TY  - CONF
AU  - Popović-Ćitić, Branislava
AU  - Trajković, Marija
AU  - Bukvić, Lidija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić Marinković, Ana
AU  - Kovačević, Milica
AU  - Bogićević, Dragana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5376
AB  - Introduction: Cultural competencies, as a set of values, knowledge,
attitudes and skills needed for understanding and respecting culturally
different individuals, and establishing positive and constructive relations
with them, are considered an important aspect of the professional
development of teachers in the framework of intercultural education.
Aim: An insight into the level of cultural competencies of high school
teachers – in the domains of cultural awareness, knowledge and skills,
while looking at the influence of gender and age of respondents on the
results of self-assessment.
Method: The sample consisted of 254 teachers (78.7% female), aged 23
to 63 (M = 45.7; SD = 9.11), from eight Belgrade high schools. Data were
collected with the Cultural Competence Self-Assessment Checklist, which
consists of 36 items on a four-point Likert-type scale (α = .95), grouped
into three subscales: cultural awareness (α = .77), cultural knowledge (α =
.91) and cultural skills (α = .92).
Results: High school teachers report a satisfactory level of cultural
competence (M = 3.13; SD = .47), whereby they have the most cultural
knowledge (M = 3.38; SD = .52), followed by cultural skills (M = 3.10; SD
= .59) and, finally, cultural awareness (M = 2.88; SD = .49). Younger and
female teachers estimate their own level of overall cultural competence
higher than older (r = 0.21, p < 0.01) and male teachers (t(214) = -2.26, p
< 0.05). The most significant differences, when it comes to the teacher’s
gender, are recorded at the level of cultural skills (t(240) = -3.24, p < 0.01),
while in relation to age, the differences are most pronounced in the
domain of cultural knowledge (r = 0.23, p < 0.01).
Conclusion: Although teachers rate their cultural competence at a
relatively high level, there is room for improvement. It would be desirable
to implement professional development programs that, through the
strengthening of cultural awareness, knowledge and skills of teachers,
would contribute to democratic culture, intercultural education and
culturally competent practice in educational work.
AB  - Uvod: Kulturalne kompetencije, kao skup vrednosti, znanja, stavova
i veština potrebnih za razumevanje i poštovanje kulturalno različitih
pojedinaca, te uspostavljanje pozitivnih i konstruktivnih odnosa sa
njima, smatraju se važnim aspektom profesionalnog razvoja nastavnika u
okvirima interkulturalnog obrazovanja.
Cilj: Uvid u nivo razvijenosti kulturalnih kompetencija nastavnika srednje
škole – u domenima kulturalne svesnosti, znanja i veština, uz sagledavanje
uticaja pola i starosti ispitanika na rezultate samoprocene.
Metode: Uzorak je činilo 254 nastavnika (78,7% ženskog pola), starosti od
23 do 63 godine (M = 45,7; SD = 9,11), iz osam beogradskih srednjih škola.
Podaci su prikupljeni Kontrolnom listom za samoprocenu kulturalne
kompetencije (Cultural Competence Self-Assessment Checklist), koju čini
36 stavki na četvorostepenoj skali Likertovog tipa (α = .95), grupisanih u
tri podskale: kulturalna svesnost (α = .77), kulturalno znanje (α = .91) i
kulturalne veštine (α = .92).
Rezultati: Nastavnici srednje škole poseduju zadovoljavajući nivo
kulturalnih kompetencija (M = 3,13; SD = .47), pri čemu u najvećoj meri
raspolažu kulturalnim znanjem (M = 3,38; SD = .52), zatim kulturalnim
veštinama (M = 3,10; SD = .59) i, na kraju, kulturalnom svesnošću (M =
2,88; SD = .49). Mlađi i nastavnici ženskog pola procenjuju sopstveni nivo
ukupnih kulturalnih kompetencija višim u odnosu na starije (r = 0,21, p
< 0.01) i nastavnike muškog pola (t(214) = -2,26, p < 0,05). Najznačajnije
razlike, kada je u pitanju pol nastavnika, beleže se na nivou kulturalnih
veština (t(240) = -3,24, p < 0,01), dok su u odnosu na starost, razlike
najizraženije u domenu kulturalnog znanja (r = 0,23, p < 0,01).
Zaključak: Iako nastavnici svoje kulturalne kompetencije ocenjuju na
relativno visokom nivou, prostor za njihovo unapređivanje postoji.
Opravdano bi bilo implementirati programe stručnog usavršavanja
koji bi, kroz jačanje kulturalne svesnosti, znanja i veština nastavnika,
doprineli demokratskoj kulturi, interkulturalnom obrazovanju i kulturalno
kompetentnoj praksi u obrazovnom radu.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik apstrakata-  12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. godine
T1  - Cultural competencies in education: Results from self-assessment of high school teachers
T1  - Kulturalne kompetencije u obrazovanju: rezultati samoprocene nastavnika srednje škole
EP  - 134
SP  - 133
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5376
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Trajković, Marija and Bukvić, Lidija and Kovačević-Lepojević, Marina and Paraušić Marinković, Ana and Kovačević, Milica and Bogićević, Dragana",
year = "2023",
abstract = "Introduction: Cultural competencies, as a set of values, knowledge,
attitudes and skills needed for understanding and respecting culturally
different individuals, and establishing positive and constructive relations
with them, are considered an important aspect of the professional
development of teachers in the framework of intercultural education.
Aim: An insight into the level of cultural competencies of high school
teachers – in the domains of cultural awareness, knowledge and skills,
while looking at the influence of gender and age of respondents on the
results of self-assessment.
Method: The sample consisted of 254 teachers (78.7% female), aged 23
to 63 (M = 45.7; SD = 9.11), from eight Belgrade high schools. Data were
collected with the Cultural Competence Self-Assessment Checklist, which
consists of 36 items on a four-point Likert-type scale (α = .95), grouped
into three subscales: cultural awareness (α = .77), cultural knowledge (α =
.91) and cultural skills (α = .92).
Results: High school teachers report a satisfactory level of cultural
competence (M = 3.13; SD = .47), whereby they have the most cultural
knowledge (M = 3.38; SD = .52), followed by cultural skills (M = 3.10; SD
= .59) and, finally, cultural awareness (M = 2.88; SD = .49). Younger and
female teachers estimate their own level of overall cultural competence
higher than older (r = 0.21, p < 0.01) and male teachers (t(214) = -2.26, p
< 0.05). The most significant differences, when it comes to the teacher’s
gender, are recorded at the level of cultural skills (t(240) = -3.24, p < 0.01),
while in relation to age, the differences are most pronounced in the
domain of cultural knowledge (r = 0.23, p < 0.01).
Conclusion: Although teachers rate their cultural competence at a
relatively high level, there is room for improvement. It would be desirable
to implement professional development programs that, through the
strengthening of cultural awareness, knowledge and skills of teachers,
would contribute to democratic culture, intercultural education and
culturally competent practice in educational work., Uvod: Kulturalne kompetencije, kao skup vrednosti, znanja, stavova
i veština potrebnih za razumevanje i poštovanje kulturalno različitih
pojedinaca, te uspostavljanje pozitivnih i konstruktivnih odnosa sa
njima, smatraju se važnim aspektom profesionalnog razvoja nastavnika u
okvirima interkulturalnog obrazovanja.
Cilj: Uvid u nivo razvijenosti kulturalnih kompetencija nastavnika srednje
škole – u domenima kulturalne svesnosti, znanja i veština, uz sagledavanje
uticaja pola i starosti ispitanika na rezultate samoprocene.
Metode: Uzorak je činilo 254 nastavnika (78,7% ženskog pola), starosti od
23 do 63 godine (M = 45,7; SD = 9,11), iz osam beogradskih srednjih škola.
Podaci su prikupljeni Kontrolnom listom za samoprocenu kulturalne
kompetencije (Cultural Competence Self-Assessment Checklist), koju čini
36 stavki na četvorostepenoj skali Likertovog tipa (α = .95), grupisanih u
tri podskale: kulturalna svesnost (α = .77), kulturalno znanje (α = .91) i
kulturalne veštine (α = .92).
Rezultati: Nastavnici srednje škole poseduju zadovoljavajući nivo
kulturalnih kompetencija (M = 3,13; SD = .47), pri čemu u najvećoj meri
raspolažu kulturalnim znanjem (M = 3,38; SD = .52), zatim kulturalnim
veštinama (M = 3,10; SD = .59) i, na kraju, kulturalnom svesnošću (M =
2,88; SD = .49). Mlađi i nastavnici ženskog pola procenjuju sopstveni nivo
ukupnih kulturalnih kompetencija višim u odnosu na starije (r = 0,21, p
< 0.01) i nastavnike muškog pola (t(214) = -2,26, p < 0,05). Najznačajnije
razlike, kada je u pitanju pol nastavnika, beleže se na nivou kulturalnih
veština (t(240) = -3,24, p < 0,01), dok su u odnosu na starost, razlike
najizraženije u domenu kulturalnog znanja (r = 0,23, p < 0,01).
Zaključak: Iako nastavnici svoje kulturalne kompetencije ocenjuju na
relativno visokom nivou, prostor za njihovo unapređivanje postoji.
Opravdano bi bilo implementirati programe stručnog usavršavanja
koji bi, kroz jačanje kulturalne svesnosti, znanja i veština nastavnika,
doprineli demokratskoj kulturi, interkulturalnom obrazovanju i kulturalno
kompetentnoj praksi u obrazovnom radu.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik apstrakata-  12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. godine",
title = "Cultural competencies in education: Results from self-assessment of high school teachers, Kulturalne kompetencije u obrazovanju: rezultati samoprocene nastavnika srednje škole",
pages = "134-133",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5376"
}

Popović-Ćitić, B., Trajković, M., Bukvić, L., Kovačević-Lepojević, M., Paraušić Marinković, A., Kovačević, M.,& Bogićević, D.. (2023). Cultural competencies in education: Results from self-assessment of high school teachers. in Zbornik apstrakata-  12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 133-134.
https://hdl.handle.net/21.15107/rcub_rfasper_5376

Popović-Ćitić B, Trajković M, Bukvić L, Kovačević-Lepojević M, Paraušić Marinković A, Kovačević M, Bogićević D. Cultural competencies in education: Results from self-assessment of high school teachers. in Zbornik apstrakata-  12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. godine. 2023;:133-134.
https://hdl.handle.net/21.15107/rcub_rfasper_5376 .

Popović-Ćitić, Branislava, Trajković, Marija, Bukvić, Lidija, Kovačević-Lepojević, Marina, Paraušić Marinković, Ana, Kovačević, Milica, Bogićević, Dragana, "Cultural competencies in education: Results from self-assessment of high school teachers" in Zbornik apstrakata-  12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. godine (2023):133-134,
https://hdl.handle.net/21.15107/rcub_rfasper_5376 .

TY  - CONF
AU  - Bogićević, Dragana
AU  - Bukvić, Lidija
AU  - Popović-Ćitić, Branislava
AU  - Trajković, Marija
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5291
AB  - Disciplinary practices refer to procedures teachers use in school to manage student behavior and promote self-discipline. The aim of this study is to examine the use of positive, punitive, and SEL disciplinary techniques and their effects on students’ prosocial behavior. The research sample consisted of 766 students (61.1% female) aged 15 to 19 years (M = 16.36, SD = 1.04). Teachers’ disciplinary techniques were assessed using the Delaware Positive, Punitive, and SEL Techniques Scale (four-point Likert-type scale, α = .87). The scale consists of three subscales measuring students’ perceptions of the use of positive behavior techniques (6 items, α = .88), punitive/corrective techniques (6 items, α = .74), and social emotional learning techniques (6
items, α = .88). Data on prosocial behavior were collected using the prosocial subscale of the Strengths and Difficulties Questionnaire (5 items, α = .84). The data show that secondary teachers
use all three groups of disciplinary techniques to about the same extent, although SEL and positive
disciplinary techniques are used to a slightly greater extent. Results indicate that teacher techniques are statistically significantly correlated with student prosocial behavior (r(764) = .40, p =
<.001). The strongest positive correlation was found between SEL learning techniques and prosocial behavior (r(764) = .48, p = < .001), then with positive behavior techniques (r(764) = .39, p = <.001), while a very weak negative correlation was found between punitive techniques and
prosocial behavior (r(764) = -.11, p = < .01). This correlation remains even when respondents’ age
and gender are taken into account. The results of this study suggest that in the school context, it
may be useful to plan interventions that promote the use of SEL and positive disciplinary practices
which can be effective for prevention of behavioral problems among students.
PB  - University of Niš, Faculty of Philosophy, Department of Psychology
C3  - 19th international conference Days of Applied Psychology – Transformative processes in society, environment, organization, and mental health practice
T1  - Teachers’ disciplinary practices and prosocial behavior in high school students
EP  - 69
SP  - 69
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5291
ER  - 

@conference{
author = "Bogićević, Dragana and Bukvić, Lidija and Popović-Ćitić, Branislava and Trajković, Marija",
year = "2023",
abstract = "Disciplinary practices refer to procedures teachers use in school to manage student behavior and promote self-discipline. The aim of this study is to examine the use of positive, punitive, and SEL disciplinary techniques and their effects on students’ prosocial behavior. The research sample consisted of 766 students (61.1% female) aged 15 to 19 years (M = 16.36, SD = 1.04). Teachers’ disciplinary techniques were assessed using the Delaware Positive, Punitive, and SEL Techniques Scale (four-point Likert-type scale, α = .87). The scale consists of three subscales measuring students’ perceptions of the use of positive behavior techniques (6 items, α = .88), punitive/corrective techniques (6 items, α = .74), and social emotional learning techniques (6
items, α = .88). Data on prosocial behavior were collected using the prosocial subscale of the Strengths and Difficulties Questionnaire (5 items, α = .84). The data show that secondary teachers
use all three groups of disciplinary techniques to about the same extent, although SEL and positive
disciplinary techniques are used to a slightly greater extent. Results indicate that teacher techniques are statistically significantly correlated with student prosocial behavior (r(764) = .40, p =
<.001). The strongest positive correlation was found between SEL learning techniques and prosocial behavior (r(764) = .48, p = < .001), then with positive behavior techniques (r(764) = .39, p = <.001), while a very weak negative correlation was found between punitive techniques and
prosocial behavior (r(764) = -.11, p = < .01). This correlation remains even when respondents’ age
and gender are taken into account. The results of this study suggest that in the school context, it
may be useful to plan interventions that promote the use of SEL and positive disciplinary practices
which can be effective for prevention of behavioral problems among students.",
publisher = "University of Niš, Faculty of Philosophy, Department of Psychology",
journal = "19th international conference Days of Applied Psychology – Transformative processes in society, environment, organization, and mental health practice",
title = "Teachers’ disciplinary practices and prosocial behavior in high school students",
pages = "69-69",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5291"
}

Bogićević, D., Bukvić, L., Popović-Ćitić, B.,& Trajković, M.. (2023). Teachers’ disciplinary practices and prosocial behavior in high school students. in 19th international conference Days of Applied Psychology – Transformative processes in society, environment, organization, and mental health practice
University of Niš, Faculty of Philosophy, Department of Psychology., 69-69.
https://hdl.handle.net/21.15107/rcub_rfasper_5291

Bogićević D, Bukvić L, Popović-Ćitić B, Trajković M. Teachers’ disciplinary practices and prosocial behavior in high school students. in 19th international conference Days of Applied Psychology – Transformative processes in society, environment, organization, and mental health practice. 2023;:69-69.
https://hdl.handle.net/21.15107/rcub_rfasper_5291 .

Bogićević, Dragana, Bukvić, Lidija, Popović-Ćitić, Branislava, Trajković, Marija, "Teachers’ disciplinary practices and prosocial behavior in high school students" in 19th international conference Days of Applied Psychology – Transformative processes in society, environment, organization, and mental health practice (2023):69-69,
https://hdl.handle.net/21.15107/rcub_rfasper_5291 .

TY  - CONF
AU  - Kovačević-Lepojević, Marina
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić, Lidija
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5377
PB  - Institute for Educational Research, Belgrade
C3  - Towards a more equitable education: From research to change
T1  - Through an atmosphere of fairness to safer schools
EP  - 135
SP  - 128
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5377
ER  - 

@conference{
author = "Kovačević-Lepojević, Marina and Trajković, Marija and Popović-Ćitić, Branislava and Bukvić, Lidija",
year = "2023",
publisher = "Institute for Educational Research, Belgrade",
journal = "Towards a more equitable education: From research to change",
title = "Through an atmosphere of fairness to safer schools",
pages = "135-128",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5377"
}

Kovačević-Lepojević, M., Trajković, M., Popović-Ćitić, B.,& Bukvić, L.. (2023). Through an atmosphere of fairness to safer schools. in Towards a more equitable education: From research to change
Institute for Educational Research, Belgrade., 128-135.
https://hdl.handle.net/21.15107/rcub_rfasper_5377

Kovačević-Lepojević M, Trajković M, Popović-Ćitić B, Bukvić L. Through an atmosphere of fairness to safer schools. in Towards a more equitable education: From research to change. 2023;:128-135.
https://hdl.handle.net/21.15107/rcub_rfasper_5377 .

Kovačević-Lepojević, Marina, Trajković, Marija, Popović-Ćitić, Branislava, Bukvić, Lidija, "Through an atmosphere of fairness to safer schools" in Towards a more equitable education: From research to change (2023):128-135,
https://hdl.handle.net/21.15107/rcub_rfasper_5377 .

