TY  - CONF
AU  - Bukvić Branković, Lidija
AU  - Popović-Ćitić, Branislava
AU  - Popović, Vesna
AU  - Bogićević, Dragana
PY  - 2024
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5411
AB  - Participativni pozorišni modeli, u literaturi često prepoznati pod terminom primenjeno pozorište, decenijama se aktivno koriste u osnaživanju različitih osetljivih
grupa i pokazuju svoje pozitivne efekte kako na same učesnike tako i na socijalnu sredinu
u kojoj se predstave stvaraju i izvode. Međutim, potencijali ovih modela nedovoljno su
istraženi u domenu rada na povezivanju i osnaživanju pripadnika raznovrsnih osetljivih
grupa na međunarodnom nivou. Sa ciljem izvođenja zaključaka o potencijalima
metodologije primenjenog pozorišta u kontekstu aktivnog uključivanja i osnaživanja
pripradnika osetljivih grupa kroz proces pripreme međunarodne inkluzivne pozorišne
predstave, pokrenut je, od strane CEPORA – Centra za pozitivan razvoj dece i omladine,
projekat „T.O.U.C.H - Theatre Outreach: Unravelling Connections in Humans“
(„Pozorište van pozorišta: Otkrivanje povezanosti među ljudima“), koji je podržan kroz
EU program Kreativna Evropa. U periodu od septembra 2022. godine do marta 2023.
godine okupljene su tri grupe učesnika – mladi bez roditeljskog staranja iz Srbije, osobe
sa invaliditetom iz Italije i mladi nezaposleni iz Hrvatske, a proces svake grupe vodio je
po jedan dramski pedagog. Svaki tim učestvovao je u 10 pripremnih radionica, nakon
čega su se okupili na intenzivnom osmodnevnom događaju u Vršcu. Kroz seriju od 28
sesija primenjenog pozorišta učesnici su istraživali teme percepcije sebe i drugih i barijere
sa kojima se pripadnici njihove grupe suočavaju. Predstava „(Ne)vidljivi“, nastala na
osnovu sadržaja koji su učesnici iznedrili, sastoji se iz kolaža od tri priče (prateći
specifične izazove tri ciljne grupe uključene u projekat) i prikazuje položaj pripadnika
ovih osetljivih grupa i prepreke sa kojima se suočavaju zbog prisustva predrasuda i
stereotipa u društvu. Sama predstava je interaktivnog karaktera, te nakon izvođenja sledi
diskusija između publike i glumaca koja simbolično omogućava rušenje barijera.
Predstava je izvedena 6 puta na 3 međunarodne turneje u Srbiji, Italiji i Hrvatskoj, kao i
u 31 školi u Beogradu, Palermu i Zagrebu, gde je svaka grupa radila na povezivanju
učesnika sa mladima iz svoje lokalne sredine. Rezultati evaluacije testiranja modela
potvrdili su pozitivne efekte metodologije primenjenog pozorišta na same učesnike, na
međusobno povezivanje i razumevanje učesnika iz sve tri zemlje, kao i na publiku koja je
prisustvovala izvođenjima.
PB  - Društvo defektologa Srbije
C3  - Dani defektologa Srbije, zbornik rezimea
T1  - Potencijali pozorišta za socijalno uključivanje osetljivih grupa: testiranje modela participativnog pozorišnog procesa u međunarodnom kontekstu
EP  - 182
SP  - 182
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5411
ER  - 

@conference{
author = "Bukvić Branković, Lidija and Popović-Ćitić, Branislava and Popović, Vesna and Bogićević, Dragana",
year = "2024",
abstract = "Participativni pozorišni modeli, u literaturi često prepoznati pod terminom primenjeno pozorište, decenijama se aktivno koriste u osnaživanju različitih osetljivih
grupa i pokazuju svoje pozitivne efekte kako na same učesnike tako i na socijalnu sredinu
u kojoj se predstave stvaraju i izvode. Međutim, potencijali ovih modela nedovoljno su
istraženi u domenu rada na povezivanju i osnaživanju pripadnika raznovrsnih osetljivih
grupa na međunarodnom nivou. Sa ciljem izvođenja zaključaka o potencijalima
metodologije primenjenog pozorišta u kontekstu aktivnog uključivanja i osnaživanja
pripradnika osetljivih grupa kroz proces pripreme međunarodne inkluzivne pozorišne
predstave, pokrenut je, od strane CEPORA – Centra za pozitivan razvoj dece i omladine,
projekat „T.O.U.C.H - Theatre Outreach: Unravelling Connections in Humans“
(„Pozorište van pozorišta: Otkrivanje povezanosti među ljudima“), koji je podržan kroz
EU program Kreativna Evropa. U periodu od septembra 2022. godine do marta 2023.
godine okupljene su tri grupe učesnika – mladi bez roditeljskog staranja iz Srbije, osobe
sa invaliditetom iz Italije i mladi nezaposleni iz Hrvatske, a proces svake grupe vodio je
po jedan dramski pedagog. Svaki tim učestvovao je u 10 pripremnih radionica, nakon
čega su se okupili na intenzivnom osmodnevnom događaju u Vršcu. Kroz seriju od 28
sesija primenjenog pozorišta učesnici su istraživali teme percepcije sebe i drugih i barijere
sa kojima se pripadnici njihove grupe suočavaju. Predstava „(Ne)vidljivi“, nastala na
osnovu sadržaja koji su učesnici iznedrili, sastoji se iz kolaža od tri priče (prateći
specifične izazove tri ciljne grupe uključene u projekat) i prikazuje položaj pripadnika
ovih osetljivih grupa i prepreke sa kojima se suočavaju zbog prisustva predrasuda i
stereotipa u društvu. Sama predstava je interaktivnog karaktera, te nakon izvođenja sledi
diskusija između publike i glumaca koja simbolično omogućava rušenje barijera.
Predstava je izvedena 6 puta na 3 međunarodne turneje u Srbiji, Italiji i Hrvatskoj, kao i
u 31 školi u Beogradu, Palermu i Zagrebu, gde je svaka grupa radila na povezivanju
učesnika sa mladima iz svoje lokalne sredine. Rezultati evaluacije testiranja modela
potvrdili su pozitivne efekte metodologije primenjenog pozorišta na same učesnike, na
međusobno povezivanje i razumevanje učesnika iz sve tri zemlje, kao i na publiku koja je
prisustvovala izvođenjima.",
publisher = "Društvo defektologa Srbije",
journal = "Dani defektologa Srbije, zbornik rezimea",
title = "Potencijali pozorišta za socijalno uključivanje osetljivih grupa: testiranje modela participativnog pozorišnog procesa u međunarodnom kontekstu",
pages = "182-182",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5411"
}

Bukvić Branković, L., Popović-Ćitić, B., Popović, V.,& Bogićević, D.. (2024). Potencijali pozorišta za socijalno uključivanje osetljivih grupa: testiranje modela participativnog pozorišnog procesa u međunarodnom kontekstu. in Dani defektologa Srbije, zbornik rezimea
Društvo defektologa Srbije., 182-182.
https://hdl.handle.net/21.15107/rcub_rfasper_5411

Bukvić Branković L, Popović-Ćitić B, Popović V, Bogićević D. Potencijali pozorišta za socijalno uključivanje osetljivih grupa: testiranje modela participativnog pozorišnog procesa u međunarodnom kontekstu. in Dani defektologa Srbije, zbornik rezimea. 2024;:182-182.
https://hdl.handle.net/21.15107/rcub_rfasper_5411 .

