TY  - JOUR
AU  - Pešić, Jelena
AU  - Videnović, Marina
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2323
AB  - In this paper, we explore high school students' intrapersonal experiences regarding their leisure activities, and whether it is justified, on the basis of their perception, to make a distinction between active and passive leisure. The data were collected by 24-hour time diary method (description of experiences regarding the stated activities) and the thematic content analysis method was applied. The comments embedded in students' descriptions (unit of analysis) were classified into four categories: aims/importance of activities, mental effort, motivational value and experience of engagement. The sample of 922 high school students was structured by the region, age (I-IV grade) and type of school (grammar and vocational schools). As expected, extracurricular activities and hobbies are significantly more often described as mentally demanding and important for the development of competencies and identity, compared to passive leisure activities - watching entertainment shows and movies, reading for pleasure, listening to music and playing computer games. For these latter activities, there are significantly more positive comments on their motivational value. There is no significant difference regarding the experience of engagement, partly because of the unexpectedly large number of positive comments on watching entertainment shows and movies. The implications of these findings are discussed from the perspective of positive youth development.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Leisure from the youth perspective: a qualitative analysis of high school students' time diary
EP  - 330
IS  - 2
SP  - 314
VL  - 49
DO  - 10.2298/ZIPI1702314P
ER  - 

@article{
author = "Pešić, Jelena and Videnović, Marina",
year = "2017",
abstract = "In this paper, we explore high school students' intrapersonal experiences regarding their leisure activities, and whether it is justified, on the basis of their perception, to make a distinction between active and passive leisure. The data were collected by 24-hour time diary method (description of experiences regarding the stated activities) and the thematic content analysis method was applied. The comments embedded in students' descriptions (unit of analysis) were classified into four categories: aims/importance of activities, mental effort, motivational value and experience of engagement. The sample of 922 high school students was structured by the region, age (I-IV grade) and type of school (grammar and vocational schools). As expected, extracurricular activities and hobbies are significantly more often described as mentally demanding and important for the development of competencies and identity, compared to passive leisure activities - watching entertainment shows and movies, reading for pleasure, listening to music and playing computer games. For these latter activities, there are significantly more positive comments on their motivational value. There is no significant difference regarding the experience of engagement, partly because of the unexpectedly large number of positive comments on watching entertainment shows and movies. The implications of these findings are discussed from the perspective of positive youth development.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Leisure from the youth perspective: a qualitative analysis of high school students' time diary",
pages = "330-314",
number = "2",
volume = "49",
doi = "10.2298/ZIPI1702314P"
}

Pešić, J.,& Videnović, M.. (2017). Leisure from the youth perspective: a qualitative analysis of high school students' time diary. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 49(2), 314-330.
https://doi.org/10.2298/ZIPI1702314P

Pešić J, Videnović M. Leisure from the youth perspective: a qualitative analysis of high school students' time diary. in Zbornik Instituta za pedagoška istraživanja. 2017;49(2):314-330.
doi:10.2298/ZIPI1702314P .

Pešić, Jelena, Videnović, Marina, "Leisure from the youth perspective: a qualitative analysis of high school students' time diary" in Zbornik Instituta za pedagoška istraživanja, 49, no. 2 (2017):314-330,
https://doi.org/10.2298/ZIPI1702314P . .

TY  - JOUR
AU  - Stepanović Ilić, Ivana
AU  - Baucal, Aleksandar
AU  - Pešić, Jelena
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/1983
AB  - The main goal of the study is to define dialogue dimensions in order to describe the interaction within peer dyads and potentially connect them with formal operations development in the less competent participants. Its significance is related to rare investigations of this subject in the context of formal operations development and to practical implications regarding peer involvement in education process. The sample included 316 students aged 12 and 14. The research had an experimental design: pre-test, intervention and post-test. In the pre-test and the post-test phases students solved the formal operations test BLOT. According to the pre-test results, 47 dyads were formed where less and more competent students jointly solved tasks from BLOT. Their dialogues were coded by 14 dimensions operationalized for this purpose. Correlations between the dialogue dimensions indicate clearly distinguished positive and negative interaction patterns. There are no connections between dialogue dimensions and progress of less competent adolescents on BLOT in the entire sample, but several are found in the subsamples. Arguments exchange seems to be the most encouraging dialogue feature regarding formal operations development, particularly in older students. This confirms relevant research data and the expectations about peers' constructive role in fostering cognitive development.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Asymmetrical peer interaction and formal operational development: dialogue dimensions analysis
EP  - 40
IS  - 1
SP  - 23
VL  - 47
DO  - 10.2298/ZIPI1501023S
ER  - 

