TY  - JOUR
AU  - Leal Filho, Walter
AU  - Wall, Tony
AU  - Rayman-Bacchus, Lez
AU  - Mifsud, Mark
AU  - Pritchard, Diana J.
AU  - Orlović Lovren, Violeta
AU  - Farinha, Carla
AU  - Petrović, Danijela
AU  - Balogun, Abdul-Lateef
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3263
AB  - Background "The impacts of the Coronavirus Disease 2019 (COVID-19) pandemic and the shutdown it triggered at universities across the world, led to a great degree of social isolation among university staff and students. The aim of this study was to identify the perceived consequences of this on staff and their work and on students and their studies at universities. Method The study used a variety of methods, which involved an on-line survey on the influences of social isolation using a non-probability sampling. More specifically, two techniques were used, namely a convenience sampling (i.e. involving members of the academic community, which are easy to reach by the study team), supported by a snow ball sampling (recruiting respondents among acquaintances of the participants). A total of 711 questionnaires from 41 countries were received. Descriptive statistics were deployed to analyse trends and to identify socio-demographic differences. Inferential statistics were used to assess significant differences among the geographical regions, work areas and other socio-demographic factors related to impacts of social isolation of university staff and students. Results The study reveals that 90% of the respondents have been affected by the shutdown and unable to perform normal work or studies at their institution for between 1 week to 2 months. While 70% of the respondents perceive negative impacts of COVID 19 on their work or studies, more than 60% of them value the additional time that they have had indoors with families and others. . Conclusions While the majority of the respondents agree that they suffered from the lack of social interaction and communication during the social distancing/isolation, there were significant differences in the reactions to the lockdowns between academic staff and students. There are also differences in the degree of influence of some of the problems, when compared across geographical regions. In addition to policy actions that may be deployed, further research on innovative methods of teaching and communication with students is needed in order to allow staff and students to better cope with social isolation in cases of new or recurring pandemics.
PB  - BMC, London
T2  - BMC Public Health
T1  - Impacts of COVID-19 and social isolation on academic staff and students at universities: a cross-sectional study
IS  - 1
VL  - 21
DO  - 10.1186/s12889-021-11040-z
ER  - 

@article{
author = "Leal Filho, Walter and Wall, Tony and Rayman-Bacchus, Lez and Mifsud, Mark and Pritchard, Diana J. and Orlović Lovren, Violeta and Farinha, Carla and Petrović, Danijela and Balogun, Abdul-Lateef",
year = "2021",
abstract = "Background "The impacts of the Coronavirus Disease 2019 (COVID-19) pandemic and the shutdown it triggered at universities across the world, led to a great degree of social isolation among university staff and students. The aim of this study was to identify the perceived consequences of this on staff and their work and on students and their studies at universities. Method The study used a variety of methods, which involved an on-line survey on the influences of social isolation using a non-probability sampling. More specifically, two techniques were used, namely a convenience sampling (i.e. involving members of the academic community, which are easy to reach by the study team), supported by a snow ball sampling (recruiting respondents among acquaintances of the participants). A total of 711 questionnaires from 41 countries were received. Descriptive statistics were deployed to analyse trends and to identify socio-demographic differences. Inferential statistics were used to assess significant differences among the geographical regions, work areas and other socio-demographic factors related to impacts of social isolation of university staff and students. Results The study reveals that 90% of the respondents have been affected by the shutdown and unable to perform normal work or studies at their institution for between 1 week to 2 months. While 70% of the respondents perceive negative impacts of COVID 19 on their work or studies, more than 60% of them value the additional time that they have had indoors with families and others. . Conclusions While the majority of the respondents agree that they suffered from the lack of social interaction and communication during the social distancing/isolation, there were significant differences in the reactions to the lockdowns between academic staff and students. There are also differences in the degree of influence of some of the problems, when compared across geographical regions. In addition to policy actions that may be deployed, further research on innovative methods of teaching and communication with students is needed in order to allow staff and students to better cope with social isolation in cases of new or recurring pandemics.",
publisher = "BMC, London",
journal = "BMC Public Health",
title = "Impacts of COVID-19 and social isolation on academic staff and students at universities: a cross-sectional study",
number = "1",
volume = "21",
doi = "10.1186/s12889-021-11040-z"
}

Leal Filho, W., Wall, T., Rayman-Bacchus, L., Mifsud, M., Pritchard, D. J., Orlović Lovren, V., Farinha, C., Petrović, D.,& Balogun, A.. (2021). Impacts of COVID-19 and social isolation on academic staff and students at universities: a cross-sectional study. in BMC Public Health
BMC, London., 21(1).
https://doi.org/10.1186/s12889-021-11040-z

Leal Filho W, Wall T, Rayman-Bacchus L, Mifsud M, Pritchard DJ, Orlović Lovren V, Farinha C, Petrović D, Balogun A. Impacts of COVID-19 and social isolation on academic staff and students at universities: a cross-sectional study. in BMC Public Health. 2021;21(1).
doi:10.1186/s12889-021-11040-z .

Leal Filho, Walter, Wall, Tony, Rayman-Bacchus, Lez, Mifsud, Mark, Pritchard, Diana J., Orlović Lovren, Violeta, Farinha, Carla, Petrović, Danijela, Balogun, Abdul-Lateef, "Impacts of COVID-19 and social isolation on academic staff and students at universities: a cross-sectional study" in BMC Public Health, 21, no. 1 (2021),
https://doi.org/10.1186/s12889-021-11040-z . .

TY  - JOUR
AU  - Andre, Lucija
AU  - Peetsma, Thea T. D.
AU  - van Vianen, Annelies E. M.
AU  - de Wal, Joost Jansen In
AU  - Petrović, Danijela
AU  - Bunjevac, Tomislav
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2865
AB  - This three-wave cross-cultural study tested a cross-cultural model that related adolescents' Regulatory Focus (RF) and Future Time Perspective on School and Professional Career (FTP) to their educational and career behaviors, and explored whether these relationships are equivalent across countries. Specifically, it addressed the challenging question whether adolescents' motivational orientations differ across countries with vastly different cultural values, socio-economic circumstances and history. A total of 1520 adolescents in the Netherlands, Serbia, and Croatia reported their parents' and their own RF (promotion and prevention), FTP on school and professional career, investment in learning and homework, and career planning, on three time points. Teachers assessed adolescents' investment in learning and provided adolescents' GPA. Based on the multi-group structural equation modeling results, we found good model fits for each country and confirmation of most hypotheses. Results supported that the hypothesized model was cross-culturally valid in the three countries, although FTP related differently to GPA and teacher ratings across the samples. Also, we revealed intriguing differences on adolescents' FTP and RF strategies across the three countries. The findings suggest that FTP and RF play an important role in the learning efforts and career planning of adolescents across different countries.
PB  - Academic Press Inc Elsevier Science, San Diego
T2  - Journal of Vocational Behavior
T1  - Motivated by future and challenges: A cross-cultural study on adolescents' investment in learning and career planning
EP  - 185
SP  - 168
VL  - 100
DO  - 10.1016/j.jvb.2018.11.015
ER  - 

@article{
author = "Andre, Lucija and Peetsma, Thea T. D. and van Vianen, Annelies E. M. and de Wal, Joost Jansen In and Petrović, Danijela and Bunjevac, Tomislav",
year = "2019",
abstract = "This three-wave cross-cultural study tested a cross-cultural model that related adolescents' Regulatory Focus (RF) and Future Time Perspective on School and Professional Career (FTP) to their educational and career behaviors, and explored whether these relationships are equivalent across countries. Specifically, it addressed the challenging question whether adolescents' motivational orientations differ across countries with vastly different cultural values, socio-economic circumstances and history. A total of 1520 adolescents in the Netherlands, Serbia, and Croatia reported their parents' and their own RF (promotion and prevention), FTP on school and professional career, investment in learning and homework, and career planning, on three time points. Teachers assessed adolescents' investment in learning and provided adolescents' GPA. Based on the multi-group structural equation modeling results, we found good model fits for each country and confirmation of most hypotheses. Results supported that the hypothesized model was cross-culturally valid in the three countries, although FTP related differently to GPA and teacher ratings across the samples. Also, we revealed intriguing differences on adolescents' FTP and RF strategies across the three countries. The findings suggest that FTP and RF play an important role in the learning efforts and career planning of adolescents across different countries.",
publisher = "Academic Press Inc Elsevier Science, San Diego",
journal = "Journal of Vocational Behavior",
title = "Motivated by future and challenges: A cross-cultural study on adolescents' investment in learning and career planning",
pages = "185-168",
volume = "100",
doi = "10.1016/j.jvb.2018.11.015"
}

Andre, L., Peetsma, T. T. D., van Vianen, A. E. M., de Wal, J. J. I., Petrović, D.,& Bunjevac, T.. (2019). Motivated by future and challenges: A cross-cultural study on adolescents' investment in learning and career planning. in Journal of Vocational Behavior
Academic Press Inc Elsevier Science, San Diego., 100, 168-185.
https://doi.org/10.1016/j.jvb.2018.11.015

Andre L, Peetsma TTD, van Vianen AEM, de Wal JJI, Petrović D, Bunjevac T. Motivated by future and challenges: A cross-cultural study on adolescents' investment in learning and career planning. in Journal of Vocational Behavior. 2019;100:168-185.
doi:10.1016/j.jvb.2018.11.015 .

Andre, Lucija, Peetsma, Thea T. D., van Vianen, Annelies E. M., de Wal, Joost Jansen In, Petrović, Danijela, Bunjevac, Tomislav, "Motivated by future and challenges: A cross-cultural study on adolescents' investment in learning and career planning" in Journal of Vocational Behavior, 100 (2019):168-185,
https://doi.org/10.1016/j.jvb.2018.11.015 . .

TY  - JOUR
AU  - Smuđa, Marija S.
AU  - Luković, Slađana R.
AU  - Petrović, Danijela
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2770
AB  - Socijalna distanca je predmet mnogih istraživanja, a posebno je aktuelno pitanje istraživanja socijalne distance prema Romima. Istraživanje koje smo sproveli imalo je nekoliko ciljeva. Osnovni cilj se odnosio na utvrđivanje postojanja i intenziteta socijalne distance prema Romima kod učenika osnovnoškolskog uzrasta. Specifični cilj istraživanja se odnosio na utvrđivanje postojanja razlika u izraženosti socijalne distance kod učenika koji imaju i koji nemaju čest kontakt sa Romima. U istraživanju su učestvovala 152 učenika četvrtog i osmog razreda osnovne škole. Za ispitivanje socijalne distance korišćena je Bogardusova skala, prilagođena za decu. Sprovedene su i dve fokus grupe sa ciljem dobijanja kvalitativnih podataka. Rezultati pokazuju da je socijalna distanca prema Romima izražena, te da je najnepoželjniji odnos sa Romima sedenje u klupi, dok se najlakše prihvata da Rom ide u istu školu. Utvrđeno je da učenici koji imaju više kontakata sa Romima imaju i manje izraženu socijalnu distancu prema njima. Kvalitativna analiza podataka ukazuje na veću zastupljenost negativnih stereotipa o Romima. Da bi se dobila prava slika strukture socijalne distance prema Romima, neophodno je kombinovati kvantitativne i kvalitativne mere.
AB  - Social distance has been the subject of numerous research papers; the issue of researching social distance toward Roma is especially important. There are several aims of our study. The basic goal of the research is to determine the existence and intensity of social distance towards Roma held by primary school students. The specific goal of the research is to determine the differences in the presence of social distance held by students who often interact with Roma children, as well as those who rarely interact with them. The research sample consisted of 152 participants (71 fourth-grade students and 81 eighth-grade students; 85 boys and 67 girls). The Bogardus's Scale, modified for children, was used for researching the social distance. Furthermore, the research implied two focus groups for the qualitative data to be obtained. The results showed the existance of social distance toward Roma students. Furthermore, according to this data, the least desirable relationship was sitting in the same school bench with Roma children, whereas the most acceptable relationship was going to the same school with Roma. Moreover, it was established that students having more relationships with Roma had lower social distance toward them as well. Qualitative data analysis shows higher level of negative stereotypes and attitudes toward Roma. It is essential to combine quantitative and qualitative measures for the purpose of getting the unbiased description of social distance toward Roma.
PB  - Univerzitet u Kragujevcu - Pedagoški fakultet, Užice
T2  - Zbornik radova Pedagoškog fakulteta, Užice
T1  - Socijalna distanca i struktura stereotipa učenika osnovne škole prema Romima - kvantitativna i kvalitativna analiza
T1  - Social distance and the structure of stereotypes of primary school students towards Roma: Quantitative and qualitative analysis
EP  - 108
IS  - 21
SP  - 89
UR  - https://hdl.handle.net/21.15107/rcub_reff_2770
ER  - 

@article{
author = "Smuđa, Marija S. and Luković, Slađana R. and Petrović, Danijela",
year = "2019",
abstract = "Socijalna distanca je predmet mnogih istraživanja, a posebno je aktuelno pitanje istraživanja socijalne distance prema Romima. Istraživanje koje smo sproveli imalo je nekoliko ciljeva. Osnovni cilj se odnosio na utvrđivanje postojanja i intenziteta socijalne distance prema Romima kod učenika osnovnoškolskog uzrasta. Specifični cilj istraživanja se odnosio na utvrđivanje postojanja razlika u izraženosti socijalne distance kod učenika koji imaju i koji nemaju čest kontakt sa Romima. U istraživanju su učestvovala 152 učenika četvrtog i osmog razreda osnovne škole. Za ispitivanje socijalne distance korišćena je Bogardusova skala, prilagođena za decu. Sprovedene su i dve fokus grupe sa ciljem dobijanja kvalitativnih podataka. Rezultati pokazuju da je socijalna distanca prema Romima izražena, te da je najnepoželjniji odnos sa Romima sedenje u klupi, dok se najlakše prihvata da Rom ide u istu školu. Utvrđeno je da učenici koji imaju više kontakata sa Romima imaju i manje izraženu socijalnu distancu prema njima. Kvalitativna analiza podataka ukazuje na veću zastupljenost negativnih stereotipa o Romima. Da bi se dobila prava slika strukture socijalne distance prema Romima, neophodno je kombinovati kvantitativne i kvalitativne mere., Social distance has been the subject of numerous research papers; the issue of researching social distance toward Roma is especially important. There are several aims of our study. The basic goal of the research is to determine the existence and intensity of social distance towards Roma held by primary school students. The specific goal of the research is to determine the differences in the presence of social distance held by students who often interact with Roma children, as well as those who rarely interact with them. The research sample consisted of 152 participants (71 fourth-grade students and 81 eighth-grade students; 85 boys and 67 girls). The Bogardus's Scale, modified for children, was used for researching the social distance. Furthermore, the research implied two focus groups for the qualitative data to be obtained. The results showed the existance of social distance toward Roma students. Furthermore, according to this data, the least desirable relationship was sitting in the same school bench with Roma children, whereas the most acceptable relationship was going to the same school with Roma. Moreover, it was established that students having more relationships with Roma had lower social distance toward them as well. Qualitative data analysis shows higher level of negative stereotypes and attitudes toward Roma. It is essential to combine quantitative and qualitative measures for the purpose of getting the unbiased description of social distance toward Roma.",
publisher = "Univerzitet u Kragujevcu - Pedagoški fakultet, Užice",
journal = "Zbornik radova Pedagoškog fakulteta, Užice",
title = "Socijalna distanca i struktura stereotipa učenika osnovne škole prema Romima - kvantitativna i kvalitativna analiza, Social distance and the structure of stereotypes of primary school students towards Roma: Quantitative and qualitative analysis",
pages = "108-89",
number = "21",
url = "https://hdl.handle.net/21.15107/rcub_reff_2770"
}

Smuđa, M. S., Luković, S. R.,& Petrović, D.. (2019). Socijalna distanca i struktura stereotipa učenika osnovne škole prema Romima - kvantitativna i kvalitativna analiza. in Zbornik radova Pedagoškog fakulteta, Užice
Univerzitet u Kragujevcu - Pedagoški fakultet, Užice.(21), 89-108.
https://hdl.handle.net/21.15107/rcub_reff_2770

Smuđa MS, Luković SR, Petrović D. Socijalna distanca i struktura stereotipa učenika osnovne škole prema Romima - kvantitativna i kvalitativna analiza. in Zbornik radova Pedagoškog fakulteta, Užice. 2019;(21):89-108.
https://hdl.handle.net/21.15107/rcub_reff_2770 .

Smuđa, Marija S., Luković, Slađana R., Petrović, Danijela, "Socijalna distanca i struktura stereotipa učenika osnovne škole prema Romima - kvantitativna i kvalitativna analiza" in Zbornik radova Pedagoškog fakulteta, Užice, no. 21 (2019):89-108,
https://hdl.handle.net/21.15107/rcub_reff_2770 .

