TY  - CONF
AU  - Pajić, Sofija
AU  - Strižak, Nevena
AU  - Mijatović, Luka
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5343
AB  - Introduction: Employability refers to the “capability to move self-sufficiently
within the labor market to realize potential through sustainable employment”.
Some authors analyze employability as an outcome in terms of a person’s
subjective or objective chance of a job on the labor market, whereas others
focus on employability as a set of individual and contextual antecedents of
sustainable employment. In the last few decades, research on employability
has blossomed, which resulted in a great volume of literature coupled with
the variety of contexts and populations among which employability is studied.
Among people with functional diversity, understanding factors that support
or impede employability is a key element in promoting social inclusion.
Aim: The aim of this study is to provide a systematic review of the individual
and contextual factors that relate to employability of individuals with
functional diversity. In addition, comparing the findings from multiple primary
studies, the study contributes to explaining the current inconsistencies.
Methods: We conducted a comprehensive search for relevant publications
across different databases (i.e., PsycINFO, Web of Science, Business Source
Premier). We used combinations of keywords pertinent to employability
and functional diversity in order to perform a qualitative analysis of the key
relationships.
Results: Preliminary results show inconsistency in theorizing and measurement,
as well as a lack of insight into the “how” of the theoretical framework.
Moreover, individuals with functional diversity experience a range of
barriers to employability, which vary depending on the context where studies
are conducted. Finally, the results substantially vary depending on the specific
conceptualization of employability, measurement, and functional diversity in
question.Conclusion: We unpack the antecedents of employability, increasing insight
into the complexity of its promotion among individuals with functional
diversity. From a societal standpoint, this is relevant in promoting decent work
for all. With the current labor shortage in key societal sectors, societies need
workers to develop beyond organizational boundaries.
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  - Employability support and barriers among individuals with Functional diversity – a systematic review
EP  - 336
SP  - 331
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5343
ER  - 

@conference{
author = "Pajić, Sofija and Strižak, Nevena and Mijatović, Luka",
year = "2023",
abstract = "Introduction: Employability refers to the “capability to move self-sufficiently
within the labor market to realize potential through sustainable employment”.
Some authors analyze employability as an outcome in terms of a person’s
subjective or objective chance of a job on the labor market, whereas others
focus on employability as a set of individual and contextual antecedents of
sustainable employment. In the last few decades, research on employability
has blossomed, which resulted in a great volume of literature coupled with
the variety of contexts and populations among which employability is studied.
Among people with functional diversity, understanding factors that support
or impede employability is a key element in promoting social inclusion.
Aim: The aim of this study is to provide a systematic review of the individual
and contextual factors that relate to employability of individuals with
functional diversity. In addition, comparing the findings from multiple primary
studies, the study contributes to explaining the current inconsistencies.
Methods: We conducted a comprehensive search for relevant publications
across different databases (i.e., PsycINFO, Web of Science, Business Source
Premier). We used combinations of keywords pertinent to employability
and functional diversity in order to perform a qualitative analysis of the key
relationships.
Results: Preliminary results show inconsistency in theorizing and measurement,
as well as a lack of insight into the “how” of the theoretical framework.
Moreover, individuals with functional diversity experience a range of
barriers to employability, which vary depending on the context where studies
are conducted. Finally, the results substantially vary depending on the specific
conceptualization of employability, measurement, and functional diversity in
question.Conclusion: We unpack the antecedents of employability, increasing insight
into the complexity of its promotion among individuals with functional
diversity. From a societal standpoint, this is relevant in promoting decent work
for all. With the current labor shortage in key societal sectors, societies need
workers to develop beyond organizational boundaries.",
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 = "Employability support and barriers among individuals with Functional diversity – a systematic review",
pages = "336-331",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5343"
}

Pajić, S., Strižak, N.,& Mijatović, L.. (2023). Employability support and barriers among individuals with Functional diversity – a systematic review. 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., 331-336.
https://hdl.handle.net/21.15107/rcub_rfasper_5343

Pajić S, Strižak N, Mijatović L. Employability support and barriers among individuals with Functional diversity – a systematic review. in Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine. 2023;:331-336.
https://hdl.handle.net/21.15107/rcub_rfasper_5343 .

Pajić, Sofija, Strižak, Nevena, Mijatović, Luka, "Employability support and barriers among individuals with Functional diversity – a systematic review" in Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine (2023):331-336,
https://hdl.handle.net/21.15107/rcub_rfasper_5343 .

