TY  - JOUR
AU  - Bogunović, Blanka
AU  - Jovanović Milanović, Olja
AU  - Simić, Nataša
AU  - Mutavdžin, Dejana
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5875
AB  - Motivation is highly important for participation in musical activities and musical achievement. In
the context of higher music education (HME) in Serbia, we sought to examine the relationship
between students’ solo performance opportunities and two key components of the SelfDetermination Theory (STD) – basic psychological needs (Competence, Relatedness and
Autonomy) and motivational regulation styles (Amotivation, External, Introjected negative,
Introjected positive, Identified, Intrinsic). The convenient sample of 197 HME students(performing
modules; Mage = 23.88, SD = 3.4) completed two inventories: Basic Psychological Needs
Satisfaction and Frustration Scale (BPNSFS; Chen et al., 2015) and Relative Autonomy Index
Questionnaire (RAI-SRQ; Sheldon et al., 2017); they also provided data on the frequency of solo
performances during HME. The results indicate that our participants’ basic psychological needs are
highly met, with the need for Relatedness being significantly less satisfied and the need for
Autonomy significantly more frustrated than the remaining two needs. The motivation for
participation in music activities in our sample could be described as predominantly autonomous –
Identified or Intrinsic. Fulfillment/frustration of basic psychological needs and motivational
regulation styles predicted the likelihood of public solo performances, with Amotivation and
External motivation being a significant predictors. Our findings suggest that students with higher
external motivation for participation in musical activities are more likely to have solo performances.
In line with STD’s postulates, our findings are seen as a reflection of the dominant approaches to
music education in Serbia, and are discussed as such.
T2  - Psihologijske teme
T1  - Self-Determination Theory Perspective on Motivation and Solo Performance among Students in Higher Music Education in Serbia
EP  - 124
IS  - 1
SP  - 105
VL  - 32
DO  - https://doi.org/10.31820/pt.32.1.6
ER  - 

@article{
author = "Bogunović, Blanka and Jovanović Milanović, Olja and Simić, Nataša and Mutavdžin, Dejana",
year = "2023",
abstract = "Motivation is highly important for participation in musical activities and musical achievement. In
the context of higher music education (HME) in Serbia, we sought to examine the relationship
between students’ solo performance opportunities and two key components of the SelfDetermination Theory (STD) – basic psychological needs (Competence, Relatedness and
Autonomy) and motivational regulation styles (Amotivation, External, Introjected negative,
Introjected positive, Identified, Intrinsic). The convenient sample of 197 HME students(performing
modules; Mage = 23.88, SD = 3.4) completed two inventories: Basic Psychological Needs
Satisfaction and Frustration Scale (BPNSFS; Chen et al., 2015) and Relative Autonomy Index
Questionnaire (RAI-SRQ; Sheldon et al., 2017); they also provided data on the frequency of solo
performances during HME. The results indicate that our participants’ basic psychological needs are
highly met, with the need for Relatedness being significantly less satisfied and the need for
Autonomy significantly more frustrated than the remaining two needs. The motivation for
participation in music activities in our sample could be described as predominantly autonomous –
Identified or Intrinsic. Fulfillment/frustration of basic psychological needs and motivational
regulation styles predicted the likelihood of public solo performances, with Amotivation and
External motivation being a significant predictors. Our findings suggest that students with higher
external motivation for participation in musical activities are more likely to have solo performances.
In line with STD’s postulates, our findings are seen as a reflection of the dominant approaches to
music education in Serbia, and are discussed as such.",
journal = "Psihologijske teme",
title = "Self-Determination Theory Perspective on Motivation and Solo Performance among Students in Higher Music Education in Serbia",
pages = "124-105",
number = "1",
volume = "32",
doi = "https://doi.org/10.31820/pt.32.1.6"
}

Bogunović, B., Jovanović Milanović, O., Simić, N.,& Mutavdžin, D.. (2023). Self-Determination Theory Perspective on Motivation and Solo Performance among Students in Higher Music Education in Serbia. in Psihologijske teme, 32(1), 105-124.
https://doi.org/https://doi.org/10.31820/pt.32.1.6

Bogunović B, Jovanović Milanović O, Simić N, Mutavdžin D. Self-Determination Theory Perspective on Motivation and Solo Performance among Students in Higher Music Education in Serbia. in Psihologijske teme. 2023;32(1):105-124.
doi:https://doi.org/10.31820/pt.32.1.6 .

Bogunović, Blanka, Jovanović Milanović, Olja, Simić, Nataša, Mutavdžin, Dejana, "Self-Determination Theory Perspective on Motivation and Solo Performance among Students in Higher Music Education in Serbia" in Psihologijske teme, 32, no. 1 (2023):105-124,
https://doi.org/https://doi.org/10.31820/pt.32.1.6 . .