TY  - JOUR
AU  - Petrović, Danijela
AU  - Pavićević, Miljana S.
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/2489
AB  - Pripadnost i vezanost za različite društvene grupe, kao što su nacionalna država i etnička grupa može da ima izraženu motivacionu snagu. Istovremeno, osećaj nacionalne vezanosti može da preraste u etnocentrizam i da postane izvor neprijateljstva i sukoba među pripadnicima različitih nacija, kao što i konflikti u neposrednoj prošlosti mogu da doprinesu većem ispoljavanju pojedinih oblika nacionalne vezanosti, pa i etnocentrizma. Zbog toga ovo istraživanje malo za cilj da: (1) utvrdi izraženost etnocentrizma i različitih formi nacionalne vezanosti kod mladih srpske nacionalnosti na Kosovu i Metohiji (345 ispitanika, prosečne starosti AS=19,36); (2) ispitamo kakva vrsta relacija postoji između etnocentrizma i nacionalne vezanosti. U istraživanju su korišćene Skala za procenu etnocentrizma (Šram, 2010) i Skala oblika nacionalne vezanosti (Rot i Havelka, 1973). Rezultati pokazuju da od aspekata etnocentrizma ispitanici ispoljavaju najviši stepen nacionalne homogenizacije koju odlikuje snažna potreba za nacionalnim jedinstvom, dok je najizraženiji oblik nacionalne vezanosti istaknuta nacionalna vezanost za koju je karakteristično idealizovanje sopstvene nacije i isticanje osećanja patriotizma. Istaknuta i isključiva nacionalna vezanost su povezane sa svim aspektima etnocentrizma što govori u prilog tezi da ocobe koje karakteriše visok nivo nacionalne idealizacije, što je odlika isključive i istaknute nacionalne vezanosti, često ispoljavaju i izvesnu tendenciju ka etnocentričkom načinu reagovanja.
AB  - Belonging and being attached to various social groups such as nationality and ethnicity, can have a significant motivational effect. At the same time, a sense of national attachment can develop into ethnocentrism and become a source of hostility and conflicts among members of different nations, with conflicts in the immediate past contributing to greater manifestations of certain forms of national attachment, and even ethnocentrism. That is why the objectives of this paper were to: (1) determine prominence of ethnocentrism and different forms of national attachment in young people of Serbian nationality in Kosovo and Metohija (345 respondents, average age AS=19,36) (2) investigate what kind of relationship exists between ethnocentrism and national attachment. Instruments used in the research were the Ethnocentrism Scale (Šram, 2010) and Scale of National Attachment Forms (Rot and Havelka, 1973). The results show that of all aspects of ethnocentrism, respondents manifest the greatest degree of national homogenization, distinguished by a strong need for national unity, while the most accentuated form of national attachment is prominent national attachment, characterized by idealizing one's own nation and emphasizing the feeling of patriotism. Prominent and exclusive forms of national attachment correlate with all the aspects of ethnocentrism which supports the claim that those individuals who are characterized by a high degree of national idealization, which is a feature of both prominent and exclusive national attachment, often demonstrate a certain tendency to react in an ethnocentric way.
PB  - Univerzitet u Prištini - Filozofski fakultet, Kosovska Mitrovica
T2  - Zbornik radova Filozofskog fakulteta u Prištini
T1  - Relacije između etnocentrizma i nacionalne vezanosti
T1  - Relations between ethnocentrism and national attachment
EP  - 294
IS  - 4
SP  - 273
VL  - 48
DO  - 10.5937/ZRFFP48-18618
ER  - 

@article{
author = "Petrović, Danijela and Pavićević, Miljana S.",
year = "2018",
abstract = "Pripadnost i vezanost za različite društvene grupe, kao što su nacionalna država i etnička grupa može da ima izraženu motivacionu snagu. Istovremeno, osećaj nacionalne vezanosti može da preraste u etnocentrizam i da postane izvor neprijateljstva i sukoba među pripadnicima različitih nacija, kao što i konflikti u neposrednoj prošlosti mogu da doprinesu većem ispoljavanju pojedinih oblika nacionalne vezanosti, pa i etnocentrizma. Zbog toga ovo istraživanje malo za cilj da: (1) utvrdi izraženost etnocentrizma i različitih formi nacionalne vezanosti kod mladih srpske nacionalnosti na Kosovu i Metohiji (345 ispitanika, prosečne starosti AS=19,36); (2) ispitamo kakva vrsta relacija postoji između etnocentrizma i nacionalne vezanosti. U istraživanju su korišćene Skala za procenu etnocentrizma (Šram, 2010) i Skala oblika nacionalne vezanosti (Rot i Havelka, 1973). Rezultati pokazuju da od aspekata etnocentrizma ispitanici ispoljavaju najviši stepen nacionalne homogenizacije koju odlikuje snažna potreba za nacionalnim jedinstvom, dok je najizraženiji oblik nacionalne vezanosti istaknuta nacionalna vezanost za koju je karakteristično idealizovanje sopstvene nacije i isticanje osećanja patriotizma. Istaknuta i isključiva nacionalna vezanost su povezane sa svim aspektima etnocentrizma što govori u prilog tezi da ocobe koje karakteriše visok nivo nacionalne idealizacije, što je odlika isključive i istaknute nacionalne vezanosti, često ispoljavaju i izvesnu tendenciju ka etnocentričkom načinu reagovanja., Belonging and being attached to various social groups such as nationality and ethnicity, can have a significant motivational effect. At the same time, a sense of national attachment can develop into ethnocentrism and become a source of hostility and conflicts among members of different nations, with conflicts in the immediate past contributing to greater manifestations of certain forms of national attachment, and even ethnocentrism. That is why the objectives of this paper were to: (1) determine prominence of ethnocentrism and different forms of national attachment in young people of Serbian nationality in Kosovo and Metohija (345 respondents, average age AS=19,36) (2) investigate what kind of relationship exists between ethnocentrism and national attachment. Instruments used in the research were the Ethnocentrism Scale (Šram, 2010) and Scale of National Attachment Forms (Rot and Havelka, 1973). The results show that of all aspects of ethnocentrism, respondents manifest the greatest degree of national homogenization, distinguished by a strong need for national unity, while the most accentuated form of national attachment is prominent national attachment, characterized by idealizing one's own nation and emphasizing the feeling of patriotism. Prominent and exclusive forms of national attachment correlate with all the aspects of ethnocentrism which supports the claim that those individuals who are characterized by a high degree of national idealization, which is a feature of both prominent and exclusive national attachment, often demonstrate a certain tendency to react in an ethnocentric way.",
publisher = "Univerzitet u Prištini - Filozofski fakultet, Kosovska Mitrovica",
journal = "Zbornik radova Filozofskog fakulteta u Prištini",
title = "Relacije između etnocentrizma i nacionalne vezanosti, Relations between ethnocentrism and national attachment",
pages = "294-273",
number = "4",
volume = "48",
doi = "10.5937/ZRFFP48-18618"
}

Petrović, D.,& Pavićević, M. S.. (2018). Relacije između etnocentrizma i nacionalne vezanosti. in Zbornik radova Filozofskog fakulteta u Prištini
Univerzitet u Prištini - Filozofski fakultet, Kosovska Mitrovica., 48(4), 273-294.
https://doi.org/10.5937/ZRFFP48-18618

Petrović D, Pavićević MS. Relacije između etnocentrizma i nacionalne vezanosti. in Zbornik radova Filozofskog fakulteta u Prištini. 2018;48(4):273-294.
doi:10.5937/ZRFFP48-18618 .

Petrović, Danijela, Pavićević, Miljana S., "Relacije između etnocentrizma i nacionalne vezanosti" in Zbornik radova Filozofskog fakulteta u Prištini, 48, no. 4 (2018):273-294,
https://doi.org/10.5937/ZRFFP48-18618 . .

TY  - JOUR
AU  - Leutwyler, Bruno
AU  - Petrović, Danijela
AU  - Jokić, Tijana
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/2618
AB  - Cilj ovog istraživanja je da identifikuje elemente koji čine integralni deo konstrukta interkulturne kompetencije specifične za nastavnike. U ovom radu fokusiramo se na facete konstrukata za koje se smatra da su prilično zasićene vrednostima i afektivno obojene. Prateći široko korišćeni teorijski model profesionalnih kompetencija nastavnika koji su razvili Baumert i Kunter (2013), konceptualno smo smestili ove facete unutar dimenzije 'Verovanja, Vrednosti i Ciljeva' i predlažemo četiri centralna elementa: (1) uvažavanje kulturne raznolikosti; (2) etno-relativan pogled na svet; (3) stavove prema integraciji; (4) identifikacija sa ciljevima interkulturog obrazovanja. Da bismo testirali hipotezu da ova četiri aspekta predstavljaju jedan jedini nadređeni latentni konstrukt, operacionalizovali smo svaki odgovarajućom skalom i onda proverili internu konzistenciju instrumenta, konvergentnu i faktorsku validnost. Rezultati ukazuju da naše četiri skale imaju dobre interne konzistencije (Kronbahove alfe između 0,82 i 0,89), da se uklapaju u jednofaktorsku strukturu (kao što je demonstrirano konfirmativnom faktorskom analizom) i ukazuju na jedan latentni konstrukt (RMSEA=0,000; TLI = 1,004; CFI = 1,000; SRMR = .007). Sa ovim rezultatima, ovaj rad predstavlja validni, kontekstualno relevantni novi instrument za procenu verovanja, vrednosti i ciljeva nastavnika u vezi sa interkulturnim obrazovanjem i doprinos u razrešenju teorijskih, metodoloških i praktičnih problema istraživanja interkulturnih kompetencija.
AB  - The aim of this contribution is to identify the elements that are integral parts of a teacherspecific intercultural competence construct. In this paper, we focus on those facets of the construct that are considered to be rather value-laden and affectively tinged. Following the widely used theoretical model of teachers' professional competencies developed by Baumert and Kunter (2013), we conceptually place these facets within the Beliefs, Values, & Goals dimension, and propose four core elements: (1) appreciation of cultural diversity; (2) ethnorelative worldview; (3) attitudes toward integration; and (4) identification with goals of intercultural education. In order to test the hypothesis that these four aspects represent one single overarching latent construct, we operationalized each with an appropriate scale and then scrutinized the instruments' internal consistency, and convergent and factorial validity. The results suggest that our four scales have good internal consistencies (Cronbach's alphas between .82 and .89), adhere to a one-factor structure (as demonstrated by Confirmatory Factor Analysis), and indicate one latent construct (RMSEA = 0.000; TLI = 1.004; CFI = 1.000; SRMR = .007). With these results, this paper presents a valid, contextually relevant new instrument to assess (pre-service) teachers' beliefs, values and goals regarding intercultural education and contributes to resolving theoretical, methodological, and practical issues of research on intercultural competencies.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Struktura interkulturnih kompetencija speciifičnih za nastavnike - empirijski dokazi za dimenziju 'Verovanja, Vrednosti i Ciljeva'
T1  - The structure of teacher-specific intercultural competence: Empirical evidence on the 'Beliefs, Values, and Goals' dimension
EP  - 126
IS  - 1
SP  - 107
VL  - 51
DO  - 10.2298/PSI171005020L
ER  - 

@article{
author = "Leutwyler, Bruno and Petrović, Danijela and Jokić, Tijana",
year = "2018",
abstract = "Cilj ovog istraživanja je da identifikuje elemente koji čine integralni deo konstrukta interkulturne kompetencije specifične za nastavnike. U ovom radu fokusiramo se na facete konstrukata za koje se smatra da su prilično zasićene vrednostima i afektivno obojene. Prateći široko korišćeni teorijski model profesionalnih kompetencija nastavnika koji su razvili Baumert i Kunter (2013), konceptualno smo smestili ove facete unutar dimenzije 'Verovanja, Vrednosti i Ciljeva' i predlažemo četiri centralna elementa: (1) uvažavanje kulturne raznolikosti; (2) etno-relativan pogled na svet; (3) stavove prema integraciji; (4) identifikacija sa ciljevima interkulturog obrazovanja. Da bismo testirali hipotezu da ova četiri aspekta predstavljaju jedan jedini nadređeni latentni konstrukt, operacionalizovali smo svaki odgovarajućom skalom i onda proverili internu konzistenciju instrumenta, konvergentnu i faktorsku validnost. Rezultati ukazuju da naše četiri skale imaju dobre interne konzistencije (Kronbahove alfe između 0,82 i 0,89), da se uklapaju u jednofaktorsku strukturu (kao što je demonstrirano konfirmativnom faktorskom analizom) i ukazuju na jedan latentni konstrukt (RMSEA=0,000; TLI = 1,004; CFI = 1,000; SRMR = .007). Sa ovim rezultatima, ovaj rad predstavlja validni, kontekstualno relevantni novi instrument za procenu verovanja, vrednosti i ciljeva nastavnika u vezi sa interkulturnim obrazovanjem i doprinos u razrešenju teorijskih, metodoloških i praktičnih problema istraživanja interkulturnih kompetencija., The aim of this contribution is to identify the elements that are integral parts of a teacherspecific intercultural competence construct. In this paper, we focus on those facets of the construct that are considered to be rather value-laden and affectively tinged. Following the widely used theoretical model of teachers' professional competencies developed by Baumert and Kunter (2013), we conceptually place these facets within the Beliefs, Values, & Goals dimension, and propose four core elements: (1) appreciation of cultural diversity; (2) ethnorelative worldview; (3) attitudes toward integration; and (4) identification with goals of intercultural education. In order to test the hypothesis that these four aspects represent one single overarching latent construct, we operationalized each with an appropriate scale and then scrutinized the instruments' internal consistency, and convergent and factorial validity. The results suggest that our four scales have good internal consistencies (Cronbach's alphas between .82 and .89), adhere to a one-factor structure (as demonstrated by Confirmatory Factor Analysis), and indicate one latent construct (RMSEA = 0.000; TLI = 1.004; CFI = 1.000; SRMR = .007). With these results, this paper presents a valid, contextually relevant new instrument to assess (pre-service) teachers' beliefs, values and goals regarding intercultural education and contributes to resolving theoretical, methodological, and practical issues of research on intercultural competencies.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Struktura interkulturnih kompetencija speciifičnih za nastavnike - empirijski dokazi za dimenziju 'Verovanja, Vrednosti i Ciljeva', The structure of teacher-specific intercultural competence: Empirical evidence on the 'Beliefs, Values, and Goals' dimension",
pages = "126-107",
number = "1",
volume = "51",
doi = "10.2298/PSI171005020L"
}

Leutwyler, B., Petrović, D.,& Jokić, T.. (2018). Struktura interkulturnih kompetencija speciifičnih za nastavnike - empirijski dokazi za dimenziju 'Verovanja, Vrednosti i Ciljeva'. in Psihologija
Društvo psihologa Srbije, Beograd., 51(1), 107-126.
https://doi.org/10.2298/PSI171005020L

Leutwyler B, Petrović D, Jokić T. Struktura interkulturnih kompetencija speciifičnih za nastavnike - empirijski dokazi za dimenziju 'Verovanja, Vrednosti i Ciljeva'. in Psihologija. 2018;51(1):107-126.
doi:10.2298/PSI171005020L .

Leutwyler, Bruno, Petrović, Danijela, Jokić, Tijana, "Struktura interkulturnih kompetencija speciifičnih za nastavnike - empirijski dokazi za dimenziju 'Verovanja, Vrednosti i Ciljeva'" in Psihologija, 51, no. 1 (2018):107-126,
https://doi.org/10.2298/PSI171005020L . .

TY  - JOUR
AU  - Leutviler, Bruno
AU  - Petrović, Danijela
AU  - Mantel, Karola
AU  - Zlatković, Blagica
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/2517
AB  - U radu se interkulturalno obrazovanje sagledava iz pozicije konstruktivizma, sa namerom da se pokaže kako se u konstruktivističkom pristupu interkulturalnom obrazovanju shvataju dispozicije nastavnika za bavljenje kulturnom heterogenošću. Odgovor na pitanje kako nastavnici sagledavaju i razumeju interkulturalno obrazovanje predstavlja polaznu osnovu u obezbeđivanju uslova za razvoj interkulturalnih kompetencija nastavnika, pre svega njihove interkulturalne osetljivosti. Zbog toga se u drugom delu rada naglašava značaj istraživanja uverenja nastavnika o interkulturalnom obrazovanju i njihovoj interkulturalnoj osetljivosti za potrebe efikasnijeg koncipiranja programa interkulturalnog obrazovanja. Otkrivanja uverenja nastavnika o interkulturalnom obrazovanju relevantno je za razne kontekste, što se u radu ilustrije primerom Švajcarske i Srbije. U završnom delu rada obrazložen je i značaj istraživanja nastavničkih uverenja o interkulturalnom obrazovanju kako za teoriju obrazovanja, tako i za obrazovnu praksu.
AB  - In this paper intercultural education is examined from the position of constructivism with the intention to show how the constructivist approach to intercultural education takes into account the teacher's dispositions for dealing with cultural heterogeneity. The answer to the question how teachers perceive and understand intercultural education is the starting point in providing conditions for the development of intercultural competences of teachers, primarily their intercultural sensitivity. Therefore, the second part of the paper emphasizes the importance of researching teachers' beliefs about intercultural education and their intercultural sensitivity in order to conceive efficiently intercultural education programs. Revealing teachers' beliefs about intercultural education is relevant for various contexts, which is in this paper illustrated by examples from Switzerland and Serbia. Final part of the paper outlines the importance of researching teachers' beliefs about intercultural education both for the educational theory and practice.
PB  - Univerzitet u Nišu - Učiteljski fakultet, Vranje
T2  - Godišnjak Pedagoškog fakulteta u Vranju
T1  - Konstruktivistički pristup interkulturalnom obrazovanju
T1  - Constructivist approach to intercultural education
EP  - 121
IS  - 1
SP  - 107
VL  - 9
DO  - 10.5937/gufv1801107L
ER  - 

@article{
author = "Leutviler, Bruno and Petrović, Danijela and Mantel, Karola and Zlatković, Blagica",
year = "2018",
abstract = "U radu se interkulturalno obrazovanje sagledava iz pozicije konstruktivizma, sa namerom da se pokaže kako se u konstruktivističkom pristupu interkulturalnom obrazovanju shvataju dispozicije nastavnika za bavljenje kulturnom heterogenošću. Odgovor na pitanje kako nastavnici sagledavaju i razumeju interkulturalno obrazovanje predstavlja polaznu osnovu u obezbeđivanju uslova za razvoj interkulturalnih kompetencija nastavnika, pre svega njihove interkulturalne osetljivosti. Zbog toga se u drugom delu rada naglašava značaj istraživanja uverenja nastavnika o interkulturalnom obrazovanju i njihovoj interkulturalnoj osetljivosti za potrebe efikasnijeg koncipiranja programa interkulturalnog obrazovanja. Otkrivanja uverenja nastavnika o interkulturalnom obrazovanju relevantno je za razne kontekste, što se u radu ilustrije primerom Švajcarske i Srbije. U završnom delu rada obrazložen je i značaj istraživanja nastavničkih uverenja o interkulturalnom obrazovanju kako za teoriju obrazovanja, tako i za obrazovnu praksu., In this paper intercultural education is examined from the position of constructivism with the intention to show how the constructivist approach to intercultural education takes into account the teacher's dispositions for dealing with cultural heterogeneity. The answer to the question how teachers perceive and understand intercultural education is the starting point in providing conditions for the development of intercultural competences of teachers, primarily their intercultural sensitivity. Therefore, the second part of the paper emphasizes the importance of researching teachers' beliefs about intercultural education and their intercultural sensitivity in order to conceive efficiently intercultural education programs. Revealing teachers' beliefs about intercultural education is relevant for various contexts, which is in this paper illustrated by examples from Switzerland and Serbia. Final part of the paper outlines the importance of researching teachers' beliefs about intercultural education both for the educational theory and practice.",
publisher = "Univerzitet u Nišu - Učiteljski fakultet, Vranje",
journal = "Godišnjak Pedagoškog fakulteta u Vranju",
title = "Konstruktivistički pristup interkulturalnom obrazovanju, Constructivist approach to intercultural education",
pages = "121-107",
number = "1",
volume = "9",
doi = "10.5937/gufv1801107L"
}

Leutviler, B., Petrović, D., Mantel, K.,& Zlatković, B.. (2018). Konstruktivistički pristup interkulturalnom obrazovanju. in Godišnjak Pedagoškog fakulteta u Vranju
Univerzitet u Nišu - Učiteljski fakultet, Vranje., 9(1), 107-121.
https://doi.org/10.5937/gufv1801107L

Leutviler B, Petrović D, Mantel K, Zlatković B. Konstruktivistički pristup interkulturalnom obrazovanju. in Godišnjak Pedagoškog fakulteta u Vranju. 2018;9(1):107-121.
doi:10.5937/gufv1801107L .

