TY  - CONF
AU  - Krnjaić, Zora
AU  - Juriševič, Mojca
AU  - Šimon, Jana
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5532
AB  - Iako su postojale studije koje su istraživale neke aspekte obrazovanja na daljinu i
obrazovno iskustvo različitih učesnika obrazovnog procesa tokom pandemije Covid19, nedostaju podaci i studije koje su istraživale kontekst i efekte organizacionih
promena u obrazovanju tokom pandemije na darovite učenike. Ovaj rad je deo šire
kvalitativne studije o efektima pandemije Covid-19 na obrazovanje u Hrvatskoj,
Srbiji i Sloveniji koja je posebno obuhvatila i darovite učenike (osnovne i srednje
škole). U prvom delu rada razmatraju se neke osnovne karakteristike pristupa
darovitim učenicima, postupci identifikacije i podrška za darovite učenike u tri
zemlje. U drugom delu rada razmatraju se organizacione promene u vanrednim
okolnostima tokom pandemije. Pokazalo se da se, pored sličnosti i razlika u
pristupu, u sve tri zemlje regiona daroviti učenici mogu smatrati ranjivom grupom.
AB  - Although there were studies that investigated some aspects of remote education and educational experience of different stakeholders during the Covid-19 pandemic, there is lack of data and studies that explored context and effects of organizational changes in education during the pandemic on gifted students. This work is part of the wider qualitative study about the effects of the Covid-19 pandemic on schooling in Croatia, Serbia and Slovenia that specifically included gifted students (both from elementary and secondary schools). In the first part of the work, some basic characteristics of access to the gifted, identification procedures and support for gifted students in three countries are discussed. In the second part of the work, organizational changes in emergency circumstances during the pandemic are considered. It is shown that, besides similarities and differences in approach, gifted students can be considered a vulnerable group in all three countries of the region.
PB  - Vršac: Preschool Teacher Training and Medical College “Mihailo Palov”, SrbijaVršac: Preschool Teacher Training and Medical College “Mihailo Palov”, Srbija
C3  - Book of Apstacts of the International Scientific Conference 29th Round Table on Giftedness - Giftedness Complexity in Learning Culture
T1  - Kontekst i organizacione promene u obrazovanju darovitih tokom pandemije covid-19 u hrvatskoj, srbiji i sloveniji
T1  - Context and Organizational Changes in Gifted Education during the COVID-19 Pandemic in Croatia, Serbia and Slovenia
EP  - 69
SP  - 68
UR  - https://hdl.handle.net/21.15107/rcub_reff_5532
ER  - 

@conference{
author = "Krnjaić, Zora and Juriševič, Mojca and Šimon, Jana",
year = "2023",
abstract = "Iako su postojale studije koje su istraživale neke aspekte obrazovanja na daljinu i
obrazovno iskustvo različitih učesnika obrazovnog procesa tokom pandemije Covid19, nedostaju podaci i studije koje su istraživale kontekst i efekte organizacionih
promena u obrazovanju tokom pandemije na darovite učenike. Ovaj rad je deo šire
kvalitativne studije o efektima pandemije Covid-19 na obrazovanje u Hrvatskoj,
Srbiji i Sloveniji koja je posebno obuhvatila i darovite učenike (osnovne i srednje
škole). U prvom delu rada razmatraju se neke osnovne karakteristike pristupa
darovitim učenicima, postupci identifikacije i podrška za darovite učenike u tri
zemlje. U drugom delu rada razmatraju se organizacione promene u vanrednim
okolnostima tokom pandemije. Pokazalo se da se, pored sličnosti i razlika u
pristupu, u sve tri zemlje regiona daroviti učenici mogu smatrati ranjivom grupom., Although there were studies that investigated some aspects of remote education and educational experience of different stakeholders during the Covid-19 pandemic, there is lack of data and studies that explored context and effects of organizational changes in education during the pandemic on gifted students. This work is part of the wider qualitative study about the effects of the Covid-19 pandemic on schooling in Croatia, Serbia and Slovenia that specifically included gifted students (both from elementary and secondary schools). In the first part of the work, some basic characteristics of access to the gifted, identification procedures and support for gifted students in three countries are discussed. In the second part of the work, organizational changes in emergency circumstances during the pandemic are considered. It is shown that, besides similarities and differences in approach, gifted students can be considered a vulnerable group in all three countries of the region.",
publisher = "Vršac: Preschool Teacher Training and Medical College “Mihailo Palov”, SrbijaVršac: Preschool Teacher Training and Medical College “Mihailo Palov”, Srbija",
journal = "Book of Apstacts of the International Scientific Conference 29th Round Table on Giftedness - Giftedness Complexity in Learning Culture",
title = "Kontekst i organizacione promene u obrazovanju darovitih tokom pandemije covid-19 u hrvatskoj, srbiji i sloveniji, Context and Organizational Changes in Gifted Education during the COVID-19 Pandemic in Croatia, Serbia and Slovenia",
pages = "69-68",
url = "https://hdl.handle.net/21.15107/rcub_reff_5532"
}

