants were 254 adults, who completed the Serbian TEIQue, NEO-FFI, MSCEIT, EQ-short, and RSPWB. The results indicate that the adapted TEIQue is a psychometrically sound assessment tool: internal consistencies were mostly acceptable at facet, generally good at factor, and excellent at whole-scale level; the fourfactor structure was confirmed by means of CFA; convergent-discriminant validity was established through meaningful associations with related constructs, indicating that trait EI is closely aligned with affect and self-efficacy related constructs from the realm of personality (i.e., E, N, C, and Empathy), but shows only moderate overlap with ability EI; finally, incremental validity was demonstrated in the prediction of psychological wellbeing, over and above the Big Five.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Reliability, construct and criterion-related validity of the Serbian adaptation of the Trait Emotional Intelligence Questionnaire (TEIQue)
EP  - 262
IS  - 2
SP  - 249
VL  - 47
DO  - 10.2298/PSI1402249J
ER  - 

@article{
author = "Jolić Marjanović, Zorana and Altaras Dimitrijević, Ana",
year = "2014",
abstract = "This paper presents evidence on the reliability and validity of the Serbian adaptation of the Trait Emotional Intelligence Questionnaire (TEIQue), an instrument designed to comprehensively assess emotional intelligence conceived as a constellation of emotionrelated self-perceptions. Study participants were 254 adults, who completed the Serbian TEIQue, NEO-FFI, MSCEIT, EQ-short, and RSPWB. The results indicate that the adapted TEIQue is a psychometrically sound assessment tool: internal consistencies were mostly acceptable at facet, generally good at factor, and excellent at whole-scale level; the fourfactor structure was confirmed by means of CFA; convergent-discriminant validity was established through meaningful associations with related constructs, indicating that trait EI is closely aligned with affect and self-efficacy related constructs from the realm of personality (i.e., E, N, C, and Empathy), but shows only moderate overlap with ability EI; finally, incremental validity was demonstrated in the prediction of psychological wellbeing, over and above the Big Five.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Reliability, construct and criterion-related validity of the Serbian adaptation of the Trait Emotional Intelligence Questionnaire (TEIQue)",
pages = "262-249",
number = "2",
volume = "47",
doi = "10.2298/PSI1402249J"
}

Jolić Marjanović, Z.,& Altaras Dimitrijević, A.. (2014). Reliability, construct and criterion-related validity of the Serbian adaptation of the Trait Emotional Intelligence Questionnaire (TEIQue). in Psihologija
Društvo psihologa Srbije, Beograd., 47(2), 249-262.
https://doi.org/10.2298/PSI1402249J

Jolić Marjanović Z, Altaras Dimitrijević A. Reliability, construct and criterion-related validity of the Serbian adaptation of the Trait Emotional Intelligence Questionnaire (TEIQue). in Psihologija. 2014;47(2):249-262.
doi:10.2298/PSI1402249J .

Jolić Marjanović, Zorana, Altaras Dimitrijević, Ana, "Reliability, construct and criterion-related validity of the Serbian adaptation of the Trait Emotional Intelligence Questionnaire (TEIQue)" in Psihologija, 47, no. 2 (2014):249-262,
https://doi.org/10.2298/PSI1402249J . .

TY  - JOUR
AU  - Vulić, Ivana
AU  - Altaras Dimitrijević, Ana
AU  - Jolić Marjanović, Zorana
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/1848
AB  - Dynamic assessment is presumed to reveal specific difficulties in cognitive problem solving and determine the kinds of support which may aid in overcoming them. In the present study we examined whether these additional data provided by dynamic assessment contribute to the informativeness and usefulness of assessment reports, as rated by teachers. In the preliminary phase, nine preschoolers were tested with the adapted Serbian WISC, containing an additional block of dynamic assessment. In the main phase, two groups of elementary teachers (Nstat= 41, Ndyn= 44) rated the informativeness, usefulness, and clarity of reports based on either static, or static+dynamic assessment of three children from the preliminary sample. The results indicate a significant positive effect of dynamic assessment on teachers' ratings of the informativeness of reports (particularly regarding the child's reactions to adult scuffolding) and their combined ratings of several aspects of the reports' usefulness. The reports did not differ with respect to clarity, and their informativeness and usefulness were generally rated very high. The findings thus provide empirical support for the proposed advantages of dynamic assessment, encourage its use in assessing school readiness, and urge school psychologists to regularly inform teachers on their observations from both static and dynamic cognitive assessment.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Teachers' ratings of the informativeness and usefuleness of cognitive assessment reports: Does dynamic assessment make a difference?
EP  - 144
IS  - 1
SP  - 118
VL  - 46
DO  - 10.2298/ZIPI1401118V
ER  - 