Leutviler, Bruno, Petrović, Danijela, Mantel, Karola, Zlatković, Blagica, "Konstruktivistički pristup interkulturalnom obrazovanju" in Godišnjak Pedagoškog fakulteta u Vranju, 9, no. 1 (2018):107-121,
https://doi.org/10.5937/gufv1801107L . .

TY  - JOUR
AU  - Petrović, Danijela
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/2512
AB  - U ovom radu razmatraju se implikacije 'Razvojnog modela interkulturalne osetljivosti' Miltona Beneta za koncipiranje i realizaciju studijskih programa i programa profesionalnog usavršavanja koji nastoje da podstaknu razvoj interkulturalnih kompetencija budućih i aktuelnih nastavnika. Osetljivost u tretiranju kulturnih razlika prema ovom modelu razvija se od stadijuma krajnjeg etnocentrizma (poricanje, polarizacija, minimiziranje) ka stadijumima sve većeg uočavanja i prihvatanja kulturnih razlika, koje Benet naziva etnorelativizam (prihvatanje, adaptacija i integracija). Smatramo da je Benetov model značajno teorijsko uporište za obrazovne intervencije koje imaju za cilj razvijanje interkulturalnih kompetencija, jer edukatorima1 pomaže u boljem koncipiranju, planiranju i realizaciji obuka, razumevanju otpora koji ispoljavaju edukanti na različitim stadijumima razvoja interkulturalne osetljivosti i kreiranju podsticajne sredine za interkulturalno učenje kroz izbalansiran izbor obrazovnih izazova i podrške. Mada su implikacije Benetovog modela razmatrane u radu sa odraslima, navedeni postupci i preporuke su primenljive i u radu sa decom i mladima.
AB  - In this paper, the implications of Milton Bennett's Developmental Model of Intercultural Sensitivity (DMIS) are considered as a basis for conceptualisation and implementation of study programs and professional development programs which seek to enhance the development of intercultural competences of student teachers and teachers. Sensitivity in dealing with cultural differences, according to this model, evolves from the stages of extreme ethnocentrism (denial, polarization, minimization) to the stages of increasing recognition and acceptance of cultural differences, which Bennett titles ethnorelativism (acceptance, adaptation and integration). We consider that Bennett's model is an important theoretical foundation for educational interventions aimed at developing intercultural competences because this model helps educators to better design, plan and implement intercultural training, to better understand the resistance of trainees which are at different stages of intercultural sensitivity development and to create an educational environment conducive for intercultural learning through balanced selection of educational challenges and support. Although the implications of Bennett's model are considered in working with adults, the majority of the procedure and recommendations are applicable in work with children and youth.
PB  - Univerzitet u Nišu - Učiteljski fakultet, Vranje
T2  - Godišnjak Pedagoškog fakulteta u Vranju
T1  - Sticanje interkulturalnih kompetenicija u svetlu razvojnog modela interkulturalne osetljivosti Miltona Beneta
T1  - Acquisition of intercultural competence in the framework of Milton Bennett' developmental model of intercultural sensitivity (DMIS)
EP  - 44
IS  - 2
SP  - 27
VL  - 9
DO  - 10.5937/gufv1802027P
ER  - 

@article{
author = "Petrović, Danijela",
year = "2018",
abstract = "U ovom radu razmatraju se implikacije 'Razvojnog modela interkulturalne osetljivosti' Miltona Beneta za koncipiranje i realizaciju studijskih programa i programa profesionalnog usavršavanja koji nastoje da podstaknu razvoj interkulturalnih kompetencija budućih i aktuelnih nastavnika. Osetljivost u tretiranju kulturnih razlika prema ovom modelu razvija se od stadijuma krajnjeg etnocentrizma (poricanje, polarizacija, minimiziranje) ka stadijumima sve većeg uočavanja i prihvatanja kulturnih razlika, koje Benet naziva etnorelativizam (prihvatanje, adaptacija i integracija). Smatramo da je Benetov model značajno teorijsko uporište za obrazovne intervencije koje imaju za cilj razvijanje interkulturalnih kompetencija, jer edukatorima1 pomaže u boljem koncipiranju, planiranju i realizaciji obuka, razumevanju otpora koji ispoljavaju edukanti na različitim stadijumima razvoja interkulturalne osetljivosti i kreiranju podsticajne sredine za interkulturalno učenje kroz izbalansiran izbor obrazovnih izazova i podrške. Mada su implikacije Benetovog modela razmatrane u radu sa odraslima, navedeni postupci i preporuke su primenljive i u radu sa decom i mladima., In this paper, the implications of Milton Bennett's Developmental Model of Intercultural Sensitivity (DMIS) are considered as a basis for conceptualisation and implementation of study programs and professional development programs which seek to enhance the development of intercultural competences of student teachers and teachers. Sensitivity in dealing with cultural differences, according to this model, evolves from the stages of extreme ethnocentrism (denial, polarization, minimization) to the stages of increasing recognition and acceptance of cultural differences, which Bennett titles ethnorelativism (acceptance, adaptation and integration). We consider that Bennett's model is an important theoretical foundation for educational interventions aimed at developing intercultural competences because this model helps educators to better design, plan and implement intercultural training, to better understand the resistance of trainees which are at different stages of intercultural sensitivity development and to create an educational environment conducive for intercultural learning through balanced selection of educational challenges and support. Although the implications of Bennett's model are considered in working with adults, the majority of the procedure and recommendations are applicable in work with children and youth.",
publisher = "Univerzitet u Nišu - Učiteljski fakultet, Vranje",
journal = "Godišnjak Pedagoškog fakulteta u Vranju",
title = "Sticanje interkulturalnih kompetenicija u svetlu razvojnog modela interkulturalne osetljivosti Miltona Beneta, Acquisition of intercultural competence in the framework of Milton Bennett' developmental model of intercultural sensitivity (DMIS)",
pages = "44-27",
number = "2",
volume = "9",
doi = "10.5937/gufv1802027P"
}

Petrović, D.. (2018). Sticanje interkulturalnih kompetenicija u svetlu razvojnog modela interkulturalne osetljivosti Miltona Beneta. in Godišnjak Pedagoškog fakulteta u Vranju
Univerzitet u Nišu - Učiteljski fakultet, Vranje., 9(2), 27-44.
https://doi.org/10.5937/gufv1802027P

Petrović D. Sticanje interkulturalnih kompetenicija u svetlu razvojnog modela interkulturalne osetljivosti Miltona Beneta. in Godišnjak Pedagoškog fakulteta u Vranju. 2018;9(2):27-44.
doi:10.5937/gufv1802027P .

Petrović, Danijela, "Sticanje interkulturalnih kompetenicija u svetlu razvojnog modela interkulturalne osetljivosti Miltona Beneta" in Godišnjak Pedagoškog fakulteta u Vranju, 9, no. 2 (2018):27-44,
https://doi.org/10.5937/gufv1802027P . .

TY  - JOUR
AU  - Starčević, Jelena
AU  - Petrović, Danijela
AU  - Komnenić, Darko
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2394
AB  - This study deals with determining reliability, factorial validity, and convergent-discriminant validity of the Cultural Intelligence Scale (CQS) and its subscales on a sample of university students in Serbia (N = 336). The convergent-discriminant validity of the scale and its four subscales are verified by testing the relationship with measures of social and emotional intelligence (Social Skills Inventory), personality (Big Five), and self-assessment of inter-cultural experience. The study results reveal high reliability of the scale and its subscales (.79  lt = alpha  lt = .90), and confirm the four-factor structure of the CQS in accordance with the theoretical model that lies in its basis. In addition, the relationships of cultural intelligence measures and measures of other constructs are in line with the expectations. The correlations with measures of social and emotional intelligence are mostly statistically significant, ranging from low to moderate. Deviations from this pattern of correlations are explained by certain characteristics of the Social Skills Inventory, which imply the nature of the components of cultural intelligence at the same time. The CQS and its subscales reach the strongest correlation with Openness (.24  lt = .r  lt = .41), compared to other basic dimensions of personality, but not to an extent that would suggest that they are indicators of the same construct. The correlations of the CQS and its subscales with the measures of intercultural experience are positive and mostly statistically significant. The results, in general, support the implementation of the CQS for assessment of individual differences in the intercultural interaction in the Serbian population.
PB  - Univerzitet u Novom Sadu - Filozofski fakultet - Odsek za psihologiju, Novi Sad
T2  - Primenjena psihologija
T1  - Validation of the cultural intelligence scale on a Serbian sample
EP  - 184
IS  - 2
SP  - 165
VL  - 10
DO  - 10.19090/pp.2017.2.165-184
ER  - 

@article{
author = "Starčević, Jelena and Petrović, Danijela and Komnenić, Darko",
year = "2017",
abstract = "This study deals with determining reliability, factorial validity, and convergent-discriminant validity of the Cultural Intelligence Scale (CQS) and its subscales on a sample of university students in Serbia (N = 336). The convergent-discriminant validity of the scale and its four subscales are verified by testing the relationship with measures of social and emotional intelligence (Social Skills Inventory), personality (Big Five), and self-assessment of inter-cultural experience. The study results reveal high reliability of the scale and its subscales (.79  lt = alpha  lt = .90), and confirm the four-factor structure of the CQS in accordance with the theoretical model that lies in its basis. In addition, the relationships of cultural intelligence measures and measures of other constructs are in line with the expectations. The correlations with measures of social and emotional intelligence are mostly statistically significant, ranging from low to moderate. Deviations from this pattern of correlations are explained by certain characteristics of the Social Skills Inventory, which imply the nature of the components of cultural intelligence at the same time. The CQS and its subscales reach the strongest correlation with Openness (.24  lt = .r  lt = .41), compared to other basic dimensions of personality, but not to an extent that would suggest that they are indicators of the same construct. The correlations of the CQS and its subscales with the measures of intercultural experience are positive and mostly statistically significant. The results, in general, support the implementation of the CQS for assessment of individual differences in the intercultural interaction in the Serbian population.",
publisher = "Univerzitet u Novom Sadu - Filozofski fakultet - Odsek za psihologiju, Novi Sad",
journal = "Primenjena psihologija",
title = "Validation of the cultural intelligence scale on a Serbian sample",
pages = "184-165",
number = "2",
volume = "10",
doi = "10.19090/pp.2017.2.165-184"
}

Starčević, J., Petrović, D.,& Komnenić, D.. (2017). Validation of the cultural intelligence scale on a Serbian sample. in Primenjena psihologija
Univerzitet u Novom Sadu - Filozofski fakultet - Odsek za psihologiju, Novi Sad., 10(2), 165-184.
https://doi.org/10.19090/pp.2017.2.165-184

Starčević J, Petrović D, Komnenić D. Validation of the cultural intelligence scale on a Serbian sample. in Primenjena psihologija. 2017;10(2):165-184.
doi:10.19090/pp.2017.2.165-184 .

Starčević, Jelena, Petrović, Danijela, Komnenić, Darko, "Validation of the cultural intelligence scale on a Serbian sample" in Primenjena psihologija, 10, no. 2 (2017):165-184,
https://doi.org/10.19090/pp.2017.2.165-184 . .

TY  - JOUR
AU  - Zlatković, Blagica
AU  - Petrović, Danijela
AU  - Erić, Milica
AU  - Leutwyler, Bruno
AU  - Jokić, Tijana
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2274
AB  - Samoregulacija je ključno pitanje za nastavnike. Samo-regulatorne kompetencije pomažu nastavnicima da sačuvaju kako osećanje lične sreće, zdravlja i uspeha, tako i posvećenost poslu. Ovo je od posebnog značaja kada je u pitanju nastava koja se realizuje u kulturno raznovrsnim odeljenjima. Međutim, edukatori budućih nastavnika i nastavnika najćešće zanemaruju ovaj aspekt u svojim nastojanjima da unaprede njihovu interkulturlanu kompetenciju. Umajući to u vidu, ovaj rad se bavi konstrukcijom tri skale za psihološku procenu samoregulatornih aspekata interkulturalne kompetencije nastavnika - Skala fleksibilnosti nastavnika za kulturnu raznolikost (TCDFS), Skala emocionalne regulacije nastavnika u susretu sa kulturnom raznolikošću (TCDERS) i Skala tolerancije neizvesnosti nastavnika na kulturnu raznolikost (TCDTAS). Svaka skala je razvijena i validirana u dve forme od kojih se jedna odnosi na učenike iz manjinskih grupa uopšte, a druga na romske učenike. Dobijeni rezultati ukazuju na dobru pouzdanost (alfa koeficijent od .74 do .91) i jednofaktorsku strukturu svih novokonstruisanih skala. Za obe forme (opšta i forma za romske učenike) Skale fleksibilnosti nastavnika za kulturnu raznolikost i Skale emocionalne regulacije nastavnika u susretu sa kulturnom raznolikošću utvrđena je zadovoljavajuća konkurentna validnost. Psihološke procene zasnivane na primeni ove dve skale, mogu da budu dobra osnova za diferencirano dizajniranje obuka i intevencije koje imaju za cilj da doprinesu razvoju samoregulatornog aspekta interkulturalne kompetencije nastavnika, a pored toga ove skale mogu da se koriste i za merenja ishoda i efikasnosti takvih intervencija. Međutim, koleralacione analize ukazuju na izvesne slabosti Skale tolerancije neizvesnosti nastavnika na kulturnu raznolikost. U svetlu tog rezultata, buduća nastojanja treba da budu usmerena na dodatno preispitivanje konstrukta samoregulacije i uloge koju samoregulacija ima u susretu sa kulturnim različitostima.
AB  - Self-regulation is a key issue for teachers. Self-regulatory competencies help teachers maintain both their well-being and professional commitment. This is of particular importance when it comes to teaching in culturally diverse classrooms. However, this facet is generally neglected when Teacher Education supports pre- and inservice teachers in the development of their intercultural competencies. Against this background, the current paper deals with the development of three scales for the assessment of self-regulatory aspects of teachers' intercultural competence - the Teacher Cultural Diversity Flexibility Scale (TCDFS), the Teacher Cultural Diversity Emotional Regulation Scale (TCDERS), and the Teacher Cultural Diversity Tolerance for Ambiguity Scale (TCDTAS). Each scale was developed and validated in two forms: one referring to minority students in general, and one referring specifically to Roma students. The results indicate generally good reliabilities (αs from .74 to .91) and a unifactorial structure for each of the proposed scales. Both forms (general and the one for the Roma) of the TCDFS and the TCDERS also demonstrated concurrent validity. An assessment based on these scales may better inform training interventions aiming to develop self-regulatory aspect of teachers' intercultural competence and to measure the outcomes and efficacy of such interventions. However, correlation analyses have also revealed some weaknesses of the TCDTAS. In the light of these results, further efforts should be directed at reanalysing the construct of self-regulation in dealing with diversity.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - Samoregulatorna dimenzija interkulturalne kompetencije nastavnika - razvoj i psihometrijska validacija novih skala
T1  - Self-regulatory dimension of teachers' intercultural competence: Development and psychometric evaluation of new scales
EP  - 200
IS  - 2
SP  - 199
VL  - 20
DO  - 10.5937/PsIstra1702199Z
ER  - 