Krnjaić, Z., Juriševič, M.,& Šimon, J.. (2023). Kontekst i organizacione promene u obrazovanju darovitih tokom pandemije covid-19 u hrvatskoj, srbiji i sloveniji. in Book of Apstacts of the International Scientific Conference 29th Round Table on Giftedness - Giftedness Complexity in Learning Culture
Vršac: Preschool Teacher Training and Medical College “Mihailo Palov”, SrbijaVršac: Preschool Teacher Training and Medical College “Mihailo Palov”, Srbija., 68-69.
https://hdl.handle.net/21.15107/rcub_reff_5532

Krnjaić Z, Juriševič M, Šimon J. Kontekst i organizacione promene u obrazovanju darovitih tokom pandemije covid-19 u hrvatskoj, srbiji i sloveniji. in Book of Apstacts of the International Scientific Conference 29th Round Table on Giftedness - Giftedness Complexity in Learning Culture. 2023;:68-69.
https://hdl.handle.net/21.15107/rcub_reff_5532 .

Krnjaić, Zora, Juriševič, Mojca, Šimon, Jana, "Kontekst i organizacione promene u obrazovanju darovitih tokom pandemije covid-19 u hrvatskoj, srbiji i sloveniji" in Book of Apstacts of the International Scientific Conference 29th Round Table on Giftedness - Giftedness Complexity in Learning Culture (2023):68-69,
https://hdl.handle.net/21.15107/rcub_reff_5532 .

TY  - CONF
AU  - Krnjaić, Zora
AU  - Videnović, Marina
AU  - Simić, Nataša
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4542
AB  - This study aimed to explore teachers' and gifted students' perspectives on the changes in academic motivation and school knowledge during the COVID-19 pandemic. It is part of the broader qualitative study about the effects of the pandemic on schooling in regional countries. Semi-structured interviews were conducted with 11 gifted secondary school students and their teachers (eight of them). A topic guide was designed, covering various themes related to students' school and out-of-school life during the pandemic. Teachers didn't recognize significant changes in gifted students’ academic motivation and their acquired knowledge. Students predominantly reported a decrease in their academic motivation and described negative effects on school knowledge  (e.g., working less, postponement of school competitions), while some  pointed out that they learnt more or they learnt in more convenient conditions. However, some students more often observed an increase in the knowledge and competencies unrelated to the school curriculum. Typically, these students stressed more free time for developing their specific interests as the positive side of the pandemic. Our results suggest that gifted students vary in the level of self-regulation and that teachers tend to overlook gifted students' academic needs in times of the crisis and provide those who are less self-regulated with adequate support.
PB  - Beograd: Učiteljski fakultet
C3  - Knjiga rezimea / Međunarodna naučna konferencija "Obrazovanje u vreme pandemije Covid-19: iskustva i pouke"
T1  - Effects of the COVID-19 pandemic on academic motivation and knowledge gap of gifted secondary school students in Serbia
EP  - 143
SP  - 142
UR  - https://hdl.handle.net/21.15107/rcub_reff_4542
ER  - 