@article{
author = "Stepanović Ilić, Ivana and Baucal, Aleksandar and Pešić, Jelena",
year = "2015",
abstract = "The main goal of the study is to define dialogue dimensions in order to describe the interaction within peer dyads and potentially connect them with formal operations development in the less competent participants. Its significance is related to rare investigations of this subject in the context of formal operations development and to practical implications regarding peer involvement in education process. The sample included 316 students aged 12 and 14. The research had an experimental design: pre-test, intervention and post-test. In the pre-test and the post-test phases students solved the formal operations test BLOT. According to the pre-test results, 47 dyads were formed where less and more competent students jointly solved tasks from BLOT. Their dialogues were coded by 14 dimensions operationalized for this purpose. Correlations between the dialogue dimensions indicate clearly distinguished positive and negative interaction patterns. There are no connections between dialogue dimensions and progress of less competent adolescents on BLOT in the entire sample, but several are found in the subsamples. Arguments exchange seems to be the most encouraging dialogue feature regarding formal operations development, particularly in older students. This confirms relevant research data and the expectations about peers' constructive role in fostering cognitive development.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Asymmetrical peer interaction and formal operational development: dialogue dimensions analysis",
pages = "40-23",
number = "1",
volume = "47",
doi = "10.2298/ZIPI1501023S"
}

Stepanović Ilić, I., Baucal, A.,& Pešić, J.. (2015). Asymmetrical peer interaction and formal operational development: dialogue dimensions analysis. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 47(1), 23-40.
https://doi.org/10.2298/ZIPI1501023S

Stepanović Ilić I, Baucal A, Pešić J. Asymmetrical peer interaction and formal operational development: dialogue dimensions analysis. in Zbornik Instituta za pedagoška istraživanja. 2015;47(1):23-40.
doi:10.2298/ZIPI1501023S .

Stepanović Ilić, Ivana, Baucal, Aleksandar, Pešić, Jelena, "Asymmetrical peer interaction and formal operational development: dialogue dimensions analysis" in Zbornik Instituta za pedagoška istraživanja, 47, no. 1 (2015):23-40,
https://doi.org/10.2298/ZIPI1501023S . .

TY  - JOUR
AU  - Pešić, Jelena
AU  - Videnović, Marina
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1548
AB  - Cilj istraživanja je da utvrdimo koliko su različite obrazovne aktivnosti zastupljene u strukturi tipičnog dana srednjoškolaca u Srbiji, kao i da li u tom pogledu postoje značajne razlike u zavisnosti od njihovih sociodemografskih karakteristika. Primenjena je metoda 24-časovnog vremenskog dnevnika. Istraživanje je obavljeno na uzorku od 922 učenika srednjih škola, strukturisanom po regionu, uzrastu i tipu škole. Analiza je pokazala da radnim danima srednjoškolci u proseku provode oko 5 sati u školi. U radnim aktivnostima van škole provode skoro 2 sata, od čega najveći deo u učenju (81 minut), a značajno manje u kućnim poslovima (23 minuta) i radu koji donosi prihode (7 minuta). Od ukupno 5 sati i 22 minuta slobodnog vremena, svega 5 minuta posvećeno je organizovanim vannastavnim aktivnostima. Utvrđene su značajne razlike u zastupljenosti obrazovnih aktivnosti u zavisnosti od pola, tipa škole i obrazovanja roditelja. Poređenje sa nalazima iz drugih zemalja ukazuje na neke kulturološke specifičnosti naših srednjoškolaca: u odnosu na srednjoškolce iz Sjedinjenih Američkih Država, oni provode značajno više vremena u učenju, a značajno manje u ekonomski produktivnom radu i kućnim poslovima, slično kao i mladi iz evropskih zemalja. Veoma mala zastupljenost vannastavnih aktivnosti pokazuje da je školsko učenje gotovo jedini kontekst razvoja obrazovnih kompetencija. Implikacije ovih nalaza razmatrane su iz perspektive pozitivnog razvoja mladih.
AB  - The aim of this study was to determine the time allocation of various educational activities within the structure of a typical day of Serbian secondary school students, and whether there were significant differences in this respect depending on their socio-demographic characteristics. The 24-hour time diary method was applied: the subjects described chronologically, at half-hourly intervals, their activities in one weekday an done weekend day. The research was conducted on a sample of922 sec­ondary school students, Structured by region, age and type of school. The analysis revealed that on weekdays students spent about 5 hours in school. In work activities outside school they spent almost 2 hours, out of which the largest part in learning (81 minutes), and significantly less in housework (23 minutes) and economically productive work (7 minutes). From a total of5 hours and22 minutes of free time, only 5 minutes were devoted to organized extracurricular activities. Significant differences were obtained with regard to students' gender, type of school, and level of parents' education. When these results are compared with the data from other countries, it is shown that secondary school students in Serbia, compared to the U.S., spend more time in learning, and significantly less in economically productive work and house­work, much like the youth in European countries. A very low proportion of extracurricular activities shows that school learning is almost the only context of developing educational competencies. The implications of these findings are discussed from the perspective of positive youth development.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Obrazovne aktivnosti srednjoškolaca u Srbiji - analiza vremenskog dnevnika
T1  - Educational activities of secondary school students in Serbia: A time-diary analysis
EP  - 184
IS  - 1
SP  - 169
VL  - 45
UR  - https://hdl.handle.net/21.15107/rcub_reff_1548
ER  - 