@article{
author = "Zlatković, Blagica and Petrović, Danijela and Erić, Milica and Leutwyler, Bruno and Jokić, Tijana",
year = "2017",
abstract = "Samoregulacija je ključno pitanje za nastavnike. Samo-regulatorne kompetencije pomažu nastavnicima da sačuvaju kako osećanje lične sreće, zdravlja i uspeha, tako i posvećenost poslu. Ovo je od posebnog značaja kada je u pitanju nastava koja se realizuje u kulturno raznovrsnim odeljenjima. Međutim, edukatori budućih nastavnika i nastavnika najćešće zanemaruju ovaj aspekt u svojim nastojanjima da unaprede njihovu interkulturlanu kompetenciju. Umajući to u vidu, ovaj rad se bavi konstrukcijom tri skale za psihološku procenu samoregulatornih aspekata interkulturalne kompetencije nastavnika - Skala fleksibilnosti nastavnika za kulturnu raznolikost (TCDFS), Skala emocionalne regulacije nastavnika u susretu sa kulturnom raznolikošću (TCDERS) i Skala tolerancije neizvesnosti nastavnika na kulturnu raznolikost (TCDTAS). Svaka skala je razvijena i validirana u dve forme od kojih se jedna odnosi na učenike iz manjinskih grupa uopšte, a druga na romske učenike. Dobijeni rezultati ukazuju na dobru pouzdanost (alfa koeficijent od .74 do .91) i jednofaktorsku strukturu svih novokonstruisanih skala. Za obe forme (opšta i forma za romske učenike) Skale fleksibilnosti nastavnika za kulturnu raznolikost i Skale emocionalne regulacije nastavnika u susretu sa kulturnom raznolikošću utvrđena je zadovoljavajuća konkurentna validnost. Psihološke procene zasnivane na primeni ove dve skale, mogu da budu dobra osnova za diferencirano dizajniranje obuka i intevencije koje imaju za cilj da doprinesu razvoju samoregulatornog aspekta interkulturalne kompetencije nastavnika, a pored toga ove skale mogu da se koriste i za merenja ishoda i efikasnosti takvih intervencija. Međutim, koleralacione analize ukazuju na izvesne slabosti Skale tolerancije neizvesnosti nastavnika na kulturnu raznolikost. U svetlu tog rezultata, buduća nastojanja treba da budu usmerena na dodatno preispitivanje konstrukta samoregulacije i uloge koju samoregulacija ima u susretu sa kulturnim različitostima., Self-regulation is a key issue for teachers. Self-regulatory competencies help teachers maintain both their well-being and professional commitment. This is of particular importance when it comes to teaching in culturally diverse classrooms. However, this facet is generally neglected when Teacher Education supports pre- and inservice teachers in the development of their intercultural competencies. Against this background, the current paper deals with the development of three scales for the assessment of self-regulatory aspects of teachers' intercultural competence - the Teacher Cultural Diversity Flexibility Scale (TCDFS), the Teacher Cultural Diversity Emotional Regulation Scale (TCDERS), and the Teacher Cultural Diversity Tolerance for Ambiguity Scale (TCDTAS). Each scale was developed and validated in two forms: one referring to minority students in general, and one referring specifically to Roma students. The results indicate generally good reliabilities (αs from .74 to .91) and a unifactorial structure for each of the proposed scales. Both forms (general and the one for the Roma) of the TCDFS and the TCDERS also demonstrated concurrent validity. An assessment based on these scales may better inform training interventions aiming to develop self-regulatory aspect of teachers' intercultural competence and to measure the outcomes and efficacy of such interventions. However, correlation analyses have also revealed some weaknesses of the TCDTAS. In the light of these results, further efforts should be directed at reanalysing the construct of self-regulation in dealing with diversity.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "Samoregulatorna dimenzija interkulturalne kompetencije nastavnika - razvoj i psihometrijska validacija novih skala, Self-regulatory dimension of teachers' intercultural competence: Development and psychometric evaluation of new scales",
pages = "200-199",
number = "2",
volume = "20",
doi = "10.5937/PsIstra1702199Z"
}

Zlatković, B., Petrović, D., Erić, M., Leutwyler, B.,& Jokić, T.. (2017). Samoregulatorna dimenzija interkulturalne kompetencije nastavnika - razvoj i psihometrijska validacija novih skala. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 20(2), 199-200.
https://doi.org/10.5937/PsIstra1702199Z

Zlatković B, Petrović D, Erić M, Leutwyler B, Jokić T. Samoregulatorna dimenzija interkulturalne kompetencije nastavnika - razvoj i psihometrijska validacija novih skala. in Psihološka istraživanja. 2017;20(2):199-200.
doi:10.5937/PsIstra1702199Z .

Zlatković, Blagica, Petrović, Danijela, Erić, Milica, Leutwyler, Bruno, Jokić, Tijana, "Samoregulatorna dimenzija interkulturalne kompetencije nastavnika - razvoj i psihometrijska validacija novih skala" in Psihološka istraživanja, 20, no. 2 (2017):199-200,
https://doi.org/10.5937/PsIstra1702199Z . .

TY  - JOUR
AU  - Dimitrijević, Bojana M.
AU  - Petrović, Danijela
AU  - Leutwyler, Bruno
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2450
AB  - Research has shown that the beliefs about cultural, ethnic or racial diversities among students are vital for the effective work of teachers. Hence, in this paper, we aim at determining: (1) in what ways the teachers perceive and interpret the school situation that includes the students from a minority cultural group (Roma and Hungarian), i.e. what kinds of beliefs they express in the given situation; (2) whether there are any differences in the way in which teachers, within the same stadium of development of intercultural sensitivity, perceive the given situation. The sample included class teachers whose score on the Intercultural Development Inventory pointed to intercultural sensitivity in accordance with the stadium of minimisation (seventeen teachers) and polarisation (six teachers). The Critical Incident Technique (CI) was applied in the study, in two parallel forms: with a Hungarian and a Roma student. Thematic analysis yielded seven topics, four of which occurred only in the CI with a Roma student: Disrespecting school as an institution, Abuse of minority status, Separation from the class and Typical children's motives. The comparison of teachers' statements depending on the CI version and the developmental phase indicate that the specificity of a cultural group in question affects the expressed beliefs about this group, regardless of teachers' intercultural sensitivity.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Teachers' implicit beliefs about the students of the Roma and the Hungarian cultural group
EP  - 76
IS  - 1
SP  - 55
VL  - 49
DO  - 10.2298/ZIPI1701055D
ER  - 

@article{
author = "Dimitrijević, Bojana M. and Petrović, Danijela and Leutwyler, Bruno",
year = "2017",
abstract = "Research has shown that the beliefs about cultural, ethnic or racial diversities among students are vital for the effective work of teachers. Hence, in this paper, we aim at determining: (1) in what ways the teachers perceive and interpret the school situation that includes the students from a minority cultural group (Roma and Hungarian), i.e. what kinds of beliefs they express in the given situation; (2) whether there are any differences in the way in which teachers, within the same stadium of development of intercultural sensitivity, perceive the given situation. The sample included class teachers whose score on the Intercultural Development Inventory pointed to intercultural sensitivity in accordance with the stadium of minimisation (seventeen teachers) and polarisation (six teachers). The Critical Incident Technique (CI) was applied in the study, in two parallel forms: with a Hungarian and a Roma student. Thematic analysis yielded seven topics, four of which occurred only in the CI with a Roma student: Disrespecting school as an institution, Abuse of minority status, Separation from the class and Typical children's motives. The comparison of teachers' statements depending on the CI version and the developmental phase indicate that the specificity of a cultural group in question affects the expressed beliefs about this group, regardless of teachers' intercultural sensitivity.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Teachers' implicit beliefs about the students of the Roma and the Hungarian cultural group",
pages = "76-55",
number = "1",
volume = "49",
doi = "10.2298/ZIPI1701055D"
}

Dimitrijević, B. M., Petrović, D.,& Leutwyler, B.. (2017). Teachers' implicit beliefs about the students of the Roma and the Hungarian cultural group. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 49(1), 55-76.
https://doi.org/10.2298/ZIPI1701055D

Dimitrijević BM, Petrović D, Leutwyler B. Teachers' implicit beliefs about the students of the Roma and the Hungarian cultural group. in Zbornik Instituta za pedagoška istraživanja. 2017;49(1):55-76.
doi:10.2298/ZIPI1701055D .

Dimitrijević, Bojana M., Petrović, Danijela, Leutwyler, Bruno, "Teachers' implicit beliefs about the students of the Roma and the Hungarian cultural group" in Zbornik Instituta za pedagoška istraživanja, 49, no. 1 (2017):55-76,
https://doi.org/10.2298/ZIPI1701055D . .

TY  - JOUR
AU  - Petrović, Danijela
AU  - Jokić, Tijana
AU  - Leutwyler, Bruno
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/2228
AB  - This paper deals with the development of three scales for the assessment of motivational aspects of teachers' intercultural competence - Teacher Cultural Diversity Enthusiasm Scale (TCDES), Teacher Cultural Diversity Self-Efficacy Scale (TCDSES) and Teacher Commitment to Social Justice Scale (TCSJS). The second goal of the study was to test the assumption that these three scales were indicators of a single latent concept - Motivational orientation related to diversity. The results have demonstrated strong reliability (ɑs gt  .80), one-factor structure (cross-validated with EFA and CFA) and satisfactory content and concurrent validity for each scale. Additionally, EFA has shown that three distinct factors explain item level variations. These results suggest that the three scales are reliable measures of three different motivational aspects. In the next step, CFA has confirmed the model of Motivational orientation, where a single latent construct explains variations at the level of the scales. The assessment of motivational orientation may better inform training and pedagogical interventions aiming to develop teachers' competence to deal with diversity and measure the outcomes and efficacy of educational efforts such as pre-service and in-service intercultural training programs for teachers.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Motivational aspects of teachers' intercultural competence: Development and psychometric evaluation of new scales for the assessment of motivational orientation
EP  - 413
IS  - 4
SP  - 393
VL  - 49
DO  - 10.2298/PSI1604393P
ER  - 

@article{
author = "Petrović, Danijela and Jokić, Tijana and Leutwyler, Bruno",
year = "2016",
abstract = "This paper deals with the development of three scales for the assessment of motivational aspects of teachers' intercultural competence - Teacher Cultural Diversity Enthusiasm Scale (TCDES), Teacher Cultural Diversity Self-Efficacy Scale (TCDSES) and Teacher Commitment to Social Justice Scale (TCSJS). The second goal of the study was to test the assumption that these three scales were indicators of a single latent concept - Motivational orientation related to diversity. The results have demonstrated strong reliability (ɑs gt  .80), one-factor structure (cross-validated with EFA and CFA) and satisfactory content and concurrent validity for each scale. Additionally, EFA has shown that three distinct factors explain item level variations. These results suggest that the three scales are reliable measures of three different motivational aspects. In the next step, CFA has confirmed the model of Motivational orientation, where a single latent construct explains variations at the level of the scales. The assessment of motivational orientation may better inform training and pedagogical interventions aiming to develop teachers' competence to deal with diversity and measure the outcomes and efficacy of educational efforts such as pre-service and in-service intercultural training programs for teachers.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Motivational aspects of teachers' intercultural competence: Development and psychometric evaluation of new scales for the assessment of motivational orientation",
pages = "413-393",
number = "4",
volume = "49",
doi = "10.2298/PSI1604393P"
}

Petrović, D., Jokić, T.,& Leutwyler, B.. (2016). Motivational aspects of teachers' intercultural competence: Development and psychometric evaluation of new scales for the assessment of motivational orientation. in Psihologija
Društvo psihologa Srbije, Beograd., 49(4), 393-413.
https://doi.org/10.2298/PSI1604393P

Petrović D, Jokić T, Leutwyler B. Motivational aspects of teachers' intercultural competence: Development and psychometric evaluation of new scales for the assessment of motivational orientation. in Psihologija. 2016;49(4):393-413.
doi:10.2298/PSI1604393P .

Petrović, Danijela, Jokić, Tijana, Leutwyler, Bruno, "Motivational aspects of teachers' intercultural competence: Development and psychometric evaluation of new scales for the assessment of motivational orientation" in Psihologija, 49, no. 4 (2016):393-413,
https://doi.org/10.2298/PSI1604393P . .

TY  - JOUR
AU  - Pavićević, Miljana S.
AU  - Petrović, Danijela
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/2139
AB  - U radu je razmatran doprinos koji vaspitna atmosfera u porodici ima na razvoj etnocentrizma adolescenata. U istraživanju je učestvovalo 345 ispitanika sa Kosova i Metohije srpske nacionalnosti. Za prikupljanje podataka su korišćeni sledeći instrumenti: Skala za procenu vaspitnih stavova roditelja (Kodžopeljić, 2009) i Skala za procenu etnocentrizma (Šram, 2010). Rezultati istraživanja pokazuju da adolescenti ispoljavaju najviši stepen nacionalne homogenizacije, a da je prema njihovoj procenidominantan vaspitni stav njihovih roditelja hladno-ograničavajući. Korelacionom analizom je utvrđena najveća povezanost (r=0. 35) između ograničavajućeg vaspitanja oca i nacionalne superiornosti i pristrasnosti, kao i nacionalne isključivosti i predrasuda. S druge strane, najveća povezanost (r=0. 37) je utvrđena između hladnog vaspitanja majke i nacionalne homogenizacije, kao i između ograničavajućeg vaspitanja majke i nacionalne isključivosti i predrasuda. Takođe, korelacije srednjeg intenziteta (od r=0. 30 do r=0. 49) postoje između hladnog vaspitanja majke i nacionalne isključivosti i predrasuda (r=0. 30); popustljivog vaspitanja majke i nacionalne homogenizacije (r=0. 35); ograničavajućeg vaspitanja majke i nacionalne superiornosti i pristrasnosti (r=0. 35). Pored toga, regresionom analizom je utvrđeno da su vaspitni stavovi majke značajni prediktori sva četiri aspekta etnocentrizma, dok je vaspitni stav oca značajan prediktor samo jednog aspekta etnocentrizma i to nacionalne superiornosti i pristrasnosti.
AB  - The paper discusses the contribution that family upbringing has on the development of ethnocentrism among adolescents. This study included 345 respondents from Kosovo and Metohija of Serbian nationality. The following instruments were used for data collection: a scale for assessing educational attitudes of parents (Kodžopeljić, 2009) and the Scale for the assessment of ethnocentrism (SRAM, 2010). The research results show that adolescents exhibiting the highest level of national homogenization, and that according to their procenidominantan educational attitude of their parents cold-limiting. Correlation analysis is utvrđena najveća association (r = is 0. 35) between the confining upbringing father and national superiority or bias and ethnic exclusion and prejudice. On the other hand, the highest correlation (r = is 0. 37) was found between mothers and cold upbringing national homogenization, as well as between confining education of mothers and ethnic exclusion and prejudice. Also, the correlation of medium intensity (r = is 0. 30 = r is 0. 49) exist between a cold upbringing mothers and ethnic exclusion and prejudice (r = is 0. 30); mothers and permissive upbringing national homogenization (r = is 0. 35); confining education of mothers and national superiority or bias (r = is 0. 35). In addition, regression analysis showed that parental attitudes mother significant predictors of all four aspects of ethnocentrism, while the educational attitude father a significant predictor only one aspect of ethnocentrism and national superiority or bias.
PB  - Univerzitet u Prištini - Filozofski fakultet, Kosovska Mitrovica
T2  - Zbornik radova Filozofskog fakulteta u Prištini
T1  - Povezanost vaspitnih stavova roditelja i etnocentrizma adolescenata
T1  - The correlation between parents' educational attitudes and ethnocentrism among adolescents
EP  - 397
IS  - 46-1
SP  - 375
DO  - 10.5937/zrffp46-10810
ER  - 

@article{
author = "Pavićević, Miljana S. and Petrović, Danijela",
year = "2016",
abstract = "U radu je razmatran doprinos koji vaspitna atmosfera u porodici ima na razvoj etnocentrizma adolescenata. U istraživanju je učestvovalo 345 ispitanika sa Kosova i Metohije srpske nacionalnosti. Za prikupljanje podataka su korišćeni sledeći instrumenti: Skala za procenu vaspitnih stavova roditelja (Kodžopeljić, 2009) i Skala za procenu etnocentrizma (Šram, 2010). Rezultati istraživanja pokazuju da adolescenti ispoljavaju najviši stepen nacionalne homogenizacije, a da je prema njihovoj procenidominantan vaspitni stav njihovih roditelja hladno-ograničavajući. Korelacionom analizom je utvrđena najveća povezanost (r=0. 35) između ograničavajućeg vaspitanja oca i nacionalne superiornosti i pristrasnosti, kao i nacionalne isključivosti i predrasuda. S druge strane, najveća povezanost (r=0. 37) je utvrđena između hladnog vaspitanja majke i nacionalne homogenizacije, kao i između ograničavajućeg vaspitanja majke i nacionalne isključivosti i predrasuda. Takođe, korelacije srednjeg intenziteta (od r=0. 30 do r=0. 49) postoje između hladnog vaspitanja majke i nacionalne isključivosti i predrasuda (r=0. 30); popustljivog vaspitanja majke i nacionalne homogenizacije (r=0. 35); ograničavajućeg vaspitanja majke i nacionalne superiornosti i pristrasnosti (r=0. 35). Pored toga, regresionom analizom je utvrđeno da su vaspitni stavovi majke značajni prediktori sva četiri aspekta etnocentrizma, dok je vaspitni stav oca značajan prediktor samo jednog aspekta etnocentrizma i to nacionalne superiornosti i pristrasnosti., The paper discusses the contribution that family upbringing has on the development of ethnocentrism among adolescents. This study included 345 respondents from Kosovo and Metohija of Serbian nationality. The following instruments were used for data collection: a scale for assessing educational attitudes of parents (Kodžopeljić, 2009) and the Scale for the assessment of ethnocentrism (SRAM, 2010). The research results show that adolescents exhibiting the highest level of national homogenization, and that according to their procenidominantan educational attitude of their parents cold-limiting. Correlation analysis is utvrđena najveća association (r = is 0. 35) between the confining upbringing father and national superiority or bias and ethnic exclusion and prejudice. On the other hand, the highest correlation (r = is 0. 37) was found between mothers and cold upbringing national homogenization, as well as between confining education of mothers and ethnic exclusion and prejudice. Also, the correlation of medium intensity (r = is 0. 30 = r is 0. 49) exist between a cold upbringing mothers and ethnic exclusion and prejudice (r = is 0. 30); mothers and permissive upbringing national homogenization (r = is 0. 35); confining education of mothers and national superiority or bias (r = is 0. 35). In addition, regression analysis showed that parental attitudes mother significant predictors of all four aspects of ethnocentrism, while the educational attitude father a significant predictor only one aspect of ethnocentrism and national superiority or bias.",
publisher = "Univerzitet u Prištini - Filozofski fakultet, Kosovska Mitrovica",
journal = "Zbornik radova Filozofskog fakulteta u Prištini",
title = "Povezanost vaspitnih stavova roditelja i etnocentrizma adolescenata, The correlation between parents' educational attitudes and ethnocentrism among adolescents",
pages = "397-375",
number = "46-1",
doi = "10.5937/zrffp46-10810"
}

Pavićević, M. S.,& Petrović, D.. (2016). Povezanost vaspitnih stavova roditelja i etnocentrizma adolescenata. in Zbornik radova Filozofskog fakulteta u Prištini
Univerzitet u Prištini - Filozofski fakultet, Kosovska Mitrovica.(46-1), 375-397.
https://doi.org/10.5937/zrffp46-10810

Pavićević MS, Petrović D. Povezanost vaspitnih stavova roditelja i etnocentrizma adolescenata. in Zbornik radova Filozofskog fakulteta u Prištini. 2016;(46-1):375-397.
doi:10.5937/zrffp46-10810 .