Bukvić Branković, Lidija, Popović-Ćitić, Branislava, Popović, Vesna, Bogićević, Dragana, "Potencijali pozorišta za socijalno uključivanje osetljivih grupa: testiranje modela participativnog pozorišnog procesa u međunarodnom kontekstu" in Dani defektologa Srbije, zbornik rezimea (2024):182-182,
https://hdl.handle.net/21.15107/rcub_rfasper_5411 .

TY  - JOUR
AU  - Bogićević, Dragana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5415
AB  - Kriminalna karijera opisuje dugoročne obrasce kriminalne aktivnosti duž celokupnog životnog toka prestupnika. Odlikuje je početak, perzistencija, eskalacija i okončanje. Poznavanje kontinuuma kriminalne karijere i njenih dimenzija direkno je u funkciji razumevanja razvoja kriminalnog 
ponašanja, ali i planiranja tretmana hroničnih prestupnika. Istraživanja kriminalne karijere nastoje da daju odgovore na pitanja inicijacije (kada i zašto pojedinci počinju da vrše krivična dela), perzistencije (zašto i kako nastavljaju da vrše krivična dela), eskalacije (zašto i kada kriminalno ponašanje postaje frekventnije, ozbiljnije ili specijalizovanije) i terminacije kriminalne karijere 
(zašto i kada se prestaje sa vršenjem krivičnih dela). Paralelno sa istraživanjima, u okviru paradigme kriminalne karijere modifikovani su postojeći i razvijani novi teorijski modeli kako bi se nalazi o dugoročnom kriminalnom ponašanju prestupnika bolje razumeli. Stoga je cilj ovog rada da, kroz prikaz ključnih istraživanja kriminalne karijere i relevantnih teorijskih modela, ukaže na značaj izučavanja kriminalnog ponašanja tokom celokupnog životnog toka prestupnika.
AB  - A criminal career describes long-term patterns of criminal activity throughout an offenders’ life course. It is characterized by onset, persistence, escalation, and termination. Knowledge of the continuum of a criminal career and its dimensions if of immediate importance for understanding the 
development of criminal behavior, as well as for planning treatment for chronic offenders. Studies of criminal careers attempt to answer the questions of initiation (when and why individuals begin to commit crimes), persistence (why and how they continue to commit crimes), escalation (why and when criminal behavior becomes more frequent, serious, or specialized), and termination of 
criminal careers (why and when they stop committing criminal acts). In parallel with research, the criminal career paradigm has modified existing theoretical models and developed new theoretical models to better understand the evidence on offenders’ long-term criminal behavior. Thus, the aim of this paper is to demonstrate the importance of studying criminal behavior throughout the 
life course of offenders by presenting the main research findings on criminal careers and the relevant theoretical models.
PB  - Društvo defektologa Srbije
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
T2  - Beogradska defektološka škola − Belgrade School of Special Education and Rehabilitation
T1  - Koncept kriminalne karijere: pregled ključnih istraživačkih studija
T1  - The concept of a criminal career: a review of key research study
IS  - 2
VL  - 29
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5415
ER  - 

@article{
author = "Bogićević, Dragana",
year = "2023",
abstract = "Kriminalna karijera opisuje dugoročne obrasce kriminalne aktivnosti duž celokupnog životnog toka prestupnika. Odlikuje je početak, perzistencija, eskalacija i okončanje. Poznavanje kontinuuma kriminalne karijere i njenih dimenzija direkno je u funkciji razumevanja razvoja kriminalnog 
ponašanja, ali i planiranja tretmana hroničnih prestupnika. Istraživanja kriminalne karijere nastoje da daju odgovore na pitanja inicijacije (kada i zašto pojedinci počinju da vrše krivična dela), perzistencije (zašto i kako nastavljaju da vrše krivična dela), eskalacije (zašto i kada kriminalno ponašanje postaje frekventnije, ozbiljnije ili specijalizovanije) i terminacije kriminalne karijere 
(zašto i kada se prestaje sa vršenjem krivičnih dela). Paralelno sa istraživanjima, u okviru paradigme kriminalne karijere modifikovani su postojeći i razvijani novi teorijski modeli kako bi se nalazi o dugoročnom kriminalnom ponašanju prestupnika bolje razumeli. Stoga je cilj ovog rada da, kroz prikaz ključnih istraživanja kriminalne karijere i relevantnih teorijskih modela, ukaže na značaj izučavanja kriminalnog ponašanja tokom celokupnog životnog toka prestupnika., A criminal career describes long-term patterns of criminal activity throughout an offenders’ life course. It is characterized by onset, persistence, escalation, and termination. Knowledge of the continuum of a criminal career and its dimensions if of immediate importance for understanding the 
development of criminal behavior, as well as for planning treatment for chronic offenders. Studies of criminal careers attempt to answer the questions of initiation (when and why individuals begin to commit crimes), persistence (why and how they continue to commit crimes), escalation (why and when criminal behavior becomes more frequent, serious, or specialized), and termination of 
criminal careers (why and when they stop committing criminal acts). In parallel with research, the criminal career paradigm has modified existing theoretical models and developed new theoretical models to better understand the evidence on offenders’ long-term criminal behavior. Thus, the aim of this paper is to demonstrate the importance of studying criminal behavior throughout the 
life course of offenders by presenting the main research findings on criminal careers and the relevant theoretical models.",
publisher = "Društvo defektologa Srbije, Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Beogradska defektološka škola − Belgrade School of Special Education and Rehabilitation",
title = "Koncept kriminalne karijere: pregled ključnih istraživačkih studija, The concept of a criminal career: a review of key research study",
number = "2",
volume = "29",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5415"
}

Bogićević, D.. (2023). Koncept kriminalne karijere: pregled ključnih istraživačkih studija. in Beogradska defektološka škola − Belgrade School of Special Education and Rehabilitation
Društvo defektologa Srbije., 29(2).
https://hdl.handle.net/21.15107/rcub_rfasper_5415

Bogićević D. Koncept kriminalne karijere: pregled ključnih istraživačkih studija. in Beogradska defektološka škola − Belgrade School of Special Education and Rehabilitation. 2023;29(2).
https://hdl.handle.net/21.15107/rcub_rfasper_5415 .

Bogićević, Dragana, "Koncept kriminalne karijere: pregled ključnih istraživačkih studija" in Beogradska defektološka škola − Belgrade School of Special Education and Rehabilitation, 29, no. 2 (2023),
https://hdl.handle.net/21.15107/rcub_rfasper_5415 .

TY  - CONF
AU  - Bogićević, Dragana
AU  - Popović Ćitić, Branislava
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5397
AB  - Делинквенција деце, изражена кроз вршење кривичних дела у периоду детињства,
представља озбиљан друштвени проблем коме се деценијама уназад посвећује
значајна пажња. Савремена наука обилује доказима да испољавање делинквентног
понашања
током
детињства
представља
један
од
најснажнијих
предиктора
каснијег
озбиљног
и
насилног
малолетничког
преступништва,
укључујући
и

развој

криминалне каријере. Разумевање комплексне етиологије делинквенције
деце и идентификовање претпоставки ефективности раних интервенција
оцењују се кључним елементима превентивног деловања. У раду ће, на основу

систематског прегледа литературе, бити сумирани најзначајнији ризични
фактори делинквенције деце и представљени оквири за планирање и примену
интервенција усмерених на превенцију испољавања делинквентног понашања у
детињству.
AB  - Child delinquency, which manifests itself
in the commission of criminal acts during
childhood, is a serious social problem that
has received considerable attention for
decades. There is ample evidence in modern
science that the manifestation of delinquent
behavior in childhood is one of the strongest
predictors of later serious and violent juvenile
delinquency, including the development of a
criminal career. Understanding the complex
etiology of childhood delinquency and
identifying the conditions for the effectiveness
of early interventions are considered key
elements for prevention efforts. Based on
a systematic review of the literature, this
article summarizes key risk factors for child
delinquency and presents framework for
planning and implementing interventions
aimed at preventing the manifestation of
criminal behavior in childhood.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова
T1  - Превенција делинквенције деце: могући правци деловања
T1  - Prevention of child delinquency: possible directions of action
EP  - 80
SP  - 73
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5397
ER  - 

