TY  - CHAP
AU  - Popadić, Dragan
AU  - Pavlović, Zoran
AU  - Plut, Dijana
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/5195
AB  - Many people experience violence more regularly in
their early years at school than in the whole of the
rest of their lives. Understanding the extent, nature
and patterns of violence in schools is vital if teachers,
educationalists and policymakers are to seek to minimize
both its incidence and its impact on children. To this end,
researchers from the University of Belgrade’s Institute of
Psychology have analysed a huge amount of data drawn
from a fifth of Serbia’s primary schools over the eightyear period from 2006 to 2013. The data were gathered
via questionnaires completed by both students and
staff members as part of the School without Violence
programme, which has been jointly implemented by the
Ministry of Education and UNICEF since 2005.
PB  - UNICEF Office of Research
T2  - Best of UNICEF Research 2015
T1  - Violence in Serbian schools – Bullying and Beyond
EP  - 51
SP  - 46
UR  - https://hdl.handle.net/21.15107/rcub_reff_5195
ER  - 

@inbook{
author = "Popadić, Dragan and Pavlović, Zoran and Plut, Dijana",
year = "2015",
abstract = "Many people experience violence more regularly in
their early years at school than in the whole of the
rest of their lives. Understanding the extent, nature
and patterns of violence in schools is vital if teachers,
educationalists and policymakers are to seek to minimize
both its incidence and its impact on children. To this end,
researchers from the University of Belgrade’s Institute of
Psychology have analysed a huge amount of data drawn
from a fifth of Serbia’s primary schools over the eightyear period from 2006 to 2013. The data were gathered
via questionnaires completed by both students and
staff members as part of the School without Violence
programme, which has been jointly implemented by the
Ministry of Education and UNICEF since 2005.",
publisher = "UNICEF Office of Research",
journal = "Best of UNICEF Research 2015",
booktitle = "Violence in Serbian schools – Bullying and Beyond",
pages = "51-46",
url = "https://hdl.handle.net/21.15107/rcub_reff_5195"
}

Popadić, D., Pavlović, Z.,& Plut, D.. (2015). Violence in Serbian schools – Bullying and Beyond. in Best of UNICEF Research 2015
UNICEF Office of Research., 46-51.
https://hdl.handle.net/21.15107/rcub_reff_5195

Popadić D, Pavlović Z, Plut D. Violence in Serbian schools – Bullying and Beyond. in Best of UNICEF Research 2015. 2015;:46-51.
https://hdl.handle.net/21.15107/rcub_reff_5195 .

Popadić, Dragan, Pavlović, Zoran, Plut, Dijana, "Violence in Serbian schools – Bullying and Beyond" in Best of UNICEF Research 2015 (2015):46-51,
https://hdl.handle.net/21.15107/rcub_reff_5195 .

TY  - BOOK
AU  - Popadić, Dragan
AU  - Plut, Dijana
AU  - Pavlović, Zoran
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/3462
PB  - Institut za psihologiju
PB  - UNICEF
T1  - Nasilje u školama Srbije: analiza stanja od 2006. do 2013. godine
UR  - https://hdl.handle.net/21.15107/rcub_reff_3462
ER  - 

@book{
author = "Popadić, Dragan and Plut, Dijana and Pavlović, Zoran",
year = "2014",
publisher = "Institut za psihologiju, UNICEF",
title = "Nasilje u školama Srbije: analiza stanja od 2006. do 2013. godine",
url = "https://hdl.handle.net/21.15107/rcub_reff_3462"
}

Popadić, D., Plut, D.,& Pavlović, Z.. (2014). Nasilje u školama Srbije: analiza stanja od 2006. do 2013. godine. 
Institut za psihologiju..
https://hdl.handle.net/21.15107/rcub_reff_3462

Popadić D, Plut D, Pavlović Z. Nasilje u školama Srbije: analiza stanja od 2006. do 2013. godine. 2014;.
https://hdl.handle.net/21.15107/rcub_reff_3462 .

Popadić, Dragan, Plut, Dijana, Pavlović, Zoran, "Nasilje u školama Srbije: analiza stanja od 2006. do 2013. godine" (2014),
https://hdl.handle.net/21.15107/rcub_reff_3462 .

TY  - JOUR
AU  - Pešić, Jelena
AU  - Videnović, Marina
AU  - Plut, Dijana
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1578
AB  - Način na koji mladi doživljavaju obrazovne aktivnosti važan je ne samo za razumevanje razvojnih procesa koji se dešavaju u kontekstu tih aktivnosti, već i njihovih razvojnih efekata. Zato smo želeli da nalaze o količini vremena koje srednjoškolci provode u obrazovnim aktivnostima dopunimo podacima o tome kako oni doživljavaju rad u školi i učenje kod kuće, i to u pogledu mentalne zahtevnosti, motivacione vrednosti i ciljeva/značaja ovih aktivnosti. Spontani opisi učenika prikupljeni su metodom 24-časovnog vremenskog dnevnika, a obrađeni metodom analize sadržaja. Istraživanje je obavljeno na uzorku od 922 učenika srednjih škola, strukturisanom po regionu, uzrastu i tipu škole. Analiza je pokazala da srednjoškolci uglavnom doživljavaju obrazovne aktivnosti kao mentalno zahtevne i naporne, ali ne i kao izazovne i motivišuće, dok njihove ciljeve i značaj opažaju skoro isključivo instrumentalno. Ne tako mali broj pozitivnih komentara pokazuje da određene teme (predmeti) i nastavne aktivnosti (nastavnici) uspevaju da podstaknu unutrašnju motivaciju učenika, kao i da su školska postignuća značajan izvor njihovog doživljaja kompetentnosti i samovrednovanja. Pedagoške implikacije nalaza razmatrane su iz perspektive pozitivnog razvoja mladih i uticaja učeničkog doživljaja na obrazovna postignuća.
AB  - The way the young perceive educational activities is important not only for understanding the developmental processes that take place in the context of these activities, but also their developmental effects. That is why we wanted to supplement the findings about the quantity of time that high-schoolers spend in educational activities with the data how they perceive their activities at school and studying at home, considering mental requirements, motivational values and aims/importance of these activities. Spontaneous descriptions of the students, compiled by the method of keeping 24-hour diary were analyzed by the method of content analysis. The research included 922 high school students, divided into groups according to the region, age and the type of the school. The analysis showed that high-schoolers perceive educational activities mainly as mentally demanding and tedious, not as challenging and motivating, while their aims and importance they see exclusively from the instrumental point of view. Not a small number of positive comments indicate that some themes (school subjects) and educational activities (teachers) succeed to stimulate intrinsic motivation, and that academic attainments are significant sources of their sense of competence and self-respect. Pedagogic implications of the findings were considered from the perspective of positive development of the young and the influence of the students' experiences upon academic achievements.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Kako srednjoškolci doživljavaju obrazovne aktivnosti - kvalitativna analiza vremenskog dnevnika
T1  - Kak sredneškol'niki vosprinimajut obrazovatel'nye aktivnosti - kačestvennyj analiz dnevnika vremeni
T1  - How high-schoolers perceive educational activities: A qualitative analysis of time recordings
EP  - 420
IS  - 3
SP  - 407
VL  - 62
UR  - https://hdl.handle.net/21.15107/rcub_reff_1578
ER  - 

@article{
author = "Pešić, Jelena and Videnović, Marina and Plut, Dijana",
year = "2013",
abstract = "Način na koji mladi doživljavaju obrazovne aktivnosti važan je ne samo za razumevanje razvojnih procesa koji se dešavaju u kontekstu tih aktivnosti, već i njihovih razvojnih efekata. Zato smo želeli da nalaze o količini vremena koje srednjoškolci provode u obrazovnim aktivnostima dopunimo podacima o tome kako oni doživljavaju rad u školi i učenje kod kuće, i to u pogledu mentalne zahtevnosti, motivacione vrednosti i ciljeva/značaja ovih aktivnosti. Spontani opisi učenika prikupljeni su metodom 24-časovnog vremenskog dnevnika, a obrađeni metodom analize sadržaja. Istraživanje je obavljeno na uzorku od 922 učenika srednjih škola, strukturisanom po regionu, uzrastu i tipu škole. Analiza je pokazala da srednjoškolci uglavnom doživljavaju obrazovne aktivnosti kao mentalno zahtevne i naporne, ali ne i kao izazovne i motivišuće, dok njihove ciljeve i značaj opažaju skoro isključivo instrumentalno. Ne tako mali broj pozitivnih komentara pokazuje da određene teme (predmeti) i nastavne aktivnosti (nastavnici) uspevaju da podstaknu unutrašnju motivaciju učenika, kao i da su školska postignuća značajan izvor njihovog doživljaja kompetentnosti i samovrednovanja. Pedagoške implikacije nalaza razmatrane su iz perspektive pozitivnog razvoja mladih i uticaja učeničkog doživljaja na obrazovna postignuća., The way the young perceive educational activities is important not only for understanding the developmental processes that take place in the context of these activities, but also their developmental effects. That is why we wanted to supplement the findings about the quantity of time that high-schoolers spend in educational activities with the data how they perceive their activities at school and studying at home, considering mental requirements, motivational values and aims/importance of these activities. Spontaneous descriptions of the students, compiled by the method of keeping 24-hour diary were analyzed by the method of content analysis. The research included 922 high school students, divided into groups according to the region, age and the type of the school. The analysis showed that high-schoolers perceive educational activities mainly as mentally demanding and tedious, not as challenging and motivating, while their aims and importance they see exclusively from the instrumental point of view. Not a small number of positive comments indicate that some themes (school subjects) and educational activities (teachers) succeed to stimulate intrinsic motivation, and that academic attainments are significant sources of their sense of competence and self-respect. Pedagogic implications of the findings were considered from the perspective of positive development of the young and the influence of the students' experiences upon academic achievements.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Kako srednjoškolci doživljavaju obrazovne aktivnosti - kvalitativna analiza vremenskog dnevnika, Kak sredneškol'niki vosprinimajut obrazovatel'nye aktivnosti - kačestvennyj analiz dnevnika vremeni, How high-schoolers perceive educational activities: A qualitative analysis of time recordings",
pages = "420-407",
number = "3",
volume = "62",
url = "https://hdl.handle.net/21.15107/rcub_reff_1578"
}