Pavićević, Miljana S., Petrović, Danijela, "Povezanost vaspitnih stavova roditelja i etnocentrizma adolescenata" in Zbornik radova Filozofskog fakulteta u Prištini, no. 46-1 (2016):375-397,
https://doi.org/10.5937/zrffp46-10810 . .

TY  - JOUR
AU  - Petrović, Danijela
AU  - Starčević, Jelena
AU  - Chen, Guo-Ming
AU  - Komnenić, Darko
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/2072
AB  - Intercultural Sensitivity Scale (ISS) is the main assessment tool for measuring intercultural sensitivity as an affective component of intercultural communication competence. The ISS has been developed based on an American sample and therefore there is a need to check possibilities for its application in another cultural context. In this study, we tested whether the factor structure of the original scale is confirmed in a Serbian sample as well. The results show that the compatibility of factor structure is not satisfactory (c2/df = 3.38; CFI = .78; RMSEA = .07) and the application of the scale requires modification. A proposal for a modified version of the ISS is presented together with evidence for its usage. The main advantages of the modified version are: (a) a corresponding factor structure, (b) higher internal consistency and (c) better prediction of relevant criteria.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Intercultural sensitivity scale: Proposal for a modified Serbian version
EP  - 212
IS  - 3
SP  - 199
VL  - 48
DO  - 10.2298/psi1503199p
ER  - 

@article{
author = "Petrović, Danijela and Starčević, Jelena and Chen, Guo-Ming and Komnenić, Darko",
year = "2015",
abstract = "Intercultural Sensitivity Scale (ISS) is the main assessment tool for measuring intercultural sensitivity as an affective component of intercultural communication competence. The ISS has been developed based on an American sample and therefore there is a need to check possibilities for its application in another cultural context. In this study, we tested whether the factor structure of the original scale is confirmed in a Serbian sample as well. The results show that the compatibility of factor structure is not satisfactory (c2/df = 3.38; CFI = .78; RMSEA = .07) and the application of the scale requires modification. A proposal for a modified version of the ISS is presented together with evidence for its usage. The main advantages of the modified version are: (a) a corresponding factor structure, (b) higher internal consistency and (c) better prediction of relevant criteria.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Intercultural sensitivity scale: Proposal for a modified Serbian version",
pages = "212-199",
number = "3",
volume = "48",
doi = "10.2298/psi1503199p"
}

Petrović, D., Starčević, J., Chen, G.,& Komnenić, D.. (2015). Intercultural sensitivity scale: Proposal for a modified Serbian version. in Psihologija
Društvo psihologa Srbije, Beograd., 48(3), 199-212.
https://doi.org/10.2298/psi1503199p

Petrović D, Starčević J, Chen G, Komnenić D. Intercultural sensitivity scale: Proposal for a modified Serbian version. in Psihologija. 2015;48(3):199-212.
doi:10.2298/psi1503199p .

Petrović, Danijela, Starčević, Jelena, Chen, Guo-Ming, Komnenić, Darko, "Intercultural sensitivity scale: Proposal for a modified Serbian version" in Psihologija, 48, no. 3 (2015):199-212,
https://doi.org/10.2298/psi1503199p . .

TY  - JOUR
AU  - Pavićević, Miljana S.
AU  - Petrović, Danijela
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/1998
AB  - U prvom delu rada razmatraju se pojmovna određenja i ukazuje se na razlike koje postoje između formalnog, neformalnog i informalnog obrazovanja. Neformalno obrazovanje se definiše kao bilo koja organizovana obrazovna aktivnost izvan postojećeg formalnog sistema koja služi određenim korisnicima i ciljevima učenja. Ključna odlika neformalnog obrazovanje je fleksibilnost i ono omogućava sticanje različitih veština i kompetencija, kroz aktivnosti kao što su seminari, predavanja, konferencije i radionice. Informalno obrazovanje označava “životnu školu” i zasniva se na ličnom iskustvu, usvojenim društvenim vrednostima i samoinicijativnom učenju. U uslovima stabilnog savremenog društva, sva tri vida obrazovanja se međusobno nadopunjuju i zajednički jačaju elemente celoživotnog procesa učenja.
AB  - In the first part of the paper notions are defined and differences among formal, non-formal and informal education are considered. Non-formal education is defined as any other organisational educational activity beyond the existing formal system which serves sertain users and their aims of learning. A key characteristics of non-nformal education is flexibility which enables gaining different skills and competences through activities such as seminars, lectures, conferences and workshops. Informal education designates ‘life school’ based on personal experience, adopted social values and self-motivated learning. In conditions of a stable modern society all three aspects of education complement each other and together strengthen elements of lifelong process of learning.
PB  - Univerzitet u Prištini - Učiteljski fakultet, Leposavić
T2  - Zbornik radova Učiteljskog fakulteta Prizren-Leposavić
T1  - Razlike između formalnog, neformalnog i informalnog obrazovanja
T1  - Differences between formal, non-formal and informal education
EP  - 113
IS  - 9
SP  - 103
DO  - 10.5937/zrufpl1509103P
ER  - 

@article{
author = "Pavićević, Miljana S. and Petrović, Danijela",
year = "2015",
abstract = "U prvom delu rada razmatraju se pojmovna određenja i ukazuje se na razlike koje postoje između formalnog, neformalnog i informalnog obrazovanja. Neformalno obrazovanje se definiše kao bilo koja organizovana obrazovna aktivnost izvan postojećeg formalnog sistema koja služi određenim korisnicima i ciljevima učenja. Ključna odlika neformalnog obrazovanje je fleksibilnost i ono omogućava sticanje različitih veština i kompetencija, kroz aktivnosti kao što su seminari, predavanja, konferencije i radionice. Informalno obrazovanje označava “životnu školu” i zasniva se na ličnom iskustvu, usvojenim društvenim vrednostima i samoinicijativnom učenju. U uslovima stabilnog savremenog društva, sva tri vida obrazovanja se međusobno nadopunjuju i zajednički jačaju elemente celoživotnog procesa učenja., In the first part of the paper notions are defined and differences among formal, non-formal and informal education are considered. Non-formal education is defined as any other organisational educational activity beyond the existing formal system which serves sertain users and their aims of learning. A key characteristics of non-nformal education is flexibility which enables gaining different skills and competences through activities such as seminars, lectures, conferences and workshops. Informal education designates ‘life school’ based on personal experience, adopted social values and self-motivated learning. In conditions of a stable modern society all three aspects of education complement each other and together strengthen elements of lifelong process of learning.",
publisher = "Univerzitet u Prištini - Učiteljski fakultet, Leposavić",
journal = "Zbornik radova Učiteljskog fakulteta Prizren-Leposavić",
title = "Razlike između formalnog, neformalnog i informalnog obrazovanja, Differences between formal, non-formal and informal education",
pages = "113-103",
number = "9",
doi = "10.5937/zrufpl1509103P"
}

Pavićević, M. S.,& Petrović, D.. (2015). Razlike između formalnog, neformalnog i informalnog obrazovanja. in Zbornik radova Učiteljskog fakulteta Prizren-Leposavić
Univerzitet u Prištini - Učiteljski fakultet, Leposavić.(9), 103-113.
https://doi.org/10.5937/zrufpl1509103P

Pavićević MS, Petrović D. Razlike između formalnog, neformalnog i informalnog obrazovanja. in Zbornik radova Učiteljskog fakulteta Prizren-Leposavić. 2015;(9):103-113.
doi:10.5937/zrufpl1509103P .

Pavićević, Miljana S., Petrović, Danijela, "Razlike između formalnog, neformalnog i informalnog obrazovanja" in Zbornik radova Učiteljskog fakulteta Prizren-Leposavić, no. 9 (2015):103-113,
https://doi.org/10.5937/zrufpl1509103P . .

TY  - CONF
AU  - Petrović, Danijela
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/1772
AB  - Relationships between siblings are a permanent type of relationships which have a significant role and impact throughout life. Research shows that sibling relationships are characterized by increased conflicts during early adolescence and that high conflict levels in sibling relationships decreases slightly or stays stable between early and late adolescence. For this reason, the aim of the survey was to identify how adolescents perceive characteristics of conflicts with older and younger siblings. The survey dealt with actual conflicts which included adolescents as one of the sides in the conflict. The method of the recall of the conflict episode, with one week retrospection interval, was used to research the perception of the conflict characteristics. The survey was conducted on a sample of 530 adolescents. Statistically important differences, related to sibling's age, were determined with regard to the following elements of conflict: conflict initiation, conflict resolution strategy, affective tone upon conflict and conflict outcome and conflict impact on relationship. Obtained results show that roles of conflict in sibling relationships are mediated by siblings' age, as well as, by perception of the particular conflict characteristics.
PB  - World Inst Advanced Research & Science, Lisbon
C3  - INPACT 2014: International Psychological Applications Conference and Trends
T1  - Conflict with siblings
EP  - 335
SP  - 333
UR  - https://hdl.handle.net/21.15107/rcub_reff_1772
ER  - 

@conference{
author = "Petrović, Danijela",
year = "2014",
abstract = "Relationships between siblings are a permanent type of relationships which have a significant role and impact throughout life. Research shows that sibling relationships are characterized by increased conflicts during early adolescence and that high conflict levels in sibling relationships decreases slightly or stays stable between early and late adolescence. For this reason, the aim of the survey was to identify how adolescents perceive characteristics of conflicts with older and younger siblings. The survey dealt with actual conflicts which included adolescents as one of the sides in the conflict. The method of the recall of the conflict episode, with one week retrospection interval, was used to research the perception of the conflict characteristics. The survey was conducted on a sample of 530 adolescents. Statistically important differences, related to sibling's age, were determined with regard to the following elements of conflict: conflict initiation, conflict resolution strategy, affective tone upon conflict and conflict outcome and conflict impact on relationship. Obtained results show that roles of conflict in sibling relationships are mediated by siblings' age, as well as, by perception of the particular conflict characteristics.",
publisher = "World Inst Advanced Research & Science, Lisbon",
journal = "INPACT 2014: International Psychological Applications Conference and Trends",
title = "Conflict with siblings",
pages = "335-333",
url = "https://hdl.handle.net/21.15107/rcub_reff_1772"
}

Petrović, D.. (2014). Conflict with siblings. in INPACT 2014: International Psychological Applications Conference and Trends
World Inst Advanced Research & Science, Lisbon., 333-335.
https://hdl.handle.net/21.15107/rcub_reff_1772

Petrović D. Conflict with siblings. in INPACT 2014: International Psychological Applications Conference and Trends. 2014;:333-335.
https://hdl.handle.net/21.15107/rcub_reff_1772 .

Petrović, Danijela, "Conflict with siblings" in INPACT 2014: International Psychological Applications Conference and Trends (2014):333-335,
https://hdl.handle.net/21.15107/rcub_reff_1772 .

TY  - CONF
AU  - Petrović, Danijela
AU  - Dimitrijević, Bojana M.
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/1776
AB  - Introduction: In Serbian context many of the schools face the challenge of diversifying classrooms regarding the cultural background of the students. The roles and responsibilities of the school psychologists in recent years have changed and the new guideline regarding the work of school psychologists in Serbia emphasizes working with various target groups and puts special emphasis on providing the quality education for students with special needs as well as the empowerment of teachers in their own role. Objectives: Based on Bennett's 'Developmental Model of Intercultural Sensitivity' (DMIS), the main aim of this research is to answer the question: How do the school psychologists perceive cultural differences among their students? Second aim of the research is to determine are there any differences in a way that school psychologists perceive the cultural differences of Roma students in comparison to other minority group members? Methodology and sample: The methodology for the presented research is structured according to the concept of Grounded Theory. For the purpose of this research, ten semi-structured interviews were carried out. All the data was analysed by content analysis. Results: The data analysis resulted in identifying main tendencies regarding the perception of cultural differences that reflect the ethnocentric and the transitional minimisation worldview of the respondents. Conclusion: The initial education and in-service training should take into account developmental level of the intercultural sensitivity of the school psychologist in order to support them to fulfil their role as changing agents of the current practice.
PB  - World Inst Advanced Research & Science, Lisbon
C3  - INPACT 2014: International Psychological Applications Conference and Trends
T1  - Intercultural sensitivity of school psychologists in Serbia
EP  - 355
SP  - 353
UR  - https://hdl.handle.net/21.15107/rcub_reff_1776
ER  - 

@conference{
author = "Petrović, Danijela and Dimitrijević, Bojana M.",
year = "2014",
abstract = "Introduction: In Serbian context many of the schools face the challenge of diversifying classrooms regarding the cultural background of the students. The roles and responsibilities of the school psychologists in recent years have changed and the new guideline regarding the work of school psychologists in Serbia emphasizes working with various target groups and puts special emphasis on providing the quality education for students with special needs as well as the empowerment of teachers in their own role. Objectives: Based on Bennett's 'Developmental Model of Intercultural Sensitivity' (DMIS), the main aim of this research is to answer the question: How do the school psychologists perceive cultural differences among their students? Second aim of the research is to determine are there any differences in a way that school psychologists perceive the cultural differences of Roma students in comparison to other minority group members? Methodology and sample: The methodology for the presented research is structured according to the concept of Grounded Theory. For the purpose of this research, ten semi-structured interviews were carried out. All the data was analysed by content analysis. Results: The data analysis resulted in identifying main tendencies regarding the perception of cultural differences that reflect the ethnocentric and the transitional minimisation worldview of the respondents. Conclusion: The initial education and in-service training should take into account developmental level of the intercultural sensitivity of the school psychologist in order to support them to fulfil their role as changing agents of the current practice.",
publisher = "World Inst Advanced Research & Science, Lisbon",
journal = "INPACT 2014: International Psychological Applications Conference and Trends",
title = "Intercultural sensitivity of school psychologists in Serbia",
pages = "355-353",
url = "https://hdl.handle.net/21.15107/rcub_reff_1776"
}

Petrović, D.,& Dimitrijević, B. M.. (2014). Intercultural sensitivity of school psychologists in Serbia. in INPACT 2014: International Psychological Applications Conference and Trends
World Inst Advanced Research & Science, Lisbon., 353-355.
https://hdl.handle.net/21.15107/rcub_reff_1776

Petrović D, Dimitrijević BM. Intercultural sensitivity of school psychologists in Serbia. in INPACT 2014: International Psychological Applications Conference and Trends. 2014;:353-355.
https://hdl.handle.net/21.15107/rcub_reff_1776 .

Petrović, Danijela, Dimitrijević, Bojana M., "Intercultural sensitivity of school psychologists in Serbia" in INPACT 2014: International Psychological Applications Conference and Trends (2014):353-355,
https://hdl.handle.net/21.15107/rcub_reff_1776 .