@conference{
author = "Bogićević, Dragana and Popović Ćitić, Branislava",
year = "2023",
abstract = "Делинквенција деце, изражена кроз вршење кривичних дела у периоду детињства,
представља озбиљан друштвени проблем коме се деценијама уназад посвећује
значајна пажња. Савремена наука обилује доказима да испољавање делинквентног
понашања
током
детињства
представља
један
од
најснажнијих
предиктора
каснијег
озбиљног
и
насилног
малолетничког
преступништва,
укључујући
и

развој

криминалне каријере. Разумевање комплексне етиологије делинквенције
деце и идентификовање претпоставки ефективности раних интервенција
оцењују се кључним елементима превентивног деловања. У раду ће, на основу

систематског прегледа литературе, бити сумирани најзначајнији ризични
фактори делинквенције деце и представљени оквири за планирање и примену
интервенција усмерених на превенцију испољавања делинквентног понашања у
детињству., Child delinquency, which manifests itself
in the commission of criminal acts during
childhood, is a serious social problem that
has received considerable attention for
decades. There is ample evidence in modern
science that the manifestation of delinquent
behavior in childhood is one of the strongest
predictors of later serious and violent juvenile
delinquency, including the development of a
criminal career. Understanding the complex
etiology of childhood delinquency and
identifying the conditions for the effectiveness
of early interventions are considered key
elements for prevention efforts. Based on
a systematic review of the literature, this
article summarizes key risk factors for child
delinquency and presents framework for
planning and implementing interventions
aimed at preventing the manifestation of
criminal behavior in childhood.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова",
title = "Превенција делинквенције деце: могући правци деловања, Prevention of child delinquency: possible directions of action",
pages = "80-73",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5397"
}

Bogićević, D.,& Popović Ćitić, B.. (2023). Превенција делинквенције деце: могући правци деловања. in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation., 73-80.
https://hdl.handle.net/21.15107/rcub_rfasper_5397

Bogićević D, Popović Ćitić B. Превенција делинквенције деце: могући правци деловања. in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова. 2023;:73-80.
https://hdl.handle.net/21.15107/rcub_rfasper_5397 .

Bogićević, Dragana, Popović Ćitić, Branislava, "Превенција делинквенције деце: могући правци деловања" in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова (2023):73-80,
https://hdl.handle.net/21.15107/rcub_rfasper_5397 .

TY  - CONF
AU  - Bogićević, Dragana
AU  - Popović-Ćitić, Branislava
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5329
AB  - Uvod: Savremena prevencijska praksa umnogome se oslanja na intervencije
usmerene ka jačanju protektivnih faktora, među kojima se, kada je u pitanju
školski kontekst, sve više ističe značaj angažovanosti učenika u školi. Školska
angažovanost, kao multidimenzionalni konstrukt koji uključuje bihejvioralnu,
emocionalnu i kognitivnu komponentu, neretko se povezuje sa nizom pozitivnih
razvojnih ishoda koji mogu biti u funkciji prevencije različitih vidova problema
ponašanja učenika.
Cilj: Sagledavanje značaja školske angažovanosti za promociju pozitivnog razvoja
i prevenciju problema ponašanja učenika.
Metode: Sistematski pregled relevantnih istraživačkih studija u kojima je ispitivan
uticaj školske angažovanosti na različite aspekte funkcionisanja učenika.
Baze podataka za pretragu studija bile su APA PsycArticles, Springer-Link,
Wiley, MEDLINE, SAGE i ERIC.
Rezultati: Rezultati sprovedene analize dosledno pokazuju da je visok nivo
angažovanosti učenika, naročito na bihejvioralnom i emocionalnom planu,
povezan sa generalno boljim akademskim postignućem, poželjnim socijalnim
prilagođavanjem učenika, ispoljavanjem pozitivnih emocija i korišćenjem
efektivnih strategija rešavanja problema. S druge strane, nizak nivo angažovanosti
učenika izdvaja se kao značajan prediktor različitih oblika problema
ponašanja. Naime, istraživanja ukazuju da je nizak nivo školske angažovanosti
povezan sa učestalim bežanjem učenika iz škole, neizvršavanjem školskih zadataka,
nepoštovanjem školskih pravila i niskim nivoom povezanosti sa školom.
Dodatno, nedovoljna angažovanost učenika u školi povezana je sa različitim
eksternalizovanim i internalizovanim problemima, kao što su delinkventno
ponašanje, zloupotreba psihoaktivnih supstanci i visok nivo depresivnih
i anksioznih simptoma. Na kraju, angažovanost učenika snažno je povezana sa završetkom i/ili nastavkom školovanja. Postoje čvrsti empirijski dokazi koji
sugerišu da je nizak nivo angažovanosti učenika značajan prediktor ranog napuštanja
školovanja.
Zaključak: Nalazi istraživačkih studija nedvosmisleno upućuju na zaključak da
školska angažovanost predstavlja snažan resurs za prevencijsku praksu, te da
je celishodno, tokom celokupnog obrazovno-vaspitnog procesa, primenjivati
intervencije kojima se neposredno podstiče aktivna angažovanost učenika
školi, te posledično unapređuju pozitivni razvojni ishodi i preveniraju različiti
vidovi problema ponašanja
AB  - Introduction: Modern prevention practice relies heavily on interventions aimed at
strengthening protective factors, with increasing emphasis on the importance of student
engagement in the school context. School engagement, as a multidimensional construct that
includes behavioral, emotional, and cognitive components, is often associated with a range
of positive developmental outcomes that can be used to prevent various types of behavioral
problems in students.
Aim: Understanding the importance of school engagement in promoting positive
development and preventing behavior problems in students.
Methods: A systematic review of relevant research studies in which the impact of
school engagement on various aspects of student functioning was examined. Databases for
study searches were APA PsicArticles, Springer-Link, Wiley, MEDLINE, SAGE, and ERIC.
Results: The results of the analysis consistently show that high levels of student
engagement, particularly at the behavioral and emotional levels, are associated with generally
better academic performance, desirable student social adjustment, expression of positive
emotions, and use of effective problem/solving strategies. On the other hand, low student
engagement is a significant predictor of various forms of behavior problems. Namely,
research shows that low school engagement is related to frequent truancy, failure to complete
school assignments, failure to follow school rules, and low attachment to school. In addition,
insufficient student engagement in school is associated with various externalized and
internalized problems, such as delinquent behavior, psychoactive substance abuse, and
high levels of depressive and anxiety symptoms. Finally, student engagement is strongly
associated with graduation and/or the continuing education. There is strong empirical
evidence to suggest that low levels of student engagement are a significant predictor of
early school leaving.
Conclusion: The findings of research studies unequivocally point to the conclusion
that school engagement represents a strong resource for preventive practice and that it is
expedient, during the entire educational process, to apply interventions that directly encourage
the active engagement of students at school and consequently improve positive developmental
outcomes and prevent various types of behavioral problems.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine
T1  - Značaj školske angažovanosti učenika za prevencijsku Praksu
T1  - The importance of student engagement for Prevention practice
EP  - 168
SP  - 161
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5329
ER  - 