TY  - JOUR
AU  - Bukvić, Lidija
AU  - Popović-Ćitić, Branislava
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5312
AB  - Koncept (multi)sistemske rezilijentnosti, koji se intenzivno razvija tokom poslednje decenije, unosi novine u savremenu prevencijsku praksu, te, uz prevencijsku nauku i perspektivu pozitivnog razvoja mladih, zauzima značajno mesto u naporima usmerenim na sprečavanje nastajanja, razvijanja i održavanja raznovrsnih psihosocijalnih problema dece i mladih. Jedna od ključnih okosnica ovog pristupa ogleda se u mapiranju resursa za izgradnju rezilijentnosti i pojašnjenju načinа na koji dostupni resursi omogućavaju sistemima (pojedincu, grupi, zajednici) da, u situaciji nedaće, ostvare uspešnu adaptaciju. Uvažavajući savremeni koncept sistemske rezilijentnosti i njegov značaj za prevenciju problema ponašanja mladih, u radu će biti predstavljeni istraživački talasi u identifikovanju resursa za izgradnju rezilijentnosti kod mladih, te opisani relevantni individualni, relacioni i kontekstualni resursi koji, kroz jačanje rezilijentnosti, mogu doprineti prevenciji problema ponašanja i promociji pozitivnog razvoja dece i omladine.
AB  - The concept of (multi)systemic resilience, which has been intensively developed during the last decade, introduces novelties into contemporary prevention practice, and, together with prevention science and the perspective of positive youth development, occupies a significant place in efforts aimed at preventing the emergence, development and maintenance of various psychosocial problems of children and young people. One of the key pillars of this approach is reflected in the mapping of resources for building resilience and clarifying how the available resources enable systems (individual, group, community) to achieve successful adaptation in a situation of adversity. Respecting the modern concept of systemic resilience and its importance for the prevention of youth behavioral problems, the paper will present research waves in identifying resources for building resilience in young people, and describe relevant individual, relational and contextual resources that, through strengthening resilience, can contribute to the prevention of behavioral problems and promotion of positive development of children and youth.
PB  - Društvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
T2  - Beogradska defektološka škola
T1  - Resursi za izgradnju rezilijentnosti kod mladih
T1  - Resources for building resilience in youth
EP  - 74
IS  - 2
SP  - 61
VL  - 29
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5312
ER  - 

@article{
author = "Bukvić, Lidija and Popović-Ćitić, Branislava",
year = "2023",
abstract = "Koncept (multi)sistemske rezilijentnosti, koji se intenzivno razvija tokom poslednje decenije, unosi novine u savremenu prevencijsku praksu, te, uz prevencijsku nauku i perspektivu pozitivnog razvoja mladih, zauzima značajno mesto u naporima usmerenim na sprečavanje nastajanja, razvijanja i održavanja raznovrsnih psihosocijalnih problema dece i mladih. Jedna od ključnih okosnica ovog pristupa ogleda se u mapiranju resursa za izgradnju rezilijentnosti i pojašnjenju načinа na koji dostupni resursi omogućavaju sistemima (pojedincu, grupi, zajednici) da, u situaciji nedaće, ostvare uspešnu adaptaciju. Uvažavajući savremeni koncept sistemske rezilijentnosti i njegov značaj za prevenciju problema ponašanja mladih, u radu će biti predstavljeni istraživački talasi u identifikovanju resursa za izgradnju rezilijentnosti kod mladih, te opisani relevantni individualni, relacioni i kontekstualni resursi koji, kroz jačanje rezilijentnosti, mogu doprineti prevenciji problema ponašanja i promociji pozitivnog razvoja dece i omladine., The concept of (multi)systemic resilience, which has been intensively developed during the last decade, introduces novelties into contemporary prevention practice, and, together with prevention science and the perspective of positive youth development, occupies a significant place in efforts aimed at preventing the emergence, development and maintenance of various psychosocial problems of children and young people. One of the key pillars of this approach is reflected in the mapping of resources for building resilience and clarifying how the available resources enable systems (individual, group, community) to achieve successful adaptation in a situation of adversity. Respecting the modern concept of systemic resilience and its importance for the prevention of youth behavioral problems, the paper will present research waves in identifying resources for building resilience in young people, and describe relevant individual, relational and contextual resources that, through strengthening resilience, can contribute to the prevention of behavioral problems and promotion of positive development of children and youth.",
publisher = "Društvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Beogradska defektološka škola",
title = "Resursi za izgradnju rezilijentnosti kod mladih, Resources for building resilience in youth",
pages = "74-61",
number = "2",
volume = "29",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5312"
}

Bukvić, L.,& Popović-Ćitić, B.. (2023). Resursi za izgradnju rezilijentnosti kod mladih. in Beogradska defektološka škola
Društvo defektologa Srbije., 29(2), 61-74.
https://hdl.handle.net/21.15107/rcub_rfasper_5312

Bukvić L, Popović-Ćitić B. Resursi za izgradnju rezilijentnosti kod mladih. in Beogradska defektološka škola. 2023;29(2):61-74.
https://hdl.handle.net/21.15107/rcub_rfasper_5312 .

Bukvić, Lidija, Popović-Ćitić, Branislava, "Resursi za izgradnju rezilijentnosti kod mladih" in Beogradska defektološka škola, 29, no. 2 (2023):61-74,
https://hdl.handle.net/21.15107/rcub_rfasper_5312 .

TY  - CONF
AU  - Kovačević-Lepojević, Marina
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić, Lidija
AU  - Mijatović, Luka
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5311
AB  - A process model of parental monitoring (PM) proposes that PM occurs in two distinct
stages: before the adolescent goes out and when they return home. Parental and
adolescent responses to monitoring interactions impact on future monitoring episodes.
Research suggests that passive PM strategies (e.g. child disclosure) correlate with
higher parental knowledge and less behavior problems. Self-reported measures were
used on a sample of 507 Belgrade secondary school students (42.1% male) to examine
the mediating effect (mediation analysis using JASP) of parental knowledge (the Scale
of Parental Monitoring) on the relationship of PM strategies (Child Disclosure, Parental
Solicitation and Parental Control) (the Scale of Parental Monitoring) with externalising
problems (Aggressive and Rule-Breaking Behaviour) (ASEBA, YSR). The research results
show that Parental Knowledge mediate the relation of Child Disclosure and RuleBreaking Behaviour (z = -6.544, p < .001) and Parental Control and Rule-Breaking
Behaviour (z =-3.770, p< .001). No direct link between Parental Control and RuleBreaking Behavior, as well as Parental Solicitation and Rule-Breaking Behavior were
established. Full mediation of the link between Child Disclosure and Aggressive Behavior by Parental Knowledge is found (total indirect effect z = -4.050, p < .001). The research
results were discussed in the context of the relevance of the PM strategies for greater
parental knowledge and prevention of externalising problems in adolescence.
PB  - University of Novi Sad, Faculty of Philosophy
C3  - Current Trends in Psychology 2023
T1  - Relevance of parental monitoring strategies in explanation of externalising behaviour problems in adolescence: Mediation of parental knowledge
EP  - 146
SP  - 145
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5311
ER  - 

@conference{
author = "Kovačević-Lepojević, Marina and Trajković, Marija and Popović-Ćitić, Branislava and Bukvić, Lidija and Mijatović, Luka",
year = "2023",
abstract = "A process model of parental monitoring (PM) proposes that PM occurs in two distinct
stages: before the adolescent goes out and when they return home. Parental and
adolescent responses to monitoring interactions impact on future monitoring episodes.
Research suggests that passive PM strategies (e.g. child disclosure) correlate with
higher parental knowledge and less behavior problems. Self-reported measures were
used on a sample of 507 Belgrade secondary school students (42.1% male) to examine
the mediating effect (mediation analysis using JASP) of parental knowledge (the Scale
of Parental Monitoring) on the relationship of PM strategies (Child Disclosure, Parental
Solicitation and Parental Control) (the Scale of Parental Monitoring) with externalising
problems (Aggressive and Rule-Breaking Behaviour) (ASEBA, YSR). The research results
show that Parental Knowledge mediate the relation of Child Disclosure and RuleBreaking Behaviour (z = -6.544, p < .001) and Parental Control and Rule-Breaking
Behaviour (z =-3.770, p< .001). No direct link between Parental Control and RuleBreaking Behavior, as well as Parental Solicitation and Rule-Breaking Behavior were
established. Full mediation of the link between Child Disclosure and Aggressive Behavior by Parental Knowledge is found (total indirect effect z = -4.050, p < .001). The research
results were discussed in the context of the relevance of the PM strategies for greater
parental knowledge and prevention of externalising problems in adolescence.",
publisher = "University of Novi Sad, Faculty of Philosophy",
journal = "Current Trends in Psychology 2023",
title = "Relevance of parental monitoring strategies in explanation of externalising behaviour problems in adolescence: Mediation of parental knowledge",
pages = "146-145",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5311"
}

Kovačević-Lepojević, M., Trajković, M., Popović-Ćitić, B., Bukvić, L.,& Mijatović, L.. (2023). Relevance of parental monitoring strategies in explanation of externalising behaviour problems in adolescence: Mediation of parental knowledge. in Current Trends in Psychology 2023
University of Novi Sad, Faculty of Philosophy., 145-146.
https://hdl.handle.net/21.15107/rcub_rfasper_5311

Kovačević-Lepojević M, Trajković M, Popović-Ćitić B, Bukvić L, Mijatović L. Relevance of parental monitoring strategies in explanation of externalising behaviour problems in adolescence: Mediation of parental knowledge. in Current Trends in Psychology 2023. 2023;:145-146.
https://hdl.handle.net/21.15107/rcub_rfasper_5311 .

Kovačević-Lepojević, Marina, Trajković, Marija, Popović-Ćitić, Branislava, Bukvić, Lidija, Mijatović, Luka, "Relevance of parental monitoring strategies in explanation of externalising behaviour problems in adolescence: Mediation of parental knowledge" in Current Trends in Psychology 2023 (2023):145-146,
https://hdl.handle.net/21.15107/rcub_rfasper_5311 .

TY  - CONF
AU  - Paraušić, Ana
AU  - Stojanović, Marija
AU  - Popović-Ćitić, Branislava
AU  - Kovačević-Lepojević, Marina
AU  - Bukvić Branković, Lidija
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4884
AB  - Pandemija virusa KOVID-19 dovela je do nužne implementacije nastave na daljinu posredstvom korišćenja digitalnih tehnologija i alata za onlajn učenje. Iako su institucije zadužene za kvalitet obrazovanja i vaspitanja  u našoj zemlji  organizovale obuke zaposlenih za  upotrebu  alata za onlajn učenje, istraživački nalazi  sugerišu  da digitalne kompetencije nastavnika i dalje nisu na zavidnom nivou, te upućuju na jasnu potrebu nastavnika za dodatnom obukom i podrškom u ovom domenu. S tim u vezi, napravljen je pregled 70 alata za onlajn učenje, a u ovom radu izdvojeni su oni koji bi mogli biti od najveće koristi nastavnicima. Cilj rada je sagledavanje uslova i načina njihovog korišćenja, kao i ukazivanje na prednosti i ograničenja koja se vezuju za njihovu upotrebu. U radu će  biti  predložena  tipologija  alata za onlajn učenje i prikazni  neki  od alata karakteristični za svaki tip. Neophodnost brzog prilagođavanja novonastaloj situaciji i prelazak na učenje na daljinu ukazali su na potrebu kontinuirane edukacije nastavnika u oblasti izvođenja onlajn nastave. U cilju ovladavanja veštinama korišćenja alata za onlajn učenje u nastavnoj praksi, poželjno bi bilo pripremiti odgovarajuće vodiče ili priručnike za njihovu primenu.
AB  - The COVID-19 virus pandemic has led to the necessary implementation of distance teaching through the use of digital technologies and online learning tools. Although the institutions in charge of the quality of education in our country have organized training for employees to use online learning tools, research findings suggest that digital competencies of teachers are still not at an enviable level, and point to a clear need for teachers for additional training and support in this area. In this regard, an overview of 70 online learning tools was made, and in this paper, those that could be of the greatest benefit to teachers were singled out. The aim of this paper is to consider the conditions and methods of their use, as well as to point out the advantages and limitations associated with their use. The paper will also propose a typology of online learning tools and show some of the tools specific to each type. The need to quickly adapt to the new situation and the transition to distance learning pointed to the need for continuous education of teachers in the field of online teaching. In order to master the skills of using online learning tools in teaching practice, it would be desirable to prepare appropriate guides or manuals for their application.
PB  - Učiteljski fakultet u Prizrenu - Leposaviću
C3  - Zbornik radova Učiteljskog fakulteta u Prizrenu – Leposaviću
T1  - Alati za onlajn učenje kao sredstva za izvođenje nastave tokom pandemije
T1  - Online learning tools as a means of teaching during a pandemic
EP  - 86
EP  - M52
IS  - 18
SP  - 69
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4884
ER  - 

@conference{
author = "Paraušić, Ana and Stojanović, Marija and Popović-Ćitić, Branislava and Kovačević-Lepojević, Marina and Bukvić Branković, Lidija",
year = "2022",
abstract = "Pandemija virusa KOVID-19 dovela je do nužne implementacije nastave na daljinu posredstvom korišćenja digitalnih tehnologija i alata za onlajn učenje. Iako su institucije zadužene za kvalitet obrazovanja i vaspitanja  u našoj zemlji  organizovale obuke zaposlenih za  upotrebu  alata za onlajn učenje, istraživački nalazi  sugerišu  da digitalne kompetencije nastavnika i dalje nisu na zavidnom nivou, te upućuju na jasnu potrebu nastavnika za dodatnom obukom i podrškom u ovom domenu. S tim u vezi, napravljen je pregled 70 alata za onlajn učenje, a u ovom radu izdvojeni su oni koji bi mogli biti od najveće koristi nastavnicima. Cilj rada je sagledavanje uslova i načina njihovog korišćenja, kao i ukazivanje na prednosti i ograničenja koja se vezuju za njihovu upotrebu. U radu će  biti  predložena  tipologija  alata za onlajn učenje i prikazni  neki  od alata karakteristični za svaki tip. Neophodnost brzog prilagođavanja novonastaloj situaciji i prelazak na učenje na daljinu ukazali su na potrebu kontinuirane edukacije nastavnika u oblasti izvođenja onlajn nastave. U cilju ovladavanja veštinama korišćenja alata za onlajn učenje u nastavnoj praksi, poželjno bi bilo pripremiti odgovarajuće vodiče ili priručnike za njihovu primenu., The COVID-19 virus pandemic has led to the necessary implementation of distance teaching through the use of digital technologies and online learning tools. Although the institutions in charge of the quality of education in our country have organized training for employees to use online learning tools, research findings suggest that digital competencies of teachers are still not at an enviable level, and point to a clear need for teachers for additional training and support in this area. In this regard, an overview of 70 online learning tools was made, and in this paper, those that could be of the greatest benefit to teachers were singled out. The aim of this paper is to consider the conditions and methods of their use, as well as to point out the advantages and limitations associated with their use. The paper will also propose a typology of online learning tools and show some of the tools specific to each type. The need to quickly adapt to the new situation and the transition to distance learning pointed to the need for continuous education of teachers in the field of online teaching. In order to master the skills of using online learning tools in teaching practice, it would be desirable to prepare appropriate guides or manuals for their application.",
publisher = "Učiteljski fakultet u Prizrenu - Leposaviću",
journal = "Zbornik radova Učiteljskog fakulteta u Prizrenu – Leposaviću",
title = "Alati za onlajn učenje kao sredstva za izvođenje nastave tokom pandemije, Online learning tools as a means of teaching during a pandemic",
pages = "86-M52-69",
number = "18",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4884"
}

Paraušić, A., Stojanović, M., Popović-Ćitić, B., Kovačević-Lepojević, M.,& Bukvić Branković, L.. (2022). Alati za onlajn učenje kao sredstva za izvođenje nastave tokom pandemije. in Zbornik radova Učiteljskog fakulteta u Prizrenu – Leposaviću
Učiteljski fakultet u Prizrenu - Leposaviću.(18), 69-86.
https://hdl.handle.net/21.15107/rcub_rfasper_4884

Paraušić A, Stojanović M, Popović-Ćitić B, Kovačević-Lepojević M, Bukvić Branković L. Alati za onlajn učenje kao sredstva za izvođenje nastave tokom pandemije. in Zbornik radova Učiteljskog fakulteta u Prizrenu – Leposaviću. 2022;(18):69-86.
https://hdl.handle.net/21.15107/rcub_rfasper_4884 .

Paraušić, Ana, Stojanović, Marija, Popović-Ćitić, Branislava, Kovačević-Lepojević, Marina, Bukvić Branković, Lidija, "Alati za onlajn učenje kao sredstva za izvođenje nastave tokom pandemije" in Zbornik radova Učiteljskog fakulteta u Prizrenu – Leposaviću, no. 18 (2022):69-86,
https://hdl.handle.net/21.15107/rcub_rfasper_4884 .

TY  - CONF
AU  - Bukvić Branković, Lidija
AU  - Popović-Ćitić, Branislava
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4317
AB  - Externalizing behavior, when present in adolescence, is a strong risk factor for more severe problems in adulthood, such as involvement in crime and addiction behaviors. Social bonding is recognized within the leading theoretical and practical prevention frameworks as a central protective factor that affects externalizing behavior in children and young people. Guided with the premises that positive social bonding to family, school and community reduces the risk of developing externalizing behavior, a study was conducted during first half of the 2020/2021 school year with an aim of exploring the predictive strength of positive social bonding on externalizing behavior of elementary school students. Research data were collected on a sample of 637 students (51% of boys) aged 12 to 15 (M = 13.16, SD = 1) from six Belgrade primary schools. The Communities That Care – CTC Youth Survey (Arthur et al., 2002) was used to examine positive social bonding in the family, school and community domain. Scale for Externalizing problems (combined scales Behavior Problems and Hyperactivity) was taken from the Strengths and Difficulties Questionnaire (SDQ-Srp), version for adolescents' self-assessment (S 11-16). The results of the research show that, in the regression model, positive social bonding explains 23% of the variance of externalizing behavior (F = 57.38, df1 = 3, df2 = 584, p <.001, R² = .23), with strongest individual contribution from school bonding (β = .27, p = .000), followed with positive social bonding to family (β = .23, p = .000), while bonding to the community did not prove to be a significant predictor of externalizing behavior in students (β = .07, p = .12). Based on the research findings, it can be concluded that there are confirmations of protective effects of bonding in family and school, but they lack in the community domain. Based on the obtained results, general preventive efforts should be aimed at fostering positive family and school social bonding. Research data also suggests that other factors should be taken into account, considering that family and school bonding covers for 23% of the variance of externalizing behavior in students, leaving room for working on a number of other factors in efforts to prevent externalizing behavior.
PB  - Univerzitet u Beogradu - Filozofski fakultet
C3  - 28. scientific conference: Empirical studies in psychology
T1  - The relationship between externalizing behavior and school, family, and community bonding
EP  - 74
SP  - 73
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4317
ER  - 

@conference{
author = "Bukvić Branković, Lidija and Popović-Ćitić, Branislava",
year = "2022",
abstract = "Externalizing behavior, when present in adolescence, is a strong risk factor for more severe problems in adulthood, such as involvement in crime and addiction behaviors. Social bonding is recognized within the leading theoretical and practical prevention frameworks as a central protective factor that affects externalizing behavior in children and young people. Guided with the premises that positive social bonding to family, school and community reduces the risk of developing externalizing behavior, a study was conducted during first half of the 2020/2021 school year with an aim of exploring the predictive strength of positive social bonding on externalizing behavior of elementary school students. Research data were collected on a sample of 637 students (51% of boys) aged 12 to 15 (M = 13.16, SD = 1) from six Belgrade primary schools. The Communities That Care – CTC Youth Survey (Arthur et al., 2002) was used to examine positive social bonding in the family, school and community domain. Scale for Externalizing problems (combined scales Behavior Problems and Hyperactivity) was taken from the Strengths and Difficulties Questionnaire (SDQ-Srp), version for adolescents' self-assessment (S 11-16). The results of the research show that, in the regression model, positive social bonding explains 23% of the variance of externalizing behavior (F = 57.38, df1 = 3, df2 = 584, p <.001, R² = .23), with strongest individual contribution from school bonding (β = .27, p = .000), followed with positive social bonding to family (β = .23, p = .000), while bonding to the community did not prove to be a significant predictor of externalizing behavior in students (β = .07, p = .12). Based on the research findings, it can be concluded that there are confirmations of protective effects of bonding in family and school, but they lack in the community domain. Based on the obtained results, general preventive efforts should be aimed at fostering positive family and school social bonding. Research data also suggests that other factors should be taken into account, considering that family and school bonding covers for 23% of the variance of externalizing behavior in students, leaving room for working on a number of other factors in efforts to prevent externalizing behavior.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet",
journal = "28. scientific conference: Empirical studies in psychology",
title = "The relationship between externalizing behavior and school, family, and community bonding",
pages = "74-73",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4317"
}

Bukvić Branković, L.,& Popović-Ćitić, B.. (2022). The relationship between externalizing behavior and school, family, and community bonding. in 28. scientific conference: Empirical studies in psychology
Univerzitet u Beogradu - Filozofski fakultet., 73-74.
https://hdl.handle.net/21.15107/rcub_rfasper_4317

Bukvić Branković L, Popović-Ćitić B. The relationship between externalizing behavior and school, family, and community bonding. in 28. scientific conference: Empirical studies in psychology. 2022;:73-74.
https://hdl.handle.net/21.15107/rcub_rfasper_4317 .