@article{
author = "Vulić, Ivana and Altaras Dimitrijević, Ana and Jolić Marjanović, Zorana",
year = "2014",
abstract = "Dynamic assessment is presumed to reveal specific difficulties in cognitive problem solving and determine the kinds of support which may aid in overcoming them. In the present study we examined whether these additional data provided by dynamic assessment contribute to the informativeness and usefulness of assessment reports, as rated by teachers. In the preliminary phase, nine preschoolers were tested with the adapted Serbian WISC, containing an additional block of dynamic assessment. In the main phase, two groups of elementary teachers (Nstat= 41, Ndyn= 44) rated the informativeness, usefulness, and clarity of reports based on either static, or static+dynamic assessment of three children from the preliminary sample. The results indicate a significant positive effect of dynamic assessment on teachers' ratings of the informativeness of reports (particularly regarding the child's reactions to adult scuffolding) and their combined ratings of several aspects of the reports' usefulness. The reports did not differ with respect to clarity, and their informativeness and usefulness were generally rated very high. The findings thus provide empirical support for the proposed advantages of dynamic assessment, encourage its use in assessing school readiness, and urge school psychologists to regularly inform teachers on their observations from both static and dynamic cognitive assessment.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Teachers' ratings of the informativeness and usefuleness of cognitive assessment reports: Does dynamic assessment make a difference?",
pages = "144-118",
number = "1",
volume = "46",
doi = "10.2298/ZIPI1401118V"
}

Vulić, I., Altaras Dimitrijević, A.,& Jolić Marjanović, Z.. (2014). Teachers' ratings of the informativeness and usefuleness of cognitive assessment reports: Does dynamic assessment make a difference?. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 46(1), 118-144.
https://doi.org/10.2298/ZIPI1401118V

Vulić I, Altaras Dimitrijević A, Jolić Marjanović Z. Teachers' ratings of the informativeness and usefuleness of cognitive assessment reports: Does dynamic assessment make a difference?. in Zbornik Instituta za pedagoška istraživanja. 2014;46(1):118-144.
doi:10.2298/ZIPI1401118V .

Vulić, Ivana, Altaras Dimitrijević, Ana, Jolić Marjanović, Zorana, "Teachers' ratings of the informativeness and usefuleness of cognitive assessment reports: Does dynamic assessment make a difference?" in Zbornik Instituta za pedagoška istraživanja, 46, no. 1 (2014):118-144,
https://doi.org/10.2298/ZIPI1401118V . .

TY  - CONF
AU  - Dimitrijević, Aleksandar
AU  - Altaras Dimitrijević, Ana
AU  - Jolić Marjanović, Zorana
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1553
AB  - Although intelligence and attachment have both been thoroughly studied, their relationship has been strangely neglected, particularly when it comes to the adult population. Our study sought to fill this gap in the literature and test the hypothesis that securely attached individuals would perform better on standard tests of intelligence than individuals with insecure attachment patterns. The study also addressed the question whether particular aspects of intelligence (e.g., verbal/nonverbal reasoning) are differently related to the dimensions defining quality of attachment (e.g., anxiety and avoidance). Participants in the study were 262 adults (143 male, age range 21-61), who were administered a battery of intelligence tests, as well as two measures of attachment: the ECR-R and QAA-R. The latter instrument was also used to categorize subjects into four attachment patterns: secure, dismissing, preoccupied, and fearful. The results of an ANOVA indicate that there are significant differences between the four attachment patterns on a g-factor of intelligence (F-(258,F- 3) = 19.637, p = .000), with post hoc tests revealing that the "secure" group scores significantly higher on g than either of the three "insecure" groups. The same pattern of results is obtained for both verbal and nonverbal reasoning, as well as general knowledge. Although the differences between the three "insecure" groups are not always significant, there is a clear trend for the "fearful" to be the lowest-scoring group, regardless of the intelligence test employed. An inspection of the correlations between attachment dimensions and intelligence further reveals that ECR-Anxiety shows a stronger relationship to intellectual ability (r = -.296 - -.408) than does ECR-Avoidance (r= -.139 -.247), though all the correlations are significant (p lt .05). With respect to QAA-R, the strongest correlation with intelligence is found for the Negative self (r = -.288 - -.402, p = .000), Mentalization (r = .296 -.394, p = .000), and Negative others subscales (r= -. 229 --. 338, p=.000); the only subscale not related to intellectual ability is Use of secure base. The results confirm our initial hypothesis that secure attachment represents an asset when it comes to intellectual performance, even beyond childhood, and on both verbal and nonverbal tests of ability.
PB  - World Inst Advanced Research & Science, Lisbon
C3  - INPACT 2013: International Psychological Applications Conference and Trends
T1  - An examination of the relationship between intelligence and attachment in adulthood
EP  - 25
SP  - 21
UR  - https://hdl.handle.net/21.15107/rcub_reff_1553
ER  - 