@conference{
author = "Bogićević, Dragana and Popović-Ćitić, Branislava",
year = "2023",
abstract = "Uvod: Savremena prevencijska praksa umnogome se oslanja na intervencije
usmerene ka jačanju protektivnih faktora, među kojima se, kada je u pitanju
školski kontekst, sve više ističe značaj angažovanosti učenika u školi. Školska
angažovanost, kao multidimenzionalni konstrukt koji uključuje bihejvioralnu,
emocionalnu i kognitivnu komponentu, neretko se povezuje sa nizom pozitivnih
razvojnih ishoda koji mogu biti u funkciji prevencije različitih vidova problema
ponašanja učenika.
Cilj: Sagledavanje značaja školske angažovanosti za promociju pozitivnog razvoja
i prevenciju problema ponašanja učenika.
Metode: Sistematski pregled relevantnih istraživačkih studija u kojima je ispitivan
uticaj školske angažovanosti na različite aspekte funkcionisanja učenika.
Baze podataka za pretragu studija bile su APA PsycArticles, Springer-Link,
Wiley, MEDLINE, SAGE i ERIC.
Rezultati: Rezultati sprovedene analize dosledno pokazuju da je visok nivo
angažovanosti učenika, naročito na bihejvioralnom i emocionalnom planu,
povezan sa generalno boljim akademskim postignućem, poželjnim socijalnim
prilagođavanjem učenika, ispoljavanjem pozitivnih emocija i korišćenjem
efektivnih strategija rešavanja problema. S druge strane, nizak nivo angažovanosti
učenika izdvaja se kao značajan prediktor različitih oblika problema
ponašanja. Naime, istraživanja ukazuju da je nizak nivo školske angažovanosti
povezan sa učestalim bežanjem učenika iz škole, neizvršavanjem školskih zadataka,
nepoštovanjem školskih pravila i niskim nivoom povezanosti sa školom.
Dodatno, nedovoljna angažovanost učenika u školi povezana je sa različitim
eksternalizovanim i internalizovanim problemima, kao što su delinkventno
ponašanje, zloupotreba psihoaktivnih supstanci i visok nivo depresivnih
i anksioznih simptoma. Na kraju, angažovanost učenika snažno je povezana sa završetkom i/ili nastavkom školovanja. Postoje čvrsti empirijski dokazi koji
sugerišu da je nizak nivo angažovanosti učenika značajan prediktor ranog napuštanja
školovanja.
Zaključak: Nalazi istraživačkih studija nedvosmisleno upućuju na zaključak da
školska angažovanost predstavlja snažan resurs za prevencijsku praksu, te da
je celishodno, tokom celokupnog obrazovno-vaspitnog procesa, primenjivati
intervencije kojima se neposredno podstiče aktivna angažovanost učenika
školi, te posledično unapređuju pozitivni razvojni ishodi i preveniraju različiti
vidovi problema ponašanja, Introduction: Modern prevention practice relies heavily on interventions aimed at
strengthening protective factors, with increasing emphasis on the importance of student
engagement in the school context. School engagement, as a multidimensional construct that
includes behavioral, emotional, and cognitive components, is often associated with a range
of positive developmental outcomes that can be used to prevent various types of behavioral
problems in students.
Aim: Understanding the importance of school engagement in promoting positive
development and preventing behavior problems in students.
Methods: A systematic review of relevant research studies in which the impact of
school engagement on various aspects of student functioning was examined. Databases for
study searches were APA PsicArticles, Springer-Link, Wiley, MEDLINE, SAGE, and ERIC.
Results: The results of the analysis consistently show that high levels of student
engagement, particularly at the behavioral and emotional levels, are associated with generally
better academic performance, desirable student social adjustment, expression of positive
emotions, and use of effective problem/solving strategies. On the other hand, low student
engagement is a significant predictor of various forms of behavior problems. Namely,
research shows that low school engagement is related to frequent truancy, failure to complete
school assignments, failure to follow school rules, and low attachment to school. In addition,
insufficient student engagement in school is associated with various externalized and
internalized problems, such as delinquent behavior, psychoactive substance abuse, and
high levels of depressive and anxiety symptoms. Finally, student engagement is strongly
associated with graduation and/or the continuing education. There is strong empirical
evidence to suggest that low levels of student engagement are a significant predictor of
early school leaving.
Conclusion: The findings of research studies unequivocally point to the conclusion
that school engagement represents a strong resource for preventive practice and that it is
expedient, during the entire educational process, to apply interventions that directly encourage
the active engagement of students at school and consequently improve positive developmental
outcomes and prevent various types of behavioral problems.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine",
title = "Značaj školske angažovanosti učenika za prevencijsku Praksu, The importance of student engagement for Prevention practice",
pages = "168-161",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5329"
}

Bogićević, D.,& Popović-Ćitić, B.. (2023). Značaj školske angažovanosti učenika za prevencijsku Praksu. in Zbornik radova - 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., 161-168.
https://hdl.handle.net/21.15107/rcub_rfasper_5329

Bogićević D, Popović-Ćitić B. Značaj školske angažovanosti učenika za prevencijsku Praksu. in Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine. 2023;:161-168.
https://hdl.handle.net/21.15107/rcub_rfasper_5329 .

Bogićević, Dragana, Popović-Ćitić, Branislava, "Značaj školske angažovanosti učenika za prevencijsku Praksu" in Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine (2023):161-168,
https://hdl.handle.net/21.15107/rcub_rfasper_5329 .

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 Branković, Lidija
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5310
AB  - School or student engagement is widely recognized as a multidimensional construct
that encompasses three aspects of engagement – cognitive, behavioral, and emotional.
Previous research has linked student engagement to various positive developmental
outcomes such as academic achievement, prosocial behavior, and sense of belonging to
the school. Examining school engagement and its relationship with prosocial behavior
is especially important in high school, when engagement is known to decline. Therefore,
the aim of this study is to examine whether adolescents’ school engagement is
associated with prosocial behavior among high school students.
The research sample consisted of 766 students (61.1% female) from four high schools in
Serbia, age from 15 to 19 (M = 16.36, SD = 1.04). School engagement was assessed by Delaware Student Engagement Scale (four-point Likert-type scale, α = .90). The results
of the confirmatory factor analysis did not yield three separate factors, but instead
showed that the items of the behavioral and cognitive engagement subscales were best
represented by one factor. Thus, the scale consists of only two subscales:
cognitive/behavioral engagement (8 items, α = .89) and emotional engagement (4
items, α = .90). Data on prosocial behavior were collected using the prosocial subscale
of The Strengths and Difficulties Questionnaire (5 items, α = .84).
The results show that school engagement is statistically significantly positively
correlated with students’ prosocial behavior. Students with higher scores on the
engagement scale exhibit more prosocial behaviors (r = .64, p = <.001). In addition, a
stronger relationship is found between students' cognitive-behavioral engagement and
prosocial behaviors (r = .65, p = <.001), compared to emotional engagement (r = .46, p =
<.001). The correlation remains significant even when age and gender of respondents
are taken into account.
The results of this study suggest that school engagement can be a powerful resource
for prevention practice and the promotion of prosocial behavior, and that it would be
useful to plan interventions that promote active engagement of students in school.
PB  - University of Novi Sad, Faculty of Philosophy
C3  - Current Trends in Psychology 2023
T1  - Student engagement and prosocial behavior in high school students
EP  - 116
SP  - 115
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5310
ER  - 