TY  - CONF
AU  - Stekić, Katarina
AU  - Bogunović, Blanka
AU  - Dejana, Mutavdžin
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4444
AB  - Having in mind that „humans are continually motivated to pursue activities that satisfy basic human needs” (Evans et al., 2012, 4), it is justifiable to ask whether higher music education helps young musicians to satisfy their Basic Psychological Needs (BPNs) for Autonomy, Relatedness and Competence (Deci & Ryan, 2000). This study aimed to investigate the relationship between BPNs and academic and performance outcomes at the higher music education, to determine whether BPNs fulfilment can be predicted by performance experience in different musical settings (solo, chamber, orchestra), as well as possible differences between performing and theoretical modules students. The findings show that psychological needs for Competence satisfaction and Autonomy are the main carriers of young musicians’ well−being when performance matters, especially solo.
AB  - Imajući u vidu da su „ljudi kontinuirano motivirani za bavljenje aktivnostima koje
zadovoljavaju osnovne ljudske potrebe” (Evans i sur., 2012, str. 4), opravdano je
postaviti pitanje pomaže li visoko glazbeno obrazovanje mladim glazbenicima u
zadovoljavanju osnovnih psiholoških potreba (engl. Basic Psychological Needs; BPN)
za autonomijom, povezanošću i kompetencijom (Deci i Ryan, 2000). Cilj je ovoga
istraživanja bio istražiti povezanost između BPN−a i akademskih ishoda te utvrditi
je li iskustvo izvedbe u različitim glazbenim okruženjima (solističko, komorno,
orkestar) prediktor zadovoljenja osnovnih psiholoških potreba, kao i koje su moguće
razlike između skupina studenata upisanih u izvedbene i teorijske module. Skala
zadovoljenja i frustracije osnovnih psiholoških potreba (engl. The Basic psychological
need satisfaction and frustration scale, BPNSF Scale; Chen i sur., 2015) primijenjena
je na prigodnome uzorku od 375 studenata preddiplomskih i poslijediplomskih
studija glazbe na fakultetima u Srbiji i Bosni i Hercegovini. Visoki rezultati na
supskalama zadovoljstva skale BPNSF i relativno niski rezultati na supskalama
frustracije impliciraju da su osnovne psihološke potrebe studenata visokoga
glazbenog obrazovanja ispunjene, što bi moglo ukazivati na općenito visoku razinu
dobrobiti koju ti student ostvaruju. Kad je riječ o ishodima obrazovnoga procesa,
naši rezultati pokazuju da potreba za kompetencijom pozitivno predviđa uspjeh u
glavnome glazbenom predmetu, dok frustracija kompetencije negativno predviđa
uspjeh. Osjećaji kompetentnosti i autonomije predviđaju samoprocijenjeni uspjeh u
glazbi, što je vrijedan rezultat jer ukazuje na to da zadovoljenje nečijih psiholoških
potreba dovodi do većega samopoštovanja, što pak vodi do daljnjega ulaganja u
ispunjavanje ciljeva povezanih s glazbom. Naši podaci pokazuju da više javnih nastupa
(osobito solističkih te s orkestrom) pridonosi većemu osjećaju samoaktualizacije,
ekspertnosti i ovladanosti kompetencijama te većemu doživljavanju sebe voljnom,
kongruentnijom i integriranijom osobom (Ryan i Deci, 2017, 11). Rezultati naglašavaju
ulogu obrazovnoga sustava u podržavanju razvoja glazbenih vještina i znanja
studenata. Zanimljivo je da su rezultati pokazali da je potreba za autonomijom u većoj
mjeri zadovoljena kod studenata koji su uključeni u izvedbeni modul. To bi moglo
značiti da su studenti koji odaberu karijeru bez izvedbe manje zadovoljni prilikama
koje imaju u visokome glazbenom obrazovanju za „doživljavanje svojega ponašanja
kao samoodređenoga” (Ryan i Deci, 2000, str. 70), što nas tjera na propitivanje njihova
osjećaja dobrobiti tijekom studiranja i profesionalnoga bavljenja glazbom. Zaključno, rezultati pokazuju da su psihološka potreba za autonomijom i zadovoljenje potrebe za
kompetencijom primarni nositelji dobrobiti mladih glazbenika kada je riječ o izvedbi,
osobito onoj solističkoj. S druge strane, zbog utvrđene samodovoljnosti glazbenika
(Kemp, 1996), čini se da oni ne moraju osjećati pripadnost i povezanost s društvenim
glazbenim poljem i sa svojom neposrednom okolinom da bi se percipirali uspješnima
u glazbi.
PB  - Sveučilište Jurja Dobrile u Puli, Muzička akademija u Puli
T1  - Basic psychological needs and academic and performance outcomes at the higher music education
T1  - Osnovne psihološke potrebe i  akademski i  izvođački
ishodi u visokome glazbenom obrazovanju
EP  - 411
IS  - 8
SP  - 391
UR  - https://hdl.handle.net/21.15107/rcub_reff_4444
ER  - 