TY  - JOUR
AU  - Dimitrijević, Bojana M.
AU  - Petrović, Danijela
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/1887
AB  - The paper discusses different approaches and strategies for educating teachers in the United States of America for work in multicultural schools, bearing in mind teacher efficiency. The first part of the paper contains theoretical considerations on the basic competences of teachers for multicultural education, provides an overview of the key questions that need to be answered in the process of developing multicultural teacher education and presents the effects of multicultural education programmes aimed at eliminating prejudice and establishing the pedagogy of equality. The second part of the paper lists strategies for the multicultural education of teachers who are members of the majority population and discusses the educational effects of these strategies. The third part of the paper discusses the approaches based on the model of cross- cultural teacher development that facilitate the understanding of teacher behaviour and their resistance to change, as well as the adapting and sequencing of courses for future teachers. The concluding part of the paper offers recommendations for enhancing multicultural teacher education.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Approaches and strategies for multicultural teacher education - Experiences from the United States of America
EP  - 90
IS  - 1
SP  - 69
VL  - 46
DO  - 10.2298/ZIPI1401069D
ER  - 

@article{
author = "Dimitrijević, Bojana M. and Petrović, Danijela",
year = "2014",
abstract = "The paper discusses different approaches and strategies for educating teachers in the United States of America for work in multicultural schools, bearing in mind teacher efficiency. The first part of the paper contains theoretical considerations on the basic competences of teachers for multicultural education, provides an overview of the key questions that need to be answered in the process of developing multicultural teacher education and presents the effects of multicultural education programmes aimed at eliminating prejudice and establishing the pedagogy of equality. The second part of the paper lists strategies for the multicultural education of teachers who are members of the majority population and discusses the educational effects of these strategies. The third part of the paper discusses the approaches based on the model of cross- cultural teacher development that facilitate the understanding of teacher behaviour and their resistance to change, as well as the adapting and sequencing of courses for future teachers. The concluding part of the paper offers recommendations for enhancing multicultural teacher education.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Approaches and strategies for multicultural teacher education - Experiences from the United States of America",
pages = "90-69",
number = "1",
volume = "46",
doi = "10.2298/ZIPI1401069D"
}

Dimitrijević, B. M.,& Petrović, D.. (2014). Approaches and strategies for multicultural teacher education - Experiences from the United States of America. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 46(1), 69-90.
https://doi.org/10.2298/ZIPI1401069D

Dimitrijević BM, Petrović D. Approaches and strategies for multicultural teacher education - Experiences from the United States of America. in Zbornik Instituta za pedagoška istraživanja. 2014;46(1):69-90.
doi:10.2298/ZIPI1401069D .

Dimitrijević, Bojana M., Petrović, Danijela, "Approaches and strategies for multicultural teacher education - Experiences from the United States of America" in Zbornik Instituta za pedagoška istraživanja, 46, no. 1 (2014):69-90,
https://doi.org/10.2298/ZIPI1401069D . .

TY  - JOUR
AU  - Petrović, Danijela
AU  - Dimitrijević, Bojana M.
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1579
AB  - U ovom istraživanju nastojali smo da ustanovimo kako školski psiholozi u Srbiji vide svoju profesionalnu ulogu u kontekstu reforme obrazovanja i zakonskih promena. U istraživanju je učestvovalo 105 školskih psihologa iz osnovnih škola sa teritorije Srbije. Podaci o različitim aspektima uloge psihologa prikupljeni su pomoću upitnika. Kao izuzetno značajne delatnosti školskog psihologa procenjene su individualno i grupno savetovanje učenika, profesionalno usavršavanje, saradnja sa roditeljima i pomoć u učenju i podrška razvoju učenika. Školski psiholozi smatraju da u svom radu da više vremena treba da posvete upravo onim delatnostima koje su ocenili kao izuzetno značajne. Kao specifično psihološke delatnosti, psiholozi izdvajaju psihološku procenu, individualno i grupno savetovanje i pružanje konsultativnih usluga. Na osnovu dobijenih rezultata može se zaključiti da školski psiholozi kao najznačajnije delatnosti u svom radu percipiraju upravo one delatnosti koje su u Pravilniku o programu svih oblika rada stručnih saradnika iz 2012. godine navedene kao specifični stručni poslovi za psihologe u obrazovanju. Ujedno to su delatnosti kojima ispitivani školski psiholozi žele da posvete najveći deo radnog vremena, što pokazuje da novi pravilnih odgovara aktuelnim potrebama školskih psihologa. .
AB  - In this research we tried to determine how school psychologists in Serbia perceive their professional role in the context of the educational reforms and legal changes. The sample included 105 elementary school psychologists from Serbia. The data were gathered by the use of a questionnaire. Individual and group counseling were estimated as the most important activities of a school psychologist. Then follow professional in-service training, cooperation with parents and assistance in studying together with supporting the development of the student. School psychologists think that they should pay more attention to the activities labeled as the most important. As a specifically psychological the respondents stressed psychological assessment, individual and group counseling and consultancy services. Based on the obtained results it can be concluded that school psychologists perceive as the most important those activities which are cited in the Regulations of All Forms of Work of Professional School Counselors from 2012 as specific expert activities of psychologists in education. At the same time these are the activities to which the psychologists want to devote most of their working time, which means that the new Regulations meet the current needs of the psychologists.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Kako školski psiholozi u Srbiji vide svoju profesionalnu ulogu?
T1  - Kak škol'nye psihologi v Serbii otnosjatsja k svoej professional'noj roli
T1  - How school psychologists see their professional role?
EP  - 437
IS  - 3
SP  - 421
VL  - 62
UR  - https://hdl.handle.net/21.15107/rcub_reff_1579
ER  - 

@article{
author = "Petrović, Danijela and Dimitrijević, Bojana M.",
year = "2013",
abstract = "U ovom istraživanju nastojali smo da ustanovimo kako školski psiholozi u Srbiji vide svoju profesionalnu ulogu u kontekstu reforme obrazovanja i zakonskih promena. U istraživanju je učestvovalo 105 školskih psihologa iz osnovnih škola sa teritorije Srbije. Podaci o različitim aspektima uloge psihologa prikupljeni su pomoću upitnika. Kao izuzetno značajne delatnosti školskog psihologa procenjene su individualno i grupno savetovanje učenika, profesionalno usavršavanje, saradnja sa roditeljima i pomoć u učenju i podrška razvoju učenika. Školski psiholozi smatraju da u svom radu da više vremena treba da posvete upravo onim delatnostima koje su ocenili kao izuzetno značajne. Kao specifično psihološke delatnosti, psiholozi izdvajaju psihološku procenu, individualno i grupno savetovanje i pružanje konsultativnih usluga. Na osnovu dobijenih rezultata može se zaključiti da školski psiholozi kao najznačajnije delatnosti u svom radu percipiraju upravo one delatnosti koje su u Pravilniku o programu svih oblika rada stručnih saradnika iz 2012. godine navedene kao specifični stručni poslovi za psihologe u obrazovanju. Ujedno to su delatnosti kojima ispitivani školski psiholozi žele da posvete najveći deo radnog vremena, što pokazuje da novi pravilnih odgovara aktuelnim potrebama školskih psihologa. ., In this research we tried to determine how school psychologists in Serbia perceive their professional role in the context of the educational reforms and legal changes. The sample included 105 elementary school psychologists from Serbia. The data were gathered by the use of a questionnaire. Individual and group counseling were estimated as the most important activities of a school psychologist. Then follow professional in-service training, cooperation with parents and assistance in studying together with supporting the development of the student. School psychologists think that they should pay more attention to the activities labeled as the most important. As a specifically psychological the respondents stressed psychological assessment, individual and group counseling and consultancy services. Based on the obtained results it can be concluded that school psychologists perceive as the most important those activities which are cited in the Regulations of All Forms of Work of Professional School Counselors from 2012 as specific expert activities of psychologists in education. At the same time these are the activities to which the psychologists want to devote most of their working time, which means that the new Regulations meet the current needs of the psychologists.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Kako školski psiholozi u Srbiji vide svoju profesionalnu ulogu?, Kak škol'nye psihologi v Serbii otnosjatsja k svoej professional'noj roli, How school psychologists see their professional role?",
pages = "437-421",
number = "3",
volume = "62",
url = "https://hdl.handle.net/21.15107/rcub_reff_1579"
}

Petrović, D.,& Dimitrijević, B. M.. (2013). Kako školski psiholozi u Srbiji vide svoju profesionalnu ulogu?. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 62(3), 421-437.
https://hdl.handle.net/21.15107/rcub_reff_1579

Petrović D, Dimitrijević BM. Kako školski psiholozi u Srbiji vide svoju profesionalnu ulogu?. in Nastava i vaspitanje. 2013;62(3):421-437.
https://hdl.handle.net/21.15107/rcub_reff_1579 .

Petrović, Danijela, Dimitrijević, Bojana M., "Kako školski psiholozi u Srbiji vide svoju profesionalnu ulogu?" in Nastava i vaspitanje, 62, no. 3 (2013):421-437,
https://hdl.handle.net/21.15107/rcub_reff_1579 .

TY  - JOUR
AU  - Petrović, Danijela
AU  - Vučetić, Milica
PY  - 2012
UR  - http://reff.f.bg.ac.rs/handle/123456789/1514
AB  - Programi za konstruktivno rešavanje sukoba zasnovani su na ideji da deca i mladi nedovoljno poznaju procedure i veštine rešavanja sukoba i da zbog toga konflikti u kojima oni učestvuju brzo krenu destruktivnim tokom. I pored neospornog praktičnog značaja koji programi za konstruktivno rešavanje sukoba imaju, može se uputiti zamerka da nisu, u dovoljnoj meri, zasnovani na empirijskim podacima o karakteristikama konflikata u detinjstvu i adolescenciji. Zbog toga su u ovom radu ispitivane različite vrste konflikata sa vršnjacima i prijateljima sa ciljem da se utvrde preferirane strategije rešavanja sukoba i da se na osnovu dobijenih rezultata razmotre implikacije za poboljšanje programa za konstruktivno rešavanje sukoba. Ispitivanje je sprovedeno na uzorku od 286 adolescenata. Za ispitivanje preferiranih strategija rešavanja sukoba korišćena je metoda hipotetičkih konfliktnih situacija. Ključni rezultati, koje treba uzeti u obzir prilikom koncipiranja programa za konstruktivno rešavanje sukoba, pokazuju da preferencija strategije rešavanja sukoba varira u odnosu na vrstu konflikta (u konfliktima nastalim zbog razlika u mišljenju i nepoštovanja dogovora u većoj meri se primenjuje rešavanje problema, za razliku od sukoba nastalih zbog provokacija, tvrdoglavosti i neiskrenosti) i tip odnosa (u sukobima sa prijateljima adolescenti više preferiraju rešavanje problema, a u vršnjačkim sukobima se češće odlučuju za nadmetanje).
AB  - Constructive conflict resolution programmes are based on the idea that children and youth do no have sufficient knowledge of the procedures and skills for conflict resolution, which is why the conflicts they take part in soon become destructive. Notwithstanding the indubitable practical significance of the constructive conflict resolution programmes, it can be objected that they are not sufficiently based on empirical findings about the characteristics of conflicts in childhood and adolescence. Hence, this paper explores different types of conflict with peers and friends with the aim of determining the preferred conflict resolution strategies and using the obtained results to consider the implications for the improvement of constructive conflict resolution programmes. The research was conducted on the sample of 286 adolescents. The method of hypothetical conflict situations was used for studying the preferred conflict resolution strategies. The key results, which should be taken into account when developing constructive conflict resolution programmes, indicate that the preference for a conflict resolution strategy varies depending on conflict type (problem solving is mostly used in conflicts occurring due to opinion differences and disrespect of agreement, unlike the conflicts arising due to provocations, stubbornness and dishonesty) and relationship types (in conflicts with friends, adolescents prefer problem solving, while in peer conflicts they more frequently opt for competition).
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Vrsta konflikta, tip odnosa i preferirane strategije rešavanja sukoba - implikacije za programe konstruktivnog rešavanja sukoba
T1  - Types of conflict, types of relationships and preferred conflict resolution strategies: Implications for constructive conflict resolution programmes
EP  - 178
IS  - 1
SP  - 163
VL  - 44
DO  - 10.2298/ZIPI1201163P
ER  - 

@article{
author = "Petrović, Danijela and Vučetić, Milica",
year = "2012",
abstract = "Programi za konstruktivno rešavanje sukoba zasnovani su na ideji da deca i mladi nedovoljno poznaju procedure i veštine rešavanja sukoba i da zbog toga konflikti u kojima oni učestvuju brzo krenu destruktivnim tokom. I pored neospornog praktičnog značaja koji programi za konstruktivno rešavanje sukoba imaju, može se uputiti zamerka da nisu, u dovoljnoj meri, zasnovani na empirijskim podacima o karakteristikama konflikata u detinjstvu i adolescenciji. Zbog toga su u ovom radu ispitivane različite vrste konflikata sa vršnjacima i prijateljima sa ciljem da se utvrde preferirane strategije rešavanja sukoba i da se na osnovu dobijenih rezultata razmotre implikacije za poboljšanje programa za konstruktivno rešavanje sukoba. Ispitivanje je sprovedeno na uzorku od 286 adolescenata. Za ispitivanje preferiranih strategija rešavanja sukoba korišćena je metoda hipotetičkih konfliktnih situacija. Ključni rezultati, koje treba uzeti u obzir prilikom koncipiranja programa za konstruktivno rešavanje sukoba, pokazuju da preferencija strategije rešavanja sukoba varira u odnosu na vrstu konflikta (u konfliktima nastalim zbog razlika u mišljenju i nepoštovanja dogovora u većoj meri se primenjuje rešavanje problema, za razliku od sukoba nastalih zbog provokacija, tvrdoglavosti i neiskrenosti) i tip odnosa (u sukobima sa prijateljima adolescenti više preferiraju rešavanje problema, a u vršnjačkim sukobima se češće odlučuju za nadmetanje)., Constructive conflict resolution programmes are based on the idea that children and youth do no have sufficient knowledge of the procedures and skills for conflict resolution, which is why the conflicts they take part in soon become destructive. Notwithstanding the indubitable practical significance of the constructive conflict resolution programmes, it can be objected that they are not sufficiently based on empirical findings about the characteristics of conflicts in childhood and adolescence. Hence, this paper explores different types of conflict with peers and friends with the aim of determining the preferred conflict resolution strategies and using the obtained results to consider the implications for the improvement of constructive conflict resolution programmes. The research was conducted on the sample of 286 adolescents. The method of hypothetical conflict situations was used for studying the preferred conflict resolution strategies. The key results, which should be taken into account when developing constructive conflict resolution programmes, indicate that the preference for a conflict resolution strategy varies depending on conflict type (problem solving is mostly used in conflicts occurring due to opinion differences and disrespect of agreement, unlike the conflicts arising due to provocations, stubbornness and dishonesty) and relationship types (in conflicts with friends, adolescents prefer problem solving, while in peer conflicts they more frequently opt for competition).",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Vrsta konflikta, tip odnosa i preferirane strategije rešavanja sukoba - implikacije za programe konstruktivnog rešavanja sukoba, Types of conflict, types of relationships and preferred conflict resolution strategies: Implications for constructive conflict resolution programmes",
pages = "178-163",
number = "1",
volume = "44",
doi = "10.2298/ZIPI1201163P"
}

Petrović, D.,& Vučetić, M.. (2012). Vrsta konflikta, tip odnosa i preferirane strategije rešavanja sukoba - implikacije za programe konstruktivnog rešavanja sukoba. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 44(1), 163-178.
https://doi.org/10.2298/ZIPI1201163P

Petrović D, Vučetić M. Vrsta konflikta, tip odnosa i preferirane strategije rešavanja sukoba - implikacije za programe konstruktivnog rešavanja sukoba. in Zbornik Instituta za pedagoška istraživanja. 2012;44(1):163-178.
doi:10.2298/ZIPI1201163P .

Petrović, Danijela, Vučetić, Milica, "Vrsta konflikta, tip odnosa i preferirane strategije rešavanja sukoba - implikacije za programe konstruktivnog rešavanja sukoba" in Zbornik Instituta za pedagoška istraživanja, 44, no. 1 (2012):163-178,
https://doi.org/10.2298/ZIPI1201163P . .