TY  - JOUR
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Mijatović, Luka
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5293
AB  - A sense of school belonging is considered a protective and promotive factor for a
wide range of academic and developmental outcomes of students. However, previous
research efforts were overly focused on examining the factors and processes that
underlie it, and the available literature identifies a lack of a clear model of action that
school actors should apply in order to improve it and, consequently, enjoy its benefits.
The main goal of this paper is the analysis of relevant literature, with the aim of
identifying the factors that contribute to the development of a sense of school belonging
among students. In accordance with the basic principles of the adapted Bronfenbrenner’s
bio-psycho-socio-ecological model of school belonging, the findings of the conducted
review indicate that the sense of school belonging is of a systemic nature, and that its
development and intensity are determined by multiple experiences, interactions and
factors that usually exist on the individual, school-relational and contextual level.
Although the paper provides preliminary insights into the factors that contribute to the
development of a sense of school belonging, further research into these factors, which
will examine their predictive effect, provide the possibility of defining a clear model of
action, and represent a starting point for designing adequate interventions, is necessary.
AB  - Осећај припадности школи сматра се протективним и промотивним фактором који утиче на широк спектар академских и развојних исхода код ученика. Међутим, досадашња истраживачка настојања нису била претерано фокусирана на испитивање фактора и процеса који се налазе у његовој основи, те се у литератури идентификује недостатак јасног модела деловања који школски актери треба да примене зарад његовог унапређивања и, последично, уживања његових бенефита. Основни циљ рада је анализа релевантне литературе ради идентификовања фактора који доприносе развоју осећаја припадности школи код ученика. У складу са основним поставкама адаптираног Бронфенбренеровог био-психо-социо-еколошког модела припадности школи, резултати спроведеног прегледа указују на то да је осећај припадности школи системске природе, те да су његов развој и интензитет детерминисани вишеструким искуствима, интеракцијама и факторима који уобичајено егзистирају на индивидуалном, школском релационом и контекстуалном нивоу. Иако рад пружа почетне увиде у факторе који доприносе развоју осећаја припадности школи, неопходна су даља истраживања ових фактора која ће испитати њихово предиктивно дејство, обезбедити могућност дефинисања јасног модела деловања, те представљати полазну основу за конципирање адекватних интервенција.
PB  - University of Niš
T2  - Teme
T1  - Factors of a sense of school belonging: Bronfenbrenner's theoretical model as a starting framework for interpretation
EP  - 384
IS  - 2
SP  - 371
VL  - 47
DO  - https://doi.org/10.22190/TEME220805024T
ER  - 

@article{
author = "Trajković, Marija and Popović-Ćitić, Branislava and Mijatović, Luka",
year = "2023",
abstract = "A sense of school belonging is considered a protective and promotive factor for a
wide range of academic and developmental outcomes of students. However, previous
research efforts were overly focused on examining the factors and processes that
underlie it, and the available literature identifies a lack of a clear model of action that
school actors should apply in order to improve it and, consequently, enjoy its benefits.
The main goal of this paper is the analysis of relevant literature, with the aim of
identifying the factors that contribute to the development of a sense of school belonging
among students. In accordance with the basic principles of the adapted Bronfenbrenner’s
bio-psycho-socio-ecological model of school belonging, the findings of the conducted
review indicate that the sense of school belonging is of a systemic nature, and that its
development and intensity are determined by multiple experiences, interactions and
factors that usually exist on the individual, school-relational and contextual level.
Although the paper provides preliminary insights into the factors that contribute to the
development of a sense of school belonging, further research into these factors, which
will examine their predictive effect, provide the possibility of defining a clear model of
action, and represent a starting point for designing adequate interventions, is necessary., Осећај припадности школи сматра се протективним и промотивним фактором који утиче на широк спектар академских и развојних исхода код ученика. Међутим, досадашња истраживачка настојања нису била претерано фокусирана на испитивање фактора и процеса који се налазе у његовој основи, те се у литератури идентификује недостатак јасног модела деловања који школски актери треба да примене зарад његовог унапређивања и, последично, уживања његових бенефита. Основни циљ рада је анализа релевантне литературе ради идентификовања фактора који доприносе развоју осећаја припадности школи код ученика. У складу са основним поставкама адаптираног Бронфенбренеровог био-психо-социо-еколошког модела припадности школи, резултати спроведеног прегледа указују на то да је осећај припадности школи системске природе, те да су његов развој и интензитет детерминисани вишеструким искуствима, интеракцијама и факторима који уобичајено егзистирају на индивидуалном, школском релационом и контекстуалном нивоу. Иако рад пружа почетне увиде у факторе који доприносе развоју осећаја припадности школи, неопходна су даља истраживања ових фактора која ће испитати њихово предиктивно дејство, обезбедити могућност дефинисања јасног модела деловања, те представљати полазну основу за конципирање адекватних интервенција.",
publisher = "University of Niš",
journal = "Teme",
title = "Factors of a sense of school belonging: Bronfenbrenner's theoretical model as a starting framework for interpretation",
pages = "384-371",
number = "2",
volume = "47",
doi = "https://doi.org/10.22190/TEME220805024T"
}