Bukvić Branković, Lidija, Popović-Ćitić, Branislava, "The relationship between externalizing behavior and school, family, and community bonding" in 28. scientific conference: Empirical studies in psychology (2022):73-74,
https://hdl.handle.net/21.15107/rcub_rfasper_4317 .

TY  - CONF
AU  - Bukvić Branković, Lidija
AU  - Popović-Ćitić, Branislava
AU  - Stojanović, Marija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić, Ana
AU  - Mijatović, Luka
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4885
AB  - Responses to the COVID-19 pandemic have put the schools and their staff in the frontlines, creating a long list of new stressors for teachers to deal with. Respecting the challenges of pandemic education, a group of researchers conducted a survey on a sample of 817 elementary school teachers with the aim of assessing teachers’ coping strategies regarding the pandemic and their connections to fear of COVID-19 and their mental wellbeing. Data were collected during April and May 2021, through an online questionnaire. Coping strategies were measured with Brief-COPE, consisting of 14 scales, covering a wide range of coping strategies that can be grouped into approach strategies – those that actively work to change the stressor or accept its presence in one’s life and avoidant coping strategies – that tend toward more dysfunctional responses such as denial, distraction, or substance use. Fear of COVID-19 Scale and Warwick-Edinburg Mental Well-being Scale were also used. Research results show that teachers use more actively approach strategies (M = 37.52, SD = 6.01), than avoidant strategies (M = 23.41, SD = 4.75) (t(757) = 64.73, p = .000). Fear of COVID-19 correlates positively with both clusters, but more significantly with avoidance strategies (r = .46, p < .001) than approach strategies (r = .25, p < .001). Teachers’ mental wellbeing correlates mildly positively (r = .14, p < .001) with approach strategies, but correlates moderately negatively with avoidant strategies (r = -.31, p < .001). These results confirm the negative correlations between avoidant strategies and teachers’ mental wellbeing, as well as its stronger connection with the fear of COVID-19, suggesting that teachers’ tend to choose avoidant strategies if they are more negatively influenced by the pandemic.
PB  - University of Niš, Faculty of Philosophy
C3  - 18th international conference Days of Applied Psychology – Current challenges in psychological science
T1  - Teachers’ coping strategies regarding the pandemic: Connections with fear of COVID-19 and teachers’ mental wellbeing
EP  - 121
SP  - 120
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4885
ER  - 

@conference{
author = "Bukvić Branković, Lidija and Popović-Ćitić, Branislava and Stojanović, Marija and Kovačević-Lepojević, Marina and Paraušić, Ana and Mijatović, Luka",
year = "2022",
abstract = "Responses to the COVID-19 pandemic have put the schools and their staff in the frontlines, creating a long list of new stressors for teachers to deal with. Respecting the challenges of pandemic education, a group of researchers conducted a survey on a sample of 817 elementary school teachers with the aim of assessing teachers’ coping strategies regarding the pandemic and their connections to fear of COVID-19 and their mental wellbeing. Data were collected during April and May 2021, through an online questionnaire. Coping strategies were measured with Brief-COPE, consisting of 14 scales, covering a wide range of coping strategies that can be grouped into approach strategies – those that actively work to change the stressor or accept its presence in one’s life and avoidant coping strategies – that tend toward more dysfunctional responses such as denial, distraction, or substance use. Fear of COVID-19 Scale and Warwick-Edinburg Mental Well-being Scale were also used. Research results show that teachers use more actively approach strategies (M = 37.52, SD = 6.01), than avoidant strategies (M = 23.41, SD = 4.75) (t(757) = 64.73, p = .000). Fear of COVID-19 correlates positively with both clusters, but more significantly with avoidance strategies (r = .46, p < .001) than approach strategies (r = .25, p < .001). Teachers’ mental wellbeing correlates mildly positively (r = .14, p < .001) with approach strategies, but correlates moderately negatively with avoidant strategies (r = -.31, p < .001). These results confirm the negative correlations between avoidant strategies and teachers’ mental wellbeing, as well as its stronger connection with the fear of COVID-19, suggesting that teachers’ tend to choose avoidant strategies if they are more negatively influenced by the pandemic.",
publisher = "University of Niš, Faculty of Philosophy",
journal = "18th international conference Days of Applied Psychology – Current challenges in psychological science",
title = "Teachers’ coping strategies regarding the pandemic: Connections with fear of COVID-19 and teachers’ mental wellbeing",
pages = "121-120",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4885"
}

Bukvić Branković, L., Popović-Ćitić, B., Stojanović, M., Kovačević-Lepojević, M., Paraušić, A.,& Mijatović, L.. (2022). Teachers’ coping strategies regarding the pandemic: Connections with fear of COVID-19 and teachers’ mental wellbeing. in 18th international conference Days of Applied Psychology – Current challenges in psychological science
University of Niš, Faculty of Philosophy., 120-121.
https://hdl.handle.net/21.15107/rcub_rfasper_4885

Bukvić Branković L, Popović-Ćitić B, Stojanović M, Kovačević-Lepojević M, Paraušić A, Mijatović L. Teachers’ coping strategies regarding the pandemic: Connections with fear of COVID-19 and teachers’ mental wellbeing. in 18th international conference Days of Applied Psychology – Current challenges in psychological science. 2022;:120-121.
https://hdl.handle.net/21.15107/rcub_rfasper_4885 .

Bukvić Branković, Lidija, Popović-Ćitić, Branislava, Stojanović, Marija, Kovačević-Lepojević, Marina, Paraušić, Ana, Mijatović, Luka, "Teachers’ coping strategies regarding the pandemic: Connections with fear of COVID-19 and teachers’ mental wellbeing" in 18th international conference Days of Applied Psychology – Current challenges in psychological science (2022):120-121,
https://hdl.handle.net/21.15107/rcub_rfasper_4885 .

TY  - CONF
AU  - Mijatović, Luka
AU  - Strižak, Nevena
AU  - Kovačević-Lepojević, Marina
AU  - Bukvić Branković, Lidija
AU  - Popović-Ćitić, Branislava
AU  - Stojanović, Marija
AU  - Paraušić, Ana
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4886
AB  - According to previous research, social media use among students has increased during the COVID-19 pandemic due to lockdown and transition to distance learning. Many studies have demonstrated a link between personality traits and problematic social media use (PSMU). In addition to basic personality traits, trait emotional intelligence (EI) has shown to be a protective factor against various behavioral problems: higher trait EI is likely to be related to decreased PSMU. The present study explored the role of basic personality traits and trait EI in predicting PSMU during the pandemic. Subjects in this online research were female students (N=259) from the University of Belgrade  who completed: (1) Bergen Social Media Scale (BSMAS), measuring problematic social media use according to the core components of addiction (salience, mood modification, tolerance, withdraw symptoms, conflict, and relapse), (2) HEXACO Personality Inventory Revised comprising traits Honesty-Humility, Emotionality, Extraversion, Agreeableness, Conscientiousness and Openness to experience, and (3) the TEIQue, examining trait EI factors - Well-Being, Self-control, Emotionality, and Sociability. Hierarchical regression model comprised of the HEXACO personality traits (entered 1st) and trait EI factors (entered 2nd) as predictors, and PSMU as a criterion variable was tested. HEXACO personality traits explained 23% of variance (F(6, 252)=13.682, Adj.R2=.228, p<.001) with Honesty-Humility (β=-.289, p<.001), Emotionality (β=.190, p<.001), Extraversion (β=-.116, p<.05), Conscientiousness (β=-.275, p<.001) and Openness to experience (β=-.116, p<.05) as significant predictors. In the second step, PSMU was predicted (F(10, 248)=8.990, Adj.R2=.236, p<.001) negatively by HEXACO Honesty-Humility (β=-.287, p<.001), Conscientiousness (β=-.171, p<.05) and by trait EI factor Self-control (β=-.202, p<.05). Trait EI factors offered no incremental increase in predicting PSMU. The current data confirmed relations between PSMU and most of HEXACO personality traits. The results also indicate significant role of Self-control as a trait EI factor in predicting PSMU in the COVID era.
PB  - University of Niš, Faculty of Philosophy
C3  - 18th international conference Days of Applied Psychology – Current challenges in psychological science
T1  - Problematic social media use in the Covid-19 era: The role of personality and trait emotional intelligence
EP  - 156
SP  - 155
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4886
ER  - 

@conference{
author = "Mijatović, Luka and Strižak, Nevena and Kovačević-Lepojević, Marina and Bukvić Branković, Lidija and Popović-Ćitić, Branislava and Stojanović, Marija and Paraušić, Ana",
year = "2022",
abstract = "According to previous research, social media use among students has increased during the COVID-19 pandemic due to lockdown and transition to distance learning. Many studies have demonstrated a link between personality traits and problematic social media use (PSMU). In addition to basic personality traits, trait emotional intelligence (EI) has shown to be a protective factor against various behavioral problems: higher trait EI is likely to be related to decreased PSMU. The present study explored the role of basic personality traits and trait EI in predicting PSMU during the pandemic. Subjects in this online research were female students (N=259) from the University of Belgrade  who completed: (1) Bergen Social Media Scale (BSMAS), measuring problematic social media use according to the core components of addiction (salience, mood modification, tolerance, withdraw symptoms, conflict, and relapse), (2) HEXACO Personality Inventory Revised comprising traits Honesty-Humility, Emotionality, Extraversion, Agreeableness, Conscientiousness and Openness to experience, and (3) the TEIQue, examining trait EI factors - Well-Being, Self-control, Emotionality, and Sociability. Hierarchical regression model comprised of the HEXACO personality traits (entered 1st) and trait EI factors (entered 2nd) as predictors, and PSMU as a criterion variable was tested. HEXACO personality traits explained 23% of variance (F(6, 252)=13.682, Adj.R2=.228, p<.001) with Honesty-Humility (β=-.289, p<.001), Emotionality (β=.190, p<.001), Extraversion (β=-.116, p<.05), Conscientiousness (β=-.275, p<.001) and Openness to experience (β=-.116, p<.05) as significant predictors. In the second step, PSMU was predicted (F(10, 248)=8.990, Adj.R2=.236, p<.001) negatively by HEXACO Honesty-Humility (β=-.287, p<.001), Conscientiousness (β=-.171, p<.05) and by trait EI factor Self-control (β=-.202, p<.05). Trait EI factors offered no incremental increase in predicting PSMU. The current data confirmed relations between PSMU and most of HEXACO personality traits. The results also indicate significant role of Self-control as a trait EI factor in predicting PSMU in the COVID era.",
publisher = "University of Niš, Faculty of Philosophy",
journal = "18th international conference Days of Applied Psychology – Current challenges in psychological science",
title = "Problematic social media use in the Covid-19 era: The role of personality and trait emotional intelligence",
pages = "156-155",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4886"
}

Mijatović, L., Strižak, N., Kovačević-Lepojević, M., Bukvić Branković, L., Popović-Ćitić, B., Stojanović, M.,& Paraušić, A.. (2022). Problematic social media use in the Covid-19 era: The role of personality and trait emotional intelligence. in 18th international conference Days of Applied Psychology – Current challenges in psychological science
University of Niš, Faculty of Philosophy., 155-156.
https://hdl.handle.net/21.15107/rcub_rfasper_4886

Mijatović L, Strižak N, Kovačević-Lepojević M, Bukvić Branković L, Popović-Ćitić B, Stojanović M, Paraušić A. Problematic social media use in the Covid-19 era: The role of personality and trait emotional intelligence. in 18th international conference Days of Applied Psychology – Current challenges in psychological science. 2022;:155-156.
https://hdl.handle.net/21.15107/rcub_rfasper_4886 .

Mijatović, Luka, Strižak, Nevena, Kovačević-Lepojević, Marina, Bukvić Branković, Lidija, Popović-Ćitić, Branislava, Stojanović, Marija, Paraušić, Ana, "Problematic social media use in the Covid-19 era: The role of personality and trait emotional intelligence" in 18th international conference Days of Applied Psychology – Current challenges in psychological science (2022):155-156,
https://hdl.handle.net/21.15107/rcub_rfasper_4886 .

TY  - CONF
AU  - Kovačević-Lepojević, Marina
AU  - Stojanović, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Paraušić, Ana
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4887
AB  - Cooperation with parents is an important aspect of the teaching profession. Within teaching modalitiy changes due to the pandemic, parents become important partners in the realization of educational goals. The aim of this paper is to consider the key aspects of parental involvement in the context of pandemic education. Data was collected by online questionnaire at the sample of 817 teachers (84.3% female) from elementary schools in Serbia, age from 23 to 64, one third is consisted of class teachers. Based on Epstein's Framework of Six Dimensions of Parental Involvement: parenting, communication, volunteering, learning at home, decision making, and collaborating with the community, were assessed. In relation to other dimensions, teachers are most satisfied with the communication they have with parents. Two thirds of teachers report that they are engaged in helping parents how to support their children in learning. About a third report encouraging the voluntary involvement of parents as learning volunteers, rarely for former students and their parents. As it was expected class teachers more often stimulate parents for cooperation comparing to subject teachers. One third of teachers, however, believe that relations with parents made worse during the pandemic. Recommendations for establishing greather partnership between school, family and community, and preparing teachers through preservice and inservice education are given.
AB  - Saradnja sa roditeljima predstavlja značajan aspekt nastavničke profesije. Sa promenom modaliteta rada škola usled pandemije, roditelji postaju važni partneri u realizaciji obrazovnovaspitnih ciljeva. Cilj rada predstavlja sagledavanje ključnih aspekata saradnje nastavnik-roditelj u kontekstu pandemijskog obrazovanja. Onlajn upitnik je popunilo  817 nastavnika (84.8% ženskog pola)  iz različitih gradova u Srbiji, starosti od 23 do 64  godine, gde su jednu trećinu činili  nastavnici razredne nastave. Pošlo se od modela Epstajnove (J.L. Epstein) o 6 ključnih dimenzija saradnje sa roditeljima: roditeljstvo, komunikacija, volontiranje, učenje, donošenje odluka, saradnja sa zajednicom. Nastavnici ističu da su u odnosu na ostale dimenzije najzadovoljni komunikacijom koju sa roditeljima ostvaruju. Dve trećine nastavnika prijavljuje da je angažovano oko pomoći roditeljima kako da podrže decu u učenju. Oko trećine prijavljuje podsticanje volonterskog angažovanja roditelja kao pomoć u učenju,  minimalno i bivših učenika. Nastavnici razredne nastave u odnosu na predmetne nastavnike učestalije stimulišu roditelje na saradnju. Trećina nastavnika ipak smatra da su se odnosi sa roditeljima tokom pandemije pogoršali. Date su preporuke za veće uvažavanje partnerstva sa porodicom i zajednicom i značajniju ulogu priprema za saradnju u sklopu obrazovanja i profesionalnog osposobljavanja nastavnika.
PB  - University of Belgrade - Teacher Education Faculty
C3  - International scientific conference, New Horizons in Education
T1  - Cooperation with parents during pandemic: Teachers’ perception
T1  - Nastavnička percepcija saradnje sa roditeljima za vreme pandemije
EP  - 128
SP  - 126
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4887
ER  - 

@conference{
author = "Kovačević-Lepojević, Marina and Stojanović, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Paraušić, Ana",
year = "2022",
abstract = "Cooperation with parents is an important aspect of the teaching profession. Within teaching modalitiy changes due to the pandemic, parents become important partners in the realization of educational goals. The aim of this paper is to consider the key aspects of parental involvement in the context of pandemic education. Data was collected by online questionnaire at the sample of 817 teachers (84.3% female) from elementary schools in Serbia, age from 23 to 64, one third is consisted of class teachers. Based on Epstein's Framework of Six Dimensions of Parental Involvement: parenting, communication, volunteering, learning at home, decision making, and collaborating with the community, were assessed. In relation to other dimensions, teachers are most satisfied with the communication they have with parents. Two thirds of teachers report that they are engaged in helping parents how to support their children in learning. About a third report encouraging the voluntary involvement of parents as learning volunteers, rarely for former students and their parents. As it was expected class teachers more often stimulate parents for cooperation comparing to subject teachers. One third of teachers, however, believe that relations with parents made worse during the pandemic. Recommendations for establishing greather partnership between school, family and community, and preparing teachers through preservice and inservice education are given., Saradnja sa roditeljima predstavlja značajan aspekt nastavničke profesije. Sa promenom modaliteta rada škola usled pandemije, roditelji postaju važni partneri u realizaciji obrazovnovaspitnih ciljeva. Cilj rada predstavlja sagledavanje ključnih aspekata saradnje nastavnik-roditelj u kontekstu pandemijskog obrazovanja. Onlajn upitnik je popunilo  817 nastavnika (84.8% ženskog pola)  iz različitih gradova u Srbiji, starosti od 23 do 64  godine, gde su jednu trećinu činili  nastavnici razredne nastave. Pošlo se od modela Epstajnove (J.L. Epstein) o 6 ključnih dimenzija saradnje sa roditeljima: roditeljstvo, komunikacija, volontiranje, učenje, donošenje odluka, saradnja sa zajednicom. Nastavnici ističu da su u odnosu na ostale dimenzije najzadovoljni komunikacijom koju sa roditeljima ostvaruju. Dve trećine nastavnika prijavljuje da je angažovano oko pomoći roditeljima kako da podrže decu u učenju. Oko trećine prijavljuje podsticanje volonterskog angažovanja roditelja kao pomoć u učenju,  minimalno i bivših učenika. Nastavnici razredne nastave u odnosu na predmetne nastavnike učestalije stimulišu roditelje na saradnju. Trećina nastavnika ipak smatra da su se odnosi sa roditeljima tokom pandemije pogoršali. Date su preporuke za veće uvažavanje partnerstva sa porodicom i zajednicom i značajniju ulogu priprema za saradnju u sklopu obrazovanja i profesionalnog osposobljavanja nastavnika.",
publisher = "University of Belgrade - Teacher Education Faculty",
journal = "International scientific conference, New Horizons in Education",
title = "Cooperation with parents during pandemic: Teachers’ perception, Nastavnička percepcija saradnje sa roditeljima za vreme pandemije",
pages = "128-126",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4887"
}

Kovačević-Lepojević, M., Stojanović, M., Popović-Ćitić, B., Bukvić Branković, L.,& Paraušić, A.. (2022). Cooperation with parents during pandemic: Teachers’ perception. in International scientific conference, New Horizons in Education
University of Belgrade - Teacher Education Faculty., 126-128.
https://hdl.handle.net/21.15107/rcub_rfasper_4887

Kovačević-Lepojević M, Stojanović M, Popović-Ćitić B, Bukvić Branković L, Paraušić A. Cooperation with parents during pandemic: Teachers’ perception. in International scientific conference, New Horizons in Education. 2022;:126-128.
https://hdl.handle.net/21.15107/rcub_rfasper_4887 .

Kovačević-Lepojević, Marina, Stojanović, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Paraušić, Ana, "Cooperation with parents during pandemic: Teachers’ perception" in International scientific conference, New Horizons in Education (2022):126-128,
https://hdl.handle.net/21.15107/rcub_rfasper_4887 .