@conference{
author = "Dimitrijević, Aleksandar and Altaras Dimitrijević, Ana and Jolić Marjanović, Zorana",
year = "2013",
abstract = "Although intelligence and attachment have both been thoroughly studied, their relationship has been strangely neglected, particularly when it comes to the adult population. Our study sought to fill this gap in the literature and test the hypothesis that securely attached individuals would perform better on standard tests of intelligence than individuals with insecure attachment patterns. The study also addressed the question whether particular aspects of intelligence (e.g., verbal/nonverbal reasoning) are differently related to the dimensions defining quality of attachment (e.g., anxiety and avoidance). Participants in the study were 262 adults (143 male, age range 21-61), who were administered a battery of intelligence tests, as well as two measures of attachment: the ECR-R and QAA-R. The latter instrument was also used to categorize subjects into four attachment patterns: secure, dismissing, preoccupied, and fearful. The results of an ANOVA indicate that there are significant differences between the four attachment patterns on a g-factor of intelligence (F-(258,F- 3) = 19.637, p = .000), with post hoc tests revealing that the "secure" group scores significantly higher on g than either of the three "insecure" groups. The same pattern of results is obtained for both verbal and nonverbal reasoning, as well as general knowledge. Although the differences between the three "insecure" groups are not always significant, there is a clear trend for the "fearful" to be the lowest-scoring group, regardless of the intelligence test employed. An inspection of the correlations between attachment dimensions and intelligence further reveals that ECR-Anxiety shows a stronger relationship to intellectual ability (r = -.296 - -.408) than does ECR-Avoidance (r= -.139 -.247), though all the correlations are significant (p lt .05). With respect to QAA-R, the strongest correlation with intelligence is found for the Negative self (r = -.288 - -.402, p = .000), Mentalization (r = .296 -.394, p = .000), and Negative others subscales (r= -. 229 --. 338, p=.000); the only subscale not related to intellectual ability is Use of secure base. The results confirm our initial hypothesis that secure attachment represents an asset when it comes to intellectual performance, even beyond childhood, and on both verbal and nonverbal tests of ability.",
publisher = "World Inst Advanced Research & Science, Lisbon",
journal = "INPACT 2013: International Psychological Applications Conference and Trends",
title = "An examination of the relationship between intelligence and attachment in adulthood",
pages = "25-21",
url = "https://hdl.handle.net/21.15107/rcub_reff_1553"
}

Dimitrijević, A., Altaras Dimitrijević, A.,& Jolić Marjanović, Z.. (2013). An examination of the relationship between intelligence and attachment in adulthood. in INPACT 2013: International Psychological Applications Conference and Trends
World Inst Advanced Research & Science, Lisbon., 21-25.
https://hdl.handle.net/21.15107/rcub_reff_1553

Dimitrijević A, Altaras Dimitrijević A, Jolić Marjanović Z. An examination of the relationship between intelligence and attachment in adulthood. in INPACT 2013: International Psychological Applications Conference and Trends. 2013;:21-25.
https://hdl.handle.net/21.15107/rcub_reff_1553 .

Dimitrijević, Aleksandar, Altaras Dimitrijević, Ana, Jolić Marjanović, Zorana, "An examination of the relationship between intelligence and attachment in adulthood" in INPACT 2013: International Psychological Applications Conference and Trends (2013):21-25,
https://hdl.handle.net/21.15107/rcub_reff_1553 .