@conference{
editor = "Vidulin, Sabina",
author = "Stekić, Katarina and Bogunović, Blanka and Dejana, Mutavdžin",
year = "2023",
abstract = "Having in mind that „humans are continually motivated to pursue activities that satisfy basic human needs” (Evans et al., 2012, 4), it is justifiable to ask whether higher music education helps young musicians to satisfy their Basic Psychological Needs (BPNs) for Autonomy, Relatedness and Competence (Deci & Ryan, 2000). This study aimed to investigate the relationship between BPNs and academic and performance outcomes at the higher music education, to determine whether BPNs fulfilment can be predicted by performance experience in different musical settings (solo, chamber, orchestra), as well as possible differences between performing and theoretical modules students. The findings show that psychological needs for Competence satisfaction and Autonomy are the main carriers of young musicians’ well−being when performance matters, especially solo., Imajući u vidu da su „ljudi kontinuirano motivirani za bavljenje aktivnostima koje
zadovoljavaju osnovne ljudske potrebe” (Evans i sur., 2012, str. 4), opravdano je
postaviti pitanje pomaže li visoko glazbeno obrazovanje mladim glazbenicima u
zadovoljavanju osnovnih psiholoških potreba (engl. Basic Psychological Needs; BPN)
za autonomijom, povezanošću i kompetencijom (Deci i Ryan, 2000). Cilj je ovoga
istraživanja bio istražiti povezanost između BPN−a i akademskih ishoda te utvrditi
je li iskustvo izvedbe u različitim glazbenim okruženjima (solističko, komorno,
orkestar) prediktor zadovoljenja osnovnih psiholoških potreba, kao i koje su moguće
razlike između skupina studenata upisanih u izvedbene i teorijske module. Skala
zadovoljenja i frustracije osnovnih psiholoških potreba (engl. The Basic psychological
need satisfaction and frustration scale, BPNSF Scale; Chen i sur., 2015) primijenjena
je na prigodnome uzorku od 375 studenata preddiplomskih i poslijediplomskih
studija glazbe na fakultetima u Srbiji i Bosni i Hercegovini. Visoki rezultati na
supskalama zadovoljstva skale BPNSF i relativno niski rezultati na supskalama
frustracije impliciraju da su osnovne psihološke potrebe studenata visokoga
glazbenog obrazovanja ispunjene, što bi moglo ukazivati na općenito visoku razinu
dobrobiti koju ti student ostvaruju. Kad je riječ o ishodima obrazovnoga procesa,
naši rezultati pokazuju da potreba za kompetencijom pozitivno predviđa uspjeh u
glavnome glazbenom predmetu, dok frustracija kompetencije negativno predviđa
uspjeh. Osjećaji kompetentnosti i autonomije predviđaju samoprocijenjeni uspjeh u
glazbi, što je vrijedan rezultat jer ukazuje na to da zadovoljenje nečijih psiholoških
potreba dovodi do većega samopoštovanja, što pak vodi do daljnjega ulaganja u
ispunjavanje ciljeva povezanih s glazbom. Naši podaci pokazuju da više javnih nastupa
(osobito solističkih te s orkestrom) pridonosi većemu osjećaju samoaktualizacije,
ekspertnosti i ovladanosti kompetencijama te većemu doživljavanju sebe voljnom,
kongruentnijom i integriranijom osobom (Ryan i Deci, 2017, 11). Rezultati naglašavaju
ulogu obrazovnoga sustava u podržavanju razvoja glazbenih vještina i znanja
studenata. Zanimljivo je da su rezultati pokazali da je potreba za autonomijom u većoj
mjeri zadovoljena kod studenata koji su uključeni u izvedbeni modul. To bi moglo
značiti da su studenti koji odaberu karijeru bez izvedbe manje zadovoljni prilikama
koje imaju u visokome glazbenom obrazovanju za „doživljavanje svojega ponašanja
kao samoodređenoga” (Ryan i Deci, 2000, str. 70), što nas tjera na propitivanje njihova
osjećaja dobrobiti tijekom studiranja i profesionalnoga bavljenja glazbom. Zaključno, rezultati pokazuju da su psihološka potreba za autonomijom i zadovoljenje potrebe za
kompetencijom primarni nositelji dobrobiti mladih glazbenika kada je riječ o izvedbi,
osobito onoj solističkoj. S druge strane, zbog utvrđene samodovoljnosti glazbenika
(Kemp, 1996), čini se da oni ne moraju osjećati pripadnost i povezanost s društvenim
glazbenim poljem i sa svojom neposrednom okolinom da bi se percipirali uspješnima
u glazbi.",
publisher = "Sveučilište Jurja Dobrile u Puli, Muzička akademija u Puli",
title = "Basic psychological needs and academic and performance outcomes at the higher music education, Osnovne psihološke potrebe i  akademski i  izvođački
ishodi u visokome glazbenom obrazovanju",
pages = "411-391",
number = "8",
url = "https://hdl.handle.net/21.15107/rcub_reff_4444"
}

Vidulin, S., Stekić, K., Bogunović, B.,& Dejana, M.. (2023). Basic psychological needs and academic and performance outcomes at the higher music education. 
Sveučilište Jurja Dobrile u Puli, Muzička akademija u Puli.(8), 391-411.
https://hdl.handle.net/21.15107/rcub_reff_4444

Vidulin S, Stekić K, Bogunović B, Dejana M. Basic psychological needs and academic and performance outcomes at the higher music education. 2023;(8):391-411.
https://hdl.handle.net/21.15107/rcub_reff_4444 .