TY  - CONF
AU  - Kovačević-Lepojević, Marina
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Stojanović, Marija
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4888
AB  - The extent to which SEL (socio-emotional learning) techniques were provided in schools as well as the level of students’ SEL skills is frequently examined in relation to different aspects of negative aspects of school climate (e.g. school bullying). Students (N=860, 40.4% male students) completed Delaware School Climate Survey scales at a single time point. The aim of this paper is to identify use of positive, punitive, and social-emotional disciplinary techniques, students’ SEL skills and its’ effects on school bullying. Additionally, mediation of disciplinary techniques in relation of students’ SEL skills and school bullying is explored. Research results are summarized as follows. Female students scored higher for Student SEL Skills (F [211.87] = 8.36, p = .004, η2 =.01), SEL techniques (F [156.30] = 4.35, p = .037, η2 =.005) and Bullying at School (F [106.59] =9.05, p < .003, η2 =.01). Age, gender, SEL Punitive and Positive Techniques explained 33% variance in Bullying at School. Teachers’ punitive disciplinary practice (β = .55, p <.001) positively predicted bullying at school, while SEL teaching practice negatively predicted bullying at school (β = - .24, p <.001). Full mediation of the link between students’ SEL skills and school bullying by all three teachers’ disciplinary practice is found (total indirect effect z = - 4.315, p < .001). Positive youth development (PYD) perspective supports minimizing punitive disciplinary practice at school, and maximizing SEL techniques in order to develop students’ SEL skills and prevent bullying.
PB  - Faculty of Philosophy, University of Belgrade
C3  - Dialogue, diversity and interdisciplinarity in the field of learning and instruction
T1  - Students’ SEL skills, disciplinary practices and bullying: Relevance for positive youth development
EP  - 55
SP  - 55
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4888
ER  - 

@conference{
author = "Kovačević-Lepojević, Marina and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Stojanović, Marija",
year = "2022",
abstract = "The extent to which SEL (socio-emotional learning) techniques were provided in schools as well as the level of students’ SEL skills is frequently examined in relation to different aspects of negative aspects of school climate (e.g. school bullying). Students (N=860, 40.4% male students) completed Delaware School Climate Survey scales at a single time point. The aim of this paper is to identify use of positive, punitive, and social-emotional disciplinary techniques, students’ SEL skills and its’ effects on school bullying. Additionally, mediation of disciplinary techniques in relation of students’ SEL skills and school bullying is explored. Research results are summarized as follows. Female students scored higher for Student SEL Skills (F [211.87] = 8.36, p = .004, η2 =.01), SEL techniques (F [156.30] = 4.35, p = .037, η2 =.005) and Bullying at School (F [106.59] =9.05, p < .003, η2 =.01). Age, gender, SEL Punitive and Positive Techniques explained 33% variance in Bullying at School. Teachers’ punitive disciplinary practice (β = .55, p <.001) positively predicted bullying at school, while SEL teaching practice negatively predicted bullying at school (β = - .24, p <.001). Full mediation of the link between students’ SEL skills and school bullying by all three teachers’ disciplinary practice is found (total indirect effect z = - 4.315, p < .001). Positive youth development (PYD) perspective supports minimizing punitive disciplinary practice at school, and maximizing SEL techniques in order to develop students’ SEL skills and prevent bullying.",
publisher = "Faculty of Philosophy, University of Belgrade",
journal = "Dialogue, diversity and interdisciplinarity in the field of learning and instruction",
title = "Students’ SEL skills, disciplinary practices and bullying: Relevance for positive youth development",
pages = "55-55",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4888"
}

Kovačević-Lepojević, M., Popović-Ćitić, B., Bukvić Branković, L.,& Stojanović, M.. (2022). Students’ SEL skills, disciplinary practices and bullying: Relevance for positive youth development. in Dialogue, diversity and interdisciplinarity in the field of learning and instruction
Faculty of Philosophy, University of Belgrade., 55-55.
https://hdl.handle.net/21.15107/rcub_rfasper_4888

Kovačević-Lepojević M, Popović-Ćitić B, Bukvić Branković L, Stojanović M. Students’ SEL skills, disciplinary practices and bullying: Relevance for positive youth development. in Dialogue, diversity and interdisciplinarity in the field of learning and instruction. 2022;:55-55.
https://hdl.handle.net/21.15107/rcub_rfasper_4888 .

Kovačević-Lepojević, Marina, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Stojanović, Marija, "Students’ SEL skills, disciplinary practices and bullying: Relevance for positive youth development" in Dialogue, diversity and interdisciplinarity in the field of learning and instruction (2022):55-55,
https://hdl.handle.net/21.15107/rcub_rfasper_4888 .

TY  - CONF
AU  - Stojanović, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4765
AB  - Sa razvojem i usloţnjavanjem društva, škola sve više postaje mesto koje okuplja pripadnike
različitih kulturalnih grupa. Izraţena različitost u školskom setingu često se dovodi u vezu sa
ispoljavanjem vršnjačkog nasilja, diskriminacije i govora mrţnje prema učenicima koji pripadaju
kulturološki drugačijim grupama, što posledično vodi do školskog neuspeha, niţeg stepena
angaţovanosti u obavljanju školskih aktivnosti, veće stope napuštanja školovanja, te izraţenije
prevalencije delinkventnog i kriminalnog ponašanja. Stoga se uvaţavanje različitosti u školskom
okruţenju smatra jednom od najznačajnijih vrednosti kojoj se aktuelno teţi, sa pretpostavkom da se
time stvara stabilna osnova za dostizanje punih potencijala svih učenika, pruţanje jednakih
obrazovnih mogućnosti i razvoj svrsishodnih interakcija u interkulturalnom okruţenju. Cilj ovog rada
je pregled, analiza i sumiranje istraţivačkih rezultata o tome da li i u kojim uslovima uvaţavanje
različitosti u školskom okruţenju ima funkciju prevencije problema ponašanja učenika. Generalno,
nalazi istraţivanja ukazuju da je učenička percepcija uvaţavanja različitosti u školi veoma bitan
faktor njihovog akademskog (viši nivo akademske efikasnosti, akademskog postignuća, bolji kvalitet
školskog ţivota), ličnog i socijalnog funkcionisanja (manji broj problema u ponašanju i pozitivnije
socio-emocionalno funkcionisanje), naročito kod pripadnika manjinskih grupa. MeĎutim, rezultati
sugerišu i da je uvaţavanje različitosti u školskom okruţenju u funkciji prevencije problema ponašanja
učenika tek onda kada proţima sve aspekte institucionalnog funkcionisanja škole (vrednosti, uverenja,
norme, pravila, procedure, nastavni plan i program, obuke nastavnika) i članova školskog osoblja
(manifestovanje uvaţavanja različitosti na kognitivnom, afektivnom i bihejvioralnom nivou u odnosu
sa kolegama i relaciji sa učenicima), što se odraţava na viši stepen senzibilisanosti učenika na
različitost. U tom smislu, moţe se izvesti jasan zaključak da je uvaţavanje različitosti u školskom
kontekstu snaţan resurs za prevenciju problema ponašanja učenika onda kada promocija ove
vrednosti egzistira u svim domenima funkcionisanja obrazovno-vaspitnog sistema.
AB  - With the development and complexity of society, school increasingly becomes a place that gathers
members of different cultural groups. Expressed diversity in the school setting is often associated with the
manifestation of peer violence, discrimination and hate speech towards students who belong to culturally
different groups, which consequently leads to school failure, a lower degree of engagement in school activities, a
higher dropout rate, and a higher prevalence delinquent and criminal behavior. Therefore, respect for diversity
in the school environment is considered as one of the most important values that is currently being pursued, with
the assumption that it creates a stable basis for reaching the full potential of all students, providing equal
educational opportunities and developing purposeful interactions in an intercultural environment. The aim of
this work is to review, analyze and summarize the research results on whether and under what conditions the
respecting of diversity in the school environment has the function of preventing student behavior problems. In
general, research findings indicate that students' perception of respect for diversity at school is a very important
factor in their academic (higher level of academic efficiency, academic achievement, better quality of school
life), personal and social functioning (fewer behavioral problems and more positive socio-emotional
functioning), especially among members of minority groups. However, the results also suggest that respect for
diversity in the school environment is a function of preventing student behavior problems only when it permeates
all aspects of the school's institutional functioning (values, beliefs, norms, rules, procedures, curriculum, teacher
training) and school staff members (manifesting respecting of diversity on a cognitive, affective and behavioral
level in the relationship with colleagues and in the relationship with students), which is reflected in a higher
degree of sensitivity of students to diversity. In this sense, a clear conclusion can be drawn that respect for
diversity in the school context is a strong resource for preventing student behavior problems when the promotion
of this value exists in all domains of the functioning of the educational system.
PB  - Centar modernih znanja, Banja Luka
PB  - Resursni centar za specijalnu edukaciju, Beograd
C3  - Poremećaji u ponašanju djece i mladih
T1  - Uvažavanje različitosti u školskom okruženju u funkciji prevencije problema ponašanja učenika
T1  - Respecting diversity in the school environment as a function of preventing student behavior problems
EP  - 474
SP  - 464
DO  - 10.7251/ZCMZ0122464S
ER  - 

@conference{
author = "Stojanović, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija",
year = "2022",
abstract = "Sa razvojem i usloţnjavanjem društva, škola sve više postaje mesto koje okuplja pripadnike
različitih kulturalnih grupa. Izraţena različitost u školskom setingu često se dovodi u vezu sa
ispoljavanjem vršnjačkog nasilja, diskriminacije i govora mrţnje prema učenicima koji pripadaju
kulturološki drugačijim grupama, što posledično vodi do školskog neuspeha, niţeg stepena
angaţovanosti u obavljanju školskih aktivnosti, veće stope napuštanja školovanja, te izraţenije
prevalencije delinkventnog i kriminalnog ponašanja. Stoga se uvaţavanje različitosti u školskom
okruţenju smatra jednom od najznačajnijih vrednosti kojoj se aktuelno teţi, sa pretpostavkom da se
time stvara stabilna osnova za dostizanje punih potencijala svih učenika, pruţanje jednakih
obrazovnih mogućnosti i razvoj svrsishodnih interakcija u interkulturalnom okruţenju. Cilj ovog rada
je pregled, analiza i sumiranje istraţivačkih rezultata o tome da li i u kojim uslovima uvaţavanje
različitosti u školskom okruţenju ima funkciju prevencije problema ponašanja učenika. Generalno,
nalazi istraţivanja ukazuju da je učenička percepcija uvaţavanja različitosti u školi veoma bitan
faktor njihovog akademskog (viši nivo akademske efikasnosti, akademskog postignuća, bolji kvalitet
školskog ţivota), ličnog i socijalnog funkcionisanja (manji broj problema u ponašanju i pozitivnije
socio-emocionalno funkcionisanje), naročito kod pripadnika manjinskih grupa. MeĎutim, rezultati
sugerišu i da je uvaţavanje različitosti u školskom okruţenju u funkciji prevencije problema ponašanja
učenika tek onda kada proţima sve aspekte institucionalnog funkcionisanja škole (vrednosti, uverenja,
norme, pravila, procedure, nastavni plan i program, obuke nastavnika) i članova školskog osoblja
(manifestovanje uvaţavanja različitosti na kognitivnom, afektivnom i bihejvioralnom nivou u odnosu
sa kolegama i relaciji sa učenicima), što se odraţava na viši stepen senzibilisanosti učenika na
različitost. U tom smislu, moţe se izvesti jasan zaključak da je uvaţavanje različitosti u školskom
kontekstu snaţan resurs za prevenciju problema ponašanja učenika onda kada promocija ove
vrednosti egzistira u svim domenima funkcionisanja obrazovno-vaspitnog sistema., With the development and complexity of society, school increasingly becomes a place that gathers
members of different cultural groups. Expressed diversity in the school setting is often associated with the
manifestation of peer violence, discrimination and hate speech towards students who belong to culturally
different groups, which consequently leads to school failure, a lower degree of engagement in school activities, a
higher dropout rate, and a higher prevalence delinquent and criminal behavior. Therefore, respect for diversity
in the school environment is considered as one of the most important values that is currently being pursued, with
the assumption that it creates a stable basis for reaching the full potential of all students, providing equal
educational opportunities and developing purposeful interactions in an intercultural environment. The aim of
this work is to review, analyze and summarize the research results on whether and under what conditions the
respecting of diversity in the school environment has the function of preventing student behavior problems. In
general, research findings indicate that students' perception of respect for diversity at school is a very important
factor in their academic (higher level of academic efficiency, academic achievement, better quality of school
life), personal and social functioning (fewer behavioral problems and more positive socio-emotional
functioning), especially among members of minority groups. However, the results also suggest that respect for
diversity in the school environment is a function of preventing student behavior problems only when it permeates
all aspects of the school's institutional functioning (values, beliefs, norms, rules, procedures, curriculum, teacher
training) and school staff members (manifesting respecting of diversity on a cognitive, affective and behavioral
level in the relationship with colleagues and in the relationship with students), which is reflected in a higher
degree of sensitivity of students to diversity. In this sense, a clear conclusion can be drawn that respect for
diversity in the school context is a strong resource for preventing student behavior problems when the promotion
of this value exists in all domains of the functioning of the educational system.",
publisher = "Centar modernih znanja, Banja Luka, Resursni centar za specijalnu edukaciju, Beograd",
journal = "Poremećaji u ponašanju djece i mladih",
title = "Uvažavanje različitosti u školskom okruženju u funkciji prevencije problema ponašanja učenika, Respecting diversity in the school environment as a function of preventing student behavior problems",
pages = "474-464",
doi = "10.7251/ZCMZ0122464S"
}

Stojanović, M., Popović-Ćitić, B.,& Bukvić Branković, L.. (2022). Uvažavanje različitosti u školskom okruženju u funkciji prevencije problema ponašanja učenika. in Poremećaji u ponašanju djece i mladih
Centar modernih znanja, Banja Luka., 464-474.
https://doi.org/10.7251/ZCMZ0122464S

Stojanović M, Popović-Ćitić B, Bukvić Branković L. Uvažavanje različitosti u školskom okruženju u funkciji prevencije problema ponašanja učenika. in Poremećaji u ponašanju djece i mladih. 2022;:464-474.
doi:10.7251/ZCMZ0122464S .

Stojanović, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, "Uvažavanje različitosti u školskom okruženju u funkciji prevencije problema ponašanja učenika" in Poremećaji u ponašanju djece i mladih (2022):464-474,
https://doi.org/10.7251/ZCMZ0122464S . .

TY  - BOOK
AU  - Bukvić Branković, Lidija
AU  - Popović-Ćitić, Branislava
AU  - Stojanović, Marija
AU  - Popović, Vesna
AU  - Michel, Larsen
AU  - Tine, Kaarup
AU  - Maria, Lee
AU  - Daniela, Jovanovic Bramsen
AU  - Bojana, Stojković
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4504
PB  - CEPORA – Centar za pozitivan razvoj dece i omladine, Beograd
PB  - CEPORA - Center for Positive Youth Development
T2  - BUDI PROFESIONALAC: Trening za primenu profesionalnih principa u omladinskom radu/ACT AS PROFESSIONALS: Training module for the use of professional principles in youth work
T1  - BUDI PROFESIONALAC: Trening za primenu profesionalnih principa u omladinskom radu
T1  - ACT AS PROFESSIONALS: Training module for the use of professional principles in youth work
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4504
ER  - 

@book{
author = "Bukvić Branković, Lidija and Popović-Ćitić, Branislava and Stojanović, Marija and Popović, Vesna and Michel, Larsen and Tine, Kaarup and Maria, Lee and Daniela, Jovanovic Bramsen and Bojana, Stojković",
year = "2022",
publisher = "CEPORA – Centar za pozitivan razvoj dece i omladine, Beograd, CEPORA - Center for Positive Youth Development",
journal = "BUDI PROFESIONALAC: Trening za primenu profesionalnih principa u omladinskom radu/ACT AS PROFESSIONALS: Training module for the use of professional principles in youth work",
title = "BUDI PROFESIONALAC: Trening za primenu profesionalnih principa u omladinskom radu, ACT AS PROFESSIONALS: Training module for the use of professional principles in youth work",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4504"
}

Bukvić Branković, L., Popović-Ćitić, B., Stojanović, M., Popović, V., Michel, L., Tine, K., Maria, L., Daniela, J. B.,& Bojana, S.. (2022). BUDI PROFESIONALAC: Trening za primenu profesionalnih principa u omladinskom radu. in BUDI PROFESIONALAC: Trening za primenu profesionalnih principa u omladinskom radu/ACT AS PROFESSIONALS: Training module for the use of professional principles in youth work
CEPORA – Centar za pozitivan razvoj dece i omladine, Beograd..
https://hdl.handle.net/21.15107/rcub_rfasper_4504

Bukvić Branković L, Popović-Ćitić B, Stojanović M, Popović V, Michel L, Tine K, Maria L, Daniela JB, Bojana S. BUDI PROFESIONALAC: Trening za primenu profesionalnih principa u omladinskom radu. in BUDI PROFESIONALAC: Trening za primenu profesionalnih principa u omladinskom radu/ACT AS PROFESSIONALS: Training module for the use of professional principles in youth work. 2022;.
https://hdl.handle.net/21.15107/rcub_rfasper_4504 .

Bukvić Branković, Lidija, Popović-Ćitić, Branislava, Stojanović, Marija, Popović, Vesna, Michel, Larsen, Tine, Kaarup, Maria, Lee, Daniela, Jovanovic Bramsen, Bojana, Stojković, "BUDI PROFESIONALAC: Trening za primenu profesionalnih principa u omladinskom radu" in BUDI PROFESIONALAC: Trening za primenu profesionalnih principa u omladinskom radu/ACT AS PROFESSIONALS: Training module for the use of professional principles in youth work (2022),
https://hdl.handle.net/21.15107/rcub_rfasper_4504 .