@conference{
author = "Bogićević, Dragana and Bukvić Branković, Lidija and Trajković, Marija and Popović-Ćitić, Branislava",
year = "2023",
abstract = "School or student engagement is widely recognized as a multidimensional construct
that encompasses three aspects of engagement – cognitive, behavioral, and emotional.
Previous research has linked student engagement to various positive developmental
outcomes such as academic achievement, prosocial behavior, and sense of belonging to
the school. Examining school engagement and its relationship with prosocial behavior
is especially important in high school, when engagement is known to decline. Therefore,
the aim of this study is to examine whether adolescents’ school engagement is
associated with prosocial behavior among high school students.
The research sample consisted of 766 students (61.1% female) from four high schools in
Serbia, age from 15 to 19 (M = 16.36, SD = 1.04). School engagement was assessed by Delaware Student Engagement Scale (four-point Likert-type scale, α = .90). The results
of the confirmatory factor analysis did not yield three separate factors, but instead
showed that the items of the behavioral and cognitive engagement subscales were best
represented by one factor. Thus, the scale consists of only two subscales:
cognitive/behavioral engagement (8 items, α = .89) and emotional engagement (4
items, α = .90). Data on prosocial behavior were collected using the prosocial subscale
of The Strengths and Difficulties Questionnaire (5 items, α = .84).
The results show that school engagement is statistically significantly positively
correlated with students’ prosocial behavior. Students with higher scores on the
engagement scale exhibit more prosocial behaviors (r = .64, p = <.001). In addition, a
stronger relationship is found between students' cognitive-behavioral engagement and
prosocial behaviors (r = .65, p = <.001), compared to emotional engagement (r = .46, p =
<.001). The correlation remains significant even when age and gender of respondents
are taken into account.
The results of this study suggest that school engagement can be a powerful resource
for prevention practice and the promotion of prosocial behavior, and that it would be
useful to plan interventions that promote active engagement of students in school.",
publisher = "University of Novi Sad, Faculty of Philosophy",
journal = "Current Trends in Psychology 2023",
title = "Student engagement and prosocial behavior in high school students",
pages = "116-115",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5310"
}

Bogićević, D., Bukvić Branković, L., Trajković, M.,& Popović-Ćitić, B.. (2023). Student engagement and prosocial behavior in high school students. in Current Trends in Psychology 2023
University of Novi Sad, Faculty of Philosophy., 115-116.
https://hdl.handle.net/21.15107/rcub_rfasper_5310

Bogićević D, Bukvić Branković L, Trajković M, Popović-Ćitić B. Student engagement and prosocial behavior in high school students. in Current Trends in Psychology 2023. 2023;:115-116.
https://hdl.handle.net/21.15107/rcub_rfasper_5310 .

Bogićević, Dragana, Bukvić Branković, Lidija, Trajković, Marija, Popović-Ćitić, Branislava, "Student engagement and prosocial behavior in high school students" in Current Trends in Psychology 2023 (2023):115-116,
https://hdl.handle.net/21.15107/rcub_rfasper_5310 .

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  - Bogićević, Dragana
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Trajković, Marija
AU  - Kovačević-Lepojević, Marina
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5135
AB  - School or student engagement is widely recognized as a multidimensional construct that encompasses three aspects of engagement – cognitive, behavioral and emotional. Research suggests that school engagement is associated with multiple students outcomes, including academic achievement, school completion, and social-emotional adjustment. Therefore, the aim of this study is to assess the engagement of high school students and to examine differences in the level of engagement by gender and age so that we can determine which students are at greater risk for various negative outcomes. Data on students’ engagement were collected using the Delaware Student Engagement Scale (four-point Likert-type scale). The results of the confirmatory factor analysis did not yield three separate factors, but instead showed that the items of the behavioral and cognitive engagement subscales were best represented by one factor. Thus, the scale consists of only two subscales: cognitive/behavioral engagement (8 items) and emotional engagement (4 items). The sample consisted of 860 students (59.6% female) from Belgrade secondary schools, aged from 15 to 19 (M =16.38, SD = 1.05). The results show that students are engaged to a considerable extent at the cognitive/behavioral level (M = 3.22, SD = 0.66) and to a lesser extent at the emotional level (M = 2.85, SD = 0.91). When looking at the total scores on the cognitive/behavioral engagement subscale, statistically significant difference in the level of engagement by gender were found, t(786) = 2.29, p = < 0.05, d = 0.17, indicating a slightly higher engagement of female students, while no such differences were found on the emotional engagement subscale, t(798) = 1.67, p = .10, d = 0.12. In addition, a weak negative correlation was found between student age and level of engagement on the cognitive/behavioral (r = -.15, p < .001) and emotional engagement subscales (r = -.22, p < .001). In summary, the results of this study showed that high school students’ engagement is at middle level, with girls being slightly more engaged in cognitive/behavioral aspects and younger students generally more engaged compared to older ones. This knowledge is is important from the perspective of prevention science and strengthening protective factors in the school environment, such as student engagement, that can contribute to positive developmental outcomes of students.
PB  - Faculty of Philosophy, University of Belgrade
C3  - XXIX scientific conference: Empirical studies in psychology
T1  - School engagement of high school students: Gender and age differences
EP  - 118
SP  - 118
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5135
ER  - 

@conference{
author = "Bogićević, Dragana and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Trajković, Marija and Kovačević-Lepojević, Marina",
year = "2023",
abstract = "School or student engagement is widely recognized as a multidimensional construct that encompasses three aspects of engagement – cognitive, behavioral and emotional. Research suggests that school engagement is associated with multiple students outcomes, including academic achievement, school completion, and social-emotional adjustment. Therefore, the aim of this study is to assess the engagement of high school students and to examine differences in the level of engagement by gender and age so that we can determine which students are at greater risk for various negative outcomes. Data on students’ engagement were collected using the Delaware Student Engagement Scale (four-point Likert-type scale). The results of the confirmatory factor analysis did not yield three separate factors, but instead showed that the items of the behavioral and cognitive engagement subscales were best represented by one factor. Thus, the scale consists of only two subscales: cognitive/behavioral engagement (8 items) and emotional engagement (4 items). The sample consisted of 860 students (59.6% female) from Belgrade secondary schools, aged from 15 to 19 (M =16.38, SD = 1.05). The results show that students are engaged to a considerable extent at the cognitive/behavioral level (M = 3.22, SD = 0.66) and to a lesser extent at the emotional level (M = 2.85, SD = 0.91). When looking at the total scores on the cognitive/behavioral engagement subscale, statistically significant difference in the level of engagement by gender were found, t(786) = 2.29, p = < 0.05, d = 0.17, indicating a slightly higher engagement of female students, while no such differences were found on the emotional engagement subscale, t(798) = 1.67, p = .10, d = 0.12. In addition, a weak negative correlation was found between student age and level of engagement on the cognitive/behavioral (r = -.15, p < .001) and emotional engagement subscales (r = -.22, p < .001). In summary, the results of this study showed that high school students’ engagement is at middle level, with girls being slightly more engaged in cognitive/behavioral aspects and younger students generally more engaged compared to older ones. This knowledge is is important from the perspective of prevention science and strengthening protective factors in the school environment, such as student engagement, that can contribute to positive developmental outcomes of students.",
publisher = "Faculty of Philosophy, University of Belgrade",
journal = "XXIX scientific conference: Empirical studies in psychology",
title = "School engagement of high school students: Gender and age differences",
pages = "118-118",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5135"
}

Bogićević, D., Popović-Ćitić, B., Bukvić Branković, L., Trajković, M.,& Kovačević-Lepojević, M.. (2023). School engagement of high school students: Gender and age differences. in XXIX scientific conference: Empirical studies in psychology
Faculty of Philosophy, University of Belgrade., 118-118.
https://hdl.handle.net/21.15107/rcub_rfasper_5135

Bogićević D, Popović-Ćitić B, Bukvić Branković L, Trajković M, Kovačević-Lepojević M. School engagement of high school students: Gender and age differences. in XXIX scientific conference: Empirical studies in psychology. 2023;:118-118.
https://hdl.handle.net/21.15107/rcub_rfasper_5135 .

Bogićević, Dragana, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Trajković, Marija, Kovačević-Lepojević, Marina, "School engagement of high school students: Gender and age differences" in XXIX scientific conference: Empirical studies in psychology (2023):118-118,
https://hdl.handle.net/21.15107/rcub_rfasper_5135 .