Vidulin, Sabina, Stekić, Katarina, Bogunović, Blanka, Dejana, Mutavdžin, "Basic psychological needs and academic and performance outcomes at the higher music education", no. 8 (2023):391-411,
https://hdl.handle.net/21.15107/rcub_reff_4444 .

TY  - CONF
AU  - Jovanović, Olja
AU  - Mutavdžin, Dejana
AU  - Radaković, Tatjana
AU  - Mileusnić, Nina
AU  - Gagić, Dragana
AU  - Dodić, Milica
AU  - Žeželj, Iris
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/3805
AB  - The aim of the study is to provide a particular portrayal of emergency remote education (ERE) in Serbia from the perspective of its most disadvantaged partakers. The study applied a single-case study design. The participant was an 11-year-old Roma boy, attending the 5th grade of elementary school in Belgrade. Since October 2019, a group of university students and teaching staff have been providing learning support for the student twice a week. For approximately two and a half years, the researchers continuously produced and/or collected participant-observations, anecdotal notes, the content of the Viber group, artefacts from the learning/teaching process, and notes from interviews with the pupil and his parents. The data from these multiple sources were merged and analysed using event structure analysis. From the analysed data the researchers reconstructed how the Roma student experienced ERE and which factors influenced the process. The analysis acknowledges that ERE policy and practice in interaction with the disadvantaged positions of certain students exacerbate inequity in education. The findings suggest that achieving equity of ERE requires educational decision-making which highlights the perspectives of students from disadvantaged backgrounds and their families, purposefully approaches ERE to disrupt potential inequities, and develops the capacities of schools and teachers to address educational inequities in an emergency context.
PB  - Филозофски факултет Универзитета у Нишу / Faculty of Philosophy, University of Nis
C3  - Psychology in the function of the well-being of the individual and society: international thematic proceedings
T1  - Equity of emergency remote education in Serbia: a case study of a Roma student’s educational experiences
EP  - 175
IS  - 17
SP  - 155
DO  - https://doi.org/10.46630/dpp.2022
ER  - 

@conference{
author = "Jovanović, Olja and Mutavdžin, Dejana and Radaković, Tatjana and Mileusnić, Nina and Gagić, Dragana and Dodić, Milica and Žeželj, Iris",
year = "2022",
abstract = "The aim of the study is to provide a particular portrayal of emergency remote education (ERE) in Serbia from the perspective of its most disadvantaged partakers. The study applied a single-case study design. The participant was an 11-year-old Roma boy, attending the 5th grade of elementary school in Belgrade. Since October 2019, a group of university students and teaching staff have been providing learning support for the student twice a week. For approximately two and a half years, the researchers continuously produced and/or collected participant-observations, anecdotal notes, the content of the Viber group, artefacts from the learning/teaching process, and notes from interviews with the pupil and his parents. The data from these multiple sources were merged and analysed using event structure analysis. From the analysed data the researchers reconstructed how the Roma student experienced ERE and which factors influenced the process. The analysis acknowledges that ERE policy and practice in interaction with the disadvantaged positions of certain students exacerbate inequity in education. The findings suggest that achieving equity of ERE requires educational decision-making which highlights the perspectives of students from disadvantaged backgrounds and their families, purposefully approaches ERE to disrupt potential inequities, and develops the capacities of schools and teachers to address educational inequities in an emergency context.",
publisher = "Филозофски факултет Универзитета у Нишу / Faculty of Philosophy, University of Nis",
journal = "Psychology in the function of the well-being of the individual and society: international thematic proceedings",
title = "Equity of emergency remote education in Serbia: a case study of a Roma student’s educational experiences",
pages = "175-155",
number = "17",
doi = "https://doi.org/10.46630/dpp.2022"
}

Jovanović, O., Mutavdžin, D., Radaković, T., Mileusnić, N., Gagić, D., Dodić, M.,& Žeželj, I.. (2022). Equity of emergency remote education in Serbia: a case study of a Roma student’s educational experiences. in Psychology in the function of the well-being of the individual and society: international thematic proceedings
Филозофски факултет Универзитета у Нишу / Faculty of Philosophy, University of Nis.(17), 155-175.
https://doi.org/https://doi.org/10.46630/dpp.2022

Jovanović O, Mutavdžin D, Radaković T, Mileusnić N, Gagić D, Dodić M, Žeželj I. Equity of emergency remote education in Serbia: a case study of a Roma student’s educational experiences. in Psychology in the function of the well-being of the individual and society: international thematic proceedings. 2022;(17):155-175.
doi:https://doi.org/10.46630/dpp.2022 .

Jovanović, Olja, Mutavdžin, Dejana, Radaković, Tatjana, Mileusnić, Nina, Gagić, Dragana, Dodić, Milica, Žeželj, Iris, "Equity of emergency remote education in Serbia: a case study of a Roma student’s educational experiences" in Psychology in the function of the well-being of the individual and society: international thematic proceedings, no. 17 (2022):155-175,
https://doi.org/https://doi.org/10.46630/dpp.2022 . .