TY  - CONF
AU  - Jolić Marjanović, Zorana
AU  - Altaras Dimitrijević, Ana
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1555
AB  - The study examined the efficacy of trait and ability measures of emotional intelligence (El) in predicting several life outcomes over traditional predictors such as intelligence and personality. Participants in the study were 288 adults (160 male), who completed the TEIQue and MSCEIT (measures of trait/ability El), a battery of standard intelligence tests, the NEO-FFI (measuring the Big Five), and the RSPWB (measuring well-being). Information on salary, job position, and self-assessed job performance were also gathered. A series of hierarchical multiple regression analyses were conducted by entering the g-factor of intelligence as predictor in Step 1, the Big Five in Step 2, and trait and ability El in Step 3; job position, salary, self-assessed job performance, and well-being served as the criteria. All four regression models proved significant, accounting for 18-63% of the criterion's variance. However, the contribution of particular predictors differed depending on the criterion employed, with a) the g-factor being the single significant predictor of salary (Delta R-2=.218), b) both the g-factor and personality adding significantly to the prediction of job position (g-factor Delta R-2=.117; Big Five Delta R-2=.065) and self-assessed job performance (g-factor Delta R-2=.068; Big Five Delta R-2=.169), and c) trait El making a significant contribution (Delta R-2=.048) to the prediction of well-being, over intelligence (Delta R-2=.221) and personality (Delta R-2=.363). The current findings reinforce the use of traditional measures of intelligence and personality in predicting job related criteria, but encourage the assessment of trait El for the purpose of predicting well-being.
PB  - World Inst Advanced Research & Science, Lisbon
C3  - INPACT 2013: International Psychological Applications Conference and Trends
T1  - Emotional intelligence as a predictor of job related criteria and well-being
EP  - 319
SP  - 317
UR  - https://hdl.handle.net/21.15107/rcub_reff_1555
ER  - 

@conference{
author = "Jolić Marjanović, Zorana and Altaras Dimitrijević, Ana",
year = "2013",
abstract = "The study examined the efficacy of trait and ability measures of emotional intelligence (El) in predicting several life outcomes over traditional predictors such as intelligence and personality. Participants in the study were 288 adults (160 male), who completed the TEIQue and MSCEIT (measures of trait/ability El), a battery of standard intelligence tests, the NEO-FFI (measuring the Big Five), and the RSPWB (measuring well-being). Information on salary, job position, and self-assessed job performance were also gathered. A series of hierarchical multiple regression analyses were conducted by entering the g-factor of intelligence as predictor in Step 1, the Big Five in Step 2, and trait and ability El in Step 3; job position, salary, self-assessed job performance, and well-being served as the criteria. All four regression models proved significant, accounting for 18-63% of the criterion's variance. However, the contribution of particular predictors differed depending on the criterion employed, with a) the g-factor being the single significant predictor of salary (Delta R-2=.218), b) both the g-factor and personality adding significantly to the prediction of job position (g-factor Delta R-2=.117; Big Five Delta R-2=.065) and self-assessed job performance (g-factor Delta R-2=.068; Big Five Delta R-2=.169), and c) trait El making a significant contribution (Delta R-2=.048) to the prediction of well-being, over intelligence (Delta R-2=.221) and personality (Delta R-2=.363). The current findings reinforce the use of traditional measures of intelligence and personality in predicting job related criteria, but encourage the assessment of trait El for the purpose of predicting well-being.",
publisher = "World Inst Advanced Research & Science, Lisbon",
journal = "INPACT 2013: International Psychological Applications Conference and Trends",
title = "Emotional intelligence as a predictor of job related criteria and well-being",
pages = "319-317",
url = "https://hdl.handle.net/21.15107/rcub_reff_1555"
}

Jolić Marjanović, Z.,& Altaras Dimitrijević, A.. (2013). Emotional intelligence as a predictor of job related criteria and well-being. in INPACT 2013: International Psychological Applications Conference and Trends
World Inst Advanced Research & Science, Lisbon., 317-319.
https://hdl.handle.net/21.15107/rcub_reff_1555

Jolić Marjanović Z, Altaras Dimitrijević A. Emotional intelligence as a predictor of job related criteria and well-being. in INPACT 2013: International Psychological Applications Conference and Trends. 2013;:317-319.
https://hdl.handle.net/21.15107/rcub_reff_1555 .