TY  - CONF
AU  - Bogićević, Dragana
AU  - Popović Ćitić, Branislava
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5052
AB  - Školska angažovanost učenika široko je prepoznata kao multidimenzionalni konstrukt koji meri učešće, posvećenost i pažnju učenika u školi. Prepoznaju se različiti tipovi školske angažovanosti, a najučestalije se pravi distinkcija na kognitivnu, emocionalnu i bihejvioralnu angažovanost. Kognitivna angažovanost se odnosi na nivo investiranja učenika ili motivaciju za učenje, dok bihejvioralna angažovanost podrazumeva učešće učenika u školskim aktivnostima. Emocionalna angažovanost podrazumeva odnos učenika prema nastavnicima, vršnjacima i školom u celini. Dokazi o značaju školske angažovanosti učenika dolaze iz opsežne literature koja povezuje školsku angažovanost učenika sa različitim poželjnim razvojnim ishodima. Stoga je cilj ovog rada da kroz pregled, analizu i sumiranje istraživačkih rezultata o školskoj angažovanosti učenika ukaže na značaj ovog konstrukta za prevenciju problema ponašanja. Rezultati sprovedenog pregleda sugerišu da je nivo školske angažovanosti učenika povezan sa širokim spektrom akademskih i razvojnih ishoda, poput akademskog postignuća i motivacije, nastavkom školovanja, prosocijalnog ponašanja, pozitivnog identiteta, socioemocionalnog funkcionisanja itd. Drugim rečima, dosadašnja istraživanja upućuju da se u zavisnosti od nivoa školske angažovanosti učenika njeni efekti mogu tumačiti u kontekstu rizičnih i protektivnih faktora za bihejvioralne probleme učenika. Navedeno implicira da akteri vaspitnoobrazovnog sistema ne smeju da izgube iz vida značaj školske angažovanosti za dostizanje punih potencijala učenika. Dodatno, uvažavajući nastojanja prevencijske nauke u pravcu identifikovanja i osnaživanja činilaca koji stoje osnovi protektivnih procesa neophodno je dodatnu pažnju usmeriti na istraživanja faktora i mehanizama koji doprinose višim nivoima školske angažovanosti kod učenika.
PB  - Društvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023
T1  - Značaj školske angažovanosti učenika za prevenciju problema ponašanja
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5052
ER  - 

@conference{
author = "Bogićević, Dragana and Popović Ćitić, Branislava",
year = "2023",
abstract = "Školska angažovanost učenika široko je prepoznata kao multidimenzionalni konstrukt koji meri učešće, posvećenost i pažnju učenika u školi. Prepoznaju se različiti tipovi školske angažovanosti, a najučestalije se pravi distinkcija na kognitivnu, emocionalnu i bihejvioralnu angažovanost. Kognitivna angažovanost se odnosi na nivo investiranja učenika ili motivaciju za učenje, dok bihejvioralna angažovanost podrazumeva učešće učenika u školskim aktivnostima. Emocionalna angažovanost podrazumeva odnos učenika prema nastavnicima, vršnjacima i školom u celini. Dokazi o značaju školske angažovanosti učenika dolaze iz opsežne literature koja povezuje školsku angažovanost učenika sa različitim poželjnim razvojnim ishodima. Stoga je cilj ovog rada da kroz pregled, analizu i sumiranje istraživačkih rezultata o školskoj angažovanosti učenika ukaže na značaj ovog konstrukta za prevenciju problema ponašanja. Rezultati sprovedenog pregleda sugerišu da je nivo školske angažovanosti učenika povezan sa širokim spektrom akademskih i razvojnih ishoda, poput akademskog postignuća i motivacije, nastavkom školovanja, prosocijalnog ponašanja, pozitivnog identiteta, socioemocionalnog funkcionisanja itd. Drugim rečima, dosadašnja istraživanja upućuju da se u zavisnosti od nivoa školske angažovanosti učenika njeni efekti mogu tumačiti u kontekstu rizičnih i protektivnih faktora za bihejvioralne probleme učenika. Navedeno implicira da akteri vaspitnoobrazovnog sistema ne smeju da izgube iz vida značaj školske angažovanosti za dostizanje punih potencijala učenika. Dodatno, uvažavajući nastojanja prevencijske nauke u pravcu identifikovanja i osnaživanja činilaca koji stoje osnovi protektivnih procesa neophodno je dodatnu pažnju usmeriti na istraživanja faktora i mehanizama koji doprinose višim nivoima školske angažovanosti kod učenika.",
publisher = "Društvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023",
title = "Značaj školske angažovanosti učenika za prevenciju problema ponašanja",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5052"
}

Bogićević, D.,& Popović Ćitić, B.. (2023). Značaj školske angažovanosti učenika za prevenciju problema ponašanja. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023
Društvo defektologa Srbije..
https://hdl.handle.net/21.15107/rcub_rfasper_5052

Bogićević D, Popović Ćitić B. Značaj školske angažovanosti učenika za prevenciju problema ponašanja. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023. 2023;.
https://hdl.handle.net/21.15107/rcub_rfasper_5052 .

Bogićević, Dragana, Popović Ćitić, Branislava, "Značaj školske angažovanosti učenika za prevenciju problema ponašanja" in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023 (2023),
https://hdl.handle.net/21.15107/rcub_rfasper_5052 .

TY  - JOUR
AU  - Bogićević, Dragana
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5416
AB  - Kriminalna karijera opisuje dugoročne obrasce kriminalne 
aktivnosti duž celokupnog životnog toka prestupnika. Odlikuje je 
početak, perzistencija, eskalacija i okončanje. Poznavanje kontinuuma 
kriminalne karijere i njenih dimenzija direktno je u funkciji 
razumevanja razvoja kriminalnog ponašanja, ali i tretmana hroničnih 
prestupnika. Brojne istraživačke studije kriminalne karijere i njenih 
dimenzija, a posebno frekvencije i trajanja imaju svoj doprinos u 
tretmanu tzv. hroničnih prestupnika. Stoga je cilj ovog rada da kroz 
prikaz ključnih istraživanja dimenzija kriminalne karijere ukaže na 
koji način se postojeća saznanja mogu iskoristiti u tretmanu hroničnih 
prestupnika. U radu su, nakon objašnjenja dimenzija kriminalne 
karijere, prikazani ključni rezultati istraživanja dimenzija kriminalne 
karijere i na kraju, izvedene implikacije koje mogu biti od značaja za 
unapređenje tretmana hroničnih prestupnika.
AB  - A criminal career describes long-term patterns of criminal activity in the life course of an offender. It is characterized by onset, persistence, escalation, and 
termination. Knowledge of the continuum of a criminal career and its dimensions 
is a direct prerequisite for understanding the development of criminal behavior, as 
well as for treating chronic offenders. Numerous research studies on criminal 
career and its dimensions, especially frequency and duration, make their 
contribution to the treatment of the so-called chronic offenders. Therefore, the aim 
of this paper is to show how the existing knowledge can be used in the treatment of 
chronic offenders by presenting the main research findings on the dimensions of 
the criminal career. After an explanation of the dimensions of a criminal career, 
the main findings of research on the dimensions of a criminal career are presented, 
and finally, the implications that may be relevant for improving the treatment of 
chronic offenders are presented.
PB  - Institut za kriminološka i sociološka istraživanja
T2  - Zbornik Instituta za kriminološka i sociološka istraživanja
T1  - Istraživanja dimenzija kriminalne karijere: implikacije za tretman hroničnih prestupnika
T1  - Criminal career dimensions research: implications for the treatment of chronic offenders
IS  - 2-3
VL  - 41
DO  - 10.47152/ziksi2022310
ER  - 