TY  - CONF
AU  - Kovačević-Lepojević, Marina
AU  - Stojanović, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Mijatović, Luka
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4752
AB  - Istraživači učestalo potvrđuju povezanost socioemocionalnih kompetencija i emocionalne angažovanosti učenika sa pozitivnim razvojnim ishodima i boljim postignućem. Ređe se postavlja pitanje jesu li socioemocionalno kompetentniji učenici i srećniji, kao i koja je uloga emocionalne angažovanosti s tim u vezi. Cilj ovog rada predstavlja sagledavanje povezanosti socioemocionalnih veština i emocionalne angažovanosti učenika beogradskih srednjih škola sa zadovoljstvom životom. Ukupno 860 učenika (40.4% učenika muškog pola) popunilo je: 1) Skalu socioemocionalnih veština učenika (Delaware School Climate Survey – Student SEL Skills Scale) kojom se procenjuju odgovornost, socijalna svesnost, samoregulacija i veštine uspostavljanja i održavanja odnosa sa drugima; 2) Skalu emocionalne angažovanosti učenika (Delaware School Climate Survey – Student Emotional Engagement Scale) koja daje opštu meru emocionalne angažovanosti; i 3) Kratku višedimenzionalnu skalu zadovoljstva životom (Brief Multidimensional Students’ Life Scale). Rezultati istraživanja ukazuju na to da socioemocionalne kompetencije i emocionalna angažovanost kao set prediktorskih varijabli objašnjavaju oko 38% varijanse zadovoljstva životom kod učenika (R = .61, R2 = .38, F (6649.19) = 62.12, p < .001), pri čemu se kao značajni pojedinačni prediktori izdvajaju veštine uspostavljanja i održavanja odnosa (β = .30; p < .001) i socijalna svesnost (β = -.14; p < .001). Dodatno, utvrđeno je da emocionalna angažovanost predstavlja značajan medijator u objašnjenju povezanosti većine ispitivanih socioemocionalnih veština učenika (veštine uspostavljanja i održavanja odnosa (z = 6.733, p < .001); socijalne svesnosti (z = 5.640, p < .001) i samoregulacije (z = 4.629, p < .001) sa zadovoljstvom životom. Rezultati ukazuju na važnost stimulisanja emocionalne angažovanosti učenika u školama, kako bi se stekli uslovi za ostvarivanje ličnih potencijala i dobrobiti učenika.
PB  - Društvo psihologa Srbije
C3  - 70. Kongres psihologa Srbije – Psihologija između profesije i nauke
T1  - Socioemocionalne kompetencije, emocionalna angažovanost i zadovoljstvo životom kod beogradskih srednjoškolaca
EP  - 61
SP  - 60
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4752
ER  - 

@conference{
author = "Kovačević-Lepojević, Marina and Stojanović, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Mijatović, Luka",
year = "2022",
abstract = "Istraživači učestalo potvrđuju povezanost socioemocionalnih kompetencija i emocionalne angažovanosti učenika sa pozitivnim razvojnim ishodima i boljim postignućem. Ređe se postavlja pitanje jesu li socioemocionalno kompetentniji učenici i srećniji, kao i koja je uloga emocionalne angažovanosti s tim u vezi. Cilj ovog rada predstavlja sagledavanje povezanosti socioemocionalnih veština i emocionalne angažovanosti učenika beogradskih srednjih škola sa zadovoljstvom životom. Ukupno 860 učenika (40.4% učenika muškog pola) popunilo je: 1) Skalu socioemocionalnih veština učenika (Delaware School Climate Survey – Student SEL Skills Scale) kojom se procenjuju odgovornost, socijalna svesnost, samoregulacija i veštine uspostavljanja i održavanja odnosa sa drugima; 2) Skalu emocionalne angažovanosti učenika (Delaware School Climate Survey – Student Emotional Engagement Scale) koja daje opštu meru emocionalne angažovanosti; i 3) Kratku višedimenzionalnu skalu zadovoljstva životom (Brief Multidimensional Students’ Life Scale). Rezultati istraživanja ukazuju na to da socioemocionalne kompetencije i emocionalna angažovanost kao set prediktorskih varijabli objašnjavaju oko 38% varijanse zadovoljstva životom kod učenika (R = .61, R2 = .38, F (6649.19) = 62.12, p < .001), pri čemu se kao značajni pojedinačni prediktori izdvajaju veštine uspostavljanja i održavanja odnosa (β = .30; p < .001) i socijalna svesnost (β = -.14; p < .001). Dodatno, utvrđeno je da emocionalna angažovanost predstavlja značajan medijator u objašnjenju povezanosti većine ispitivanih socioemocionalnih veština učenika (veštine uspostavljanja i održavanja odnosa (z = 6.733, p < .001); socijalne svesnosti (z = 5.640, p < .001) i samoregulacije (z = 4.629, p < .001) sa zadovoljstvom životom. Rezultati ukazuju na važnost stimulisanja emocionalne angažovanosti učenika u školama, kako bi se stekli uslovi za ostvarivanje ličnih potencijala i dobrobiti učenika.",
publisher = "Društvo psihologa Srbije",
journal = "70. Kongres psihologa Srbije – Psihologija između profesije i nauke",
title = "Socioemocionalne kompetencije, emocionalna angažovanost i zadovoljstvo životom kod beogradskih srednjoškolaca",
pages = "61-60",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4752"
}

Kovačević-Lepojević, M., Stojanović, M., Popović-Ćitić, B., Bukvić Branković, L.,& Mijatović, L.. (2022). Socioemocionalne kompetencije, emocionalna angažovanost i zadovoljstvo životom kod beogradskih srednjoškolaca. in 70. Kongres psihologa Srbije – Psihologija između profesije i nauke
Društvo psihologa Srbije., 60-61.
https://hdl.handle.net/21.15107/rcub_rfasper_4752

Kovačević-Lepojević M, Stojanović M, Popović-Ćitić B, Bukvić Branković L, Mijatović L. Socioemocionalne kompetencije, emocionalna angažovanost i zadovoljstvo životom kod beogradskih srednjoškolaca. in 70. Kongres psihologa Srbije – Psihologija između profesije i nauke. 2022;:60-61.
https://hdl.handle.net/21.15107/rcub_rfasper_4752 .

Kovačević-Lepojević, Marina, Stojanović, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Mijatović, Luka, "Socioemocionalne kompetencije, emocionalna angažovanost i zadovoljstvo životom kod beogradskih srednjoškolaca" in 70. Kongres psihologa Srbije – Psihologija između profesije i nauke (2022):60-61,
https://hdl.handle.net/21.15107/rcub_rfasper_4752 .

TY  - CONF
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Stojanović, Marija
AU  - Popović, Vesna
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić, Ana
AU  - Kovačević, Milica
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4751
AB  - Uvažavajući napore u razvoju omladinskog rada u Republici Srbiji, CEPORA – Centar za pozitivan razvoj dece i omladine, Nacionalna asocijacija praktičara/ki omladinskog rada i tim terenskih radnika pri gradskoj opštini Aarhus iz Danske, sproveli su, u periodu od 2020. do 2022. godine, Erazmus+ projekat strateškog partnerstva „Budi profesionalac: unapređenje prakse omladinskog rada sa mladima sa smanjenim mogućnostima”. Nakon serije sastanaka i aktivnosti za razmenu iskustava, kreiran je dinamičan trening za omladinske radnike, čiju glavnu specifičnost čini upotreba primenjene drame kao alata za učenje. Trening sesije sačinjene su od niza iskustvenih zadataka i scenarija kroz koje učesnici, uz vođstvo trenera, testiraju svoja uverenja, znanja i veštine i jačaju svoje kompetencije primene profesionalnih principa u praksi i reagovanja u problemskim siutacijama kroz iskustveno učenje. Trening je tokom projekta pilotiran sa grupom omladinskih radnika i stručnjaka iz oblasti društveno-humanističkih nauka, a njegova finalna verzija, uključujući i prikaz konteksta omladinskog rada, profesionalnih principa i izazova sa kojima se omladinski radnici susreću u svom radu objavljeni su u publikaciji „Budi profesionalac: trening za primenu profesionalnih principa u omladinskom radu”. Sveobuhvatna publikacija sumira savremena saznanja u ovoj oblasti i predstavlja značajan resurs svima koji sprovode direktan rad sa mladima, a posebno sa mladima iz različitih osetljivih grupa. Rezultati projekta predstavljeni su na događajima u Srbiji i Danskoj, a kreiran je i prateći priručnik za sve učesnike treninga. Materijali nastali u sklopu projekta dostupni su, bez naknade, na sajtu: www.cepora.org.
AB  - Acknowledging the efforts in the development of youth work in the Republic of Serbia, CEPORA - Center for Positive Youth Development, the National Association of Youth Work Practitioners and the team of field workers in the municipality of Aarhus from Denmark, conducted, in the period from 2020 to 2022, an Erasmus + strategic partnership project “Act As Professionals – Improvement of the youth work practice with young people with fewer opportunities”. After a series of meetings and activities for the exchange of experiences, a dynamic training was created for youth workers, whose main specificity is the use of applied drama as a learning tool. The training sessions consist of a series of experiential tasks and scenarios through which participants, under the guidance of the trainer, test their beliefs, knowledge and skills and strengthen their competencies of applying professional principles in practice and responding to problem situations through experiential learning. During the project, the training was piloted with a group of youth workers and experts in the social sciences and humanities, and its final version, including the context of youth work, professional principles and challenges faced by youth workers in their work were published in the publication “Act as Professionals – Training module for the use of professional principles in youth work”. The comprehensive publication summarizes current knowledge in this field and is a significant resource for all those who conduct direct work with young people, especially with young people from different vulnerable groups. The results of the project were presented at events in Serbia and Denmark, and an accompanying manual was created for all training participants. Materials created as part of the project are available, free of charge, at: www.cepora.org.
PB  - Udruženje za podršku i kreativni razvoj djece i mladih
C3  - 13. međunarodna naučno-stručna konferencija – Unapređenje kvalitete života djece i mladih
T1  - Profesionalni principi u radu sa mladima iz osetljivih grupa: kreiranje treninga za praktičare omladinskog rada
T1  - Professional principles in working with young people from vulnerable groups: Creating a training for youth work practitioners
EP  - 874
SP  - 865
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4751
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Stojanović, Marija and Popović, Vesna and Kovačević-Lepojević, Marina and Paraušić, Ana and Kovačević, Milica",
year = "2022",
abstract = "Uvažavajući napore u razvoju omladinskog rada u Republici Srbiji, CEPORA – Centar za pozitivan razvoj dece i omladine, Nacionalna asocijacija praktičara/ki omladinskog rada i tim terenskih radnika pri gradskoj opštini Aarhus iz Danske, sproveli su, u periodu od 2020. do 2022. godine, Erazmus+ projekat strateškog partnerstva „Budi profesionalac: unapređenje prakse omladinskog rada sa mladima sa smanjenim mogućnostima”. Nakon serije sastanaka i aktivnosti za razmenu iskustava, kreiran je dinamičan trening za omladinske radnike, čiju glavnu specifičnost čini upotreba primenjene drame kao alata za učenje. Trening sesije sačinjene su od niza iskustvenih zadataka i scenarija kroz koje učesnici, uz vođstvo trenera, testiraju svoja uverenja, znanja i veštine i jačaju svoje kompetencije primene profesionalnih principa u praksi i reagovanja u problemskim siutacijama kroz iskustveno učenje. Trening je tokom projekta pilotiran sa grupom omladinskih radnika i stručnjaka iz oblasti društveno-humanističkih nauka, a njegova finalna verzija, uključujući i prikaz konteksta omladinskog rada, profesionalnih principa i izazova sa kojima se omladinski radnici susreću u svom radu objavljeni su u publikaciji „Budi profesionalac: trening za primenu profesionalnih principa u omladinskom radu”. Sveobuhvatna publikacija sumira savremena saznanja u ovoj oblasti i predstavlja značajan resurs svima koji sprovode direktan rad sa mladima, a posebno sa mladima iz različitih osetljivih grupa. Rezultati projekta predstavljeni su na događajima u Srbiji i Danskoj, a kreiran je i prateći priručnik za sve učesnike treninga. Materijali nastali u sklopu projekta dostupni su, bez naknade, na sajtu: www.cepora.org., Acknowledging the efforts in the development of youth work in the Republic of Serbia, CEPORA - Center for Positive Youth Development, the National Association of Youth Work Practitioners and the team of field workers in the municipality of Aarhus from Denmark, conducted, in the period from 2020 to 2022, an Erasmus + strategic partnership project “Act As Professionals – Improvement of the youth work practice with young people with fewer opportunities”. After a series of meetings and activities for the exchange of experiences, a dynamic training was created for youth workers, whose main specificity is the use of applied drama as a learning tool. The training sessions consist of a series of experiential tasks and scenarios through which participants, under the guidance of the trainer, test their beliefs, knowledge and skills and strengthen their competencies of applying professional principles in practice and responding to problem situations through experiential learning. During the project, the training was piloted with a group of youth workers and experts in the social sciences and humanities, and its final version, including the context of youth work, professional principles and challenges faced by youth workers in their work were published in the publication “Act as Professionals – Training module for the use of professional principles in youth work”. The comprehensive publication summarizes current knowledge in this field and is a significant resource for all those who conduct direct work with young people, especially with young people from different vulnerable groups. The results of the project were presented at events in Serbia and Denmark, and an accompanying manual was created for all training participants. Materials created as part of the project are available, free of charge, at: www.cepora.org.",
publisher = "Udruženje za podršku i kreativni razvoj djece i mladih",
journal = "13. međunarodna naučno-stručna konferencija – Unapređenje kvalitete života djece i mladih",
title = "Profesionalni principi u radu sa mladima iz osetljivih grupa: kreiranje treninga za praktičare omladinskog rada, Professional principles in working with young people from vulnerable groups: Creating a training for youth work practitioners",
pages = "874-865",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4751"
}

Popović-Ćitić, B., Bukvić Branković, L., Stojanović, M., Popović, V., Kovačević-Lepojević, M., Paraušić, A.,& Kovačević, M.. (2022). Profesionalni principi u radu sa mladima iz osetljivih grupa: kreiranje treninga za praktičare omladinskog rada. in 13. međunarodna naučno-stručna konferencija – Unapređenje kvalitete života djece i mladih
Udruženje za podršku i kreativni razvoj djece i mladih., 865-874.
https://hdl.handle.net/21.15107/rcub_rfasper_4751

Popović-Ćitić B, Bukvić Branković L, Stojanović M, Popović V, Kovačević-Lepojević M, Paraušić A, Kovačević M. Profesionalni principi u radu sa mladima iz osetljivih grupa: kreiranje treninga za praktičare omladinskog rada. in 13. međunarodna naučno-stručna konferencija – Unapređenje kvalitete života djece i mladih. 2022;:865-874.
https://hdl.handle.net/21.15107/rcub_rfasper_4751 .

Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Stojanović, Marija, Popović, Vesna, Kovačević-Lepojević, Marina, Paraušić, Ana, Kovačević, Milica, "Profesionalni principi u radu sa mladima iz osetljivih grupa: kreiranje treninga za praktičare omladinskog rada" in 13. međunarodna naučno-stručna konferencija – Unapređenje kvalitete života djece i mladih (2022):865-874,
https://hdl.handle.net/21.15107/rcub_rfasper_4751 .

TY  - CONF
AU  - Stojanović, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Kovačević-Lepojević, Marina
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4753
AB  - Prema aktuelnim saznanjima, nastava u osnovnim školama u našoj zemlji je od početka pandemije pretežno realizovana kroz kombinovani model nastave, koji je podrazumevao organizovanje nastave neposredno u školi i putem nastave na daljinu. U ovakvim uslovima organizacije obrazovnovaspitnog rada, učenici su značajan deo nastavnog gradiva usvajali u kućnim uslovima uz neminovnu uključenost donekle nespremnih roditelja. Usled toga, pitanje koje je posebno dobilo na značaju tiče se saradnje nastavnika i roditelja na planu olakšavanja učenicima da u kućnom okruženju ostvare predviđene ishode učenja. Kako bi se sagledalo u kojoj meri su nastavnici osnovnih škola tokom kombinovanog modela nastave sarađivali sa roditeljima zarad pospešivanja procesa učenja učenika u kućnim uslovima, sprovedeno je istraživanje na uzorku od 479 predmetnih nastavnika (19% muškog pola) iz različitih gradova širom Srbije, prosečne starosti od 43.77 godina sa prosečnim radnim stažom u obrazovanju od 15.69 godina, koji su nastavu tokom školske 2020/21. godine realizovali po kombinovanom modelu. U cilju dobijanja odgovora na postavljeno istraživačko pitanje, primenjena je podskala Učenje kod kuće (α = .84), koja je deo Upitnika za nastavnike o uključenosti roditelja (Teacher Survey on Parental Involvement; α = .95), baziranog na modelu Epstajnove o šest dimenzija saradnje sa roditeljima (roditeljstvo, komunikacija, volontiranje, učenje kod kuće, donošenje odluka, saradnja sa zajednicom). Rezultati ukazuju da su nastavnici u umereno visokoj meri sarađivali sa roditeljima radi olakšavanja učenicima proces učenja kod kuće (M = 3.76, SD = .76), bez evidentiranih značajnih starosnih razlika (r = 0.08, p = .08). Detaljnije, oko 86% nastavnika izjavljuje da su podsticali roditelje da svakodnevno proveravaju domaće zadatke svoje dece, informisali ih o veštinama koje su potrebne za svaki predmet, davali im ideje kako da najbolje pomognu svojoj deci u izradi domaćih zadataka, unapređivanju veština za različite predmete i pripremi za ocenjivanje. Skoro svi ispitani nastavnici (94.2%) ističu da su ukazivali roditeljima na dopunske aktivnosti koje podržavaju učenje u učionici. Na temelju prikazanih rezultata može se zaključiti da značajan procenat nastavnika izveštava o zadovoljavajućem nivou saradnje sa roditeljima na planu olakšavanja procesa učenja učenika kod kuće. Ipak, uključivanje roditeljske perspektive po ovom pitanju pružilo bi kompletnu sliku, te je to ujedno i preporuka za buduća istraživanja.
PB  - Društvo psihologa Srbije
C3  - 70. Kongres psihologa Srbije – Psihologija između profesije i nauke
T1  - Saradnja nastavnika sa roditeljima učenika osnovnih škola na planu pospešivanja učenja kod kuće tokom kombinovanog modela nastave
EP  - 58
SP  - 57
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4753
ER  - 

@conference{
author = "Stojanović, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Kovačević-Lepojević, Marina",
year = "2022",
abstract = "Prema aktuelnim saznanjima, nastava u osnovnim školama u našoj zemlji je od početka pandemije pretežno realizovana kroz kombinovani model nastave, koji je podrazumevao organizovanje nastave neposredno u školi i putem nastave na daljinu. U ovakvim uslovima organizacije obrazovnovaspitnog rada, učenici su značajan deo nastavnog gradiva usvajali u kućnim uslovima uz neminovnu uključenost donekle nespremnih roditelja. Usled toga, pitanje koje je posebno dobilo na značaju tiče se saradnje nastavnika i roditelja na planu olakšavanja učenicima da u kućnom okruženju ostvare predviđene ishode učenja. Kako bi se sagledalo u kojoj meri su nastavnici osnovnih škola tokom kombinovanog modela nastave sarađivali sa roditeljima zarad pospešivanja procesa učenja učenika u kućnim uslovima, sprovedeno je istraživanje na uzorku od 479 predmetnih nastavnika (19% muškog pola) iz različitih gradova širom Srbije, prosečne starosti od 43.77 godina sa prosečnim radnim stažom u obrazovanju od 15.69 godina, koji su nastavu tokom školske 2020/21. godine realizovali po kombinovanom modelu. U cilju dobijanja odgovora na postavljeno istraživačko pitanje, primenjena je podskala Učenje kod kuće (α = .84), koja je deo Upitnika za nastavnike o uključenosti roditelja (Teacher Survey on Parental Involvement; α = .95), baziranog na modelu Epstajnove o šest dimenzija saradnje sa roditeljima (roditeljstvo, komunikacija, volontiranje, učenje kod kuće, donošenje odluka, saradnja sa zajednicom). Rezultati ukazuju da su nastavnici u umereno visokoj meri sarađivali sa roditeljima radi olakšavanja učenicima proces učenja kod kuće (M = 3.76, SD = .76), bez evidentiranih značajnih starosnih razlika (r = 0.08, p = .08). Detaljnije, oko 86% nastavnika izjavljuje da su podsticali roditelje da svakodnevno proveravaju domaće zadatke svoje dece, informisali ih o veštinama koje su potrebne za svaki predmet, davali im ideje kako da najbolje pomognu svojoj deci u izradi domaćih zadataka, unapređivanju veština za različite predmete i pripremi za ocenjivanje. Skoro svi ispitani nastavnici (94.2%) ističu da su ukazivali roditeljima na dopunske aktivnosti koje podržavaju učenje u učionici. Na temelju prikazanih rezultata može se zaključiti da značajan procenat nastavnika izveštava o zadovoljavajućem nivou saradnje sa roditeljima na planu olakšavanja procesa učenja učenika kod kuće. Ipak, uključivanje roditeljske perspektive po ovom pitanju pružilo bi kompletnu sliku, te je to ujedno i preporuka za buduća istraživanja.",
publisher = "Društvo psihologa Srbije",
journal = "70. Kongres psihologa Srbije – Psihologija između profesije i nauke",
title = "Saradnja nastavnika sa roditeljima učenika osnovnih škola na planu pospešivanja učenja kod kuće tokom kombinovanog modela nastave",
pages = "58-57",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4753"
}

Stojanović, M., Popović-Ćitić, B., Bukvić Branković, L.,& Kovačević-Lepojević, M.. (2022). Saradnja nastavnika sa roditeljima učenika osnovnih škola na planu pospešivanja učenja kod kuće tokom kombinovanog modela nastave. in 70. Kongres psihologa Srbije – Psihologija između profesije i nauke
Društvo psihologa Srbije., 57-58.
https://hdl.handle.net/21.15107/rcub_rfasper_4753

Stojanović M, Popović-Ćitić B, Bukvić Branković L, Kovačević-Lepojević M. Saradnja nastavnika sa roditeljima učenika osnovnih škola na planu pospešivanja učenja kod kuće tokom kombinovanog modela nastave. in 70. Kongres psihologa Srbije – Psihologija između profesije i nauke. 2022;:57-58.
https://hdl.handle.net/21.15107/rcub_rfasper_4753 .