Pešić, J., Videnović, M.,& Plut, D.. (2013). Kako srednjoškolci doživljavaju obrazovne aktivnosti - kvalitativna analiza vremenskog dnevnika. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 62(3), 407-420.
https://hdl.handle.net/21.15107/rcub_reff_1578

Pešić J, Videnović M, Plut D. Kako srednjoškolci doživljavaju obrazovne aktivnosti - kvalitativna analiza vremenskog dnevnika. in Nastava i vaspitanje. 2013;62(3):407-420.
https://hdl.handle.net/21.15107/rcub_reff_1578 .

Pešić, Jelena, Videnović, Marina, Plut, Dijana, "Kako srednjoškolci doživljavaju obrazovne aktivnosti - kvalitativna analiza vremenskog dnevnika" in Nastava i vaspitanje, 62, no. 3 (2013):407-420,
https://hdl.handle.net/21.15107/rcub_reff_1578 .

TY  - JOUR
AU  - Popadić, Dragan
AU  - Pavlović, Zoran
AU  - Plut, Dijana
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1735
AB  - Imajući u vidu nalaz o velikom broju osnovnoškolaca ugroženih vršnjačkim nasiljem, u ovom radu nastojali smo da odgovorimo na pitanje koliko su nastavnici osetljivi za ove probleme svojih učenika. Upitnicima je ispitano 95765 učenika od 3. do 8. razreda iz 188 osnovnih škola i 9141 nastavnik iz istih škola. Ustanovljena je značajna ali niska korelacija između zabrinutosti nastavnika zbog nasilja u školi i ugroženosti učenika iz istih škola. Nastavnici su najosetljiviji za verbalno i fizičko nasilje, u manjoj meri primećuju probleme koji su uzrokovani ostalim oblicima nasilja. Veliki broj nastavnika (40%) ne prihvata da škola ima probleme s nasiljem. Generalno, nastavnici podbacuju u procenama ugroženosti (i po broju oblika i po broju ugroženih učenika). Veću osetljivost pokazali su nastavnici koji su posvećeniji svom pozivu i koji su u ulozi koja od njih iziskuje veću uključenost. Poverenje u moći škole da rešava probleme sa nasiljem povezano je sa manjom zabrinutošću i, sledstveno, i sa manjom ugroženošću učenika. Najvažnija implikacija iz ovih rezultata jeste da treba nastaviti sa programima koji povećavaju osetljivost svih aktera u sistemu obrazovanja za različite oblike nasilja, posebno za relaciono nasilje, kao i da treba jačati kapacitete škola da rešavaju probleme u vezi sa nasiljem.
AB  - Bearing in mind the finding that there is a large number of primary school students at risk of peer violence, this paper attempts to provide an answer to the question of the extent of teachers' sensitivity to such problems encountered by their students. The questionnaire was administered to 95.765 students from the third to the eighth grade in 188 primary schools and 9.141 teachers in the same schools. It has been established that there is a significant but low correlation between teachers' concern about school violence and the risk of violence in the same schools. Teachers are the most sensitive to verbal and physical violence, while the problems caused by other forms of violence are noticed to a lesser extent. A large number of teachers (40%) are of the opinion that school is not facing the problem of violence. Generally speaking, teachers tend to underestimate the risk of violence (both regarding the number of types and the number of students at risk). Teachers who are more dedicated to their profession and whose role demands a larger extent of involvement prove to be more sensitive. Trust in school's power to solve violence problems is correlated with the lower level of concern and consequently with the lower risk of violence among students. The most important implication of these findings is that the programmes that increase sensitivity of all participants in the education system to various forms of violence, especially relational violence, should be continued, as well as that school capacities for solving violence problems should be strengthened.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Specifičnosti nastavničkih procena izraženosti učeničkog nasilja
T1  - The specificities of teachers' assessments of the prominence of student violence
EP  - 149
IS  - 1
SP  - 131
VL  - 45
DO  - 10.2298/ZIPI1301131P
ER  - 

@article{
author = "Popadić, Dragan and Pavlović, Zoran and Plut, Dijana",
year = "2013",
abstract = "Imajući u vidu nalaz o velikom broju osnovnoškolaca ugroženih vršnjačkim nasiljem, u ovom radu nastojali smo da odgovorimo na pitanje koliko su nastavnici osetljivi za ove probleme svojih učenika. Upitnicima je ispitano 95765 učenika od 3. do 8. razreda iz 188 osnovnih škola i 9141 nastavnik iz istih škola. Ustanovljena je značajna ali niska korelacija između zabrinutosti nastavnika zbog nasilja u školi i ugroženosti učenika iz istih škola. Nastavnici su najosetljiviji za verbalno i fizičko nasilje, u manjoj meri primećuju probleme koji su uzrokovani ostalim oblicima nasilja. Veliki broj nastavnika (40%) ne prihvata da škola ima probleme s nasiljem. Generalno, nastavnici podbacuju u procenama ugroženosti (i po broju oblika i po broju ugroženih učenika). Veću osetljivost pokazali su nastavnici koji su posvećeniji svom pozivu i koji su u ulozi koja od njih iziskuje veću uključenost. Poverenje u moći škole da rešava probleme sa nasiljem povezano je sa manjom zabrinutošću i, sledstveno, i sa manjom ugroženošću učenika. Najvažnija implikacija iz ovih rezultata jeste da treba nastaviti sa programima koji povećavaju osetljivost svih aktera u sistemu obrazovanja za različite oblike nasilja, posebno za relaciono nasilje, kao i da treba jačati kapacitete škola da rešavaju probleme u vezi sa nasiljem., Bearing in mind the finding that there is a large number of primary school students at risk of peer violence, this paper attempts to provide an answer to the question of the extent of teachers' sensitivity to such problems encountered by their students. The questionnaire was administered to 95.765 students from the third to the eighth grade in 188 primary schools and 9.141 teachers in the same schools. It has been established that there is a significant but low correlation between teachers' concern about school violence and the risk of violence in the same schools. Teachers are the most sensitive to verbal and physical violence, while the problems caused by other forms of violence are noticed to a lesser extent. A large number of teachers (40%) are of the opinion that school is not facing the problem of violence. Generally speaking, teachers tend to underestimate the risk of violence (both regarding the number of types and the number of students at risk). Teachers who are more dedicated to their profession and whose role demands a larger extent of involvement prove to be more sensitive. Trust in school's power to solve violence problems is correlated with the lower level of concern and consequently with the lower risk of violence among students. The most important implication of these findings is that the programmes that increase sensitivity of all participants in the education system to various forms of violence, especially relational violence, should be continued, as well as that school capacities for solving violence problems should be strengthened.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Specifičnosti nastavničkih procena izraženosti učeničkog nasilja, The specificities of teachers' assessments of the prominence of student violence",
pages = "149-131",
number = "1",
volume = "45",
doi = "10.2298/ZIPI1301131P"
}

Popadić, D., Pavlović, Z.,& Plut, D.. (2013). Specifičnosti nastavničkih procena izraženosti učeničkog nasilja. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 45(1), 131-149.
https://doi.org/10.2298/ZIPI1301131P

Popadić D, Pavlović Z, Plut D. Specifičnosti nastavničkih procena izraženosti učeničkog nasilja. in Zbornik Instituta za pedagoška istraživanja. 2013;45(1):131-149.
doi:10.2298/ZIPI1301131P .

Popadić, Dragan, Pavlović, Zoran, Plut, Dijana, "Specifičnosti nastavničkih procena izraženosti učeničkog nasilja" in Zbornik Instituta za pedagoška istraživanja, 45, no. 1 (2013):131-149,
https://doi.org/10.2298/ZIPI1301131P . .