TY  - JOUR
AU  - Mutavdžin, Dejana
AU  - Stančić, Milan
AU  - Bogunović, Blanka
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3431
AB  - In  online  learning,  students  are  expected  to  take  on  more  responsibility  for  their  education, while teachers are expected to support students’ self-regulated learning (SRL) skills. In this research, we explore whether young musicians perceive a difference in the actions that their major music teacher (MMT) took to support their SRL skills before and during the pandemic, and investigate their view on how the MMT could further support their learning. The sample included 144 students of the Faculty of Music in Belgrade, who filled in the online inventory comprised of 24 questions – 17 parallel Likert-type items (referring to the MMT’s actions supporting SRL skills, before and during the pandemic), and  one  question  was  a  short  letter  to  the  MMT.  Data  were  analysed  using  dependent  t-test,  ANOVA  and  reflexive  thematic  analysis.  Students  perceived  that  SRL  skills  were  more  encouraged  before  than  during  the  pandemic.  Additionally,  our  findings  show  that music students who did not have in-person and online communication, separately, with  their  MMTs  perceived  they  had  lower  support  to  self-regulate  their  learning.  The  findings  from  qualitative  analysis  inform  educational  practice  by  pointing  to  specific  teacher’s actions that students perceive as important for their further development.
AB  - Tokom onlajn učenja, od studenata se očekuje da preuzmu veću odgovornost za sopstveno obrazovanje, a od nastavnika se očekuje da podrže veštine samoregulisanog učenja svojih studenata. U ovom istraživanju ispitivali smo da li mladi muzičari opažaju razliku u postupcima kojima je nastavnik glavnog predmeta podržavao njihove veštine samoregulisanog učenja pre i tokom pandemije, kao i viđenje studenata na koji način nastavnik glavnog predmeta može dodatno podržati njihovo učenje. Uzorak čine 144 studenta Fakulteta muzičke umetnosti u Beogradu, koji su popunili onlajn inventar sačinjen od 24 pitanja - 17 paralelnih ajtema Likertovog tipa (koji se odnose na postupke kojima je nastavnik glavnog predmeta podržavao veštine samoregulisanog učenja pre i tokom pandemije), a jedno je predstavljalo kratko pismo nastavniku glavnog predmeta. Podaci su analizirani upotrebom t-testa za zavisne uzorke i ANOVA-e, kao i upotrebom refleksivne tematske analize. Studenti opažaju da su veštine samoregulisanog učenja u većoj meri ohrabrivane pre nego tokom pandemije. Dodatno, naši nalazi pokazuju da studenti muzike koji sa svojim nastavnikom glavnog predmeta nisu imali neposrednu i onlajn komunikaciju, zasebno, opažaju da su bili manje podržani da samoregulišu sopstveno učenje. Nalazi kvalitativne analize informišu obrazovnu praksu time što ukazuju na konkretne postupke nastavnika koje studenti opažaju kao bitne za njihov dalji razvoj.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - To be connected: Supporting self-regulated learning in higher music education before and during the pandemic
T1  - Biti povezan - podržavanje samoregulisanog učenja u višem muzičkom obrazovanju pre i nakon pandemije
IS  - 2
IS  - 301
SP  - 277
VL  - 24
DO  - 10.5937/PSISTRA24-32702
ER  - 