Stojanović, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Kovačević-Lepojević, Marina, "Saradnja nastavnika sa roditeljima učenika osnovnih škola na planu pospešivanja učenja kod kuće tokom kombinovanog modela nastave" in 70. Kongres psihologa Srbije – Psihologija između profesije i nauke (2022):57-58,
https://hdl.handle.net/21.15107/rcub_rfasper_4753 .

TY  - CONF
AU  - Stojanović, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Kovačević-Lepojević, Marina
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4703
AB  - Osećaj pripadnosti školi najčešće se definiše kao mera u kojoj se učenici osećaju lično prihvaćenim, poštovanim, uključenim i podržanim od strane drugih aktera školskog okruženja. Tokom poslednje decenije intenzivirani su napori istraživača ka ispitivanju uticaja osećaja pripadnosti školi na različite aspekte funkcionisanja učenika. U cilju sagledavanja povezanosti osećaja pripadnosti školi sa razvojnim ishodima učenika, sproveden je sistematski pregled dostupne naučne literature. Analizirani su rezultati analitičkih i metaanalitičkih studija, objavljeni na srpskom ili engleskom jeziku, u periodu od 2015. do 2022. godine. Pretražene su baze: Google Scholar, KoBSON, PsycINFO i Academia.edu. Na osnovu kvalitativnog sažimanja istraživačkih nalaza, utvrđeno je da osećaj pripadnosti školi pozitivno korelira sa nivoom akademske motivacije, akademskog postignuća, zadovoljstva školom i samoefikasnosti, što konsekventno prevenira različite vidove problema u školovanju. Dodatno , osećaj pripadnosti školi pokazuje se prediktivnim za niži nivo internalizovanih i eksternalizovanih problema, te viši nivo prosocijalnog ponašanja, socio-emocionalnih kompetencija i opšteg blagostanja učenika. Izvedeni nalazi o efektima osećaja pripadnosti školi na pozitivne razvojne ishode učenika upućuju na opravdanost primene potvrđeno efektivnih pristupa i intervencija usmerenih na unapređivanje osećaja pripadnosti školi.
AB  - Sense of school belonging is most often defined as the extent to which students feel personally accepted, respected, included and supported by other actors in the school environment. Over the last decade, researchers' efforts to examine the impact of school affiliation on various aspects of student functioning have intensified. In order to understand the connection between the sense of school belonging and the developmental outcomes of students, a systematic review of the available scientific literature was conducted. The results of analytical and meta-analytical studies, published in Serbian or English, in the period from 2015 to 2022, were analyzed. Databases searched: Google Scholar, KoBSON, PsycINFO and Academia.edu. Based on a qualitative summary of research findings, it was found that the sense of school belonging is positively correlated with the level of academic motivation, academic achievement, school satisfaction and self-efficacy, which consistently prevents various types of problems in schooling. In addition, the sense of school belonging proves to be predictive for the lower level of internalized and externalized problems, and the higher level of prosocial behavior, socio-emotional competencies and general well-being of students. Derived findings on the effects of the sense of school belonging on the positive developmental outcomes of students indicate the justification of the application of proven effective approaches and interventions aimed at improving the sense of school belonging.
PB  - University of Belgrade - Teacher Education Faculty
C3  - Međunarodni naučni skup  Novi horizonti vaspitanja i obrazovanja  Univerzitet u Beogradu  Učiteljski fakultet  28.5.2022./International Scientific Conference, New Horizons in Education
T1  - Povezanost osećaja pripadnosti školi sa pozitivnim razvojnim ishodima učenika
T1  - The relationship between sense of school belonging and positive developmental outcomes for students
EP  - 143
SP  - 142
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4703
ER  - 

@conference{
author = "Stojanović, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Kovačević-Lepojević, Marina",
year = "2022",
abstract = "Osećaj pripadnosti školi najčešće se definiše kao mera u kojoj se učenici osećaju lično prihvaćenim, poštovanim, uključenim i podržanim od strane drugih aktera školskog okruženja. Tokom poslednje decenije intenzivirani su napori istraživača ka ispitivanju uticaja osećaja pripadnosti školi na različite aspekte funkcionisanja učenika. U cilju sagledavanja povezanosti osećaja pripadnosti školi sa razvojnim ishodima učenika, sproveden je sistematski pregled dostupne naučne literature. Analizirani su rezultati analitičkih i metaanalitičkih studija, objavljeni na srpskom ili engleskom jeziku, u periodu od 2015. do 2022. godine. Pretražene su baze: Google Scholar, KoBSON, PsycINFO i Academia.edu. Na osnovu kvalitativnog sažimanja istraživačkih nalaza, utvrđeno je da osećaj pripadnosti školi pozitivno korelira sa nivoom akademske motivacije, akademskog postignuća, zadovoljstva školom i samoefikasnosti, što konsekventno prevenira različite vidove problema u školovanju. Dodatno , osećaj pripadnosti školi pokazuje se prediktivnim za niži nivo internalizovanih i eksternalizovanih problema, te viši nivo prosocijalnog ponašanja, socio-emocionalnih kompetencija i opšteg blagostanja učenika. Izvedeni nalazi o efektima osećaja pripadnosti školi na pozitivne razvojne ishode učenika upućuju na opravdanost primene potvrđeno efektivnih pristupa i intervencija usmerenih na unapređivanje osećaja pripadnosti školi., Sense of school belonging is most often defined as the extent to which students feel personally accepted, respected, included and supported by other actors in the school environment. Over the last decade, researchers' efforts to examine the impact of school affiliation on various aspects of student functioning have intensified. In order to understand the connection between the sense of school belonging and the developmental outcomes of students, a systematic review of the available scientific literature was conducted. The results of analytical and meta-analytical studies, published in Serbian or English, in the period from 2015 to 2022, were analyzed. Databases searched: Google Scholar, KoBSON, PsycINFO and Academia.edu. Based on a qualitative summary of research findings, it was found that the sense of school belonging is positively correlated with the level of academic motivation, academic achievement, school satisfaction and self-efficacy, which consistently prevents various types of problems in schooling. In addition, the sense of school belonging proves to be predictive for the lower level of internalized and externalized problems, and the higher level of prosocial behavior, socio-emotional competencies and general well-being of students. Derived findings on the effects of the sense of school belonging on the positive developmental outcomes of students indicate the justification of the application of proven effective approaches and interventions aimed at improving the sense of school belonging.",
publisher = "University of Belgrade - Teacher Education Faculty",
journal = "Međunarodni naučni skup  Novi horizonti vaspitanja i obrazovanja  Univerzitet u Beogradu  Učiteljski fakultet  28.5.2022./International Scientific Conference, New Horizons in Education",
title = "Povezanost osećaja pripadnosti školi sa pozitivnim razvojnim ishodima učenika, The relationship between sense of school belonging and positive developmental outcomes for students",
pages = "143-142",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4703"
}

Stojanović, M., Popović-Ćitić, B., Bukvić Branković, L.,& Kovačević-Lepojević, M.. (2022). Povezanost osećaja pripadnosti školi sa pozitivnim razvojnim ishodima učenika. in Međunarodni naučni skup  Novi horizonti vaspitanja i obrazovanja  Univerzitet u Beogradu  Učiteljski fakultet  28.5.2022./International Scientific Conference, New Horizons in Education
University of Belgrade - Teacher Education Faculty., 142-143.
https://hdl.handle.net/21.15107/rcub_rfasper_4703

Stojanović M, Popović-Ćitić B, Bukvić Branković L, Kovačević-Lepojević M. Povezanost osećaja pripadnosti školi sa pozitivnim razvojnim ishodima učenika. in Međunarodni naučni skup  Novi horizonti vaspitanja i obrazovanja  Univerzitet u Beogradu  Učiteljski fakultet  28.5.2022./International Scientific Conference, New Horizons in Education. 2022;:142-143.
https://hdl.handle.net/21.15107/rcub_rfasper_4703 .

Stojanović, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Kovačević-Lepojević, Marina, "Povezanost osećaja pripadnosti školi sa pozitivnim razvojnim ishodima učenika" in Međunarodni naučni skup  Novi horizonti vaspitanja i obrazovanja  Univerzitet u Beogradu  Učiteljski fakultet  28.5.2022./International Scientific Conference, New Horizons in Education (2022):142-143,
https://hdl.handle.net/21.15107/rcub_rfasper_4703 .

TY  - CONF
AU  - Bukvić Branković, Lidija
AU  - Popović-Ćitić, Branislava
AU  - Stojanović, Marija
AU  - Kovačević-Lepojević, Marina
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4639
AB  - The paper presents the findings of a research study designed around the connections between developmental assets from the Developmental assets (DA) model and academic failure of elementary school students, conducted in seven Belgrade elementary schools. The research findings indicate the importance of supporting internal assets of students for prevention of academic failure.
AB  - В статье представлены результаты исследования, проведенного в семи начальных школах Белграда, посвященного связям между активами развития (модель активов развития (DA)) и академической неуспеваемостью учащихся начальной школы. Результаты исследования свидетельствуют о важности поддержки внутренних активов учащихся для предотвращения академической неуспеваемости.
PB  - Российский университет дружбы народов
PB  - Peoples' Friendship University of Russia
C3  - Самореализация личности в эпоху цифровизации: глобальные вызовы и возможности
T1  - Connections between developmental assets and academic failure of elementary school students in Belgrade
T1  - Связь между способностями к развитию и академической неуспевемосью учеников начальной школы
EP  - 449
SP  - 444
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4639
ER  - 

@conference{
author = "Bukvić Branković, Lidija and Popović-Ćitić, Branislava and Stojanović, Marija and Kovačević-Lepojević, Marina",
year = "2022",
abstract = "The paper presents the findings of a research study designed around the connections between developmental assets from the Developmental assets (DA) model and academic failure of elementary school students, conducted in seven Belgrade elementary schools. The research findings indicate the importance of supporting internal assets of students for prevention of academic failure., В статье представлены результаты исследования, проведенного в семи начальных школах Белграда, посвященного связям между активами развития (модель активов развития (DA)) и академической неуспеваемостью учащихся начальной школы. Результаты исследования свидетельствуют о важности поддержки внутренних активов учащихся для предотвращения академической неуспеваемости.",
publisher = "Российский университет дружбы народов, Peoples' Friendship University of Russia",
journal = "Самореализация личности в эпоху цифровизации: глобальные вызовы и возможности",
title = "Connections between developmental assets and academic failure of elementary school students in Belgrade, Связь между способностями к развитию и академической неуспевемосью учеников начальной школы",
pages = "449-444",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4639"
}

Bukvić Branković, L., Popović-Ćitić, B., Stojanović, M.,& Kovačević-Lepojević, M.. (2022). Connections between developmental assets and academic failure of elementary school students in Belgrade. in Самореализация личности в эпоху цифровизации: глобальные вызовы и возможности
Российский университет дружбы народов., 444-449.
https://hdl.handle.net/21.15107/rcub_rfasper_4639

Bukvić Branković L, Popović-Ćitić B, Stojanović M, Kovačević-Lepojević M. Connections between developmental assets and academic failure of elementary school students in Belgrade. in Самореализация личности в эпоху цифровизации: глобальные вызовы и возможности. 2022;:444-449.
https://hdl.handle.net/21.15107/rcub_rfasper_4639 .

Bukvić Branković, Lidija, Popović-Ćitić, Branislava, Stojanović, Marija, Kovačević-Lepojević, Marina, "Connections between developmental assets and academic failure of elementary school students in Belgrade" in Самореализация личности в эпоху цифровизации: глобальные вызовы и возможности (2022):444-449,
https://hdl.handle.net/21.15107/rcub_rfasper_4639 .

TY  - CONF
AU  - Stojanović, Marija
AU  - Kovačević-Lepojević, Marina
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4571
AB  - The paper presents the results of a survey on attitudes towards gender equality among students from 11 Belgrade high schools. The obtained findings were discussed in accordance with current knowledge, and served as a basis for drafting recommendations in a practical and research context.
AB  - В статье представлены результаты исследования отношения к гендерному равенству среди учащихся 11 средних школ Белграда. Полученные данные были обсуждены в соответствии с актуельным сазнанжима и послужили основой для разработки рекомендаций в практическом и исследовательском контексте.
PB  - Министерство науки и высшего образования Российской Федерации
PB  - Федеральное государственное бюджетное образовательное учреждение высшего образования "Забайкальский государственный университет"
PB  - Региональный центр инклюзивного образования ЗабГУ
PB  - НАО "Медицинский университет Семей"
C3  - Ракурс развития гендерных отношений в современном мире
T1  - Attitudes of Belgrade high school students about gender equality
T1  - Отношение старшеклассников Белграда к гендерному равенству
EP  - 138
SP  - 133
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4571
ER  - 

@conference{
author = "Stojanović, Marija and Kovačević-Lepojević, Marina and Popović-Ćitić, Branislava and Bukvić Branković, Lidija",
year = "2022",
abstract = "The paper presents the results of a survey on attitudes towards gender equality among students from 11 Belgrade high schools. The obtained findings were discussed in accordance with current knowledge, and served as a basis for drafting recommendations in a practical and research context., В статье представлены результаты исследования отношения к гендерному равенству среди учащихся 11 средних школ Белграда. Полученные данные были обсуждены в соответствии с актуельным сазнанжима и послужили основой для разработки рекомендаций в практическом и исследовательском контексте.",
publisher = "Министерство науки и высшего образования Российской Федерации, Федеральное государственное бюджетное образовательное учреждение высшего образования "Забайкальский государственный университет", Региональный центр инклюзивного образования ЗабГУ, НАО "Медицинский университет Семей"",
journal = "Ракурс развития гендерных отношений в современном мире",
title = "Attitudes of Belgrade high school students about gender equality, Отношение старшеклассников Белграда к гендерному равенству",
pages = "138-133",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4571"
}

Stojanović, M., Kovačević-Lepojević, M., Popović-Ćitić, B.,& Bukvić Branković, L.. (2022). Attitudes of Belgrade high school students about gender equality. in Ракурс развития гендерных отношений в современном мире
Министерство науки и высшего образования Российской Федерации., 133-138.
https://hdl.handle.net/21.15107/rcub_rfasper_4571

Stojanović M, Kovačević-Lepojević M, Popović-Ćitić B, Bukvić Branković L. Attitudes of Belgrade high school students about gender equality. in Ракурс развития гендерных отношений в современном мире. 2022;:133-138.
https://hdl.handle.net/21.15107/rcub_rfasper_4571 .

Stojanović, Marija, Kovačević-Lepojević, Marina, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, "Attitudes of Belgrade high school students about gender equality" in Ракурс развития гендерных отношений в современном мире (2022):133-138,
https://hdl.handle.net/21.15107/rcub_rfasper_4571 .

TY  - CONF
AU  - Kovačević, Milica
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4559
AB  - Pravo na obrazovanje u savremeno doba predstavlja jedno od neprikosnovenih ljudskih prava. Međutim, puna implementacija prava na obrazovanje istovremeno podrazumeva ispunjenost više preduslova. U tom smislu nije dovoljno samo da obrazovanje bude formalno i praktično dostupno svakom građaninu, već se postavlja i pitanje da li svako biva podjednako uvažavan pri realizaciji prava na obrazovanje, bez obzira na lična svojstva kojima se odlikuje, kako kao individua, tako i kao pripadnik određene grupe. Imajući u vidu navedeno, izlaganja u radu su posvećena razmatranju najznačajnijih međunarodnih dokumenata koji se odnose na problematiku ravnopravnosti u obrazovnom kontekstu, odnosno analizi dokumenata koji su u tom domenu relevantni za Srbiju. Autori zaključuju da se u stručnom i javnom diskursu češće govori o problemima u vezi sa dostupnošću obrazovnog procesa pripadnicima različitih marginalizovanih grupa, dok se samim svojstvima i sadržini obrazovnih programa posvećuje nedovoljna pažnja. Ovakvu praksu bi trebalo menjati, imajući u vidu da obrazovni proces i svojim vrednosnim usmerenjem i sadržinom treba da utiče na veličanje ideala ravnopravnosti.
AB  - The right to education in modern-day is one of the fundamental human
rights. However, the full implementation of the right to education implies the
fulfillment of several preconditions. In that sense, it is not enough just that
education is formally and practically accessible to every citizen, but the
question arises whether everyone is equally respected in the realization of the
right to education, regardless of personal characteristics, both as an individual
and as a member of certain groups. Having in mind the above, the paper has
been dedicated to the consideration of the most important international
documents related to the issue of equality in the educational context and also to
the analysis of documents that are relevant in Serbia in that area. The authors
conclude that significant attention has been devoted to problems related to the
accessibility of the educational process to members of various marginalized
groups, while the very content of educational programs has not been given the
appropriate attention. This practice should be changed, bearing in mind that the
educational process, not only with its accessibility, but also with its value
orientation and content, should influence the popularization of the ideal of
equality.
PB  - Univerzitet u Prištini sa privremenim sedištem u Kosovskoj Mitrovici – Pravni fakultet
C3  - Zaštita ljudskih prava i sloboda u svetlu međunarodnih i nacionalnih standarda
T1  - Pravo na obrazovanje i ideal ravnopravnosti
T1  - The right to education and the ideal of equality
EP  - 115
SP  - 105
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4559
ER  - 

@conference{
author = "Kovačević, Milica and Popović-Ćitić, Branislava and Bukvić Branković, Lidija",
year = "2022",
abstract = "Pravo na obrazovanje u savremeno doba predstavlja jedno od neprikosnovenih ljudskih prava. Međutim, puna implementacija prava na obrazovanje istovremeno podrazumeva ispunjenost više preduslova. U tom smislu nije dovoljno samo da obrazovanje bude formalno i praktično dostupno svakom građaninu, već se postavlja i pitanje da li svako biva podjednako uvažavan pri realizaciji prava na obrazovanje, bez obzira na lična svojstva kojima se odlikuje, kako kao individua, tako i kao pripadnik određene grupe. Imajući u vidu navedeno, izlaganja u radu su posvećena razmatranju najznačajnijih međunarodnih dokumenata koji se odnose na problematiku ravnopravnosti u obrazovnom kontekstu, odnosno analizi dokumenata koji su u tom domenu relevantni za Srbiju. Autori zaključuju da se u stručnom i javnom diskursu češće govori o problemima u vezi sa dostupnošću obrazovnog procesa pripadnicima različitih marginalizovanih grupa, dok se samim svojstvima i sadržini obrazovnih programa posvećuje nedovoljna pažnja. Ovakvu praksu bi trebalo menjati, imajući u vidu da obrazovni proces i svojim vrednosnim usmerenjem i sadržinom treba da utiče na veličanje ideala ravnopravnosti., The right to education in modern-day is one of the fundamental human
rights. However, the full implementation of the right to education implies the
fulfillment of several preconditions. In that sense, it is not enough just that
education is formally and practically accessible to every citizen, but the
question arises whether everyone is equally respected in the realization of the
right to education, regardless of personal characteristics, both as an individual
and as a member of certain groups. Having in mind the above, the paper has
been dedicated to the consideration of the most important international
documents related to the issue of equality in the educational context and also to
the analysis of documents that are relevant in Serbia in that area. The authors
conclude that significant attention has been devoted to problems related to the
accessibility of the educational process to members of various marginalized
groups, while the very content of educational programs has not been given the
appropriate attention. This practice should be changed, bearing in mind that the
educational process, not only with its accessibility, but also with its value
orientation and content, should influence the popularization of the ideal of
equality.",
publisher = "Univerzitet u Prištini sa privremenim sedištem u Kosovskoj Mitrovici – Pravni fakultet",
journal = "Zaštita ljudskih prava i sloboda u svetlu međunarodnih i nacionalnih standarda",
title = "Pravo na obrazovanje i ideal ravnopravnosti, The right to education and the ideal of equality",
pages = "115-105",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4559"
}

Kovačević, M., Popović-Ćitić, B.,& Bukvić Branković, L.. (2022). Pravo na obrazovanje i ideal ravnopravnosti. in Zaštita ljudskih prava i sloboda u svetlu međunarodnih i nacionalnih standarda
Univerzitet u Prištini sa privremenim sedištem u Kosovskoj Mitrovici – Pravni fakultet., 105-115.
https://hdl.handle.net/21.15107/rcub_rfasper_4559

Kovačević M, Popović-Ćitić B, Bukvić Branković L. Pravo na obrazovanje i ideal ravnopravnosti. in Zaštita ljudskih prava i sloboda u svetlu međunarodnih i nacionalnih standarda. 2022;:105-115.
https://hdl.handle.net/21.15107/rcub_rfasper_4559 .