TY  - JOUR
AU  - Pešić, Jelena
AU  - Videnović, Marina
AU  - Plut, Dijana
PY  - 2012
UR  - http://reff.f.bg.ac.rs/handle/123456789/1443
AB  - Cilj ovog istraživanja je da ispitamo kako mladi u Srbiji koriste slobodno vreme i koliko su njihove aktivnosti podsticajne sa stanovišta pozitivnog razvoja. Analizirali smo količinu vremena koju mladi dnevno provode u različitim kategorijama aktivnosti, zasnovanim na stepenu mentalnog i fizičkog angažovanja, primarnom cilju aktivnosti i stepenu strukturisanosti. Primenjena je metoda 24-časovnog vremenskog dnevnika: ispitanici su hronološki, po polučasovnim intervalima, opisali svoje aktivnosti tokom jednog radnog dana i jednog dana vikenda. U analizi podataka korišćen je pristup zasnovan na rekonstrukciji tipičnog dana. Istraživanje je obavljeno na reprezentativnom uzorku srednjoškolaca u Srbiji (N=922), stratifikovanom po regionu, uzrastu i tipu škole. Analiza je pokazala da mladi provode najveći deo slobodnog vremena u aktivnostima koje ne zahtevaju posebno mentalno ili fizičko angažovanje. U hipotetičkom danu naših tinejdžera, najviše su zastupljene aktivnosti kojima je cilj zabava i relaksacija, kao i nestrukturuisano druženje sa vršnjacima. Veoma malo su zastupljene individualne ili organizovane aktivnosti, usmerene ka aktualizaciji stvaralačkih potencijala i razvoju interesovanja i kompetencija (sekcije, hobi, volontiranje, itd.). Primetno je i da mladi provode najveći deo slobodnog vremena u nestrukturisanim aktivnostima, bez nadzora i sistematskog vođenja od strane odraslih. Verujemo da je deprimirajuća slika o slobodnom vremenu naših srednjoškolaca bar delom posledica nedovoljne sociokulturne podrške razvojno podsticajnijim načinima korišćenja vremena, u vidu organizovanih aktivnosti u školi i zajednici.
AB  - The aim of this study was to examine how young people in Serbia are using free time and how their activities are beneficial, from the standpoint of a positive development. We have analyzed the amount of time youth daily spend in a different categories of activities, based on the degree of mental and physical engagement, the primary purpose of the activities and the degree of structured ness. The 24-hour time diary method was applied: subjects chronologically described, at half-hourly intervals, their activities in one working and one weekend day. The data analysis was based on a typical day reconstruction approach. The research was conducted on a representative sample of high school students (N = 922), stratified by region, age and type of school. The analysis revealed that young people spend most of their leisure time in activities that do not require a particular mental or physical engagement. In a hypothetical average day of Serbian teenagers, the most represented activities are aimed at fun and relaxation, as well as unstructured socializing with peers. Far less time is spent in individual or organized activities, aimed at the actualization of creative potentials and development of interests and competencies (extracurricular activities, hobbies, volunteering, etc.). It is evident that young people spend most of their free time in unstructured activities, without supervision and systematic guidance by adults. We believe that a gloomy picture of youth leisure time could be, at least partly, attributed to the lack of socio-cultural support for more developmentally enriching ways of spending time, in the form of organized activities at school and in the community.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - Slobodno vreme i pozitivan razvoj mladih - analiza budžeta vremena
T1  - Leisure and positive development of youth: The time use analysis
EP  - 168
IS  - 2
SP  - 153
VL  - 15
DO  - 10.5937/PsIstra1202153P
ER  - 

@article{
author = "Pešić, Jelena and Videnović, Marina and Plut, Dijana",
year = "2012",
abstract = "Cilj ovog istraživanja je da ispitamo kako mladi u Srbiji koriste slobodno vreme i koliko su njihove aktivnosti podsticajne sa stanovišta pozitivnog razvoja. Analizirali smo količinu vremena koju mladi dnevno provode u različitim kategorijama aktivnosti, zasnovanim na stepenu mentalnog i fizičkog angažovanja, primarnom cilju aktivnosti i stepenu strukturisanosti. Primenjena je metoda 24-časovnog vremenskog dnevnika: ispitanici su hronološki, po polučasovnim intervalima, opisali svoje aktivnosti tokom jednog radnog dana i jednog dana vikenda. U analizi podataka korišćen je pristup zasnovan na rekonstrukciji tipičnog dana. Istraživanje je obavljeno na reprezentativnom uzorku srednjoškolaca u Srbiji (N=922), stratifikovanom po regionu, uzrastu i tipu škole. Analiza je pokazala da mladi provode najveći deo slobodnog vremena u aktivnostima koje ne zahtevaju posebno mentalno ili fizičko angažovanje. U hipotetičkom danu naših tinejdžera, najviše su zastupljene aktivnosti kojima je cilj zabava i relaksacija, kao i nestrukturuisano druženje sa vršnjacima. Veoma malo su zastupljene individualne ili organizovane aktivnosti, usmerene ka aktualizaciji stvaralačkih potencijala i razvoju interesovanja i kompetencija (sekcije, hobi, volontiranje, itd.). Primetno je i da mladi provode najveći deo slobodnog vremena u nestrukturisanim aktivnostima, bez nadzora i sistematskog vođenja od strane odraslih. Verujemo da je deprimirajuća slika o slobodnom vremenu naših srednjoškolaca bar delom posledica nedovoljne sociokulturne podrške razvojno podsticajnijim načinima korišćenja vremena, u vidu organizovanih aktivnosti u školi i zajednici., The aim of this study was to examine how young people in Serbia are using free time and how their activities are beneficial, from the standpoint of a positive development. We have analyzed the amount of time youth daily spend in a different categories of activities, based on the degree of mental and physical engagement, the primary purpose of the activities and the degree of structured ness. The 24-hour time diary method was applied: subjects chronologically described, at half-hourly intervals, their activities in one working and one weekend day. The data analysis was based on a typical day reconstruction approach. The research was conducted on a representative sample of high school students (N = 922), stratified by region, age and type of school. The analysis revealed that young people spend most of their leisure time in activities that do not require a particular mental or physical engagement. In a hypothetical average day of Serbian teenagers, the most represented activities are aimed at fun and relaxation, as well as unstructured socializing with peers. Far less time is spent in individual or organized activities, aimed at the actualization of creative potentials and development of interests and competencies (extracurricular activities, hobbies, volunteering, etc.). It is evident that young people spend most of their free time in unstructured activities, without supervision and systematic guidance by adults. We believe that a gloomy picture of youth leisure time could be, at least partly, attributed to the lack of socio-cultural support for more developmentally enriching ways of spending time, in the form of organized activities at school and in the community.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "Slobodno vreme i pozitivan razvoj mladih - analiza budžeta vremena, Leisure and positive development of youth: The time use analysis",
pages = "168-153",
number = "2",
volume = "15",
doi = "10.5937/PsIstra1202153P"
}

Pešić, J., Videnović, M.,& Plut, D.. (2012). Slobodno vreme i pozitivan razvoj mladih - analiza budžeta vremena. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 15(2), 153-168.
https://doi.org/10.5937/PsIstra1202153P

Pešić J, Videnović M, Plut D. Slobodno vreme i pozitivan razvoj mladih - analiza budžeta vremena. in Psihološka istraživanja. 2012;15(2):153-168.
doi:10.5937/PsIstra1202153P .

Pešić, Jelena, Videnović, Marina, Plut, Dijana, "Slobodno vreme i pozitivan razvoj mladih - analiza budžeta vremena" in Psihološka istraživanja, 15, no. 2 (2012):153-168,
https://doi.org/10.5937/PsIstra1202153P . .