@article{
author = "Mutavdžin, Dejana and Stančić, Milan and Bogunović, Blanka",
year = "2021",
abstract = "In  online  learning,  students  are  expected  to  take  on  more  responsibility  for  their  education, while teachers are expected to support students’ self-regulated learning (SRL) skills. In this research, we explore whether young musicians perceive a difference in the actions that their major music teacher (MMT) took to support their SRL skills before and during the pandemic, and investigate their view on how the MMT could further support their learning. The sample included 144 students of the Faculty of Music in Belgrade, who filled in the online inventory comprised of 24 questions – 17 parallel Likert-type items (referring to the MMT’s actions supporting SRL skills, before and during the pandemic), and  one  question  was  a  short  letter  to  the  MMT.  Data  were  analysed  using  dependent  t-test,  ANOVA  and  reflexive  thematic  analysis.  Students  perceived  that  SRL  skills  were  more  encouraged  before  than  during  the  pandemic.  Additionally,  our  findings  show  that music students who did not have in-person and online communication, separately, with  their  MMTs  perceived  they  had  lower  support  to  self-regulate  their  learning.  The  findings  from  qualitative  analysis  inform  educational  practice  by  pointing  to  specific  teacher’s actions that students perceive as important for their further development., Tokom onlajn učenja, od studenata se očekuje da preuzmu veću odgovornost za sopstveno obrazovanje, a od nastavnika se očekuje da podrže veštine samoregulisanog učenja svojih studenata. U ovom istraživanju ispitivali smo da li mladi muzičari opažaju razliku u postupcima kojima je nastavnik glavnog predmeta podržavao njihove veštine samoregulisanog učenja pre i tokom pandemije, kao i viđenje studenata na koji način nastavnik glavnog predmeta može dodatno podržati njihovo učenje. Uzorak čine 144 studenta Fakulteta muzičke umetnosti u Beogradu, koji su popunili onlajn inventar sačinjen od 24 pitanja - 17 paralelnih ajtema Likertovog tipa (koji se odnose na postupke kojima je nastavnik glavnog predmeta podržavao veštine samoregulisanog učenja pre i tokom pandemije), a jedno je predstavljalo kratko pismo nastavniku glavnog predmeta. Podaci su analizirani upotrebom t-testa za zavisne uzorke i ANOVA-e, kao i upotrebom refleksivne tematske analize. Studenti opažaju da su veštine samoregulisanog učenja u većoj meri ohrabrivane pre nego tokom pandemije. Dodatno, naši nalazi pokazuju da studenti muzike koji sa svojim nastavnikom glavnog predmeta nisu imali neposrednu i onlajn komunikaciju, zasebno, opažaju da su bili manje podržani da samoregulišu sopstveno učenje. Nalazi kvalitativne analize informišu obrazovnu praksu time što ukazuju na konkretne postupke nastavnika koje studenti opažaju kao bitne za njihov dalji razvoj.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "To be connected: Supporting self-regulated learning in higher music education before and during the pandemic, Biti povezan - podržavanje samoregulisanog učenja u višem muzičkom obrazovanju pre i nakon pandemije",
number = "2, 301",
pages = "277",
volume = "24",
doi = "10.5937/PSISTRA24-32702"
}

Mutavdžin, D., Stančić, M.,& Bogunović, B.. (2021). To be connected: Supporting self-regulated learning in higher music education before and during the pandemic. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 24(2), 277.
https://doi.org/10.5937/PSISTRA24-32702

Mutavdžin D, Stančić M, Bogunović B. To be connected: Supporting self-regulated learning in higher music education before and during the pandemic. in Psihološka istraživanja. 2021;24(2):277.
doi:10.5937/PSISTRA24-32702 .

Mutavdžin, Dejana, Stančić, Milan, Bogunović, Blanka, "To be connected: Supporting self-regulated learning in higher music education before and during the pandemic" in Psihološka istraživanja, 24, no. 2 (2021):277,
https://doi.org/10.5937/PSISTRA24-32702 . .

TY  - CONF
AU  - Plazinić, Ljiljana
AU  - Mutavdžin, Dejana
AU  - Altaras Dimitrijević, Ana
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/5771
AB  - Dugo preovlađujući stav u psihologiji darovitosti da na izuzetna postignuća utiču i nasleđe i
sredina/iskustvo, krajem 20. veka uzdrmao je Anders Erikson. Njegova smela teza da je dugotrajno namensko vežbanje nužan i dovoljan uslov postizanja superiornih postignuća, u bilo kom domenu ljudske delatnosti, dovela je do ekspanzije radova u kojima se osporava ideja da je dar relevantan za dostizanje ekspertize. Ova teorija pokrenula je i žučnu raspravu sa zagovornicima „tradicionalne” paradigme, čiji predstavnik Fransoa Ganje dar shvata kao izuzetnu prirodnu sposobnost, genetskog porekla, koja je neophodan preduslov da se daljim učenjem i vežbanjem dostignu izuzetna postignuća. Кako se implikacije ova dva viđenja, naročito pedagoške, značajno razlikuju, cilj ovog rada je razmatranje predstavljenih viđenja u svetlu novih empirijskih nalaza, kako bismo dale zasnovan odgovor o ulozi prirodnih sposobnosti i vežbe u razvoju izuzetnih postignuća.
Iako pokazuju da namensko vežbanje ima najveći udeo u objašnjenju superiornih postignuća,
razmatrani nalazi ukazuju da su i neuvežbane sposobnosti konstitutivni element u njihovom razvoju. Metaanalize svedoče da namensko vežbanje objašnjava skoro trećinu varijanse postignuća u visoko strukturisanim oblastima, ali njegova prediktivna moć smanjuje se porastom složenosti domena i nivoa veštine ispitanog uzorka. Pored toga, dokumentovani su i primeri pojedinaca koji spontano izražavaju neuvežbane sposobnosti u nekom domenu, kao i razvojnu naprednost, brzinu i lakoću u ovladavanju domenom, a koje se ne mogu objasniti namenskim vežbanjem. Da „početna prednost opstaje“ ukazuju nalazi koji pokazuju da sposobnosti prave razliku i među onima koji u istoj meri namenski vežbaju. Na kraju, studije pokazuju da čak i umeren intenzitet vežbe na ranom uzrastu ostavlja traga kako na strukturalne i funkcionalne karateristike mozga tako i na ispoljene sposobnosti i postignuća, što ima važne pedagoške implikacije. Iako razmatrani nalazi jednoglasno svedoče da se, u velikoj meri, može unaprediti aktuelni nivo postignuća, granice unapredivosti ipak postoje. Na to nam ukazuje i izvesna stabilnost postignuća (zadržavanje relativne pozicije u grupi tokom vremena), kao i nemogućnost pojedinaca da samo vežbanjem dostignu najviše domete postignuća. Nalazi skreću pažnju na značaj rane identifikacije darovite dece i uvažavanje njihove razvojne naprednosti u obrazovnom procesu putem obezbeđivanja adekvatne obrazovne podrške.
PB  - Društvo psihologa Srbije
C3  - 67. Kongres psihologa Srbije - Psihologija u novom dobu: izazovi (re)humanizacije - Knjiga rezimea
T1  - Nasleđe ili sredina? Razmatranje stare dileme o poreklu izuzetnih postignuća u svetlu novih empirijskih nalaza.
EP  - 112
SP  - 111
UR  - https://hdl.handle.net/21.15107/rcub_reff_5771
ER  - 