Trajković, M., Popović-Ćitić, B.,& Mijatović, L.. (2023). Factors of a sense of school belonging: Bronfenbrenner's theoretical model as a starting framework for interpretation. in Teme
University of Niš., 47(2), 371-384.
https://doi.org/https://doi.org/10.22190/TEME220805024T

Trajković M, Popović-Ćitić B, Mijatović L. Factors of a sense of school belonging: Bronfenbrenner's theoretical model as a starting framework for interpretation. in Teme. 2023;47(2):371-384.
doi:https://doi.org/10.22190/TEME220805024T .

Trajković, Marija, Popović-Ćitić, Branislava, Mijatović, Luka, "Factors of a sense of school belonging: Bronfenbrenner's theoretical model as a starting framework for interpretation" in Teme, 47, no. 2 (2023):371-384,
https://doi.org/https://doi.org/10.22190/TEME220805024T . .

TY  - JOUR
AU  - Mijatović, Luka
AU  - Strižak, Nevena
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5270
AB  - Emocionalna inteligencija (EI) poslednjih godina sve češće nalazi mesto u istraživanjima
usmerenim na obrazovanje. U radu se razmatra povezanost crte EI i sagorevanja kod
vaspitača, kao i veza ovih konstrukata sa dužinom radnog iskustva. Ispitanici su vaspitači (N = 64)
zaposleni u sistemu predškolskog vaspitanja i obrazovanja u Beogradu. Podaci o crti EI dobijeni su
putem Upitnika o emocionalnoj inteligenciji kao crti (Trait Emotional Intelligence Questionnaire – TEIQue), koji pruža uvid u pojedine faktore ovog konstrukta, a to su: Dobrobit, Samokontrola, Emocionalnost i Socijabilnost. Za procenu sindroma profesionalnog sagorevanja korišćen je Kopenhagenški inventar sagorevanja (Copenhagen Burnout Inventory – CBI), verzija prilagođena za vaspitače. Rezultati su ukazali na značaj Samokontrole kao EI faktora u predikciji profesionalnog sagorevanja, kao i na značajne razlike u faktoru crte EI Dobrobit, pri čemu su značajno niži skorovi uočeni u grupi vaspitača sa najviše radnog iskustva. Značajno viši skorovi su opaženi u grupi vaspitača sa najviše radnog isustva na skalama koje procenjuju sagorevanje u vezi sa poslom, sagorevanje u radu sa decom, kao i u pogledu ukupnog skora profesionalnog sagorevanja. Iako nije reč o longitudinalnoj studiji, nalazi sugerišu da se događa pad emocionalne dobrobiti (tj. pozitivnih emocija, optimizma i samopouzdanja) sa porastom radnog iskustva, pri čemu ostali domeni crte EI ostaju stabilni. Istovremeno, uočava se porast psihičkog i fizičkog umora i iscrpljenosti koji potiču od zahteva radnog mesta.
AB  - Research in the field of education is increasingly recognizing the importance of emotional
intelligence (EI). This paper analyses the connection between EI traits and burnout among
preschool teachers, as well as the relationship between these constructs and the length of their work experience. Participants in the research were preschool teachers (N = 64) employed in the preschool education system in Belgrade, Serbia. Data on the EI trait were obtained through the Trait Emotional Intelligence Questionnaire (TEIQue), which provides insight into certain factors of this construct, namely: Well-Being, Self-Control, Emotionality and Sociability. The Copenhagen Burnout Inventory (CBI), a version adapted for preschool teachers, was used to assess professional burnout syndrome. The results indicated the importance of Self-Control as an EI factor in predicting professional burnout, as well as significant differences in the EI Well-Being trait factor, with significantly lower scores observed in the group of teachers with the most work experience. Significantly higher scores were observed in the group of teachers with the most work experience on the scales that assess burnout related to work, burnout in working with children, as well as in terms of the total score of professional burnout. Although not a longitudinal study, the findings suggest that emotional well-being (i.e., positive emotions, optimism, and self-confidence)
declines with increasing work experience, while the other domains of trait EI remain stable. At the same time, there is an increase in mental and physical fatigue and exhaustion stemming from the demands of the workplace.
PB  - Pedagoško društvo Srbije
PB  - Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu
T2  - Nastava i vaspitanje
T1  - Emocionalna inteligencija kao crta ličnosti i profesionalno sagorevanje vaspitača
T1  - Emotional Intelligence as a Personality Trait  and Burnout among Preschool Teachers
EP  - 168
IS  - 2
SP  - 153
VL  - 72
DO  - https://doi.org/10.5937/nasvas2302153M
ER  - 