TY  - JOUR
AU  - Videnović, Marina
AU  - Pešić, Jelena
AU  - Plut, Dijana
PY  - 2010
UR  - http://reff.f.bg.ac.rs/handle/123456789/1125
AB  - Over the last three decades, topics relating to young peoples leisure time have become increasingly more present in academic literature. Among the numerous studies that delve into this subject, results point towards a relationship between the way teenagers spend their leisure time and their gender. In this study we wanted to answer the question if gender differences were evident in the way secondary school students in Serbia spent their leisure time. This problem was not looked into in more detail among secondary school students in Serbia. We conducted a survey on a sample of 922 secondary school teenagers from the 1st to 4th grade (ages 15-19) from nine Serbian towns. Research in this field commonly uses the rating scale. In this paper we have constructed an instrument that represents a methodological innovation in approaching a particular set of problems. It was a questionnaire. The task was to name all the activities they participated in, and the time frame in which the activities took place, over the course of one weekday and the Saturday of the previous week. The activities which best differentiate these two groups of surveyed teenagers are: sports, studying, computer use, spending time at friends' homes and grooming. We did not discover differences in participating in creative activities while foreign studies show that such activities are more typical for girls.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Young people's leisure time: Gender differences
EP  - 214
IS  - 2
SP  - 199
VL  - 43
DO  - 10.2298/PSI1002199V
ER  - 

@article{
author = "Videnović, Marina and Pešić, Jelena and Plut, Dijana",
year = "2010",
abstract = "Over the last three decades, topics relating to young peoples leisure time have become increasingly more present in academic literature. Among the numerous studies that delve into this subject, results point towards a relationship between the way teenagers spend their leisure time and their gender. In this study we wanted to answer the question if gender differences were evident in the way secondary school students in Serbia spent their leisure time. This problem was not looked into in more detail among secondary school students in Serbia. We conducted a survey on a sample of 922 secondary school teenagers from the 1st to 4th grade (ages 15-19) from nine Serbian towns. Research in this field commonly uses the rating scale. In this paper we have constructed an instrument that represents a methodological innovation in approaching a particular set of problems. It was a questionnaire. The task was to name all the activities they participated in, and the time frame in which the activities took place, over the course of one weekday and the Saturday of the previous week. The activities which best differentiate these two groups of surveyed teenagers are: sports, studying, computer use, spending time at friends' homes and grooming. We did not discover differences in participating in creative activities while foreign studies show that such activities are more typical for girls.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Young people's leisure time: Gender differences",
pages = "214-199",
number = "2",
volume = "43",
doi = "10.2298/PSI1002199V"
}

Videnović, M., Pešić, J.,& Plut, D.. (2010). Young people's leisure time: Gender differences. in Psihologija
Društvo psihologa Srbije, Beograd., 43(2), 199-214.
https://doi.org/10.2298/PSI1002199V

Videnović M, Pešić J, Plut D. Young people's leisure time: Gender differences. in Psihologija. 2010;43(2):199-214.
doi:10.2298/PSI1002199V .

Videnović, Marina, Pešić, Jelena, Plut, Dijana, "Young people's leisure time: Gender differences" in Psihologija, 43, no. 2 (2010):199-214,
https://doi.org/10.2298/PSI1002199V . .

TY  - JOUR
AU  - Plut, Dijana
AU  - Videnović, Marina
AU  - Pešić, Jelena
PY  - 2009
UR  - http://reff.f.bg.ac.rs/handle/123456789/841
AB  - Uvod. Pijenje mladih nema isti smisao kao pijenje starijih. Za mlade to je oblik osvajanja zrelosti i distinktivna osobenost, u vršnjačkoj grupi visoko vrednovanog, životnog stila. Iz perspektive mladih, problem imaju ne oni koji piju već oni koji ne piju. Cilj rada. Ispitali smo: prvo, koliko često se srednjoškolci opijaju (prema samooceni i prema proceni vršnjaka iz odeljenja) i, drugo, sa kojim faktorima je povezana sklonost mladih ka opijanju. Metod rada. Zadata su dva upitnika. Ispitano je 1745 učenika uzrasta od drugog do četvrtog razreda iz svih tipova srednjih škola. Ispitivanjem je obuhvaćeno 25 škola iz 9 gradova Srbije ravnomerno regionalno raspoređenih. Rezultati. Prema sopstvenom priznanju, više od dva puta se opilo 58% srednjoškolaca dok se prema procenama vršnjaka opija najmanje 42% učenika a možda i više. Mladići se opijaju više od devojaka, stariji više nego mlađi. Učenici koji se više opijaju imaju lošiji odnos sa roditeljima (p lt .00), subotom provode manje vremena sa porodicom (p lt .02), takođe, imaju više problema sa nastavnicima i sa učenjem (p lt .00). Mladi iz ove grupe zadovoljniji su odnosom sa bliskim vršnjacima (p lt .01) i među njima nalaze osobu na koju mogu da se oslone (p lt .00). Opterećenost ličnim problemima ne razlikuje se u ove dve grupe. Zaključak. Broj mladih koji se opijaju je zabrinjavajuće velik pogotovo kada se ima u vidu velika kulturna tolerancija prema piću. Naši podaci potvrđuju pretpostavku da pijenje ima važnu ulogu u socijalnom životu mladih jer su mladi koji piju čvršće vezani za vršnjačku grupu od onih koji ne piju. Sledstveno, njihovi odnosi sa svetom odraslih su ređi i konfliktniji. Podaci ukazuju na to da je važno da odrasli ne ustuknu pred snažnim magnetizmom vršnjačke grupe jer je prisustvo odraslih u životima mladih glavna zaštita mladih od zabavnog ali veoma rizičnog nemira vršnjačke grupe.
AB  - Introduction. Youth drinking has a different meaning that drinking at an older age. For youth, it is a form of conquering maturity and a trait of distinction, a lifestyle highly valued by peers. From the youth perspective, the problem is with those who do not drink, not those who do. Objective. We surveyed first, the frequency of alcohol abuse among high school students (self-assessment and classmate assessment), and second, factors related to the tendency for alcohol abuse in youth. Method. Two questionnaires were developed for 1745 pupils in grades 10-12 of all types of secondary schools. The survey covered 25 schools from 9 evenly distributed Serbian cities. Results. 58% of pupils declare they have been drunk more than twice, while peer assessments suggest at least 41% of pupils abuse alcohol - boys more than girls, older students more than younger ones. Students more prone to alcohol abuse have a worse relationship with parents (p lt .00), spend less time with families on Saturdays (p lt .02), and have more problems with teachers and studying (p lt .00). They are satisfied with their relations with close peers (p lt .01) and find reliable persons among them (p lt .00). Experience of personal problems is the same in these two groups. Conclusion. The number of young people abusing alcohol is disturbingly high, especially given the obvious culture of tolerance for drinking. Our data confirm the assumption that drinking plays an important role in youth social life, manifested in stronger bonds with peer groups. Consequently, their relations with the world of adults are less frequent and more confrontational. Data indicate the importance of adults not retreating before peer group magnetism, since adult presence in the lives of young people is key to their protection from the fun but highly risky unrest of the peer group.
PB  - Klinički centar Srbije - Klinika za psihijatriju, Beograd i Udruženje psihijatara Srbije, Beograd
T2  - Engrami
T1  - Psihosocijalni kontekst opijanja srednjoškolaca
T1  - Psycho-social context of teenage alcohol abuse
EP  - 38
IS  - 3-4
SP  - 29
VL  - 31
UR  - https://hdl.handle.net/21.15107/rcub_reff_841
ER  - 

@article{
author = "Plut, Dijana and Videnović, Marina and Pešić, Jelena",
year = "2009",
abstract = "Uvod. Pijenje mladih nema isti smisao kao pijenje starijih. Za mlade to je oblik osvajanja zrelosti i distinktivna osobenost, u vršnjačkoj grupi visoko vrednovanog, životnog stila. Iz perspektive mladih, problem imaju ne oni koji piju već oni koji ne piju. Cilj rada. Ispitali smo: prvo, koliko često se srednjoškolci opijaju (prema samooceni i prema proceni vršnjaka iz odeljenja) i, drugo, sa kojim faktorima je povezana sklonost mladih ka opijanju. Metod rada. Zadata su dva upitnika. Ispitano je 1745 učenika uzrasta od drugog do četvrtog razreda iz svih tipova srednjih škola. Ispitivanjem je obuhvaćeno 25 škola iz 9 gradova Srbije ravnomerno regionalno raspoređenih. Rezultati. Prema sopstvenom priznanju, više od dva puta se opilo 58% srednjoškolaca dok se prema procenama vršnjaka opija najmanje 42% učenika a možda i više. Mladići se opijaju više od devojaka, stariji više nego mlađi. Učenici koji se više opijaju imaju lošiji odnos sa roditeljima (p lt .00), subotom provode manje vremena sa porodicom (p lt .02), takođe, imaju više problema sa nastavnicima i sa učenjem (p lt .00). Mladi iz ove grupe zadovoljniji su odnosom sa bliskim vršnjacima (p lt .01) i među njima nalaze osobu na koju mogu da se oslone (p lt .00). Opterećenost ličnim problemima ne razlikuje se u ove dve grupe. Zaključak. Broj mladih koji se opijaju je zabrinjavajuće velik pogotovo kada se ima u vidu velika kulturna tolerancija prema piću. Naši podaci potvrđuju pretpostavku da pijenje ima važnu ulogu u socijalnom životu mladih jer su mladi koji piju čvršće vezani za vršnjačku grupu od onih koji ne piju. Sledstveno, njihovi odnosi sa svetom odraslih su ređi i konfliktniji. Podaci ukazuju na to da je važno da odrasli ne ustuknu pred snažnim magnetizmom vršnjačke grupe jer je prisustvo odraslih u životima mladih glavna zaštita mladih od zabavnog ali veoma rizičnog nemira vršnjačke grupe., Introduction. Youth drinking has a different meaning that drinking at an older age. For youth, it is a form of conquering maturity and a trait of distinction, a lifestyle highly valued by peers. From the youth perspective, the problem is with those who do not drink, not those who do. Objective. We surveyed first, the frequency of alcohol abuse among high school students (self-assessment and classmate assessment), and second, factors related to the tendency for alcohol abuse in youth. Method. Two questionnaires were developed for 1745 pupils in grades 10-12 of all types of secondary schools. The survey covered 25 schools from 9 evenly distributed Serbian cities. Results. 58% of pupils declare they have been drunk more than twice, while peer assessments suggest at least 41% of pupils abuse alcohol - boys more than girls, older students more than younger ones. Students more prone to alcohol abuse have a worse relationship with parents (p lt .00), spend less time with families on Saturdays (p lt .02), and have more problems with teachers and studying (p lt .00). They are satisfied with their relations with close peers (p lt .01) and find reliable persons among them (p lt .00). Experience of personal problems is the same in these two groups. Conclusion. The number of young people abusing alcohol is disturbingly high, especially given the obvious culture of tolerance for drinking. Our data confirm the assumption that drinking plays an important role in youth social life, manifested in stronger bonds with peer groups. Consequently, their relations with the world of adults are less frequent and more confrontational. Data indicate the importance of adults not retreating before peer group magnetism, since adult presence in the lives of young people is key to their protection from the fun but highly risky unrest of the peer group.",
publisher = "Klinički centar Srbije - Klinika za psihijatriju, Beograd i Udruženje psihijatara Srbije, Beograd",
journal = "Engrami",
title = "Psihosocijalni kontekst opijanja srednjoškolaca, Psycho-social context of teenage alcohol abuse",
pages = "38-29",
number = "3-4",
volume = "31",
url = "https://hdl.handle.net/21.15107/rcub_reff_841"
}