TY  - JOUR
AU  - Petrović, Danijela
AU  - Vučetić, Milica
PY  - 2012
UR  - http://reff.f.bg.ac.rs/handle/123456789/1439
AB  - U ovom radu bavili smo se ispitivanjem uzrasnih i polnih razlika u preferiranim strategijama rešavanja sukoba u prijateljskim i vršnjačkim odnosima. Ispitivanje je sprovedeno na uzorku od 286 adolescenata. Strategije su ispitivane pomoću metode hipotetičkih konfliktnih situacija. Za potrebe istraživanja konstruisan je poseban instrument u kome su hipotetičke situacije za predmet sukoba imale nepoštovanje dogovora, nepoštovanje razlika u mišljenju, provokacije, neiskrenost i tvrdoglavost. Strategije rešavanja konflikata koje su razmatrane bile su popuštanje, povlačenje, nadmetanje i rešavanje problema. Rezultati su pokazali da je u sukobima sa prijateljima dominantna strategija adolescenata rešavanje problema, dok se u vršnjačkim sukobima oni češće odlučuju za nadmetanje. Uzrasne razlike se ogledaju u tome što stariji ispitanici češće biraju rešavanje problema nego mlađi, dok se mlađi ispitanici češće opredeljuju za strategiju povlačenja nego stariji. Devojčice se u većoj meri opredeljuju za rešavanje problema nego dečaci, koji su, sa druge strane, skloniji da popuštaju više nego devojčice. Takođe, pol druge osobe u sukobu se pokazao kao bitan, pa se u sukobima sa vršnjacima muškog pola adolescenti u većem stepenu odlučuju za nadmetanje, a u manjem za povlačenje, nego kada su u sukobu sa vršnjacima ženskog pola. Dobijeni rezultati imaju i praktične implikacije. U programima za podučavanje konstruktivnog rešavanja sukoba, koji su namenjeni mlađim adolescentima, veći akcenat treba staviti na osnaživanje i osposobljavanje za asertivno reagovanje. Prilikom podučavanja o konstruktivnim strategijama rešavanja sukoba važno je uzeti u obzir kako i pol samih adolescenata, tako i pol osoba sa kojima su oni u sukobu.
AB  - This paper deals with age and sex differences in preferred strategies of conflict resolution in friendship and peer relationships. The study was conducted on the sample of 286 adolescents. Conflict resolution strategies have been investigated by the method of hypothetical conflict situations. For the purposes of this research, we have created an instrument consisting of 20 hypothetical situations, with the following subjects of conflict: breaking the agreement, non-compliance with opinion differences, provocations, dishonesty and stubbornness. Conflict resolution strategies we examined were giving in, withdrawal, competition and problem solving. The results have shown that problem solving is the dominant strategy of adolescents in conflict with friends, while in peer conflicts they more often opt for competition. Age differences are reflected in the fact that older adolescents are more likely to choose problem solving than younger, whereas younger adolescents are more likely to choose a retreat (withdrawal) strategy than older. Girls are more prone to choosing problem solving than boys, who, on the other hand, tend to withdraw more than girls. Also, gender of the other person in the conflict is proved to be important - in conflict with male peers, adolescents choose competition to a greater extent and withdraw to a minor extent, compared to when they are in conflict with female peers. The results have practical implications as well. In programs for teaching constructive conflict resolution that are designed for younger adolescents there should be more emphasis on empowerment and training for assertive behaviour. In addition, when teaching about constructive conflict resolution strategies, it is important to consider the gender of adolescents as well as the gender of the person with whom they are in conflict.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - Uzrasne i polne razlike u strategijama rešavanja sukoba u hipotetičkim konfliktnim situacijama sa prijateljima i vršnjacima
T1  - Hypothetical conflict situations with friends and peers
EP  - 68
IS  - 1
SP  - 51
VL  - 15
DO  - 10.5937/PsIstra1201051P
ER  - 

@article{
author = "Petrović, Danijela and Vučetić, Milica",
year = "2012",
abstract = "U ovom radu bavili smo se ispitivanjem uzrasnih i polnih razlika u preferiranim strategijama rešavanja sukoba u prijateljskim i vršnjačkim odnosima. Ispitivanje je sprovedeno na uzorku od 286 adolescenata. Strategije su ispitivane pomoću metode hipotetičkih konfliktnih situacija. Za potrebe istraživanja konstruisan je poseban instrument u kome su hipotetičke situacije za predmet sukoba imale nepoštovanje dogovora, nepoštovanje razlika u mišljenju, provokacije, neiskrenost i tvrdoglavost. Strategije rešavanja konflikata koje su razmatrane bile su popuštanje, povlačenje, nadmetanje i rešavanje problema. Rezultati su pokazali da je u sukobima sa prijateljima dominantna strategija adolescenata rešavanje problema, dok se u vršnjačkim sukobima oni češće odlučuju za nadmetanje. Uzrasne razlike se ogledaju u tome što stariji ispitanici češće biraju rešavanje problema nego mlađi, dok se mlađi ispitanici češće opredeljuju za strategiju povlačenja nego stariji. Devojčice se u većoj meri opredeljuju za rešavanje problema nego dečaci, koji su, sa druge strane, skloniji da popuštaju više nego devojčice. Takođe, pol druge osobe u sukobu se pokazao kao bitan, pa se u sukobima sa vršnjacima muškog pola adolescenti u većem stepenu odlučuju za nadmetanje, a u manjem za povlačenje, nego kada su u sukobu sa vršnjacima ženskog pola. Dobijeni rezultati imaju i praktične implikacije. U programima za podučavanje konstruktivnog rešavanja sukoba, koji su namenjeni mlađim adolescentima, veći akcenat treba staviti na osnaživanje i osposobljavanje za asertivno reagovanje. Prilikom podučavanja o konstruktivnim strategijama rešavanja sukoba važno je uzeti u obzir kako i pol samih adolescenata, tako i pol osoba sa kojima su oni u sukobu., This paper deals with age and sex differences in preferred strategies of conflict resolution in friendship and peer relationships. The study was conducted on the sample of 286 adolescents. Conflict resolution strategies have been investigated by the method of hypothetical conflict situations. For the purposes of this research, we have created an instrument consisting of 20 hypothetical situations, with the following subjects of conflict: breaking the agreement, non-compliance with opinion differences, provocations, dishonesty and stubbornness. Conflict resolution strategies we examined were giving in, withdrawal, competition and problem solving. The results have shown that problem solving is the dominant strategy of adolescents in conflict with friends, while in peer conflicts they more often opt for competition. Age differences are reflected in the fact that older adolescents are more likely to choose problem solving than younger, whereas younger adolescents are more likely to choose a retreat (withdrawal) strategy than older. Girls are more prone to choosing problem solving than boys, who, on the other hand, tend to withdraw more than girls. Also, gender of the other person in the conflict is proved to be important - in conflict with male peers, adolescents choose competition to a greater extent and withdraw to a minor extent, compared to when they are in conflict with female peers. The results have practical implications as well. In programs for teaching constructive conflict resolution that are designed for younger adolescents there should be more emphasis on empowerment and training for assertive behaviour. In addition, when teaching about constructive conflict resolution strategies, it is important to consider the gender of adolescents as well as the gender of the person with whom they are in conflict.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "Uzrasne i polne razlike u strategijama rešavanja sukoba u hipotetičkim konfliktnim situacijama sa prijateljima i vršnjacima, Hypothetical conflict situations with friends and peers",
pages = "68-51",
number = "1",
volume = "15",
doi = "10.5937/PsIstra1201051P"
}

Petrović, D.,& Vučetić, M.. (2012). Uzrasne i polne razlike u strategijama rešavanja sukoba u hipotetičkim konfliktnim situacijama sa prijateljima i vršnjacima. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 15(1), 51-68.
https://doi.org/10.5937/PsIstra1201051P

Petrović D, Vučetić M. Uzrasne i polne razlike u strategijama rešavanja sukoba u hipotetičkim konfliktnim situacijama sa prijateljima i vršnjacima. in Psihološka istraživanja. 2012;15(1):51-68.
doi:10.5937/PsIstra1201051P .

Petrović, Danijela, Vučetić, Milica, "Uzrasne i polne razlike u strategijama rešavanja sukoba u hipotetičkim konfliktnim situacijama sa prijateljima i vršnjacima" in Psihološka istraživanja, 15, no. 1 (2012):51-68,
https://doi.org/10.5937/PsIstra1201051P . .

TY  - JOUR
AU  - Zlatković, Blagica
AU  - Petrović, Danijela
PY  - 2011
UR  - http://reff.f.bg.ac.rs/handle/123456789/1281
AB  - U akreditacionom ciklusu završenom 2008. godine fakulteti za obrazovanje učitelja u Srbiji nastojali su da zadovolje kriterijume postavljene Bolonjskom deklaracijom, pa su u tim nastojanjima početni, relativno usaglašeni programi i planovi učiteljskih fakulteta modifikovani u okviru svake institucije pojedinačno, bez jasno definisanog nacionalnog okvira. Zbog toga je neophodno preispitivanje kompatibilnosti sistema inicijalnog obrazovanja učitelja u Srbiji. Cilj ovog rada je bio da ispitamo usaglašenost studijskih programa na šest državnih fakulteta za obrazovanje učitelja u Srbiji. U radu je korišćena komparativna metoda, tj. uporedna analiza planova i programa učiteljskih fakulteta. Analiza je sprovedena na osnovu sledećih parametara: ukupan broj predmeta na studijskom programu za obrazovanje učitelja i broj predmeta po godinama studija; broj zastupljenih predmeta u pojedinim naučnim oblastima; broj zastupljenih predmeta prema kategorizaciji nastavnih predmeta akreditacione komisije i bodovna vrednost pojedinih nastavnih predmeta. Analizom je utvrđeno da se studijski planovi i programi učiteljskih fakulteta u Srbiji razlikuju po većini posmatranih parametara. Postojeća nekompatibilnost studijskih programa i planova učiteljskih fakulteta u Srbiji može se tolerisati ukoliko fakulteti i pored izraženih programskih razlika ostvaruju iste obrazovne ishode, odnosno obrazuju učitelje približno istih kompetencija.
AB  - In the accreditation cycle which was completed in 2008, teacher colleges in Serbia strived to meet the criteria determined in the Bologna Declaration. Initially unified to a considerable degree these curricula have subsequently been modified in each institution separately without a clearly defined national framework. Hence the necessity for reexamination of the compatibility of the pre-service teacher training system in Serbia. Our research included six state-owned pre-service teacher colleges in Serbia. In our analysis we used the comparative method, i.e. the comparative analysis of pre-service teacher college curricula based on the following parameters: the total number of the subjects taught, the number of subjects in each study year; the number of subjects within specific scientific fields; the number of subjects categorized by the Accreditation Committee and the credits value of individual subjects. The analysis confirmed that there are differences between the pre-service teacher college curricula across the majority of the parameters. The existing incompatibility of the curricula for teacher training faculties in Serbia can be tolerated if these institutions, despite the perceived differences, achieve the same educational outcomes and equip the teachers with approximately the same competencies.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Inicijalno obrazovanje učitelja u Srbiji - analiza kompatibilnosti planova i programa učiteljskih fakulteta
T1  - Pre-service teacher training in Serbia: The analysis of teacher college curricula compatibility
EP  - 663
IS  - 4
SP  - 651
VL  - 60
UR  - https://hdl.handle.net/21.15107/rcub_reff_1281
ER  - 

@article{
author = "Zlatković, Blagica and Petrović, Danijela",
year = "2011",
abstract = "U akreditacionom ciklusu završenom 2008. godine fakulteti za obrazovanje učitelja u Srbiji nastojali su da zadovolje kriterijume postavljene Bolonjskom deklaracijom, pa su u tim nastojanjima početni, relativno usaglašeni programi i planovi učiteljskih fakulteta modifikovani u okviru svake institucije pojedinačno, bez jasno definisanog nacionalnog okvira. Zbog toga je neophodno preispitivanje kompatibilnosti sistema inicijalnog obrazovanja učitelja u Srbiji. Cilj ovog rada je bio da ispitamo usaglašenost studijskih programa na šest državnih fakulteta za obrazovanje učitelja u Srbiji. U radu je korišćena komparativna metoda, tj. uporedna analiza planova i programa učiteljskih fakulteta. Analiza je sprovedena na osnovu sledećih parametara: ukupan broj predmeta na studijskom programu za obrazovanje učitelja i broj predmeta po godinama studija; broj zastupljenih predmeta u pojedinim naučnim oblastima; broj zastupljenih predmeta prema kategorizaciji nastavnih predmeta akreditacione komisije i bodovna vrednost pojedinih nastavnih predmeta. Analizom je utvrđeno da se studijski planovi i programi učiteljskih fakulteta u Srbiji razlikuju po većini posmatranih parametara. Postojeća nekompatibilnost studijskih programa i planova učiteljskih fakulteta u Srbiji može se tolerisati ukoliko fakulteti i pored izraženih programskih razlika ostvaruju iste obrazovne ishode, odnosno obrazuju učitelje približno istih kompetencija., In the accreditation cycle which was completed in 2008, teacher colleges in Serbia strived to meet the criteria determined in the Bologna Declaration. Initially unified to a considerable degree these curricula have subsequently been modified in each institution separately without a clearly defined national framework. Hence the necessity for reexamination of the compatibility of the pre-service teacher training system in Serbia. Our research included six state-owned pre-service teacher colleges in Serbia. In our analysis we used the comparative method, i.e. the comparative analysis of pre-service teacher college curricula based on the following parameters: the total number of the subjects taught, the number of subjects in each study year; the number of subjects within specific scientific fields; the number of subjects categorized by the Accreditation Committee and the credits value of individual subjects. The analysis confirmed that there are differences between the pre-service teacher college curricula across the majority of the parameters. The existing incompatibility of the curricula for teacher training faculties in Serbia can be tolerated if these institutions, despite the perceived differences, achieve the same educational outcomes and equip the teachers with approximately the same competencies.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Inicijalno obrazovanje učitelja u Srbiji - analiza kompatibilnosti planova i programa učiteljskih fakulteta, Pre-service teacher training in Serbia: The analysis of teacher college curricula compatibility",
pages = "663-651",
number = "4",
volume = "60",
url = "https://hdl.handle.net/21.15107/rcub_reff_1281"
}

Zlatković, B.,& Petrović, D.. (2011). Inicijalno obrazovanje učitelja u Srbiji - analiza kompatibilnosti planova i programa učiteljskih fakulteta. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 60(4), 651-663.
https://hdl.handle.net/21.15107/rcub_reff_1281

Zlatković B, Petrović D. Inicijalno obrazovanje učitelja u Srbiji - analiza kompatibilnosti planova i programa učiteljskih fakulteta. in Nastava i vaspitanje. 2011;60(4):651-663.
https://hdl.handle.net/21.15107/rcub_reff_1281 .

Zlatković, Blagica, Petrović, Danijela, "Inicijalno obrazovanje učitelja u Srbiji - analiza kompatibilnosti planova i programa učiteljskih fakulteta" in Nastava i vaspitanje, 60, no. 4 (2011):651-663,
https://hdl.handle.net/21.15107/rcub_reff_1281 .

TY  - JOUR
AU  - Petrović, Danijela
PY  - 2011
UR  - http://reff.f.bg.ac.rs/handle/123456789/1239
AB  - The first-year students' attitudes related to teaching are necessary teleological landmarks for choosing this career. This study has two. The main objectives of this study were to determine the level of cultural intelligence of teachers and to examine which variables could be considered as predictors of cultural intelligence. The study involved 107 elementary school teachers (86.9% female and 13.1% male) from four towns in Serbia. The results show that teachers demonstrate a high level of cultural intelligence and that significant predictors of teachers' cultural intelligence are enjoyment of intercultural communication, experiencing multicultural classes as a challenge, openness to cultural learning and contacts with people from other cultures. The implications of these results for teachers' education are presented.
PB  - Elsevier Science BV, Amsterdam
T2  - Teachers for the Knowledge Society
T1  - How do teachers perceive their cultural intelligence?
VL  - 11
DO  - 10.1016/j.sbspro.2011.01.076
ER  - 

@article{
author = "Petrović, Danijela",
year = "2011",
abstract = "The first-year students' attitudes related to teaching are necessary teleological landmarks for choosing this career. This study has two. The main objectives of this study were to determine the level of cultural intelligence of teachers and to examine which variables could be considered as predictors of cultural intelligence. The study involved 107 elementary school teachers (86.9% female and 13.1% male) from four towns in Serbia. The results show that teachers demonstrate a high level of cultural intelligence and that significant predictors of teachers' cultural intelligence are enjoyment of intercultural communication, experiencing multicultural classes as a challenge, openness to cultural learning and contacts with people from other cultures. The implications of these results for teachers' education are presented.",
publisher = "Elsevier Science BV, Amsterdam",
journal = "Teachers for the Knowledge Society",
title = "How do teachers perceive their cultural intelligence?",
volume = "11",
doi = "10.1016/j.sbspro.2011.01.076"
}

Petrović, D.. (2011). How do teachers perceive their cultural intelligence?. in Teachers for the Knowledge Society
Elsevier Science BV, Amsterdam., 11.
https://doi.org/10.1016/j.sbspro.2011.01.076

Petrović D. How do teachers perceive their cultural intelligence?. in Teachers for the Knowledge Society. 2011;11.
doi:10.1016/j.sbspro.2011.01.076 .

Petrović, Danijela, "How do teachers perceive their cultural intelligence?" in Teachers for the Knowledge Society, 11 (2011),
https://doi.org/10.1016/j.sbspro.2011.01.076 . .