@conference{
author = "Krnjaić, Zora and Videnović, Marina and Simić, Nataša",
year = "2023",
abstract = "This study aimed to explore teachers' and gifted students' perspectives on the changes in academic motivation and school knowledge during the COVID-19 pandemic. It is part of the broader qualitative study about the effects of the pandemic on schooling in regional countries. Semi-structured interviews were conducted with 11 gifted secondary school students and their teachers (eight of them). A topic guide was designed, covering various themes related to students' school and out-of-school life during the pandemic. Teachers didn't recognize significant changes in gifted students’ academic motivation and their acquired knowledge. Students predominantly reported a decrease in their academic motivation and described negative effects on school knowledge  (e.g., working less, postponement of school competitions), while some  pointed out that they learnt more or they learnt in more convenient conditions. However, some students more often observed an increase in the knowledge and competencies unrelated to the school curriculum. Typically, these students stressed more free time for developing their specific interests as the positive side of the pandemic. Our results suggest that gifted students vary in the level of self-regulation and that teachers tend to overlook gifted students' academic needs in times of the crisis and provide those who are less self-regulated with adequate support.",
publisher = "Beograd: Učiteljski fakultet",
journal = "Knjiga rezimea / Međunarodna naučna konferencija "Obrazovanje u vreme pandemije Covid-19: iskustva i pouke"",
title = "Effects of the COVID-19 pandemic on academic motivation and knowledge gap of gifted secondary school students in Serbia",
pages = "143-142",
url = "https://hdl.handle.net/21.15107/rcub_reff_4542"
}

Krnjaić, Z., Videnović, M.,& Simić, N.. (2023). Effects of the COVID-19 pandemic on academic motivation and knowledge gap of gifted secondary school students in Serbia. in Knjiga rezimea / Međunarodna naučna konferencija "Obrazovanje u vreme pandemije Covid-19: iskustva i pouke"
Beograd: Učiteljski fakultet., 142-143.
https://hdl.handle.net/21.15107/rcub_reff_4542

Krnjaić Z, Videnović M, Simić N. Effects of the COVID-19 pandemic on academic motivation and knowledge gap of gifted secondary school students in Serbia. in Knjiga rezimea / Međunarodna naučna konferencija "Obrazovanje u vreme pandemije Covid-19: iskustva i pouke". 2023;:142-143.
https://hdl.handle.net/21.15107/rcub_reff_4542 .

Krnjaić, Zora, Videnović, Marina, Simić, Nataša, "Effects of the COVID-19 pandemic on academic motivation and knowledge gap of gifted secondary school students in Serbia" in Knjiga rezimea / Međunarodna naučna konferencija "Obrazovanje u vreme pandemije Covid-19: iskustva i pouke" (2023):142-143,
https://hdl.handle.net/21.15107/rcub_reff_4542 .

TY  - CONF
AU  - Stepanović Ilić, Ivana
AU  - Krnjaić, Zora
AU  - Videnović, Marina
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4368
AB  - Although many studies addressed pandemic’s influence on youth well being related to the
restricted contacts with peers, there is lack of data about students’ perception of diverse
pandemic impacts on their social life. This research is aimed to identify various types of
students’ experiences related to their relationship with peers in school and out of school context
during COVID-19 pandemic. It is a part of broader qualitative study about schooling in Serbia
in the time of pandemic including students of primary and secondary schools, their parents and
teachers. Inductive thematic analysis was applied on students’ sample i.e., on the discussions
of 27 focus groups from primary and secondary schools. Results show that negative
experiences about social life during the pandemic prevail since 70% of coded segments (N =
260) belong to this broad category, while 21% represent positive and 9% neutral experiences.
Social life was more affected in school context than in out of school, because students relate
negative experiences more often to that context (153 coded segments) than to out of school
(107 coded segments), while positive experiences are more often associated to out of school
(59 coded segments) than to school context (20 coded segments). Negative experiences in
school context are mostly described as longing for school mates due to lack of contacts during
lockdown or measures in school (physical distance and division of a class into separate groups),
and absence of school social events (excursions, school festivities, etc.). In an out of school
context students missed going out with peers and complained about losing touch with them.
Positive experiences in that context are dominantly related to socializing with peers despite
measures against pandemic and to a lesser extent to online contacts via social networks.
Positive experiences in school context students illustrate as a great joy being with school mates
again when lockdown was over and insight about their importance. Neutral experiences are
almost completely associated with out of school context, particularly with playing online
games. Aforementioned major findings witness the large negative impact of pandemic on peer
relations. Impressions of students from focus groups representing typical students’ population
will be further related to the experiences of students from vulnerable groups having learning
difficulties or coming from families with low income.
PB  - Belgrade: Institute of psychology, Faculty of Philosophy, University of Belgrade
PB  - Belgrade: Laboratory for experimental psychology, Faculty of Philosophy, University of Belgrade
C3  - Book of Apstacts of the XIX Scientific Conference Empirical Studies in Psychology
T1  - Qualitative Study of Peer Relationships during Covid-19 Pandemic in Serbia: Students’ Perspective
EP  - 16
SP  - 16
UR  - https://hdl.handle.net/21.15107/rcub_reff_4368
ER  - 