@article{
author = "Bogićević, Dragana",
year = "2022",
abstract = "Kriminalna karijera opisuje dugoročne obrasce kriminalne 
aktivnosti duž celokupnog životnog toka prestupnika. Odlikuje je 
početak, perzistencija, eskalacija i okončanje. Poznavanje kontinuuma 
kriminalne karijere i njenih dimenzija direktno je u funkciji 
razumevanja razvoja kriminalnog ponašanja, ali i tretmana hroničnih 
prestupnika. Brojne istraživačke studije kriminalne karijere i njenih 
dimenzija, a posebno frekvencije i trajanja imaju svoj doprinos u 
tretmanu tzv. hroničnih prestupnika. Stoga je cilj ovog rada da kroz 
prikaz ključnih istraživanja dimenzija kriminalne karijere ukaže na 
koji način se postojeća saznanja mogu iskoristiti u tretmanu hroničnih 
prestupnika. U radu su, nakon objašnjenja dimenzija kriminalne 
karijere, prikazani ključni rezultati istraživanja dimenzija kriminalne 
karijere i na kraju, izvedene implikacije koje mogu biti od značaja za 
unapređenje tretmana hroničnih prestupnika., A criminal career describes long-term patterns of criminal activity in the life course of an offender. It is characterized by onset, persistence, escalation, and 
termination. Knowledge of the continuum of a criminal career and its dimensions 
is a direct prerequisite for understanding the development of criminal behavior, as 
well as for treating chronic offenders. Numerous research studies on criminal 
career and its dimensions, especially frequency and duration, make their 
contribution to the treatment of the so-called chronic offenders. Therefore, the aim 
of this paper is to show how the existing knowledge can be used in the treatment of 
chronic offenders by presenting the main research findings on the dimensions of 
the criminal career. After an explanation of the dimensions of a criminal career, 
the main findings of research on the dimensions of a criminal career are presented, 
and finally, the implications that may be relevant for improving the treatment of 
chronic offenders are presented.",
publisher = "Institut za kriminološka i sociološka istraživanja",
journal = "Zbornik Instituta za kriminološka i sociološka istraživanja",
title = "Istraživanja dimenzija kriminalne karijere: implikacije za tretman hroničnih prestupnika, Criminal career dimensions research: implications for the treatment of chronic offenders",
number = "2-3",
volume = "41",
doi = "10.47152/ziksi2022310"
}

Bogićević, D.. (2022). Istraživanja dimenzija kriminalne karijere: implikacije za tretman hroničnih prestupnika. in Zbornik Instituta za kriminološka i sociološka istraživanja
Institut za kriminološka i sociološka istraživanja., 41(2-3).
https://doi.org/10.47152/ziksi2022310

Bogićević D. Istraživanja dimenzija kriminalne karijere: implikacije za tretman hroničnih prestupnika. in Zbornik Instituta za kriminološka i sociološka istraživanja. 2022;41(2-3).
doi:10.47152/ziksi2022310 .

Bogićević, Dragana, "Istraživanja dimenzija kriminalne karijere: implikacije za tretman hroničnih prestupnika" in Zbornik Instituta za kriminološka i sociološka istraživanja, 41, no. 2-3 (2022),
https://doi.org/10.47152/ziksi2022310 . .

TY  - CONF
AU  - Bogićević, Dragana
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4948
AB  - Kriminalna karijera opisuje dugoročne obrasce kriminalne aktivnosti duž celokupnog životnog toka prestupnika. Odlikuje je početak, perzistencija, eskalacija i okončanje. Poznavanje kontinuuma kriminalne karijere direktno je u funkciji razumevanja razvoja kriminalnog ponašanja, ali i rehabilitacije pre- stupnika. Brojne istraživačke studije kriminalne karijere i njenih dimenzija, a posebno frekvencije i trajanja imaju svoj doprinos u procesu rehabilitacije tzv. hroničnih prestupnika. U radu su, nakon kratkog objašnjenja dimenzija kri- minalne karijere, prikazani ključni rezultati vezani za istraživanja krimi- nalne karijere i izvedene implikacije koje mogu biti od značaja za unapređenje prakse rehabilitacije hroničnih prestupnika.
AB  - A criminal career describes long-term patterns of criminal activity throughout an offender’s life course. It is characterized by initiation, persistence, escalation and termination. Knowing the continuum of a criminal career is directly in the function of understanding the development of criminal behavior, but also the rehabilitation of criminals. Numerous research studies of the criminal career and its dimensions, especially the frequency and duration, have their contribution in the rehabilitation process of the so-called chronic offenders. After a brief explanation of the concept and dimensions of a criminal career, the paper presents key researches of a criminal career and analyzes the implications of the study of a criminal career that may be important for improving the rehabilitation of chronic offenders.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
C3  - Zbornik radova - Nacionalni naučni skup " obrazovanje i rehabilitacija odraslih osoba sa smetnjama u razvoju i problemima u ponašanju ", Beograd, Srbija, 21. decembar 2022. godine
T1  - Značaj proučavanja kriminalne karijere za rehabilitaciju hroničnih prestupnika
T1  - The significance of criminal career study for the rehabilitation of chronic offenders
EP  - 182
SP  - 175
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4948
ER  - 

@conference{
author = "Bogićević, Dragana",
year = "2022",
abstract = "Kriminalna karijera opisuje dugoročne obrasce kriminalne aktivnosti duž celokupnog životnog toka prestupnika. Odlikuje je početak, perzistencija, eskalacija i okončanje. Poznavanje kontinuuma kriminalne karijere direktno je u funkciji razumevanja razvoja kriminalnog ponašanja, ali i rehabilitacije pre- stupnika. Brojne istraživačke studije kriminalne karijere i njenih dimenzija, a posebno frekvencije i trajanja imaju svoj doprinos u procesu rehabilitacije tzv. hroničnih prestupnika. U radu su, nakon kratkog objašnjenja dimenzija kri- minalne karijere, prikazani ključni rezultati vezani za istraživanja krimi- nalne karijere i izvedene implikacije koje mogu biti od značaja za unapređenje prakse rehabilitacije hroničnih prestupnika., A criminal career describes long-term patterns of criminal activity throughout an offender’s life course. It is characterized by initiation, persistence, escalation and termination. Knowing the continuum of a criminal career is directly in the function of understanding the development of criminal behavior, but also the rehabilitation of criminals. Numerous research studies of the criminal career and its dimensions, especially the frequency and duration, have their contribution in the rehabilitation process of the so-called chronic offenders. After a brief explanation of the concept and dimensions of a criminal career, the paper presents key researches of a criminal career and analyzes the implications of the study of a criminal career that may be important for improving the rehabilitation of chronic offenders.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Zbornik radova - Nacionalni naučni skup " obrazovanje i rehabilitacija odraslih osoba sa smetnjama u razvoju i problemima u ponašanju ", Beograd, Srbija, 21. decembar 2022. godine",
title = "Značaj proučavanja kriminalne karijere za rehabilitaciju hroničnih prestupnika, The significance of criminal career study for the rehabilitation of chronic offenders",
pages = "182-175",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4948"
}

Bogićević, D.. (2022). Značaj proučavanja kriminalne karijere za rehabilitaciju hroničnih prestupnika. in Zbornik radova - Nacionalni naučni skup " obrazovanje i rehabilitacija odraslih osoba sa smetnjama u razvoju i problemima u ponašanju ", Beograd, Srbija, 21. decembar 2022. godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)., 175-182.
https://hdl.handle.net/21.15107/rcub_rfasper_4948

Bogićević D. Značaj proučavanja kriminalne karijere za rehabilitaciju hroničnih prestupnika. in Zbornik radova - Nacionalni naučni skup " obrazovanje i rehabilitacija odraslih osoba sa smetnjama u razvoju i problemima u ponašanju ", Beograd, Srbija, 21. decembar 2022. godine. 2022;:175-182.
https://hdl.handle.net/21.15107/rcub_rfasper_4948 .