Jolić Marjanović, Zorana, Altaras Dimitrijević, Ana, "Emotional intelligence as a predictor of job related criteria and well-being" in INPACT 2013: International Psychological Applications Conference and Trends (2013):317-319,
https://hdl.handle.net/21.15107/rcub_reff_1555 .

TY  - JOUR
AU  - Jablan, Branka
AU  - Jolić Marjanović, Zorana
AU  - Grbović, Aleksandra
PY  - 2011
UR  - http://reff.f.bg.ac.rs/handle/123456789/1333
AB  - Inkluzija, kao savremena obrazovna tendencija, izaziva veliku pažnju istraživača i u tom smislu postoje brojne studije koje se bave različitim aspektima ovog procesa. Cilj rada bio je da se ispita da li iskustvo u radu sa decom oštećenog vida i obučenost za rad sa decom sa smetnjama u razvoju dovode do razlika u nastavničkim ocenama: (a) problema sa kojima se suočavaju deca sa oštećenjem vida u redovnoj školi i (b) pripremljenosti redovne škole za inkluzivno obrazovanje ove grupe dece. Uzorak su činila 63 nastavnika redovnih srednjih škola: 54% je imalo prethodno iskustvo u radu sa decom oštećenog vida, a 42.9% je prošlo obuku za rad sa decom sa smetnjama u razvoju. Rezultati dvofaktorske analize (ANOVA) sugerišu da iskustvo i obučenost nastavnika imaju nezavisan efekat na dobijene ocene. Nastavnici, koji imaju iskustvo u radu s decom oštećenog vida, probleme prilagođavanja i uklapanja učenika u školsku sredinu, ispunjavanje zahteva obaveznog kurikuluma i edukovanost nastavnika, ocenjuju značajno nižim ocenama, a pripremljenost škole kada je reč o obučenosti nastavničkog kadra značajno višom ocenom od nastavnika koji nemaju ovo iskustvo. Nastavnici obučeni za rad s decom sa smetnjama u razvoju probleme učenika u realizaciji obaveznog kurikuluma ocenjuju nižom ocenom, a obučenost nastavnika, prilagođenost udžbenika i nastavnih sredstava značajno višim ocenama od nastavnika bez prethodne obuke. Dobijeni nalazi ukazuju da iskustvo i obučenost nastavnika imaju značajnog udela u spremnosti nastavnika za inkluzivno obrazovanje.
AB  - As a contemporary educational tendency, inclusion captures a great deal of attention from researchers, and hence there are numerous studies dealing with various aspects of this process. This paper is aimed at studying whether experience in work with children with impaired vision and training for work with children with disabilities lead to differences in teacher evaluations of: (a) the problems the children with impaired vision are facing in regular school; (b) readiness of regular school for inclusive education of this group of children. The sample comprised 63 teachers in regular secondary schools: 54% have had previous experience in working with children with impaired vision, while 42.9% attended training for work with children with disabilities. The results of two-factor analysis (ANOVA) suggest that teacher experience and training have an independent effect on their evaluations. Compared to the teachers without experience in work with visually impaired children, the teachers who have had this experience evaluate considerably lower the problems of adaptation and students' fitting in school environment, complying with the demands of compulsory curriculum and the level of teacher education, while they evaluate much higher school readiness when it comes to the level of training of teaching staff. The teachers trained for work with children with disabilities evaluate lower than teachers without previous training the student problems in the accomplishment of the compulsory curriculum and much higher teacher training, adjustment of textbooks and teaching aids. The obtained findings indicate that teacher experience and training play a significant role in teacher readiness for inclusive education.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Uticaj iskustva i obučenosti nastavnika na njihove stavove prema obrazovanju dece sa oštećenjem vida u srednjim školama
T1  - Influence of teacher experience and training on their attitudes towards education of children with impaired vision in secondary schools
EP  - 138
IS  - 1
SP  - 122
VL  - 43
DO  - 10.2298/ZIPI1101122J
ER  - 