@article{
author = "Pešić, Jelena and Videnović, Marina",
year = "2013",
abstract = "Cilj istraživanja je da utvrdimo koliko su različite obrazovne aktivnosti zastupljene u strukturi tipičnog dana srednjoškolaca u Srbiji, kao i da li u tom pogledu postoje značajne razlike u zavisnosti od njihovih sociodemografskih karakteristika. Primenjena je metoda 24-časovnog vremenskog dnevnika. Istraživanje je obavljeno na uzorku od 922 učenika srednjih škola, strukturisanom po regionu, uzrastu i tipu škole. Analiza je pokazala da radnim danima srednjoškolci u proseku provode oko 5 sati u školi. U radnim aktivnostima van škole provode skoro 2 sata, od čega najveći deo u učenju (81 minut), a značajno manje u kućnim poslovima (23 minuta) i radu koji donosi prihode (7 minuta). Od ukupno 5 sati i 22 minuta slobodnog vremena, svega 5 minuta posvećeno je organizovanim vannastavnim aktivnostima. Utvrđene su značajne razlike u zastupljenosti obrazovnih aktivnosti u zavisnosti od pola, tipa škole i obrazovanja roditelja. Poređenje sa nalazima iz drugih zemalja ukazuje na neke kulturološke specifičnosti naših srednjoškolaca: u odnosu na srednjoškolce iz Sjedinjenih Američkih Država, oni provode značajno više vremena u učenju, a značajno manje u ekonomski produktivnom radu i kućnim poslovima, slično kao i mladi iz evropskih zemalja. Veoma mala zastupljenost vannastavnih aktivnosti pokazuje da je školsko učenje gotovo jedini kontekst razvoja obrazovnih kompetencija. Implikacije ovih nalaza razmatrane su iz perspektive pozitivnog razvoja mladih., The aim of this study was to determine the time allocation of various educational activities within the structure of a typical day of Serbian secondary school students, and whether there were significant differences in this respect depending on their socio-demographic characteristics. The 24-hour time diary method was applied: the subjects described chronologically, at half-hourly intervals, their activities in one weekday an done weekend day. The research was conducted on a sample of922 sec­ondary school students, Structured by region, age and type of school. The analysis revealed that on weekdays students spent about 5 hours in school. In work activities outside school they spent almost 2 hours, out of which the largest part in learning (81 minutes), and significantly less in housework (23 minutes) and economically productive work (7 minutes). From a total of5 hours and22 minutes of free time, only 5 minutes were devoted to organized extracurricular activities. Significant differences were obtained with regard to students' gender, type of school, and level of parents' education. When these results are compared with the data from other countries, it is shown that secondary school students in Serbia, compared to the U.S., spend more time in learning, and significantly less in economically productive work and house­work, much like the youth in European countries. A very low proportion of extracurricular activities shows that school learning is almost the only context of developing educational competencies. The implications of these findings are discussed from the perspective of positive youth development.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Obrazovne aktivnosti srednjoškolaca u Srbiji - analiza vremenskog dnevnika, Educational activities of secondary school students in Serbia: A time-diary analysis",
pages = "184-169",
number = "1",
volume = "45",
url = "https://hdl.handle.net/21.15107/rcub_reff_1548"
}

Pešić, J.,& Videnović, M.. (2013). Obrazovne aktivnosti srednjoškolaca u Srbiji - analiza vremenskog dnevnika. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 45(1), 169-184.
https://hdl.handle.net/21.15107/rcub_reff_1548

Pešić J, Videnović M. Obrazovne aktivnosti srednjoškolaca u Srbiji - analiza vremenskog dnevnika. in Zbornik Instituta za pedagoška istraživanja. 2013;45(1):169-184.
https://hdl.handle.net/21.15107/rcub_reff_1548 .

Pešić, Jelena, Videnović, Marina, "Obrazovne aktivnosti srednjoškolaca u Srbiji - analiza vremenskog dnevnika" in Zbornik Instituta za pedagoška istraživanja, 45, no. 1 (2013):169-184,
https://hdl.handle.net/21.15107/rcub_reff_1548 .

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  - 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  - 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 . .