Bogićević, Dragana, "Značaj proučavanja kriminalne karijere za rehabilitaciju hroničnih prestupnika" in Zbornik radova - Nacionalni naučni skup " obrazovanje i rehabilitacija odraslih osoba sa smetnjama u razvoju i problemima u ponašanju ", Beograd, Srbija, 21. decembar 2022. godine (2022):175-182,
https://hdl.handle.net/21.15107/rcub_rfasper_4948 .

TY  - THES
AU  - Bogićević, Dragana
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4921
AB  - Играње видео-игара једна је од најпопуларнијих активности деце и адолесцената у слободно време. Процењује се да готово 90% младих игра неку врсту видео-игре.
Екстернализовани и интернализовани проблеми представљају две димензије проблема у понашању. Екстернализовани проблеми подразумевају конфликте са другим особама и кршење друштвених норми, док су интернализовани проблеми усмерени ка себи.
Основни циљ овог рада је преглед и синтеза резултата претходних истраживања о повезаности играња видео-игара са екстернализованим и интернализованим проблемима код деце и адолесцената. Посебни циљеви овог рада, а на основу прегледа и синтезе резултата претходних истраживања, су и анализа природе повезаности играња видео-игара са екстернализованим и интернализованим проблемима, као и анализа утицаја пола и узраста на повезаност између играња видео-игара са екстернализованим и интернализованим проблемима.
Резултати великог броја истраживања указали су на постојање повезаности играња видео- игара са екстернализованим проблемима, при чему је та повезаност јача код испитаника мушког пола и у случајевима када видео-игре садрже висок степен насиља. Такође, истраживањима је потврђена и повезаност играња видео-игара са интернализованим проблемимаи то нарочито код испитаница женског пола и код адолесцената који прекомерно играју видео-игре.
Закључак је да постоји повезаност између играња видео-игара и екстернализованих и интернализованих проблема, али да зависно од димензије проблема различити фактори имају медијаторску улогу. Повезаност играња видео-игара и екстернализованих и интернализованих проблема посредована је факторима као што су: пол, узраст, насиље у видео-играма, жанр видео-игре и време које свакодневно деца и адолесценти проводе играјући видео-игре.
AB  - Playing video games is one of the most popular leisure activities for children and adolescents. It is estimated that almost 90% of young people play some kind of video game. Externalizing and internalizing problems represent two dimensions of behavioral problems. Externalizing problems include conflicts with other people and violations of social norms while internalizing problems are self-directed.
The main goal of this paper is to review and synthesize the results of previous research on the connection between playing video games and externalizing and internalizing problems in children and adolescents. The special goals of this paper, based on the review and synthesis of the results of previous research, are the analysis of the nature of the connection between playing video games with externalizing and internalizing problems, as well as the analysis of the influence of gender and age on the connection between playing video games with externalizing and internalizing problems.
The results of a large number of studies indicated the existence of a connection between playing video games and externalizing problems, with this connection being stronger among male respondents and in cases when video games contain a high degree of violence. Also, research has confirmed the connection between playing video games and internalized problems, especially in female respondents and adolescents who play video games excessively.
The conclusion is that there is a connection between playing video games and externalized and internalized problems, but that depending on the dimension of the problem, different factors have a mediating role. The connection between playing video games and externalized and internalized problems is mediated by factors such as gender, age, violence in video games, the genre of video games, and the time that children and adolescents spend every day playing video games.
T1  - Povezanost igranja video-igara sa eksternalizovanim i internalizovanim problemima kod dece i adolescenata
T1  - The connection between playing videogames and externalizing and internalizing problems in children and adolescents
EP  - 53
SP  - 4
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4921
ER  - 

@mastersthesis{
author = "Bogićević, Dragana",
year = "2021",
abstract = "Играње видео-игара једна је од најпопуларнијих активности деце и адолесцената у слободно време. Процењује се да готово 90% младих игра неку врсту видео-игре.
Екстернализовани и интернализовани проблеми представљају две димензије проблема у понашању. Екстернализовани проблеми подразумевају конфликте са другим особама и кршење друштвених норми, док су интернализовани проблеми усмерени ка себи.
Основни циљ овог рада је преглед и синтеза резултата претходних истраживања о повезаности играња видео-игара са екстернализованим и интернализованим проблемима код деце и адолесцената. Посебни циљеви овог рада, а на основу прегледа и синтезе резултата претходних истраживања, су и анализа природе повезаности играња видео-игара са екстернализованим и интернализованим проблемима, као и анализа утицаја пола и узраста на повезаност између играња видео-игара са екстернализованим и интернализованим проблемима.
Резултати великог броја истраживања указали су на постојање повезаности играња видео- игара са екстернализованим проблемима, при чему је та повезаност јача код испитаника мушког пола и у случајевима када видео-игре садрже висок степен насиља. Такође, истраживањима је потврђена и повезаност играња видео-игара са интернализованим проблемимаи то нарочито код испитаница женског пола и код адолесцената који прекомерно играју видео-игре.
Закључак је да постоји повезаност између играња видео-игара и екстернализованих и интернализованих проблема, али да зависно од димензије проблема различити фактори имају медијаторску улогу. Повезаност играња видео-игара и екстернализованих и интернализованих проблема посредована је факторима као што су: пол, узраст, насиље у видео-играма, жанр видео-игре и време које свакодневно деца и адолесценти проводе играјући видео-игре., Playing video games is one of the most popular leisure activities for children and adolescents. It is estimated that almost 90% of young people play some kind of video game. Externalizing and internalizing problems represent two dimensions of behavioral problems. Externalizing problems include conflicts with other people and violations of social norms while internalizing problems are self-directed.
The main goal of this paper is to review and synthesize the results of previous research on the connection between playing video games and externalizing and internalizing problems in children and adolescents. The special goals of this paper, based on the review and synthesis of the results of previous research, are the analysis of the nature of the connection between playing video games with externalizing and internalizing problems, as well as the analysis of the influence of gender and age on the connection between playing video games with externalizing and internalizing problems.
The results of a large number of studies indicated the existence of a connection between playing video games and externalizing problems, with this connection being stronger among male respondents and in cases when video games contain a high degree of violence. Also, research has confirmed the connection between playing video games and internalized problems, especially in female respondents and adolescents who play video games excessively.
The conclusion is that there is a connection between playing video games and externalized and internalized problems, but that depending on the dimension of the problem, different factors have a mediating role. The connection between playing video games and externalized and internalized problems is mediated by factors such as gender, age, violence in video games, the genre of video games, and the time that children and adolescents spend every day playing video games.",
title = "Povezanost igranja video-igara sa eksternalizovanim i internalizovanim problemima kod dece i adolescenata, The connection between playing videogames and externalizing and internalizing problems in children and adolescents",
pages = "53-4",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4921"
}

Bogićević, D.. (2021). Povezanost igranja video-igara sa eksternalizovanim i internalizovanim problemima kod dece i adolescenata. , 4-53.
https://hdl.handle.net/21.15107/rcub_rfasper_4921

Bogićević D. Povezanost igranja video-igara sa eksternalizovanim i internalizovanim problemima kod dece i adolescenata. 2021;:4-53.
https://hdl.handle.net/21.15107/rcub_rfasper_4921 .

Bogićević, Dragana, "Povezanost igranja video-igara sa eksternalizovanim i internalizovanim problemima kod dece i adolescenata" (2021):4-53,
https://hdl.handle.net/21.15107/rcub_rfasper_4921 .