@conference{
author = "Plazinić, Ljiljana and Mutavdžin, Dejana and Altaras Dimitrijević, Ana",
year = "2019",
abstract = "Dugo preovlađujući stav u psihologiji darovitosti da na izuzetna postignuća utiču i nasleđe i
sredina/iskustvo, krajem 20. veka uzdrmao je Anders Erikson. Njegova smela teza da je dugotrajno namensko vežbanje nužan i dovoljan uslov postizanja superiornih postignuća, u bilo kom domenu ljudske delatnosti, dovela je do ekspanzije radova u kojima se osporava ideja da je dar relevantan za dostizanje ekspertize. Ova teorija pokrenula je i žučnu raspravu sa zagovornicima „tradicionalne” paradigme, čiji predstavnik Fransoa Ganje dar shvata kao izuzetnu prirodnu sposobnost, genetskog porekla, koja je neophodan preduslov da se daljim učenjem i vežbanjem dostignu izuzetna postignuća. Кako se implikacije ova dva viđenja, naročito pedagoške, značajno razlikuju, cilj ovog rada je razmatranje predstavljenih viđenja u svetlu novih empirijskih nalaza, kako bismo dale zasnovan odgovor o ulozi prirodnih sposobnosti i vežbe u razvoju izuzetnih postignuća.
Iako pokazuju da namensko vežbanje ima najveći udeo u objašnjenju superiornih postignuća,
razmatrani nalazi ukazuju da su i neuvežbane sposobnosti konstitutivni element u njihovom razvoju. Metaanalize svedoče da namensko vežbanje objašnjava skoro trećinu varijanse postignuća u visoko strukturisanim oblastima, ali njegova prediktivna moć smanjuje se porastom složenosti domena i nivoa veštine ispitanog uzorka. Pored toga, dokumentovani su i primeri pojedinaca koji spontano izražavaju neuvežbane sposobnosti u nekom domenu, kao i razvojnu naprednost, brzinu i lakoću u ovladavanju domenom, a koje se ne mogu objasniti namenskim vežbanjem. Da „početna prednost opstaje“ ukazuju nalazi koji pokazuju da sposobnosti prave razliku i među onima koji u istoj meri namenski vežbaju. Na kraju, studije pokazuju da čak i umeren intenzitet vežbe na ranom uzrastu ostavlja traga kako na strukturalne i funkcionalne karateristike mozga tako i na ispoljene sposobnosti i postignuća, što ima važne pedagoške implikacije. Iako razmatrani nalazi jednoglasno svedoče da se, u velikoj meri, može unaprediti aktuelni nivo postignuća, granice unapredivosti ipak postoje. Na to nam ukazuje i izvesna stabilnost postignuća (zadržavanje relativne pozicije u grupi tokom vremena), kao i nemogućnost pojedinaca da samo vežbanjem dostignu najviše domete postignuća. Nalazi skreću pažnju na značaj rane identifikacije darovite dece i uvažavanje njihove razvojne naprednosti u obrazovnom procesu putem obezbeđivanja adekvatne obrazovne podrške.",
publisher = "Društvo psihologa Srbije",
journal = "67. Kongres psihologa Srbije - Psihologija u novom dobu: izazovi (re)humanizacije - Knjiga rezimea",
title = "Nasleđe ili sredina? Razmatranje stare dileme o poreklu izuzetnih postignuća u svetlu novih empirijskih nalaza.",
pages = "112-111",
url = "https://hdl.handle.net/21.15107/rcub_reff_5771"
}

Plazinić, L., Mutavdžin, D.,& Altaras Dimitrijević, A.. (2019). Nasleđe ili sredina? Razmatranje stare dileme o poreklu izuzetnih postignuća u svetlu novih empirijskih nalaza.. in 67. Kongres psihologa Srbije - Psihologija u novom dobu: izazovi (re)humanizacije - Knjiga rezimea
Društvo psihologa Srbije., 111-112.
https://hdl.handle.net/21.15107/rcub_reff_5771

Plazinić L, Mutavdžin D, Altaras Dimitrijević A. Nasleđe ili sredina? Razmatranje stare dileme o poreklu izuzetnih postignuća u svetlu novih empirijskih nalaza.. in 67. Kongres psihologa Srbije - Psihologija u novom dobu: izazovi (re)humanizacije - Knjiga rezimea. 2019;:111-112.
https://hdl.handle.net/21.15107/rcub_reff_5771 .