Plut, D., Videnović, M.,& Pešić, J.. (2009). Psihosocijalni kontekst opijanja srednjoškolaca. in Engrami
Klinički centar Srbije - Klinika za psihijatriju, Beograd i Udruženje psihijatara Srbije, Beograd., 31(3-4), 29-38.
https://hdl.handle.net/21.15107/rcub_reff_841

Plut D, Videnović M, Pešić J. Psihosocijalni kontekst opijanja srednjoškolaca. in Engrami. 2009;31(3-4):29-38.
https://hdl.handle.net/21.15107/rcub_reff_841 .

Plut, Dijana, Videnović, Marina, Pešić, Jelena, "Psihosocijalni kontekst opijanja srednjoškolaca" in Engrami, 31, no. 3-4 (2009):29-38,
https://hdl.handle.net/21.15107/rcub_reff_841 .

TY  - JOUR
AU  - Pešić, Jelena
AU  - Videnović, Marina
AU  - Plut, Dijana
PY  - 2009
UR  - http://reff.f.bg.ac.rs/handle/123456789/832
AB  - Cilj ovog istraživanja bio je da utvrdimo sa kojim se problemima suočavaju mladi u Srbiji i kako procenjuju njihovu težinu, kao i da li postoje razlike u zavisnosti od pola, uzrasta, tipa škole i dela Srbije u kome mladi žive. Zanimalo nas je i da li su problemi, tipični za adolescentni uzrast i globalne društvene promene, pojačani odrastanjem u uslovima duboke ekonomske krize i tranzicije. Istraživanje je obavljeno 2007. godine, na uzorku od 2419 mladih, stratifikovanom po regionu (Beograd, Severna, Centralna i Južna Srbija), uzrastu (od prvog do četvrtog razreda srednje škole) i tipu škole (gimnazije i srednje stručne škole). Korišćen je upitnik konstruisan za potrebe ovog istraživanja. Rezultati pokazuju da većinu ispitivanih problema mladi ne doživljavaju kao velike ili posebno ugrožavajuće. Tri problema najviše brinu mlade, u smislu da ih više od trećine doživljava kao veće ili velike probleme: malo zanimljivih mesta za izlaske (46%), nedostatak slobodnog vremena (41%) i dosada (35%). Iznenađujuće mali broj mladih ima ozbiljnijih problema u odnosu sa roditeljima (22%) i vršnjacima (14%). Devojke i stariji srednjoškolci dosledno procenjuju skoro sve razmatrane probleme kao teže. Generalni zaključak je da dobijena slika nije onespokojavajuća, čemu verovatno najviše doprinose lepota, energija i optimizam same mladosti, kao životnog doba.
AB  - Objective of this research was to identify problems that young people in Serbia have been dealing with, also how they perceive the weight of these problems and whether there are the gender, age, school type and regional differences in their perception of problems. We were also interested to find out if problems typical of adolescence, as well as problems characterizing some global social changes are intensified within the context of prolonged social crisis and transition. Research was conducted in October 2007, on a sample of 2419 young people, stratified by the region (Belgrade, North Central and South Serbia), age (first to fourth grade of secondary school) and school type (gymnasium, three years and four years vocational schools). An original questionnaire, constructed for this research, was applied. Results have shown that the majority of investigated problems have not been perceived as particularly big or harmful ones. Young people are most concerned with three problems (meaning that one third or more of youngsters find them to be big or relatively big ones): the lack of interesting places to go out (46%), the lack of time for leisure activities (41%) and boredom (35%). Surpassingly few youngster reported to have bigger problems with their parents (22%) or peers (14%). Girls and senior high school students systematically perceive almost all problems as harder ones. We could conclude that the gained picture was not gloomy, as it was expected, which could probably be attributed to joy, energy and optimism of these young people in this life span period.
PB  - Institut za političke studije, Beograd
T2  - Srpska politička misao
T1  - Problemi mladih u Srbiji - odrastanje u uslovima društvene krize
T1  - Problems of Serbian youth: Growing up within the context of social crisis
EP  - 181
IS  - 3
SP  - 157
UR  - https://hdl.handle.net/21.15107/rcub_reff_832
ER  - 

@article{
author = "Pešić, Jelena and Videnović, Marina and Plut, Dijana",
year = "2009",
abstract = "Cilj ovog istraživanja bio je da utvrdimo sa kojim se problemima suočavaju mladi u Srbiji i kako procenjuju njihovu težinu, kao i da li postoje razlike u zavisnosti od pola, uzrasta, tipa škole i dela Srbije u kome mladi žive. Zanimalo nas je i da li su problemi, tipični za adolescentni uzrast i globalne društvene promene, pojačani odrastanjem u uslovima duboke ekonomske krize i tranzicije. Istraživanje je obavljeno 2007. godine, na uzorku od 2419 mladih, stratifikovanom po regionu (Beograd, Severna, Centralna i Južna Srbija), uzrastu (od prvog do četvrtog razreda srednje škole) i tipu škole (gimnazije i srednje stručne škole). Korišćen je upitnik konstruisan za potrebe ovog istraživanja. Rezultati pokazuju da većinu ispitivanih problema mladi ne doživljavaju kao velike ili posebno ugrožavajuće. Tri problema najviše brinu mlade, u smislu da ih više od trećine doživljava kao veće ili velike probleme: malo zanimljivih mesta za izlaske (46%), nedostatak slobodnog vremena (41%) i dosada (35%). Iznenađujuće mali broj mladih ima ozbiljnijih problema u odnosu sa roditeljima (22%) i vršnjacima (14%). Devojke i stariji srednjoškolci dosledno procenjuju skoro sve razmatrane probleme kao teže. Generalni zaključak je da dobijena slika nije onespokojavajuća, čemu verovatno najviše doprinose lepota, energija i optimizam same mladosti, kao životnog doba., Objective of this research was to identify problems that young people in Serbia have been dealing with, also how they perceive the weight of these problems and whether there are the gender, age, school type and regional differences in their perception of problems. We were also interested to find out if problems typical of adolescence, as well as problems characterizing some global social changes are intensified within the context of prolonged social crisis and transition. Research was conducted in October 2007, on a sample of 2419 young people, stratified by the region (Belgrade, North Central and South Serbia), age (first to fourth grade of secondary school) and school type (gymnasium, three years and four years vocational schools). An original questionnaire, constructed for this research, was applied. Results have shown that the majority of investigated problems have not been perceived as particularly big or harmful ones. Young people are most concerned with three problems (meaning that one third or more of youngsters find them to be big or relatively big ones): the lack of interesting places to go out (46%), the lack of time for leisure activities (41%) and boredom (35%). Surpassingly few youngster reported to have bigger problems with their parents (22%) or peers (14%). Girls and senior high school students systematically perceive almost all problems as harder ones. We could conclude that the gained picture was not gloomy, as it was expected, which could probably be attributed to joy, energy and optimism of these young people in this life span period.",
publisher = "Institut za političke studije, Beograd",
journal = "Srpska politička misao",
title = "Problemi mladih u Srbiji - odrastanje u uslovima društvene krize, Problems of Serbian youth: Growing up within the context of social crisis",
pages = "181-157",
number = "3",
url = "https://hdl.handle.net/21.15107/rcub_reff_832"
}

Pešić, J., Videnović, M.,& Plut, D.. (2009). Problemi mladih u Srbiji - odrastanje u uslovima društvene krize. in Srpska politička misao
Institut za političke studije, Beograd.(3), 157-181.
https://hdl.handle.net/21.15107/rcub_reff_832

Pešić J, Videnović M, Plut D. Problemi mladih u Srbiji - odrastanje u uslovima društvene krize. in Srpska politička misao. 2009;(3):157-181.
https://hdl.handle.net/21.15107/rcub_reff_832 .