TY  - JOUR
AU  - Petrović, Danijela
PY  - 2009
UR  - http://reff.f.bg.ac.rs/handle/123456789/931
AB  - U radu su izloženi rezultati ispitivanja sprovedenog na kvotnom uzorku od 530 adolescenata. Ispitivanje je realizovano u 11 gradova i 26 škola. Istraživanjem su bila obuhvaćena dva uzrasna nivoa (12 i 16 godina). Za ispitivanje percepcije karakteristika konflikata korišćena je metoda retrospekcije konfliktnih sadržaja sa vremenskim intervalom prisećanja od nedelju dana. Distinktivne karakteristike vršnjačkih konflikata u adolescenciji izdvojene su kroz njihovo poređenje u odnosu na konflikte sa prijateljima, romantičnim partnerom, roditeljima, braćom/sestrama i nastavnicima. Rezultati istraživanja pokazuju da konflikti sa vršnjacima imaju određene specifičnosti. Mada su ređi nego sukobi sa roditeljima i braćom/sestrama, konflikti sa vršnjacima u adolescenciji su rasprostranjen fenomen. Adolescenti se u proseku sa svojim vršnjacima u toku jedne nedelje sukobe više od 13 puta tj. skoro dva puta u toku jednog dana. Razlozi zbog kojih dolazi do sukoba sa vršnjacima su umereno značajni. Najčešći razlozi sukobljavanja su zadirkivanje i neumesne šale, namerno provociranje, ogovaranje, vređanje i nepoštovanje razlika u mišljenju. Posle nastavnika, vršnjaci su za adolescente najmanje značajne osobe u sukobu. U odnosu na konflikte u ostalim tipovima socijalnih odnosa, konflikti sa vršnjacima su za adolescente najmanje neprijatni. Popuštanje je najmanje, a nadmetanje je najviše zastupljena strategija rešavanja sukoba sa vršnjacima. Kao i većina sukoba na ovom uzrastu, sukobi sa vršnjacima su kratkotrajne konfliktne epizode.
AB  - The results of the survey conducted on the sample of 530 adolescents are presented in this paper. The sample included two age groups (13 and 16 years). The research was realized in 11 town and 26 schools. The method of the retrospection of the conflict contents, with one week retrospection interval, was used to research the perception of the conflict characteristics. The distinctive characteristics and the effects of the peer conflicts in adolescence have been identified by comparing them to the conflicts with friends, romantic partners, siblings and teachers. According to the results peer conflicts have certain specificity. Although less frequent than conflicts with parents and siblings, the peer conflicts in adolescence are widen phenomenon - on average, the adolescents get in conflict with their peers more than 13 times in a week, almost twice in a day. The most frequent causes are teasing and inappropriate jokes, deliberate provoking, gossips, insults and not respecting the differences in opinion. Peers follow the teachers as the least important persons in the conflict. Compared to the conflicts in other types of the social relations, the conflicts with peers are the least uncomfortable. Yielding is the least, competition the most present resolution strategy in peer conflicts. As well as the most conflicts in this age conflicts with peers are short time episode.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Specifičnosti vršnjačkih konflikata u adolescenciji
T1  - Specificity of peer conflicts in adolescence
EP  - 238
IS  - 2
SP  - 221
VL  - 42
DO  - 10.2298/PSI0902221P
ER  - 

@article{
author = "Petrović, Danijela",
year = "2009",
abstract = "U radu su izloženi rezultati ispitivanja sprovedenog na kvotnom uzorku od 530 adolescenata. Ispitivanje je realizovano u 11 gradova i 26 škola. Istraživanjem su bila obuhvaćena dva uzrasna nivoa (12 i 16 godina). Za ispitivanje percepcije karakteristika konflikata korišćena je metoda retrospekcije konfliktnih sadržaja sa vremenskim intervalom prisećanja od nedelju dana. Distinktivne karakteristike vršnjačkih konflikata u adolescenciji izdvojene su kroz njihovo poređenje u odnosu na konflikte sa prijateljima, romantičnim partnerom, roditeljima, braćom/sestrama i nastavnicima. Rezultati istraživanja pokazuju da konflikti sa vršnjacima imaju određene specifičnosti. Mada su ređi nego sukobi sa roditeljima i braćom/sestrama, konflikti sa vršnjacima u adolescenciji su rasprostranjen fenomen. Adolescenti se u proseku sa svojim vršnjacima u toku jedne nedelje sukobe više od 13 puta tj. skoro dva puta u toku jednog dana. Razlozi zbog kojih dolazi do sukoba sa vršnjacima su umereno značajni. Najčešći razlozi sukobljavanja su zadirkivanje i neumesne šale, namerno provociranje, ogovaranje, vređanje i nepoštovanje razlika u mišljenju. Posle nastavnika, vršnjaci su za adolescente najmanje značajne osobe u sukobu. U odnosu na konflikte u ostalim tipovima socijalnih odnosa, konflikti sa vršnjacima su za adolescente najmanje neprijatni. Popuštanje je najmanje, a nadmetanje je najviše zastupljena strategija rešavanja sukoba sa vršnjacima. Kao i većina sukoba na ovom uzrastu, sukobi sa vršnjacima su kratkotrajne konfliktne epizode., The results of the survey conducted on the sample of 530 adolescents are presented in this paper. The sample included two age groups (13 and 16 years). The research was realized in 11 town and 26 schools. The method of the retrospection of the conflict contents, with one week retrospection interval, was used to research the perception of the conflict characteristics. The distinctive characteristics and the effects of the peer conflicts in adolescence have been identified by comparing them to the conflicts with friends, romantic partners, siblings and teachers. According to the results peer conflicts have certain specificity. Although less frequent than conflicts with parents and siblings, the peer conflicts in adolescence are widen phenomenon - on average, the adolescents get in conflict with their peers more than 13 times in a week, almost twice in a day. The most frequent causes are teasing and inappropriate jokes, deliberate provoking, gossips, insults and not respecting the differences in opinion. Peers follow the teachers as the least important persons in the conflict. Compared to the conflicts in other types of the social relations, the conflicts with peers are the least uncomfortable. Yielding is the least, competition the most present resolution strategy in peer conflicts. As well as the most conflicts in this age conflicts with peers are short time episode.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Specifičnosti vršnjačkih konflikata u adolescenciji, Specificity of peer conflicts in adolescence",
pages = "238-221",
number = "2",
volume = "42",
doi = "10.2298/PSI0902221P"
}

Petrović, D.. (2009). Specifičnosti vršnjačkih konflikata u adolescenciji. in Psihologija
Društvo psihologa Srbije, Beograd., 42(2), 221-238.
https://doi.org/10.2298/PSI0902221P

Petrović D. Specifičnosti vršnjačkih konflikata u adolescenciji. in Psihologija. 2009;42(2):221-238.
doi:10.2298/PSI0902221P .

Petrović, Danijela, "Specifičnosti vršnjačkih konflikata u adolescenciji" in Psihologija, 42, no. 2 (2009):221-238,
https://doi.org/10.2298/PSI0902221P . .

TY  - JOUR
AU  - Petrović, Danijela
PY  - 2008
UR  - http://reff.f.bg.ac.rs/handle/123456789/726
AB  - Cilj ovog rada je bio da utvrdi zastupljenost konflikata s nastavnicima u adolescenciji. Učenička percepcija konflikta ispitiva- na je uz pomoć metode retrospekcije konfliktnih epizoda s vremenskim intervalom prisećanja od nedelju dana. Specifičnosti konflikata s nastavnicima identifikovane su kroz njihovo poređenje s konfliktima u porodici i konfliktima s vršnjacima. Pored učestalosti konflikata, u istraživanju su registrovani i razlozi zbog kojih se učenici sukobljavaju s nastavnicima. Istraživanje je sprovedeno na uzorku od 882 učenika iz 7 gradova u Srbiji. Ispitivane su tri uzrasne grupe - učenici petog i osmog razreda osnovne škole i učenici trećeg razreda srednjih škola. Rezultati istraživanja pokazuju da su konflikti s nastavnicima srednje zastupljeni. Posmatrano na nedeljnom nivou, učenici se više sukobljavaju s vršnjacima, bratom/sestrom i majkom nego s nastavnicima. Konflikti s nastavnicima i partnerom su podjednako zastupljeni, dok su konflikti s prijateljem i ocem ređi nego konflikti s nastavnicima. Učenici osmog razreda se više nego učenici petog razreda osnove škole sukobljavaju s nastavnicima. Između učenika osmog razreda osnovne škole i učenika trećeg razreda srednje škole nema razlika u pogledu učestalosti sukobljavanja s nastavnicima. Takođe, mladići i devojke se u podjednakoj meri sukobljavaju s nastavnicima. Najčešći razlozi sukobljavanja s nastavnicima su dobijanje slabe ili loše ocene, neopravdane optužbe od strane nastavnika i neadekvatno ocenjivanje nastavnika.
AB  - This study aimed to research the extent of conflict with teacher in the adolescence. The method of the retrospection of the conflict episodes, with one-week retrospection interval, was used to research the students' perception of the conflict. Comparing them to the conflicts in the family and the conflict with peers has identified the specificities of the conflicts with teachers. Beside the frequency of conflicts, the causes of conflict with teacher were identified in this study. The survey was conducted on the sample of 530 adolescents from seven towns in Serbia. Three age groups were investigated - the students from 5th and 8th grade elementary school and the students from 3rd grade secondary school. The results obtained in this study show that the scope of the conflict with teachers is medium. Regarding on the week level, the conflicts with teacher are less frequent than the conflicts with peers, siblings and mother, as frequent as the conflicts with partners and more frequent than the conflicts with friends and father. 8th grade elementary school students have more conflicts with teacher than 5th grade students. There is no difference in the conflict rate with teacher between 8th grade elementary school students and 3rd grade secondary school students. Also, the boys and the girls are characterized by the same extent of the conflict with teacher. Getting the poor or the bad school marks, the unjustified accusation and the inadequate evaluation by teachers are the most frequent conflict issues with teachers.
PB  - Univerzitet u Kragujevcu - Učiteljski fakultet, Užice
T2  - Zbornik radova Učiteljskog fakulteta, Užice
T1  - Konflikti s nastavnicima
T1  - Conflicts with teachers
EP  - 50
IS  - 10
SP  - 33
UR  - https://hdl.handle.net/21.15107/rcub_reff_726
ER  - 

@article{
author = "Petrović, Danijela",
year = "2008",
abstract = "Cilj ovog rada je bio da utvrdi zastupljenost konflikata s nastavnicima u adolescenciji. Učenička percepcija konflikta ispitiva- na je uz pomoć metode retrospekcije konfliktnih epizoda s vremenskim intervalom prisećanja od nedelju dana. Specifičnosti konflikata s nastavnicima identifikovane su kroz njihovo poređenje s konfliktima u porodici i konfliktima s vršnjacima. Pored učestalosti konflikata, u istraživanju su registrovani i razlozi zbog kojih se učenici sukobljavaju s nastavnicima. Istraživanje je sprovedeno na uzorku od 882 učenika iz 7 gradova u Srbiji. Ispitivane su tri uzrasne grupe - učenici petog i osmog razreda osnovne škole i učenici trećeg razreda srednjih škola. Rezultati istraživanja pokazuju da su konflikti s nastavnicima srednje zastupljeni. Posmatrano na nedeljnom nivou, učenici se više sukobljavaju s vršnjacima, bratom/sestrom i majkom nego s nastavnicima. Konflikti s nastavnicima i partnerom su podjednako zastupljeni, dok su konflikti s prijateljem i ocem ređi nego konflikti s nastavnicima. Učenici osmog razreda se više nego učenici petog razreda osnove škole sukobljavaju s nastavnicima. Između učenika osmog razreda osnovne škole i učenika trećeg razreda srednje škole nema razlika u pogledu učestalosti sukobljavanja s nastavnicima. Takođe, mladići i devojke se u podjednakoj meri sukobljavaju s nastavnicima. Najčešći razlozi sukobljavanja s nastavnicima su dobijanje slabe ili loše ocene, neopravdane optužbe od strane nastavnika i neadekvatno ocenjivanje nastavnika., This study aimed to research the extent of conflict with teacher in the adolescence. The method of the retrospection of the conflict episodes, with one-week retrospection interval, was used to research the students' perception of the conflict. Comparing them to the conflicts in the family and the conflict with peers has identified the specificities of the conflicts with teachers. Beside the frequency of conflicts, the causes of conflict with teacher were identified in this study. The survey was conducted on the sample of 530 adolescents from seven towns in Serbia. Three age groups were investigated - the students from 5th and 8th grade elementary school and the students from 3rd grade secondary school. The results obtained in this study show that the scope of the conflict with teachers is medium. Regarding on the week level, the conflicts with teacher are less frequent than the conflicts with peers, siblings and mother, as frequent as the conflicts with partners and more frequent than the conflicts with friends and father. 8th grade elementary school students have more conflicts with teacher than 5th grade students. There is no difference in the conflict rate with teacher between 8th grade elementary school students and 3rd grade secondary school students. Also, the boys and the girls are characterized by the same extent of the conflict with teacher. Getting the poor or the bad school marks, the unjustified accusation and the inadequate evaluation by teachers are the most frequent conflict issues with teachers.",
publisher = "Univerzitet u Kragujevcu - Učiteljski fakultet, Užice",
journal = "Zbornik radova Učiteljskog fakulteta, Užice",
title = "Konflikti s nastavnicima, Conflicts with teachers",
pages = "50-33",
number = "10",
url = "https://hdl.handle.net/21.15107/rcub_reff_726"
}

Petrović, D.. (2008). Konflikti s nastavnicima. in Zbornik radova Učiteljskog fakulteta, Užice
Univerzitet u Kragujevcu - Učiteljski fakultet, Užice.(10), 33-50.
https://hdl.handle.net/21.15107/rcub_reff_726

Petrović D. Konflikti s nastavnicima. in Zbornik radova Učiteljskog fakulteta, Užice. 2008;(10):33-50.
https://hdl.handle.net/21.15107/rcub_reff_726 .

Petrović, Danijela, "Konflikti s nastavnicima" in Zbornik radova Učiteljskog fakulteta, Užice, no. 10 (2008):33-50,
https://hdl.handle.net/21.15107/rcub_reff_726 .

TY  - JOUR
AU  - Vučić, Lidija R.
AU  - Baucal, Aleksandar
AU  - Petrović, Danijela
PY  - 1994
UR  - http://reff.f.bg.ac.rs/handle/123456789/145
AB  - Ispitivana je povezanost uspeha na testovima intelektualnih sposobnosti dece pri polasku u školu i njihovih ličnih porodičnih i socio-ekonomskih karakteristika. Obrađeni su rezultati na testovima intelektualnih sposobnosti koji se najčešće primenjuju, a to su: Prva beogradska revizija Bine-Simonove skale, Test za ispitivanje prvaka, Ravenove progresivne matrice u boji i Vekslerova skala za ispitivanje inteligencije dece. Uzorak čini 599 dece koja su ispitana pre polaska u školu. Sa uspehom na testovima inteligencije najveću povezanost pokazuje u svim testovima obrazovanje majke. Povezanost u više testova pokazuju obrazovanje oca, materijalni i stambeni uslovi, a neke varijable su povezane samo sa uspehom u jednom od testova inteligencije. Varijable koje su najčešće povezane sa uspehom na testovima intelektualnih sposobnosti predstavljaju osnovne uslove za visok kulturno-pedagoški nivo porodice, koji je značajan faktor razvoja intelektualnih sposobnosti.
AB  - The relation between the success at the tests of intellectual abilities proficiency in children before they start going to school and their personal, family and socio-economic conditions has been explored in this work The subject of investigation were the tests most frequently used here: the Belgrade revision of the Binet-Simon scale, the test for examining the first  grade of elementary school candidates, Raven's progressive matrices in color and the Wechsler scale for testing intelligence in children. The investigation included 599 children tested prior to entering the elementary school.  Mother's education proved to be most closely associated with the success at all the tests. Father's education was an important element in many of the tests, then followed the financial and accommodation conditions, whereas some of the variations are associated only to the success at one of the intelligence tests. The varieties most frequently associated with the success at these tests present the basic preconditions for the high pedagogical and cultural level of the family which is a significant factor in the development of intellectual abilities.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Faktori uspešnosti na testovima intelektualnih sposobnosti pri polasku u školu
T1  - The success factors at the intellectual proficiency tests on enrolling into the elementary school
EP  - 455
IS  - 5
SP  - 433
VL  - 43
UR  - https://hdl.handle.net/21.15107/rcub_reff_145
ER  - 

@article{
author = "Vučić, Lidija R. and Baucal, Aleksandar and Petrović, Danijela",
year = "1994",
abstract = "Ispitivana je povezanost uspeha na testovima intelektualnih sposobnosti dece pri polasku u školu i njihovih ličnih porodičnih i socio-ekonomskih karakteristika. Obrađeni su rezultati na testovima intelektualnih sposobnosti koji se najčešće primenjuju, a to su: Prva beogradska revizija Bine-Simonove skale, Test za ispitivanje prvaka, Ravenove progresivne matrice u boji i Vekslerova skala za ispitivanje inteligencije dece. Uzorak čini 599 dece koja su ispitana pre polaska u školu. Sa uspehom na testovima inteligencije najveću povezanost pokazuje u svim testovima obrazovanje majke. Povezanost u više testova pokazuju obrazovanje oca, materijalni i stambeni uslovi, a neke varijable su povezane samo sa uspehom u jednom od testova inteligencije. Varijable koje su najčešće povezane sa uspehom na testovima intelektualnih sposobnosti predstavljaju osnovne uslove za visok kulturno-pedagoški nivo porodice, koji je značajan faktor razvoja intelektualnih sposobnosti., The relation between the success at the tests of intellectual abilities proficiency in children before they start going to school and their personal, family and socio-economic conditions has been explored in this work The subject of investigation were the tests most frequently used here: the Belgrade revision of the Binet-Simon scale, the test for examining the first  grade of elementary school candidates, Raven's progressive matrices in color and the Wechsler scale for testing intelligence in children. The investigation included 599 children tested prior to entering the elementary school.  Mother's education proved to be most closely associated with the success at all the tests. Father's education was an important element in many of the tests, then followed the financial and accommodation conditions, whereas some of the variations are associated only to the success at one of the intelligence tests. The varieties most frequently associated with the success at these tests present the basic preconditions for the high pedagogical and cultural level of the family which is a significant factor in the development of intellectual abilities.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Faktori uspešnosti na testovima intelektualnih sposobnosti pri polasku u školu, The success factors at the intellectual proficiency tests on enrolling into the elementary school",
pages = "455-433",
number = "5",
volume = "43",
url = "https://hdl.handle.net/21.15107/rcub_reff_145"
}

Vučić, L. R., Baucal, A.,& Petrović, D.. (1994). Faktori uspešnosti na testovima intelektualnih sposobnosti pri polasku u školu. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 43(5), 433-455.
https://hdl.handle.net/21.15107/rcub_reff_145

Vučić LR, Baucal A, Petrović D. Faktori uspešnosti na testovima intelektualnih sposobnosti pri polasku u školu. in Nastava i vaspitanje. 1994;43(5):433-455.
https://hdl.handle.net/21.15107/rcub_reff_145 .

Vučić, Lidija R., Baucal, Aleksandar, Petrović, Danijela, "Faktori uspešnosti na testovima intelektualnih sposobnosti pri polasku u školu" in Nastava i vaspitanje, 43, no. 5 (1994):433-455,
https://hdl.handle.net/21.15107/rcub_reff_145 .