Kovačević, Milica, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, "Pravo na obrazovanje i ideal ravnopravnosti" in Zaštita ljudskih prava i sloboda u svetlu međunarodnih i nacionalnih standarda (2022):105-115,
https://hdl.handle.net/21.15107/rcub_rfasper_4559 .

TY  - CONF
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Stojanović, Marija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić, Ana
AU  - Kovačević, Milica
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4512
AB  - Proces socijalnoemocionalnog učenja ocenjuje se važnim faktorom akademskog postignuća, pozitivnog socijalnog ponašanja i adekvatnog emocionalnog funkcionisanja učenika. Uvažavajući značaj primene nastavnih praksi koje promovišu socijalnoemocionalno učenje, realizovano je istraživanje sa ciljem procene mogućnosti korišćenja nastavnih praksi u uslovima pandemijskog obrazovanja, i to onih koje su primarno usmerene na pozitivne socijalne interakcije. Na uzorku od 817 nastavnika osnovnih škola, primenom anketnog upitnika, utvrđeno je da nastavnici uspešno i na redovnom nivou primenjuju prakse zasnovane na toplini i podršci, te odgovarajućem jeziku nastavnika, dok nešto ređe i sa manje uspeha koriste prakse vezane za disciplinu orijentisanu na učenike, kao i one koje su usmerene na odgovornost i izbor. Sve nastavne prakse u većoj meri praktikuju nastavnici razredne nastave u odnosu na predmetne nastavnike. Zaključuje se da prakse koje promovišu socijalnoemocionalno učenje jesu prisutne u obrazovnovaspitnom radu tokom pandemije, ali da prostor za njihovo unapređenje, primarno kroz razvijanje kompetencija nastavnika za primenu tehnika socijalnoemocionalnog učenja, postoji.
PB  - Univerzitet u Beogradu - Filozofski fakultet
PB  - Pedagoško društvo Srbije
C3  - Obrazovanje u vreme krize i kako dalje
T1  - Nastavne prakse koje promovišu socijalno-emocionalno učenje: korišćenje u uslovima pandemijskog obrazovanja
EP  - 130
SP  - 125
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4512
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Stojanović, Marija and Kovačević-Lepojević, Marina and Paraušić, Ana and Kovačević, Milica",
year = "2022",
abstract = "Proces socijalnoemocionalnog učenja ocenjuje se važnim faktorom akademskog postignuća, pozitivnog socijalnog ponašanja i adekvatnog emocionalnog funkcionisanja učenika. Uvažavajući značaj primene nastavnih praksi koje promovišu socijalnoemocionalno učenje, realizovano je istraživanje sa ciljem procene mogućnosti korišćenja nastavnih praksi u uslovima pandemijskog obrazovanja, i to onih koje su primarno usmerene na pozitivne socijalne interakcije. Na uzorku od 817 nastavnika osnovnih škola, primenom anketnog upitnika, utvrđeno je da nastavnici uspešno i na redovnom nivou primenjuju prakse zasnovane na toplini i podršci, te odgovarajućem jeziku nastavnika, dok nešto ređe i sa manje uspeha koriste prakse vezane za disciplinu orijentisanu na učenike, kao i one koje su usmerene na odgovornost i izbor. Sve nastavne prakse u većoj meri praktikuju nastavnici razredne nastave u odnosu na predmetne nastavnike. Zaključuje se da prakse koje promovišu socijalnoemocionalno učenje jesu prisutne u obrazovnovaspitnom radu tokom pandemije, ali da prostor za njihovo unapređenje, primarno kroz razvijanje kompetencija nastavnika za primenu tehnika socijalnoemocionalnog učenja, postoji.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet, Pedagoško društvo Srbije",
journal = "Obrazovanje u vreme krize i kako dalje",
title = "Nastavne prakse koje promovišu socijalno-emocionalno učenje: korišćenje u uslovima pandemijskog obrazovanja",
pages = "130-125",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4512"
}

Popović-Ćitić, B., Bukvić Branković, L., Stojanović, M., Kovačević-Lepojević, M., Paraušić, A.,& Kovačević, M.. (2022). Nastavne prakse koje promovišu socijalno-emocionalno učenje: korišćenje u uslovima pandemijskog obrazovanja. in Obrazovanje u vreme krize i kako dalje
Univerzitet u Beogradu - Filozofski fakultet., 125-130.
https://hdl.handle.net/21.15107/rcub_rfasper_4512

Popović-Ćitić B, Bukvić Branković L, Stojanović M, Kovačević-Lepojević M, Paraušić A, Kovačević M. Nastavne prakse koje promovišu socijalno-emocionalno učenje: korišćenje u uslovima pandemijskog obrazovanja. in Obrazovanje u vreme krize i kako dalje. 2022;:125-130.
https://hdl.handle.net/21.15107/rcub_rfasper_4512 .

Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Stojanović, Marija, Kovačević-Lepojević, Marina, Paraušić, Ana, Kovačević, Milica, "Nastavne prakse koje promovišu socijalno-emocionalno učenje: korišćenje u uslovima pandemijskog obrazovanja" in Obrazovanje u vreme krize i kako dalje (2022):125-130,
https://hdl.handle.net/21.15107/rcub_rfasper_4512 .

TY  - CONF
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić, Ana
AU  - Stojanović, Marija
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4318
AB  - The advent of COVID-19 worldwide has led to consequences for people’s health, both physical and psychological, such as fear and anxiety. Following their important role in the fast adjustment of the education system, teachers are seen as a possible vulnerable category for enhanced negative consequences of this crisis. The aim of this cross-sectional study was to identify the level of fear of COVID-19 in teachers working in primary schools in Serbia and to determine whether there are any differences in fear levels according to gender, age, and working category. A total of 817 teachers (15.2% male) from public primary schools in Serbia, age from 23 to 64 (M = 45.56, SD = 9.35), took part in the study via an online survey from February to April 2021. From the sample, 34.4% teachers teach in the first education cycle and 65.6% in the second. Teachers were contacted through email addresses of schools, including the invitation letter with information about the study, and the link to the online questionnaire. All the participants completed the survey anonymously and gave their informed online consent. Data on fear of COVID-19 were collected using the Fear of COVID-19 Scale (FCV-19S). The instrument consists of seven items, and the internal reliability of the scale was good, with a Cronbach’s alpha of .84. The mean global FCV-19S score was 16.00 ± 6.06. Female teachers (M = 17.15, SD = 6.21) express slight, but statistically significant higher levels of fear (t(795) = 2.98, p < .01, g = 0.29) than their male colleagues (M = 14.50, SD = 5.96). Teachers of the first education cycle (M = 16.25, SD = 6.02) express similar statistically significant higher levels of fear (t(788) = 3.95, p < .001, g = 0.29) than those of the second cycle (M = 15.38, SD = 5.96). Results show that age and FCV score correlate slightly positive (r = .13, p < .001). Emotional and physical responses were compared regarding these sociodemographic variables. Results show that the same differences are present in both emotional and physical response to fear of COVID-19: female teachers, teachers of the first education cycle and older teachers express slight, but statistically significant higher levels of both emotional and physical fear. Collected data can serve as a base-line for future exploration of vulnerable groups of teachers.
PB  - Univerzitet u Beogradu - Filozofski fakultet
C3  - 28.scientific conference: Empirical studies in psychology
T1  - Fear of COVID-19 in primary school teachers: A survey study in Serbia
EP  - 82
SP  - 81
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4318
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Kovačević-Lepojević, Marina and Paraušić, Ana and Stojanović, Marija",
year = "2022",
abstract = "The advent of COVID-19 worldwide has led to consequences for people’s health, both physical and psychological, such as fear and anxiety. Following their important role in the fast adjustment of the education system, teachers are seen as a possible vulnerable category for enhanced negative consequences of this crisis. The aim of this cross-sectional study was to identify the level of fear of COVID-19 in teachers working in primary schools in Serbia and to determine whether there are any differences in fear levels according to gender, age, and working category. A total of 817 teachers (15.2% male) from public primary schools in Serbia, age from 23 to 64 (M = 45.56, SD = 9.35), took part in the study via an online survey from February to April 2021. From the sample, 34.4% teachers teach in the first education cycle and 65.6% in the second. Teachers were contacted through email addresses of schools, including the invitation letter with information about the study, and the link to the online questionnaire. All the participants completed the survey anonymously and gave their informed online consent. Data on fear of COVID-19 were collected using the Fear of COVID-19 Scale (FCV-19S). The instrument consists of seven items, and the internal reliability of the scale was good, with a Cronbach’s alpha of .84. The mean global FCV-19S score was 16.00 ± 6.06. Female teachers (M = 17.15, SD = 6.21) express slight, but statistically significant higher levels of fear (t(795) = 2.98, p < .01, g = 0.29) than their male colleagues (M = 14.50, SD = 5.96). Teachers of the first education cycle (M = 16.25, SD = 6.02) express similar statistically significant higher levels of fear (t(788) = 3.95, p < .001, g = 0.29) than those of the second cycle (M = 15.38, SD = 5.96). Results show that age and FCV score correlate slightly positive (r = .13, p < .001). Emotional and physical responses were compared regarding these sociodemographic variables. Results show that the same differences are present in both emotional and physical response to fear of COVID-19: female teachers, teachers of the first education cycle and older teachers express slight, but statistically significant higher levels of both emotional and physical fear. Collected data can serve as a base-line for future exploration of vulnerable groups of teachers.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet",
journal = "28.scientific conference: Empirical studies in psychology",
title = "Fear of COVID-19 in primary school teachers: A survey study in Serbia",
pages = "82-81",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4318"
}

Popović-Ćitić, B., Bukvić Branković, L., Kovačević-Lepojević, M., Paraušić, A.,& Stojanović, M.. (2022). Fear of COVID-19 in primary school teachers: A survey study in Serbia. in 28.scientific conference: Empirical studies in psychology
Univerzitet u Beogradu - Filozofski fakultet., 81-82.
https://hdl.handle.net/21.15107/rcub_rfasper_4318

Popović-Ćitić B, Bukvić Branković L, Kovačević-Lepojević M, Paraušić A, Stojanović M. Fear of COVID-19 in primary school teachers: A survey study in Serbia. in 28.scientific conference: Empirical studies in psychology. 2022;:81-82.
https://hdl.handle.net/21.15107/rcub_rfasper_4318 .

Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Kovačević-Lepojević, Marina, Paraušić, Ana, Stojanović, Marija, "Fear of COVID-19 in primary school teachers: A survey study in Serbia" in 28.scientific conference: Empirical studies in psychology (2022):81-82,
https://hdl.handle.net/21.15107/rcub_rfasper_4318 .

TY  - CONF
AU  - Popović-Ćitić, Branislava
AU  - Paraušić, Ana
AU  - Stojanović, Marija
AU  - Kovačević-Lepojević, Marina
AU  - Bukvić Branković, Lidija
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4199
AB  - Pandemic education, largely based on the distance learning model, has
opened up space, but also the need to use a wide range of online learning tools.
In order to consider the possibility of applying online tools in the teaching
process, the conditions and manner of use were analyzed, as well as the
advantages and limitations of more than 70 existing tools. The results of the
analysis showed that, in addition to learning management systems and social
networks, there are several important categories of learning tools, namely: tools
for collaboration and content sharing, tools for creating and editing
presentations and videos, tools for creating interactive content, platforms which
offer free content, content storage options and audio and video recording tools.
It was stated that a significant number of these tools have a wide user base, they
are easy to access and easy to use, and that, taking into account their advantages
and disadvantages, they can be useful in successfully organizing classes through
distance learning. However, in order for online tools to find their full application
in educational practice, it is necessary for teachers not only to become
acquainted with their existence, but also to master the skills of their use. To this
end, it would be desirable to prepare appropriate guides or manuals for the use
of online learning tools that would help teachers, depending on the goals they
want to achieve, select appropriate tools and successfully apply them in practice.
AB  - Pandemijsko obrazovanje, zasnovano umnogome  na modelu nastave na daljinu, otvorilo je prostor, ali i potrebu za korišćenjem širokog spektra alata za onlajn učenje. U cilju sagledavanja mogućnosti primene onlajn alata u procesu nastave, analizirani su uslovi i način korišćenja, kao i prednosti i ograničenja više od 70 postojećih alata. Rezultati analize pokazali su da, pored sistema za upravljanje učenjem i društvenih mreža,  postoji nekoliko  značajnih  kategorija alata za učenje, i to: alati za saradnju i deljenje sadržaja, alati za kreiranje i uređivanje prezentacija i video materijala, alati za kreiranje interaktivnih sadržaja, platforme koje nude besplatne sadržaje, opcije za skladištenje sadržaja i alati za audio i video snimanje. Konstatovano je da značajan broj ovih alata ima široku korisničku bazu,  lako im se pristupa i jednostavno se koriste, te da, uz uvažavanje njihovih prednosti i nedostataka, mogu biti od koristi u uspešnom organizovanju nastave putem učenja na daljinu. Ipak, da bi onlajn alati našli svoju punu primenu u obrazovnoj praksi neophodno je da se nastavnici ne samo upoznaju sa njihovim postojanjem, već i da ovladaju veštinama njihovog korišćenja. U te svrhe  poželjno  bi  bilo pripremiti odgovarajuće vodiče ili priručnike za korišćenje onlajn alata u učenju koji bi pomogli nastavnicima da, u zavisnosti od ciljeva koje žele postići, izaberu adekvatne alate i sa uspehom ih primene u praksi.
PB  - Učiteljski fakultet u Prizrenu - Leposavić
C3  - Zbornik rezimea – Naučna konferencija U okviru projekta imp 002, „Istraživanja o obrazovnim aktivnostima i vaspitno obrazovnom radu u uslovima pandemije COVID-19 – onlajn nastava, nastava na daljinu, hibridna nastava. Analiza digitalnih kompetencija prosvetnih radnika i digitalne zrelosti škola.“ Leposavić, 2022/Collection of abstracts -scientific conference Within the imp 002 project "Research on educational activities and educational work in the conditions of the СOVID-19 pandemic - online teaching, distance teaching, hybrid teaching. Analysis of digital competencies of educators and digital maturity of schools.", Leposavic, 2022
T1  - Possibilities of applying online learning tools in the educational process
T1  - Mogućnosti primene onlajn alata za učenje u obrazovnovaspitnom procesu
EP  - 42
SP  - 41
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4199
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Paraušić, Ana and Stojanović, Marija and Kovačević-Lepojević, Marina and Bukvić Branković, Lidija",
year = "2022",
abstract = "Pandemic education, largely based on the distance learning model, has
opened up space, but also the need to use a wide range of online learning tools.
In order to consider the possibility of applying online tools in the teaching
process, the conditions and manner of use were analyzed, as well as the
advantages and limitations of more than 70 existing tools. The results of the
analysis showed that, in addition to learning management systems and social
networks, there are several important categories of learning tools, namely: tools
for collaboration and content sharing, tools for creating and editing
presentations and videos, tools for creating interactive content, platforms which
offer free content, content storage options and audio and video recording tools.
It was stated that a significant number of these tools have a wide user base, they
are easy to access and easy to use, and that, taking into account their advantages
and disadvantages, they can be useful in successfully organizing classes through
distance learning. However, in order for online tools to find their full application
in educational practice, it is necessary for teachers not only to become
acquainted with their existence, but also to master the skills of their use. To this
end, it would be desirable to prepare appropriate guides or manuals for the use
of online learning tools that would help teachers, depending on the goals they
want to achieve, select appropriate tools and successfully apply them in practice., Pandemijsko obrazovanje, zasnovano umnogome  na modelu nastave na daljinu, otvorilo je prostor, ali i potrebu za korišćenjem širokog spektra alata za onlajn učenje. U cilju sagledavanja mogućnosti primene onlajn alata u procesu nastave, analizirani su uslovi i način korišćenja, kao i prednosti i ograničenja više od 70 postojećih alata. Rezultati analize pokazali su da, pored sistema za upravljanje učenjem i društvenih mreža,  postoji nekoliko  značajnih  kategorija alata za učenje, i to: alati za saradnju i deljenje sadržaja, alati za kreiranje i uređivanje prezentacija i video materijala, alati za kreiranje interaktivnih sadržaja, platforme koje nude besplatne sadržaje, opcije za skladištenje sadržaja i alati za audio i video snimanje. Konstatovano je da značajan broj ovih alata ima široku korisničku bazu,  lako im se pristupa i jednostavno se koriste, te da, uz uvažavanje njihovih prednosti i nedostataka, mogu biti od koristi u uspešnom organizovanju nastave putem učenja na daljinu. Ipak, da bi onlajn alati našli svoju punu primenu u obrazovnoj praksi neophodno je da se nastavnici ne samo upoznaju sa njihovim postojanjem, već i da ovladaju veštinama njihovog korišćenja. U te svrhe  poželjno  bi  bilo pripremiti odgovarajuće vodiče ili priručnike za korišćenje onlajn alata u učenju koji bi pomogli nastavnicima da, u zavisnosti od ciljeva koje žele postići, izaberu adekvatne alate i sa uspehom ih primene u praksi.",
publisher = "Učiteljski fakultet u Prizrenu - Leposavić",
journal = "Zbornik rezimea – Naučna konferencija U okviru projekta imp 002, „Istraživanja o obrazovnim aktivnostima i vaspitno obrazovnom radu u uslovima pandemije COVID-19 – onlajn nastava, nastava na daljinu, hibridna nastava. Analiza digitalnih kompetencija prosvetnih radnika i digitalne zrelosti škola.“ Leposavić, 2022/Collection of abstracts -scientific conference Within the imp 002 project "Research on educational activities and educational work in the conditions of the СOVID-19 pandemic - online teaching, distance teaching, hybrid teaching. Analysis of digital competencies of educators and digital maturity of schools.", Leposavic, 2022",
title = "Possibilities of applying online learning tools in the educational process, Mogućnosti primene onlajn alata za učenje u obrazovnovaspitnom procesu",
pages = "42-41",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4199"
}

Popović-Ćitić, B., Paraušić, A., Stojanović, M., Kovačević-Lepojević, M.,& Bukvić Branković, L.. (2022). Possibilities of applying online learning tools in the educational process. in Zbornik rezimea – Naučna konferencija U okviru projekta imp 002, „Istraživanja o obrazovnim aktivnostima i vaspitno obrazovnom radu u uslovima pandemije COVID-19 – onlajn nastava, nastava na daljinu, hibridna nastava. Analiza digitalnih kompetencija prosvetnih radnika i digitalne zrelosti škola.“ Leposavić, 2022/Collection of abstracts -scientific conference Within the imp 002 project "Research on educational activities and educational work in the conditions of the СOVID-19 pandemic - online teaching, distance teaching, hybrid teaching. Analysis of digital competencies of educators and digital maturity of schools.", Leposavic, 2022
Učiteljski fakultet u Prizrenu - Leposavić., 41-42.
https://hdl.handle.net/21.15107/rcub_rfasper_4199

Popović-Ćitić B, Paraušić A, Stojanović M, Kovačević-Lepojević M, Bukvić Branković L. Possibilities of applying online learning tools in the educational process. in Zbornik rezimea – Naučna konferencija U okviru projekta imp 002, „Istraživanja o obrazovnim aktivnostima i vaspitno obrazovnom radu u uslovima pandemije COVID-19 – onlajn nastava, nastava na daljinu, hibridna nastava. Analiza digitalnih kompetencija prosvetnih radnika i digitalne zrelosti škola.“ Leposavić, 2022/Collection of abstracts -scientific conference Within the imp 002 project "Research on educational activities and educational work in the conditions of the СOVID-19 pandemic - online teaching, distance teaching, hybrid teaching. Analysis of digital competencies of educators and digital maturity of schools.", Leposavic, 2022. 2022;:41-42.
https://hdl.handle.net/21.15107/rcub_rfasper_4199 .