Pešić, Jelena, Videnović, Marina, Plut, Dijana, "Problemi mladih u Srbiji - odrastanje u uslovima društvene krize" in Srpska politička misao, no. 3 (2009):157-181,
https://hdl.handle.net/21.15107/rcub_reff_832 .

TY  - JOUR
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Plut, Dijana
PY  - 2009
UR  - http://reff.f.bg.ac.rs/handle/123456789/924
AB  - U ovom istraživanju ispitujemo kako mladi provode slobodno vreme. Pitanje na koje odgovaramo je: da li je moguće identifikovati tipične sklopove aktivnosti t.j. obrasce ponašanja mladih tokom slobodnog vremena. Analiza glavnih komponenti je pokazala da je moguće identifikovati pet obrazaca ponašanja mladih tokom slobodnog vremena. Prema sadržaju dominantnih aktivnosti ove obrasce smo nazvali: akademski, sportski, vezan za laku zabavu, vezan za izlaske i vezan za muziku i kompjutere.
AB  - In this research we have tried to identify typical patterns of young people's behavior in their spare time and to use these patterns in order to group our subjects regarding their interests and preferences. Main-component analysis showed that it was possible to find different patterns of secondary school students' behavior in spare time as well as that the identified models could be the criteria for grouping them. Five patterns have been identified describing youth orientations towards their free time: academic orientation, orientation towards sports, orientation towards entertainment, orientation towards spending time going out and orientation towards music and computers.
PB  - Sociološko udruženje Srbije i Crne Gore, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za sociološka istraživanja, Beograd
T2  - Sociologija
T1  - Obrasci ponašanja mladih tokom slobodnog vremena
T1  - Youth spare time: Typical patterns of behavior
EP  - 261
IS  - 3
SP  - 247
VL  - 51
DO  - 10.2298/SOC0903247S
ER  - 

@article{
author = "Stepanović Ilić, Ivana and Videnović, Marina and Plut, Dijana",
year = "2009",
abstract = "U ovom istraživanju ispitujemo kako mladi provode slobodno vreme. Pitanje na koje odgovaramo je: da li je moguće identifikovati tipične sklopove aktivnosti t.j. obrasce ponašanja mladih tokom slobodnog vremena. Analiza glavnih komponenti je pokazala da je moguće identifikovati pet obrazaca ponašanja mladih tokom slobodnog vremena. Prema sadržaju dominantnih aktivnosti ove obrasce smo nazvali: akademski, sportski, vezan za laku zabavu, vezan za izlaske i vezan za muziku i kompjutere., In this research we have tried to identify typical patterns of young people's behavior in their spare time and to use these patterns in order to group our subjects regarding their interests and preferences. Main-component analysis showed that it was possible to find different patterns of secondary school students' behavior in spare time as well as that the identified models could be the criteria for grouping them. Five patterns have been identified describing youth orientations towards their free time: academic orientation, orientation towards sports, orientation towards entertainment, orientation towards spending time going out and orientation towards music and computers.",
publisher = "Sociološko udruženje Srbije i Crne Gore, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za sociološka istraživanja, Beograd",
journal = "Sociologija",
title = "Obrasci ponašanja mladih tokom slobodnog vremena, Youth spare time: Typical patterns of behavior",
pages = "261-247",
number = "3",
volume = "51",
doi = "10.2298/SOC0903247S"
}

Stepanović Ilić, I., Videnović, M.,& Plut, D.. (2009). Obrasci ponašanja mladih tokom slobodnog vremena. in Sociologija
Sociološko udruženje Srbije i Crne Gore, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za sociološka istraživanja, Beograd., 51(3), 247-261.
https://doi.org/10.2298/SOC0903247S

Stepanović Ilić I, Videnović M, Plut D. Obrasci ponašanja mladih tokom slobodnog vremena. in Sociologija. 2009;51(3):247-261.
doi:10.2298/SOC0903247S .

Stepanović Ilić, Ivana, Videnović, Marina, Plut, Dijana, "Obrasci ponašanja mladih tokom slobodnog vremena" in Sociologija, 51, no. 3 (2009):247-261,
https://doi.org/10.2298/SOC0903247S . .

TY  - JOUR
AU  - Plut, Dijana
AU  - Popadić, Dragan
PY  - 2007
UR  - http://reff.f.bg.ac.rs/handle/123456789/641
AB  - Cilj istraživanja je da opiše reagovanje učenika i odraslih koji rade u školi na nasilje. Reakcije na nasilje, usmereno detetu lično, razlikujemo od reakcija na nasilne scene kojima dete prisustvuje kao svedok. Analizirani podaci, prikupljeni upitnicima u okviru programa za borbu protiv nasilja, koji je 2005. godine pokrenuo UNICEF, obuhvataju odgovore 25.056 učenika i 4.793 odrasle osobe iz 71 škole u Srbiji. Rezultati pokazuju da učenici nekonzistentno reaguju na nasilje, i da u svom repertoaru imaju i konstruktivne i nekonstruktivne načine reagovanja. Polovina učenika je spremno da u slučaju ugroženosti traži pomoć drugih, a raširena su i ona reagovanja (uzvraćanje agresijom ili submisivnost) koji potkrepljuju dalje nasilje. Svaki deseti učenik koji je žrtva nasilja samo trpi i prikriva nasilje. U slučaju da su svedoci nasilja, 11% učenika se dosledno distancira od pomaganja. Učenici koji su žrtve nasilja ne osećaju se napušteno od vršnjaka, 73% je izjavilo da su im drugovi pomagali. Mada sami odrasli visoko ocenjuju svoju spremnost i sposobnost reagovanja na nasilje, mere koje oni preduzimaju učenici ne ocenjuju dobro. U zaključku je obrazloženo kojim sve merama je moguće zaustaviti samoreprodukciju nasilnog ponašanja u školi i istaknuta je potreba za programima za prevenciju školskog nasilja koji bi se bazirali na uključivanju celokupnog školskog kolektiva, a posebno učenika.
AB  - The aim of this research is to describe the reaction of pupils and adults who work in school to violence. Reactions to violence, aimed at the child personally, have to be differentiated from the reactions to the violent scenes that the child witnesses. The analyzed data, collected in the questionnaires within the program of fighting violence which was started by UNICEF in 2005, comprise the answers of 25.056 pupils and 4.793 adults from 71 schools in Serbia. The results indicate that the pupils react to violence inconsistently and that in their repertoire they have both constructive and non-constructive ways of reacting. One half of the pupils are ready to seek help from others in case of being in danger, and widespread are also those reactions (answering by aggression or submissiveness) which substantiate further violence. Every tenth pupil who is a violence victim just tolerates and conceals violence. If they witness violence, 11% of the pupils consequently distance themselves from helping. The pupils who are violence victims do not feel abandoned by their peers, 73% of them said that their friends helped them. Although adults themselves estimate highly their own readiness and the ability to react to violence, the measures undertaken by them are not assessed well on the part of pupils. In the conclusion, there is the elaboration of all the measures which can be used to stop self-reproduction of violent behavior in school and the emphasis on the need for the programs for prevention of school violence which would be based on the inclusion of the whole school collective, and especially pupils.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Reagovanje dece i odraslih na školsko nasilje
T1  - Reaction of children and adults to violence in school
EP  - 366
IS  - 2
SP  - 347
VL  - 39
UR  - https://hdl.handle.net/21.15107/rcub_reff_641
ER  - 