@article{
author = "Jablan, Branka and Jolić Marjanović, Zorana and Grbović, Aleksandra",
year = "2011",
abstract = "Inkluzija, kao savremena obrazovna tendencija, izaziva veliku pažnju istraživača i u tom smislu postoje brojne studije koje se bave različitim aspektima ovog procesa. Cilj rada bio je da se ispita da li iskustvo u radu sa decom oštećenog vida i obučenost za rad sa decom sa smetnjama u razvoju dovode do razlika u nastavničkim ocenama: (a) problema sa kojima se suočavaju deca sa oštećenjem vida u redovnoj školi i (b) pripremljenosti redovne škole za inkluzivno obrazovanje ove grupe dece. Uzorak su činila 63 nastavnika redovnih srednjih škola: 54% je imalo prethodno iskustvo u radu sa decom oštećenog vida, a 42.9% je prošlo obuku za rad sa decom sa smetnjama u razvoju. Rezultati dvofaktorske analize (ANOVA) sugerišu da iskustvo i obučenost nastavnika imaju nezavisan efekat na dobijene ocene. Nastavnici, koji imaju iskustvo u radu s decom oštećenog vida, probleme prilagođavanja i uklapanja učenika u školsku sredinu, ispunjavanje zahteva obaveznog kurikuluma i edukovanost nastavnika, ocenjuju značajno nižim ocenama, a pripremljenost škole kada je reč o obučenosti nastavničkog kadra značajno višom ocenom od nastavnika koji nemaju ovo iskustvo. Nastavnici obučeni za rad s decom sa smetnjama u razvoju probleme učenika u realizaciji obaveznog kurikuluma ocenjuju nižom ocenom, a obučenost nastavnika, prilagođenost udžbenika i nastavnih sredstava značajno višim ocenama od nastavnika bez prethodne obuke. Dobijeni nalazi ukazuju da iskustvo i obučenost nastavnika imaju značajnog udela u spremnosti nastavnika za inkluzivno obrazovanje., As a contemporary educational tendency, inclusion captures a great deal of attention from researchers, and hence there are numerous studies dealing with various aspects of this process. This paper is aimed at studying whether experience in work with children with impaired vision and training for work with children with disabilities lead to differences in teacher evaluations of: (a) the problems the children with impaired vision are facing in regular school; (b) readiness of regular school for inclusive education of this group of children. The sample comprised 63 teachers in regular secondary schools: 54% have had previous experience in working with children with impaired vision, while 42.9% attended training for work with children with disabilities. The results of two-factor analysis (ANOVA) suggest that teacher experience and training have an independent effect on their evaluations. Compared to the teachers without experience in work with visually impaired children, the teachers who have had this experience evaluate considerably lower the problems of adaptation and students' fitting in school environment, complying with the demands of compulsory curriculum and the level of teacher education, while they evaluate much higher school readiness when it comes to the level of training of teaching staff. The teachers trained for work with children with disabilities evaluate lower than teachers without previous training the student problems in the accomplishment of the compulsory curriculum and much higher teacher training, adjustment of textbooks and teaching aids. The obtained findings indicate that teacher experience and training play a significant role in teacher readiness for inclusive education.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Uticaj iskustva i obučenosti nastavnika na njihove stavove prema obrazovanju dece sa oštećenjem vida u srednjim školama, Influence of teacher experience and training on their attitudes towards education of children with impaired vision in secondary schools",
pages = "138-122",
number = "1",
volume = "43",
doi = "10.2298/ZIPI1101122J"
}

Jablan, B., Jolić Marjanović, Z.,& Grbović, A.. (2011). Uticaj iskustva i obučenosti nastavnika na njihove stavove prema obrazovanju dece sa oštećenjem vida u srednjim školama. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 43(1), 122-138.
https://doi.org/10.2298/ZIPI1101122J

Jablan B, Jolić Marjanović Z, Grbović A. Uticaj iskustva i obučenosti nastavnika na njihove stavove prema obrazovanju dece sa oštećenjem vida u srednjim školama. in Zbornik Instituta za pedagoška istraživanja. 2011;43(1):122-138.
doi:10.2298/ZIPI1101122J .

Jablan, Branka, Jolić Marjanović, Zorana, Grbović, Aleksandra, "Uticaj iskustva i obučenosti nastavnika na njihove stavove prema obrazovanju dece sa oštećenjem vida u srednjim školama" in Zbornik Instituta za pedagoška istraživanja, 43, no. 1 (2011):122-138,
https://doi.org/10.2298/ZIPI1101122J . .