Popović-Ćitić, Branislava, Paraušić, Ana, Stojanović, Marija, Kovačević-Lepojević, Marina, Bukvić Branković, Lidija, "Possibilities of applying online learning tools in the educational process" in Zbornik rezimea – Naučna konferencija U okviru projekta imp 002, „Istraživanja o obrazovnim aktivnostima i vaspitno obrazovnom radu u uslovima pandemije COVID-19 – onlajn nastava, nastava na daljinu, hibridna nastava. Analiza digitalnih kompetencija prosvetnih radnika i digitalne zrelosti škola.“ Leposavić, 2022/Collection of abstracts -scientific conference Within the imp 002 project "Research on educational activities and educational work in the conditions of the СOVID-19 pandemic - online teaching, distance teaching, hybrid teaching. Analysis of digital competencies of educators and digital maturity of schools.", Leposavic, 2022 (2022):41-42,
https://hdl.handle.net/21.15107/rcub_rfasper_4199 .

TY  - CONF
AU  - Stojanović, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Kovačević, Milica
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4136
AB  - Pozicija omladinskog rada u Republici Srbiji, posmatrano sa aspekta
profesionalizacije zanimanja i definisanja standarda kompetencija omladinskih radnika,
značajno je unapređena tokom poslednje decenije. Međutim, primena procesa
kvalifikacije kao formalnog priznavanja stečenih kompetencija i procesa validacije
neformalnog i informalnog učenja kojim su, kroz životno ili radno iskustvo, stečena
potrebna znanja, veštine i sposobnosti, odvijaju se daleko sporije nego što to aktuelni
nivo razvijenosti prakse omladinskog rada zahteva. Otuda se sve više aktuelizuje pitanje
formalnog obrazovanja omladinskih radnika u okviru nastavnih programa na studijama
prvog i drugog stepena. U cilju sagledavanja mogućnosti uvođenja nacionalnih studijskih
programa omladinskog rada u okvirima visokog obrazovanja, sprovedena je
komparativna analiza formalnog obrazovanja omladinskih radnika na evropskom nivou.
Rezultati analize pokazali su da veći broj evropskih zemalja ima dostupno formalno
obrazovanje omladinskih radnika na osnovnim i/ili master studijama, i to u jednom od
dva modaliteta. Prvi čine studijski programi specifično i usko vezani za omladinski rad
(npr. „youth work management“, „youth work“, „civic activities and youth work“), koji
postoje u Estoniji, Finskoj, Irskoj, Malti, Rusiji, Škotskoj i Ujedinjenom kraljevstvu
(Engleskoj i Velsu). Drugu grupu čine studijski programi koji su vezani za oblasti srodne
omladinskom radu, poput socijalnog rada ili socijalne pedagogije, ali koji daju formalni
„legitimitet“ osobama da se bave i omladinskim radom (npr. „social culture work“,
„social work“, „leisure studies and social education“), što je slučaj u Bugarskoj, Belgiji
(Flandriji), Francuskoj, Nemačkoj, Grčkoj, Islandu, Letoniji, Luksemburgu, Holandiji i
Rumuniji. U kom pravcu će se usmeravati ovaj proces u Srbiji u velikoj meri zavisi od
struktura odgovornih za kreiranje okvira i implementaciju omladinske politike,
nacionalne legislative vezane za omladinski rad, društvene prepoznatljivosti i nacionalnog
okvira osiguranja kvaliteta omladinskog rada, okvira kompetencija omladinskih radnika,
statusa omladinskog rada kao profesije, kao i karijernog razvoja i mogućnosti zaposlenja
omladinskih radnika. Identifikacija primera dobre prakse na evropskom nivou može biti
polazna osnova za postavljanje realno dosežnih ciljeva i selekciju studijskih programa koji
u najvećoj meri odgovaraju ne samo aktuelnoj poziciji omladinskog rada u Srbiji, već i
nacionalnom sistemu visokog obrazovanja, potrebama tržišta rada, te kulturalnim,
ekonomskim i političkim specifičnostima naše zemlje.
PB  - Društvo defektologa Srbije
C3  - Zbornik rezimea – Međunarodna stručno naučna konferencija„Dani defektologa Srbije” , Zlatibor,17- 20. Februar, 2022.
T1  - Mogućnosti formalnog obrazovanja omladinskih radnika: rezultati komparativne analize
EP  - 92
SP  - 92
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4136
ER  - 

@conference{
author = "Stojanović, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Kovačević, Milica",
year = "2022",
abstract = "Pozicija omladinskog rada u Republici Srbiji, posmatrano sa aspekta
profesionalizacije zanimanja i definisanja standarda kompetencija omladinskih radnika,
značajno je unapređena tokom poslednje decenije. Međutim, primena procesa
kvalifikacije kao formalnog priznavanja stečenih kompetencija i procesa validacije
neformalnog i informalnog učenja kojim su, kroz životno ili radno iskustvo, stečena
potrebna znanja, veštine i sposobnosti, odvijaju se daleko sporije nego što to aktuelni
nivo razvijenosti prakse omladinskog rada zahteva. Otuda se sve više aktuelizuje pitanje
formalnog obrazovanja omladinskih radnika u okviru nastavnih programa na studijama
prvog i drugog stepena. U cilju sagledavanja mogućnosti uvođenja nacionalnih studijskih
programa omladinskog rada u okvirima visokog obrazovanja, sprovedena je
komparativna analiza formalnog obrazovanja omladinskih radnika na evropskom nivou.
Rezultati analize pokazali su da veći broj evropskih zemalja ima dostupno formalno
obrazovanje omladinskih radnika na osnovnim i/ili master studijama, i to u jednom od
dva modaliteta. Prvi čine studijski programi specifično i usko vezani za omladinski rad
(npr. „youth work management“, „youth work“, „civic activities and youth work“), koji
postoje u Estoniji, Finskoj, Irskoj, Malti, Rusiji, Škotskoj i Ujedinjenom kraljevstvu
(Engleskoj i Velsu). Drugu grupu čine studijski programi koji su vezani za oblasti srodne
omladinskom radu, poput socijalnog rada ili socijalne pedagogije, ali koji daju formalni
„legitimitet“ osobama da se bave i omladinskim radom (npr. „social culture work“,
„social work“, „leisure studies and social education“), što je slučaj u Bugarskoj, Belgiji
(Flandriji), Francuskoj, Nemačkoj, Grčkoj, Islandu, Letoniji, Luksemburgu, Holandiji i
Rumuniji. U kom pravcu će se usmeravati ovaj proces u Srbiji u velikoj meri zavisi od
struktura odgovornih za kreiranje okvira i implementaciju omladinske politike,
nacionalne legislative vezane za omladinski rad, društvene prepoznatljivosti i nacionalnog
okvira osiguranja kvaliteta omladinskog rada, okvira kompetencija omladinskih radnika,
statusa omladinskog rada kao profesije, kao i karijernog razvoja i mogućnosti zaposlenja
omladinskih radnika. Identifikacija primera dobre prakse na evropskom nivou može biti
polazna osnova za postavljanje realno dosežnih ciljeva i selekciju studijskih programa koji
u najvećoj meri odgovaraju ne samo aktuelnoj poziciji omladinskog rada u Srbiji, već i
nacionalnom sistemu visokog obrazovanja, potrebama tržišta rada, te kulturalnim,
ekonomskim i političkim specifičnostima naše zemlje.",
publisher = "Društvo defektologa Srbije",
journal = "Zbornik rezimea – Međunarodna stručno naučna konferencija„Dani defektologa Srbije” , Zlatibor,17- 20. Februar, 2022.",
title = "Mogućnosti formalnog obrazovanja omladinskih radnika: rezultati komparativne analize",
pages = "92-92",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4136"
}

Stojanović, M., Popović-Ćitić, B., Bukvić Branković, L.,& Kovačević, M.. (2022). Mogućnosti formalnog obrazovanja omladinskih radnika: rezultati komparativne analize. in Zbornik rezimea – Međunarodna stručno naučna konferencija„Dani defektologa Srbije” , Zlatibor,17- 20. Februar, 2022.
Društvo defektologa Srbije., 92-92.
https://hdl.handle.net/21.15107/rcub_rfasper_4136

Stojanović M, Popović-Ćitić B, Bukvić Branković L, Kovačević M. Mogućnosti formalnog obrazovanja omladinskih radnika: rezultati komparativne analize. in Zbornik rezimea – Međunarodna stručno naučna konferencija„Dani defektologa Srbije” , Zlatibor,17- 20. Februar, 2022.. 2022;:92-92.
https://hdl.handle.net/21.15107/rcub_rfasper_4136 .

Stojanović, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Kovačević, Milica, "Mogućnosti formalnog obrazovanja omladinskih radnika: rezultati komparativne analize" in Zbornik rezimea – Međunarodna stručno naučna konferencija„Dani defektologa Srbije” , Zlatibor,17- 20. Februar, 2022. (2022):92-92,
https://hdl.handle.net/21.15107/rcub_rfasper_4136 .

TY  - CONF
AU  - Popović-Ćitić, Branislava
AU  - Kovačević-Lepojević, Marina
AU  - Bukvić Branković, Lidija
AU  - Stojanović, Marija
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4137
AB  - Uvažavanje različitosti, kao jedne od ključnih vrednosti savremenih društava,
aktuelizovano je poslednjih godina u okvirima formalnog sistema obrazovanja i
vaspitanja, primarno pod uticajem koncepta interkulturalnog obrazovanja i procesa
usmerenih na unapređivanje demokratske kulture u školama. Za potrebe identifikovanja
bazičnih konstrukata značajnih za inkorporiranje različitosti u korpus vrednosti koje se
praktikuju u uslovima školskog okruženja, sprovedena je kritička analiza relevantne
nacionalne legislative, izvršen je temeljni pregled niza teorijskih koncepata u kojima se
uvažavanje različitosti pojavljuje kao konstitutivni element, te su selektovani elementi i
primeri dobre prakse u ovom domenu. Nalazi, dobijeni ovako koncipiranim
istraživanjem, ukazuju da nivo poštovanja i negovanja različitosti u školskom setingu
primarno zavisi od međudejstva faktora koji deluju na tri nivoa – kontekstualnom,
relacionom i individualnom. Na nivou organizacionog konteksta u kome se negovanje
različitosti praktikuje, ključnim konstruktom ocenjuje se školska kultura, definisana kao
sistem vrednosti, normi, ciljeva i prakse koji dele svi akteri školskog života. Zajednička
vizija, organizaciona posvećenost, orijentisanost ka ciljevima i inovacijama, kvalitet
formalnih i neformalnih odnosa, podržavajuće i strukturirano liderstvo, te učešće u
donošenju odluka, smatraju se elementima školske kulture koji su u direktnoj funkciji
promocije različitosti. Na relacionom nivou najuticajnijim se pokazuje kvalitet školske
klime, izražen kroz negovanje skladnih interpersonalnih odnosa između svih učesnika
obrazovnovaspitnog procesa, definisanje jasnih očekivanja i pravednih pravila koja se
dosledno primenjuju, korišćenje tehnika pozitivnog disciplinovanja i socioemocionalnog
učenja, te prakse koja direktno promoviše uvažavanje različitosti. Kada je u pitanju
individualni nivo, ključnim se pokazuju kulturalne kompetencije nastavnika izražene kroz
kulturalnu svesnost, znanje i veštine, te posledičnu primenu kulturalno kompetentne
prakse – u formi kulturalno kompetentnog rukovođenja odeljenjem, primene kulturalno
responzivnih programa nastave i učenja, kao i aktivne saradnje sa roditeljima različitih
kulturnih identiteta. Posmatrano iz ugla učenika, važnom pretpostavkom kulturalno
kompetentnog ponašanja smatra se razvijanje kulturalne senzitivnosti kao otvorene
spremnosti da se ostvare interakcije sa pripadnicima drugih kultura, uz istovremeno
poštovanje i uvažavanje kulturalnih razlika. Sumarno gledano, može se zaključiti da
napori ka promociji različitosti u školskom okruženju, ukoliko pretenduju da budu
efektivni, nužno zahtevaju holistički pristup konstruktima školske kulture, pozitivne
školske klime i kulturalnih kompetencija, koji svojim međuzavisnim delovanjem kreiraju
prostor za negovanje interkulturalnog obrazovanja i razvijanje demokratske kulture.
PB  - Društvo defektologa Srbije
C3  - Zbornik rezimea – Međunarodna stručno naučna konferencija„Dani defektologa Srbije” , Zlatibor,17- 20. Februar, 2022.
T1  - Pretpostavke uvažavanja različitosti u školskom okruženju: identifikacija ključnih konstrukata
EP  - 90
SP  - 90
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4137
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Kovačević-Lepojević, Marina and Bukvić Branković, Lidija and Stojanović, Marija",
year = "2022",
abstract = "Uvažavanje različitosti, kao jedne od ključnih vrednosti savremenih društava,
aktuelizovano je poslednjih godina u okvirima formalnog sistema obrazovanja i
vaspitanja, primarno pod uticajem koncepta interkulturalnog obrazovanja i procesa
usmerenih na unapređivanje demokratske kulture u školama. Za potrebe identifikovanja
bazičnih konstrukata značajnih za inkorporiranje različitosti u korpus vrednosti koje se
praktikuju u uslovima školskog okruženja, sprovedena je kritička analiza relevantne
nacionalne legislative, izvršen je temeljni pregled niza teorijskih koncepata u kojima se
uvažavanje različitosti pojavljuje kao konstitutivni element, te su selektovani elementi i
primeri dobre prakse u ovom domenu. Nalazi, dobijeni ovako koncipiranim
istraživanjem, ukazuju da nivo poštovanja i negovanja različitosti u školskom setingu
primarno zavisi od međudejstva faktora koji deluju na tri nivoa – kontekstualnom,
relacionom i individualnom. Na nivou organizacionog konteksta u kome se negovanje
različitosti praktikuje, ključnim konstruktom ocenjuje se školska kultura, definisana kao
sistem vrednosti, normi, ciljeva i prakse koji dele svi akteri školskog života. Zajednička
vizija, organizaciona posvećenost, orijentisanost ka ciljevima i inovacijama, kvalitet
formalnih i neformalnih odnosa, podržavajuće i strukturirano liderstvo, te učešće u
donošenju odluka, smatraju se elementima školske kulture koji su u direktnoj funkciji
promocije različitosti. Na relacionom nivou najuticajnijim se pokazuje kvalitet školske
klime, izražen kroz negovanje skladnih interpersonalnih odnosa između svih učesnika
obrazovnovaspitnog procesa, definisanje jasnih očekivanja i pravednih pravila koja se
dosledno primenjuju, korišćenje tehnika pozitivnog disciplinovanja i socioemocionalnog
učenja, te prakse koja direktno promoviše uvažavanje različitosti. Kada je u pitanju
individualni nivo, ključnim se pokazuju kulturalne kompetencije nastavnika izražene kroz
kulturalnu svesnost, znanje i veštine, te posledičnu primenu kulturalno kompetentne
prakse – u formi kulturalno kompetentnog rukovođenja odeljenjem, primene kulturalno
responzivnih programa nastave i učenja, kao i aktivne saradnje sa roditeljima različitih
kulturnih identiteta. Posmatrano iz ugla učenika, važnom pretpostavkom kulturalno
kompetentnog ponašanja smatra se razvijanje kulturalne senzitivnosti kao otvorene
spremnosti da se ostvare interakcije sa pripadnicima drugih kultura, uz istovremeno
poštovanje i uvažavanje kulturalnih razlika. Sumarno gledano, može se zaključiti da
napori ka promociji različitosti u školskom okruženju, ukoliko pretenduju da budu
efektivni, nužno zahtevaju holistički pristup konstruktima školske kulture, pozitivne
školske klime i kulturalnih kompetencija, koji svojim međuzavisnim delovanjem kreiraju
prostor za negovanje interkulturalnog obrazovanja i razvijanje demokratske kulture.",
publisher = "Društvo defektologa Srbije",
journal = "Zbornik rezimea – Međunarodna stručno naučna konferencija„Dani defektologa Srbije” , Zlatibor,17- 20. Februar, 2022.",
title = "Pretpostavke uvažavanja različitosti u školskom okruženju: identifikacija ključnih konstrukata",
pages = "90-90",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4137"
}

Popović-Ćitić, B., Kovačević-Lepojević, M., Bukvić Branković, L.,& Stojanović, M.. (2022). Pretpostavke uvažavanja različitosti u školskom okruženju: identifikacija ključnih konstrukata. in Zbornik rezimea – Međunarodna stručno naučna konferencija„Dani defektologa Srbije” , Zlatibor,17- 20. Februar, 2022.
Društvo defektologa Srbije., 90-90.
https://hdl.handle.net/21.15107/rcub_rfasper_4137

Popović-Ćitić B, Kovačević-Lepojević M, Bukvić Branković L, Stojanović M. Pretpostavke uvažavanja različitosti u školskom okruženju: identifikacija ključnih konstrukata. in Zbornik rezimea – Međunarodna stručno naučna konferencija„Dani defektologa Srbije” , Zlatibor,17- 20. Februar, 2022.. 2022;:90-90.
https://hdl.handle.net/21.15107/rcub_rfasper_4137 .

Popović-Ćitić, Branislava, Kovačević-Lepojević, Marina, Bukvić Branković, Lidija, Stojanović, Marija, "Pretpostavke uvažavanja različitosti u školskom okruženju: identifikacija ključnih konstrukata" in Zbornik rezimea – Međunarodna stručno naučna konferencija„Dani defektologa Srbije” , Zlatibor,17- 20. Februar, 2022. (2022):90-90,
https://hdl.handle.net/21.15107/rcub_rfasper_4137 .