@article{
author = "Plut, Dijana and Popadić, Dragan",
year = "2007",
abstract = "Cilj istraživanja je da opiše reagovanje učenika i odraslih koji rade u školi na nasilje. Reakcije na nasilje, usmereno detetu lično, razlikujemo od reakcija na nasilne scene kojima dete prisustvuje kao svedok. Analizirani podaci, prikupljeni upitnicima u okviru programa za borbu protiv nasilja, koji je 2005. godine pokrenuo UNICEF, obuhvataju odgovore 25.056 učenika i 4.793 odrasle osobe iz 71 škole u Srbiji. Rezultati pokazuju da učenici nekonzistentno reaguju na nasilje, i da u svom repertoaru imaju i konstruktivne i nekonstruktivne načine reagovanja. Polovina učenika je spremno da u slučaju ugroženosti traži pomoć drugih, a raširena su i ona reagovanja (uzvraćanje agresijom ili submisivnost) koji potkrepljuju dalje nasilje. Svaki deseti učenik koji je žrtva nasilja samo trpi i prikriva nasilje. U slučaju da su svedoci nasilja, 11% učenika se dosledno distancira od pomaganja. Učenici koji su žrtve nasilja ne osećaju se napušteno od vršnjaka, 73% je izjavilo da su im drugovi pomagali. Mada sami odrasli visoko ocenjuju svoju spremnost i sposobnost reagovanja na nasilje, mere koje oni preduzimaju učenici ne ocenjuju dobro. U zaključku je obrazloženo kojim sve merama je moguće zaustaviti samoreprodukciju nasilnog ponašanja u školi i istaknuta je potreba za programima za prevenciju školskog nasilja koji bi se bazirali na uključivanju celokupnog školskog kolektiva, a posebno učenika., The aim of this research is to describe the reaction of pupils and adults who work in school to violence. Reactions to violence, aimed at the child personally, have to be differentiated from the reactions to the violent scenes that the child witnesses. The analyzed data, collected in the questionnaires within the program of fighting violence which was started by UNICEF in 2005, comprise the answers of 25.056 pupils and 4.793 adults from 71 schools in Serbia. The results indicate that the pupils react to violence inconsistently and that in their repertoire they have both constructive and non-constructive ways of reacting. One half of the pupils are ready to seek help from others in case of being in danger, and widespread are also those reactions (answering by aggression or submissiveness) which substantiate further violence. Every tenth pupil who is a violence victim just tolerates and conceals violence. If they witness violence, 11% of the pupils consequently distance themselves from helping. The pupils who are violence victims do not feel abandoned by their peers, 73% of them said that their friends helped them. Although adults themselves estimate highly their own readiness and the ability to react to violence, the measures undertaken by them are not assessed well on the part of pupils. In the conclusion, there is the elaboration of all the measures which can be used to stop self-reproduction of violent behavior in school and the emphasis on the need for the programs for prevention of school violence which would be based on the inclusion of the whole school collective, and especially pupils.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Reagovanje dece i odraslih na školsko nasilje, Reaction of children and adults to violence in school",
pages = "366-347",
number = "2",
volume = "39",
url = "https://hdl.handle.net/21.15107/rcub_reff_641"
}

Plut, D.,& Popadić, D.. (2007). Reagovanje dece i odraslih na školsko nasilje. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 39(2), 347-366.
https://hdl.handle.net/21.15107/rcub_reff_641

Plut D, Popadić D. Reagovanje dece i odraslih na školsko nasilje. in Zbornik Instituta za pedagoška istraživanja. 2007;39(2):347-366.
https://hdl.handle.net/21.15107/rcub_reff_641 .

Plut, Dijana, Popadić, Dragan, "Reagovanje dece i odraslih na školsko nasilje" in Zbornik Instituta za pedagoška istraživanja, 39, no. 2 (2007):347-366,
https://hdl.handle.net/21.15107/rcub_reff_641 .

TY  - JOUR
AU  - Popadić, Dragan
AU  - Plut, Dijana
PY  - 2007
UR  - http://reff.f.bg.ac.rs/handle/123456789/717
AB  - Istraživanje sprovedeno pomoću upitnika na 26,628 učenika od 3. do 8. razreda u 50 osnovnih škola širom Srbije u proleće 2006. godine pokazalo je da je u periodu od tri meseca 65.3% učenika, sudeći po njihovim izjavama, doživelo neki oblik vršnjačkog nasilja (procenti se zavisno od škole kreću od 48% do 80%). Ako se analiziraju slučajevi ponovljenog nasilja, onda se 20.7% učenika moglo klasifikovati u žrtve, 3.8% u nasilnike i 3.6% u žrtve/nasilnike. Na nasilje odraslih žalilo se 35.7% učenika, a 42% učenika bili su svedoci verbalne agresivnosti učenika prema nastavnicima. Najčešći oblici vršnjačkog nasilja bili su vređanje (45.6%) i spletkarenje (32.6%). Dečaci su se nešto češće od devojčica izjašnjavali kao nasilnici i nešto češće su bili izloženi nasilju vršnjaka i odraslih. Stariji učenici su češće bili nasilni i češće su se žalili na nasilje odraslih, dok su uzrasne razlike u izloženosti nasilju bile minimalne. .
AB  - A questionnaire study of 26,228 pupils of grades 3 through 8 in 50 primary schools across Serbia, conducted in spring 2006, indicated that in a three-month period, 65.3% of the pupils stated that they experienced some form of peer violence (the percentage varies by school, between 48% and 80%). An analysis of repeated violence cases identifies 20.7% of the pupils as victims, 3.8% as perpetrators of violence, and 3.6% as victims/perpetrators. Adult violence is reported by 35.7% of the pupils, while 42% have witnessed verbal aggression of pupils towards teachers. The most frequent forms of peer violence reported were insults (45.6%) and plotting (32.6%). Boys declared themselves as perpetrators of violence somewhat more frequently than girls, and they were somewhat more often exposed to peer and adult violence. Older pupils were more frequently violent and more often reported adult violence, while age differences in exposure to violence were minimal. .
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Nasilje u osnovnim školama u Srbiji - oblici i učestalost
T1  - Violence in primary schools in Serbia: Forms and prevalence
EP  - 328
IS  - 2
SP  - 309
VL  - 40
DO  - 10.2298/PSI0702309P
ER  - 

@article{
author = "Popadić, Dragan and Plut, Dijana",
year = "2007",
abstract = "Istraživanje sprovedeno pomoću upitnika na 26,628 učenika od 3. do 8. razreda u 50 osnovnih škola širom Srbije u proleće 2006. godine pokazalo je da je u periodu od tri meseca 65.3% učenika, sudeći po njihovim izjavama, doživelo neki oblik vršnjačkog nasilja (procenti se zavisno od škole kreću od 48% do 80%). Ako se analiziraju slučajevi ponovljenog nasilja, onda se 20.7% učenika moglo klasifikovati u žrtve, 3.8% u nasilnike i 3.6% u žrtve/nasilnike. Na nasilje odraslih žalilo se 35.7% učenika, a 42% učenika bili su svedoci verbalne agresivnosti učenika prema nastavnicima. Najčešći oblici vršnjačkog nasilja bili su vređanje (45.6%) i spletkarenje (32.6%). Dečaci su se nešto češće od devojčica izjašnjavali kao nasilnici i nešto češće su bili izloženi nasilju vršnjaka i odraslih. Stariji učenici su češće bili nasilni i češće su se žalili na nasilje odraslih, dok su uzrasne razlike u izloženosti nasilju bile minimalne. ., A questionnaire study of 26,228 pupils of grades 3 through 8 in 50 primary schools across Serbia, conducted in spring 2006, indicated that in a three-month period, 65.3% of the pupils stated that they experienced some form of peer violence (the percentage varies by school, between 48% and 80%). An analysis of repeated violence cases identifies 20.7% of the pupils as victims, 3.8% as perpetrators of violence, and 3.6% as victims/perpetrators. Adult violence is reported by 35.7% of the pupils, while 42% have witnessed verbal aggression of pupils towards teachers. The most frequent forms of peer violence reported were insults (45.6%) and plotting (32.6%). Boys declared themselves as perpetrators of violence somewhat more frequently than girls, and they were somewhat more often exposed to peer and adult violence. Older pupils were more frequently violent and more often reported adult violence, while age differences in exposure to violence were minimal. .",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Nasilje u osnovnim školama u Srbiji - oblici i učestalost, Violence in primary schools in Serbia: Forms and prevalence",
pages = "328-309",
number = "2",
volume = "40",
doi = "10.2298/PSI0702309P"
}

Popadić, D.,& Plut, D.. (2007). Nasilje u osnovnim školama u Srbiji - oblici i učestalost. in Psihologija
Društvo psihologa Srbije, Beograd., 40(2), 309-328.
https://doi.org/10.2298/PSI0702309P

Popadić D, Plut D. Nasilje u osnovnim školama u Srbiji - oblici i učestalost. in Psihologija. 2007;40(2):309-328.
doi:10.2298/PSI0702309P .

Popadić, Dragan, Plut, Dijana, "Nasilje u osnovnim školama u Srbiji - oblici i učestalost" in Psihologija, 40, no. 2 (2007):309-328,
https://doi.org/10.2298/PSI0702309P . .