@conference{
author = "Stepanović Ilić, Ivana and Krnjaić, Zora and Videnović, Marina",
year = "2023",
abstract = "Although many studies addressed pandemic’s influence on youth well being related to the
restricted contacts with peers, there is lack of data about students’ perception of diverse
pandemic impacts on their social life. This research is aimed to identify various types of
students’ experiences related to their relationship with peers in school and out of school context
during COVID-19 pandemic. It is a part of broader qualitative study about schooling in Serbia
in the time of pandemic including students of primary and secondary schools, their parents and
teachers. Inductive thematic analysis was applied on students’ sample i.e., on the discussions
of 27 focus groups from primary and secondary schools. Results show that negative
experiences about social life during the pandemic prevail since 70% of coded segments (N =
260) belong to this broad category, while 21% represent positive and 9% neutral experiences.
Social life was more affected in school context than in out of school, because students relate
negative experiences more often to that context (153 coded segments) than to out of school
(107 coded segments), while positive experiences are more often associated to out of school
(59 coded segments) than to school context (20 coded segments). Negative experiences in
school context are mostly described as longing for school mates due to lack of contacts during
lockdown or measures in school (physical distance and division of a class into separate groups),
and absence of school social events (excursions, school festivities, etc.). In an out of school
context students missed going out with peers and complained about losing touch with them.
Positive experiences in that context are dominantly related to socializing with peers despite
measures against pandemic and to a lesser extent to online contacts via social networks.
Positive experiences in school context students illustrate as a great joy being with school mates
again when lockdown was over and insight about their importance. Neutral experiences are
almost completely associated with out of school context, particularly with playing online
games. Aforementioned major findings witness the large negative impact of pandemic on peer
relations. Impressions of students from focus groups representing typical students’ population
will be further related to the experiences of students from vulnerable groups having learning
difficulties or coming from families with low income.",
publisher = "Belgrade: Institute of psychology, Faculty of Philosophy, University of Belgrade, Belgrade: Laboratory for experimental psychology, Faculty of Philosophy, University of Belgrade",
journal = "Book of Apstacts of the XIX Scientific Conference Empirical Studies in Psychology",
title = "Qualitative Study of Peer Relationships during Covid-19 Pandemic in Serbia: Students’ Perspective",
pages = "16-16",
url = "https://hdl.handle.net/21.15107/rcub_reff_4368"
}

Stepanović Ilić, I., Krnjaić, Z.,& Videnović, M.. (2023). Qualitative Study of Peer Relationships during Covid-19 Pandemic in Serbia: Students’ Perspective. in Book of Apstacts of the XIX Scientific Conference Empirical Studies in Psychology
Belgrade: Institute of psychology, Faculty of Philosophy, University of Belgrade., 16-16.
https://hdl.handle.net/21.15107/rcub_reff_4368

Stepanović Ilić I, Krnjaić Z, Videnović M. Qualitative Study of Peer Relationships during Covid-19 Pandemic in Serbia: Students’ Perspective. in Book of Apstacts of the XIX Scientific Conference Empirical Studies in Psychology. 2023;:16-16.
https://hdl.handle.net/21.15107/rcub_reff_4368 .

Stepanović Ilić, Ivana, Krnjaić, Zora, Videnović, Marina, "Qualitative Study of Peer Relationships during Covid-19 Pandemic in Serbia: Students’ Perspective" in Book of Apstacts of the XIX Scientific Conference Empirical Studies in Psychology (2023):16-16,
https://hdl.handle.net/21.15107/rcub_reff_4368 .