@article{
author = "Mijatović, Luka and Strižak, Nevena",
year = "2023",
abstract = "Emocionalna inteligencija (EI) poslednjih godina sve češće nalazi mesto u istraživanjima
usmerenim na obrazovanje. U radu se razmatra povezanost crte EI i sagorevanja kod
vaspitača, kao i veza ovih konstrukata sa dužinom radnog iskustva. Ispitanici su vaspitači (N = 64)
zaposleni u sistemu predškolskog vaspitanja i obrazovanja u Beogradu. Podaci o crti EI dobijeni su
putem Upitnika o emocionalnoj inteligenciji kao crti (Trait Emotional Intelligence Questionnaire – TEIQue), koji pruža uvid u pojedine faktore ovog konstrukta, a to su: Dobrobit, Samokontrola, Emocionalnost i Socijabilnost. Za procenu sindroma profesionalnog sagorevanja korišćen je Kopenhagenški inventar sagorevanja (Copenhagen Burnout Inventory – CBI), verzija prilagođena za vaspitače. Rezultati su ukazali na značaj Samokontrole kao EI faktora u predikciji profesionalnog sagorevanja, kao i na značajne razlike u faktoru crte EI Dobrobit, pri čemu su značajno niži skorovi uočeni u grupi vaspitača sa najviše radnog iskustva. Značajno viši skorovi su opaženi u grupi vaspitača sa najviše radnog isustva na skalama koje procenjuju sagorevanje u vezi sa poslom, sagorevanje u radu sa decom, kao i u pogledu ukupnog skora profesionalnog sagorevanja. Iako nije reč o longitudinalnoj studiji, nalazi sugerišu da se događa pad emocionalne dobrobiti (tj. pozitivnih emocija, optimizma i samopouzdanja) sa porastom radnog iskustva, pri čemu ostali domeni crte EI ostaju stabilni. Istovremeno, uočava se porast psihičkog i fizičkog umora i iscrpljenosti koji potiču od zahteva radnog mesta., Research in the field of education is increasingly recognizing the importance of emotional
intelligence (EI). This paper analyses the connection between EI traits and burnout among
preschool teachers, as well as the relationship between these constructs and the length of their work experience. Participants in the research were preschool teachers (N = 64) employed in the preschool education system in Belgrade, Serbia. Data on the EI trait were obtained through the Trait Emotional Intelligence Questionnaire (TEIQue), which provides insight into certain factors of this construct, namely: Well-Being, Self-Control, Emotionality and Sociability. The Copenhagen Burnout Inventory (CBI), a version adapted for preschool teachers, was used to assess professional burnout syndrome. The results indicated the importance of Self-Control as an EI factor in predicting professional burnout, as well as significant differences in the EI Well-Being trait factor, with significantly lower scores observed in the group of teachers with the most work experience. Significantly higher scores were observed in the group of teachers with the most work experience on the scales that assess burnout related to work, burnout in working with children, as well as in terms of the total score of professional burnout. Although not a longitudinal study, the findings suggest that emotional well-being (i.e., positive emotions, optimism, and self-confidence)
declines with increasing work experience, while the other domains of trait EI remain stable. At the same time, there is an increase in mental and physical fatigue and exhaustion stemming from the demands of the workplace.",
publisher = "Pedagoško društvo Srbije, Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu",
journal = "Nastava i vaspitanje",
title = "Emocionalna inteligencija kao crta ličnosti i profesionalno sagorevanje vaspitača, Emotional Intelligence as a Personality Trait  and Burnout among Preschool Teachers",
pages = "168-153",
number = "2",
volume = "72",
doi = "https://doi.org/10.5937/nasvas2302153M"
}

Mijatović, L.,& Strižak, N.. (2023). Emocionalna inteligencija kao crta ličnosti i profesionalno sagorevanje vaspitača. in Nastava i vaspitanje
Pedagoško društvo Srbije., 72(2), 153-168.
https://doi.org/https://doi.org/10.5937/nasvas2302153M

Mijatović L, Strižak N. Emocionalna inteligencija kao crta ličnosti i profesionalno sagorevanje vaspitača. in Nastava i vaspitanje. 2023;72(2):153-168.
doi:https://doi.org/10.5937/nasvas2302153M .

Mijatović, Luka, Strižak, Nevena, "Emocionalna inteligencija kao crta ličnosti i profesionalno sagorevanje vaspitača" in Nastava i vaspitanje, 72, no. 2 (2023):153-168,
https://doi.org/https://doi.org/10.5937/nasvas2302153M . .

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 .