Plazinić, Ljiljana, Mutavdžin, Dejana, Altaras Dimitrijević, Ana, "Nasleđe ili sredina? Razmatranje stare dileme o poreklu izuzetnih postignuća u svetlu novih empirijskih nalaza." in 67. Kongres psihologa Srbije - Psihologija u novom dobu: izazovi (re)humanizacije - Knjiga rezimea (2019):111-112,
https://hdl.handle.net/21.15107/rcub_reff_5771 .

TY  - JOUR
AU  - Plazinić, Ljiljana
AU  - Mutavdzin, Dejana
AU  - Altaras Dimitrijević, Ana
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2894
AB  - The paper confronts two views on the conditions for attaining exceptional (expert) achievements: a viewpoint whereby giftedness, defined as exceptional innate ability, constitutes a necessary requirement for the emergence of such achievements, and the expert-performance oriented approach whereby the level of achievement, including a superior one, depends exclusively on the amount of deliberate practice. Adopting one of the two views implies different educational practices, hence it is essential to assess their scientific foundation. To begin with, we present and analyse the given viewpoints with regard to their respective positions on the following questions: What is the contribution of ability and of practice in explaining/predicting levels of achievement? Is there an upper limit on the development of competencies through practice, which might be attributed to abilities? Are there significant individual variations in the dynamics of acquiring expertise? May each instance of exceptional achievement be explained by deliberate practice? Further, we offer a review of relevant studies in order to formulate empirically based answers to the above stated questions. We conclude that the dynamics and outcomes of the process of acquiring expertise cannot be understood and predicted solely on the basis of deliberate practice, but that they depend significantly on the existence of a gift, i.e., an exceptional natural ability. With respect to educational implications, we find that available scientific evidence yields some support for "pedagogical optimism" - the belief that most students can develop a high level of competency by way of mentor-guided practice and feedback - yet that it also strongly calls for differentiated and individualised instruction based on differences in abilities.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Is high ability necesssary for high achievement? A review of recent empirical findings on the conditions for attaining expertise
EP  - 425
IS  - 2
SP  - 373
VL  - 51
DO  - 10.2298/ZIPI1902373P
ER  - 

@article{
author = "Plazinić, Ljiljana and Mutavdzin, Dejana and Altaras Dimitrijević, Ana",
year = "2019",
abstract = "The paper confronts two views on the conditions for attaining exceptional (expert) achievements: a viewpoint whereby giftedness, defined as exceptional innate ability, constitutes a necessary requirement for the emergence of such achievements, and the expert-performance oriented approach whereby the level of achievement, including a superior one, depends exclusively on the amount of deliberate practice. Adopting one of the two views implies different educational practices, hence it is essential to assess their scientific foundation. To begin with, we present and analyse the given viewpoints with regard to their respective positions on the following questions: What is the contribution of ability and of practice in explaining/predicting levels of achievement? Is there an upper limit on the development of competencies through practice, which might be attributed to abilities? Are there significant individual variations in the dynamics of acquiring expertise? May each instance of exceptional achievement be explained by deliberate practice? Further, we offer a review of relevant studies in order to formulate empirically based answers to the above stated questions. We conclude that the dynamics and outcomes of the process of acquiring expertise cannot be understood and predicted solely on the basis of deliberate practice, but that they depend significantly on the existence of a gift, i.e., an exceptional natural ability. With respect to educational implications, we find that available scientific evidence yields some support for "pedagogical optimism" - the belief that most students can develop a high level of competency by way of mentor-guided practice and feedback - yet that it also strongly calls for differentiated and individualised instruction based on differences in abilities.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Is high ability necesssary for high achievement? A review of recent empirical findings on the conditions for attaining expertise",
pages = "425-373",
number = "2",
volume = "51",
doi = "10.2298/ZIPI1902373P"
}

Plazinić, L., Mutavdzin, D.,& Altaras Dimitrijević, A.. (2019). Is high ability necesssary for high achievement? A review of recent empirical findings on the conditions for attaining expertise. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 51(2), 373-425.
https://doi.org/10.2298/ZIPI1902373P

Plazinić L, Mutavdzin D, Altaras Dimitrijević A. Is high ability necesssary for high achievement? A review of recent empirical findings on the conditions for attaining expertise. in Zbornik Instituta za pedagoška istraživanja. 2019;51(2):373-425.
doi:10.2298/ZIPI1902373P .

Plazinić, Ljiljana, Mutavdzin, Dejana, Altaras Dimitrijević, Ana, "Is high ability necesssary for high achievement? A review of recent empirical findings on the conditions for attaining expertise" in Zbornik Instituta za pedagoška istraživanja, 51, no. 2 (2019):373-425,
https://doi.org/10.2298/ZIPI1902373P . .