TY  - JOUR
AU  - Plut, Dijana
AU  - Pešić, Jelena
PY  - 2003
UR  - http://reff.f.bg.ac.rs/handle/123456789/429
AB  - U ovom radu razmatramo elemente i procedure za zasnivanje jedne moguće teorije udžbenika. Osnovne postavke teorije Vigotskog vidimo kao temelje teorije udžbenika. Razmatramo heurističku moć teorijskih ideja Vigotskog kao i moguće pravce elaboracije i operacionalizacije njenih osnovnih postavki. U radovima Vigotskog razvijena je osnovna sociokonstruktivistička ideja, ali on nije stigao da razvije tu ideju do nivoa koji bi bio dovoljno operativan za razne upotrebe. To tretiramo kao izazov. Ovaj rad je pokušaj da se skiciraju mogući pravci operacionalizacije osnovnih postavki Vigotskog. Početna postavka Vigotskog je shvatanje razvoja kao procesa posredovanog kulturom. Više psihičke funkcije su konstrukcija koja se odvija prvo na interpsihičkom planu, u susretu deteta i kulture (najčešće odrasli pripadnici kulture posreduju u tom susretu). Kultura pruža oslonce i osnovnu simboličku građu za konstrukciju na interpsihičkom planu. Ove oslonce Vigotski naziva kulturno-potpornim sredstvima (KPS). Koncept KPS u radu pokušavamo da operacionalizujemo određujući mu tri distinktivne karakteristike: 1. oni su kulturno prepoznatljivi, 2. imaju simboličku prirodu što im omogućuje da budu internalizovani i 3. imaju specifičnu razvojnu misiju koja ih određuje. Primere KPS možemo naći svuda u kulturnom okruženju. Udžbenici su kao žanr određeni da budu nosioci kulturno-potpornih sredstava. Kako je moguće sačiniti iscrpnu listu mogućih KPSova u udžbenicima? Induktivni put je samo jedna mogućnost. Druga mogućnost je deduktivni put, odnosno izvođenje KPSova iz fundamentalnih teorijskih istraživanja relevantnih za udžbenike. Relevantnim disciplinama smatramo razvojnu psihologiju, kognitivnu psihologiju, pedagošku psihologiju i savremene analize diskursa. U radu kratko specifikujemo po čemu su te discipline relevantne za moguću teoriju udžbenika. Iz svih tih bazičnih disciplina moguće je izvesti implikacije za konstrukciju udžbenika i strukturne elemente koji čine dobro oblikovan udžbenik. Strukturne elemente je moguće po formi koju imaju razvrstati u 9 kategorija (u radu navodimo koje su to kategorije). Kakva je, dalje, veza između strukturnih elemenata udžbenika i kulturno-potpornih sredstava? Strukturni elementi udžbenika su, u stvari, KPSovi ugrađeni u udžbenike. Kako to možemo znati? Po njihovoj osnovnoj funkciji! U radu definišemo te osnovne funkcije i strukturnih elemenata udžbenika i KPSova uopšte. Kroz razmatranje tih funkcija vraćamo se i osnovnim individualno psihološkim i kulturnim funkcijama udžbenika. Na kraju razmatramo kritički potencijal koncepta KPS. Ovaj koncept iz svog marksističkog porekla vuče ideju o pozitivnom uticaju sredine na razvoj. Da li je moguće držeći se koncepta KPS razlikovati dobar od lošeg udžbenika. U radu navodimo nekoliko ideja kako je to moguće učiniti.
AB  - This is an attempt to place the problem of textbook theory into a new frame of reference provided by cultural-historical theory of development, using the idea about cultural-historical mediation of individual development and concept of CST as a basic analytical concepts. The new frame of reference introduces a new language on textbooks, opening a range of new research problems, while dealing with the old ones in a new and more complex way. Textbook is shifted from the usual pedagogic-didactic setting and placed in a more basic and cultural context. The paper is an attempt to bring the concept of cultural tools to a completely operational level, as well as to test the actual power of that concept by identifying CST in textbooks. Furthermore, this paper is an attempt elaborate the forms of social assistance that constitute the zone of proximal development, seen as the characteristics of joint activities of the child and a more competent participant (which is "hidden”, i.e., indirectly present, in this case). Vygotsky never specified the forms of social assistance, but rather gave general prescriptions (Moll, 1990), thus presenting one of the central theoretical and practical tasks for the followers of his ideas.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Ka jednoj Vigotskijanskoj teoriji udžbenika
T1  - Toward a Vygotskian theory of textbook
EP  - 515
IS  - 4
SP  - 501
VL  - 36
DO  - 10.2298/PSI0304501P
ER  - 

@article{
author = "Plut, Dijana and Pešić, Jelena",
year = "2003",
abstract = "U ovom radu razmatramo elemente i procedure za zasnivanje jedne moguće teorije udžbenika. Osnovne postavke teorije Vigotskog vidimo kao temelje teorije udžbenika. Razmatramo heurističku moć teorijskih ideja Vigotskog kao i moguće pravce elaboracije i operacionalizacije njenih osnovnih postavki. U radovima Vigotskog razvijena je osnovna sociokonstruktivistička ideja, ali on nije stigao da razvije tu ideju do nivoa koji bi bio dovoljno operativan za razne upotrebe. To tretiramo kao izazov. Ovaj rad je pokušaj da se skiciraju mogući pravci operacionalizacije osnovnih postavki Vigotskog. Početna postavka Vigotskog je shvatanje razvoja kao procesa posredovanog kulturom. Više psihičke funkcije su konstrukcija koja se odvija prvo na interpsihičkom planu, u susretu deteta i kulture (najčešće odrasli pripadnici kulture posreduju u tom susretu). Kultura pruža oslonce i osnovnu simboličku građu za konstrukciju na interpsihičkom planu. Ove oslonce Vigotski naziva kulturno-potpornim sredstvima (KPS). Koncept KPS u radu pokušavamo da operacionalizujemo određujući mu tri distinktivne karakteristike: 1. oni su kulturno prepoznatljivi, 2. imaju simboličku prirodu što im omogućuje da budu internalizovani i 3. imaju specifičnu razvojnu misiju koja ih određuje. Primere KPS možemo naći svuda u kulturnom okruženju. Udžbenici su kao žanr određeni da budu nosioci kulturno-potpornih sredstava. Kako je moguće sačiniti iscrpnu listu mogućih KPSova u udžbenicima? Induktivni put je samo jedna mogućnost. Druga mogućnost je deduktivni put, odnosno izvođenje KPSova iz fundamentalnih teorijskih istraživanja relevantnih za udžbenike. Relevantnim disciplinama smatramo razvojnu psihologiju, kognitivnu psihologiju, pedagošku psihologiju i savremene analize diskursa. U radu kratko specifikujemo po čemu su te discipline relevantne za moguću teoriju udžbenika. Iz svih tih bazičnih disciplina moguće je izvesti implikacije za konstrukciju udžbenika i strukturne elemente koji čine dobro oblikovan udžbenik. Strukturne elemente je moguće po formi koju imaju razvrstati u 9 kategorija (u radu navodimo koje su to kategorije). Kakva je, dalje, veza između strukturnih elemenata udžbenika i kulturno-potpornih sredstava? Strukturni elementi udžbenika su, u stvari, KPSovi ugrađeni u udžbenike. Kako to možemo znati? Po njihovoj osnovnoj funkciji! U radu definišemo te osnovne funkcije i strukturnih elemenata udžbenika i KPSova uopšte. Kroz razmatranje tih funkcija vraćamo se i osnovnim individualno psihološkim i kulturnim funkcijama udžbenika. Na kraju razmatramo kritički potencijal koncepta KPS. Ovaj koncept iz svog marksističkog porekla vuče ideju o pozitivnom uticaju sredine na razvoj. Da li je moguće držeći se koncepta KPS razlikovati dobar od lošeg udžbenika. U radu navodimo nekoliko ideja kako je to moguće učiniti., This is an attempt to place the problem of textbook theory into a new frame of reference provided by cultural-historical theory of development, using the idea about cultural-historical mediation of individual development and concept of CST as a basic analytical concepts. The new frame of reference introduces a new language on textbooks, opening a range of new research problems, while dealing with the old ones in a new and more complex way. Textbook is shifted from the usual pedagogic-didactic setting and placed in a more basic and cultural context. The paper is an attempt to bring the concept of cultural tools to a completely operational level, as well as to test the actual power of that concept by identifying CST in textbooks. Furthermore, this paper is an attempt elaborate the forms of social assistance that constitute the zone of proximal development, seen as the characteristics of joint activities of the child and a more competent participant (which is "hidden”, i.e., indirectly present, in this case). Vygotsky never specified the forms of social assistance, but rather gave general prescriptions (Moll, 1990), thus presenting one of the central theoretical and practical tasks for the followers of his ideas.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Ka jednoj Vigotskijanskoj teoriji udžbenika, Toward a Vygotskian theory of textbook",
pages = "515-501",
number = "4",
volume = "36",
doi = "10.2298/PSI0304501P"
}

Plut, D.,& Pešić, J.. (2003). Ka jednoj Vigotskijanskoj teoriji udžbenika. in Psihologija
Društvo psihologa Srbije, Beograd., 36(4), 501-515.
https://doi.org/10.2298/PSI0304501P

Plut D, Pešić J. Ka jednoj Vigotskijanskoj teoriji udžbenika. in Psihologija. 2003;36(4):501-515.
doi:10.2298/PSI0304501P .

Plut, Dijana, Pešić, Jelena, "Ka jednoj Vigotskijanskoj teoriji udžbenika" in Psihologija, 36, no. 4 (2003):501-515,
https://doi.org/10.2298/PSI0304501P . .