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

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

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

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

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

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

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

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

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

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

TY  - 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  - CONF
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5136
AB  - Intercultural sensitivity of students is becoming an increasingly important topic for intercultural education and society. Intercultural sensitivity is defined as an individual's ability to develop a positive emotion towards understanding and appreciating cultural differences in order to promote appropriate and effective behavior in intercultural communication. In order to examine the level of intercultural sensitivity of students, a survey was conducted on a sample of 475 students (64.8% female), aged 13–19 years (M = 15.61; SD = 1.49), who attend primary (26.5% of students) and secondary schools in Belgrade. The instrument Intercultural Sensitivity Scale (ISS) was used to assess intercultural sensitivity. A short explanation was written to the students that there are a large number of cultures in the world that differ from each other in terms of customs, traditions and language, and that all people have the opportunity to interact with people from different culture. Students were asked to evaluate their own opinions and feelings in such situations. ISS is a five-point Likert-type scale, which consists of a total of 24 items, further divided into five subscales: Interaction engagement (e.g. “I enjoy interacting with people from different cultures”), Respect for cultural differences (e.g. “I respect the values of people from different cultures”), Interaction confidence (e.g. “I am pretty sure of myself in interacting with people from different cultures”), Interaction enjoyment (e.g. “I get upset easily when interacting with people from different cultures”) and Interaction attentiveness (measure social behaviors related to personal ability of attentiveness and perceptiveness in interactions; e.g. “I am sensitive to my culturally-distinct counterpart’s subtle meanings during our interaction”). The internal reliability of the scale was good (α = .88). The mean global ISS score was 4 ± .57. When the scores on the subscales are observed, the students record the highest score on the Respect for cultural diversity subscale (M = 4.30; SD = .76), and the lowest on the Interaction attentiveness subscale (M = 3.27; SD = .95). Female students are more interculturally sensitive than male students, both in terms of the total score (t(467) = -7.36, p < 0.01, d = .69), and in the scores on all subscales. Also, it was established that the level of intercultural sensitivity of students increases with age (r = 0.2, p < 0.01), that is, secondary school students are more interculturally sensitive than elementary school students (t(474) = 3.83, p < 0.01, d = .44), which can be explained by richer experience in diverse interactions at an older age. This trend is also observed on all subscales, except for the Interaction attentiveness subscale. The obtained results can serve as a basis for designing educational interventions or programs aimed at developing students' intercultural sensitivity. The above is particularly significant if we consider the importance of intercultural sensitivity for the student's life and active participation in a multicultural and intercultural society.
PB  - Faculty of Philosophy, University of Belgrade
C3  - XXIX scientific conference: Empirical studies in psychology
T1  - Intercultural sensitivity of primary and secondary school students in Belgrade: Gender and age specificities
EP  - 89
SP  - 89
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5136
ER  - 

@conference{
author = "Trajković, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija",
year = "2023",
abstract = "Intercultural sensitivity of students is becoming an increasingly important topic for intercultural education and society. Intercultural sensitivity is defined as an individual's ability to develop a positive emotion towards understanding and appreciating cultural differences in order to promote appropriate and effective behavior in intercultural communication. In order to examine the level of intercultural sensitivity of students, a survey was conducted on a sample of 475 students (64.8% female), aged 13–19 years (M = 15.61; SD = 1.49), who attend primary (26.5% of students) and secondary schools in Belgrade. The instrument Intercultural Sensitivity Scale (ISS) was used to assess intercultural sensitivity. A short explanation was written to the students that there are a large number of cultures in the world that differ from each other in terms of customs, traditions and language, and that all people have the opportunity to interact with people from different culture. Students were asked to evaluate their own opinions and feelings in such situations. ISS is a five-point Likert-type scale, which consists of a total of 24 items, further divided into five subscales: Interaction engagement (e.g. “I enjoy interacting with people from different cultures”), Respect for cultural differences (e.g. “I respect the values of people from different cultures”), Interaction confidence (e.g. “I am pretty sure of myself in interacting with people from different cultures”), Interaction enjoyment (e.g. “I get upset easily when interacting with people from different cultures”) and Interaction attentiveness (measure social behaviors related to personal ability of attentiveness and perceptiveness in interactions; e.g. “I am sensitive to my culturally-distinct counterpart’s subtle meanings during our interaction”). The internal reliability of the scale was good (α = .88). The mean global ISS score was 4 ± .57. When the scores on the subscales are observed, the students record the highest score on the Respect for cultural diversity subscale (M = 4.30; SD = .76), and the lowest on the Interaction attentiveness subscale (M = 3.27; SD = .95). Female students are more interculturally sensitive than male students, both in terms of the total score (t(467) = -7.36, p < 0.01, d = .69), and in the scores on all subscales. Also, it was established that the level of intercultural sensitivity of students increases with age (r = 0.2, p < 0.01), that is, secondary school students are more interculturally sensitive than elementary school students (t(474) = 3.83, p < 0.01, d = .44), which can be explained by richer experience in diverse interactions at an older age. This trend is also observed on all subscales, except for the Interaction attentiveness subscale. The obtained results can serve as a basis for designing educational interventions or programs aimed at developing students' intercultural sensitivity. The above is particularly significant if we consider the importance of intercultural sensitivity for the student's life and active participation in a multicultural and intercultural society.",
publisher = "Faculty of Philosophy, University of Belgrade",
journal = "XXIX scientific conference: Empirical studies in psychology",
title = "Intercultural sensitivity of primary and secondary school students in Belgrade: Gender and age specificities",
pages = "89-89",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5136"
}

Trajković, M., Popović-Ćitić, B.,& Bukvić Branković, L.. (2023). Intercultural sensitivity of primary and secondary school students in Belgrade: Gender and age specificities. in XXIX scientific conference: Empirical studies in psychology
Faculty of Philosophy, University of Belgrade., 89-89.
https://hdl.handle.net/21.15107/rcub_rfasper_5136

Trajković M, Popović-Ćitić B, Bukvić Branković L. Intercultural sensitivity of primary and secondary school students in Belgrade: Gender and age specificities. in XXIX scientific conference: Empirical studies in psychology. 2023;:89-89.
https://hdl.handle.net/21.15107/rcub_rfasper_5136 .

Trajković, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, "Intercultural sensitivity of primary and secondary school students in Belgrade: Gender and age specificities" in XXIX scientific conference: Empirical studies in psychology (2023):89-89,
https://hdl.handle.net/21.15107/rcub_rfasper_5136 .

TY  - CONF
AU  - Popović Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Trajković, Marija
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5051
AB  - Rezilijentnost se široko određuje kao kapacitet sistema da anticipira, adaptira i reorganizuje sebe u uslovima nedaća na načine koji promovišu i održavaju njegovo uspešno funkcionisanje. Danas nema spora da je ovaj kapacitet rezultat facilitativnih interakcija sa kopostojećim podređenim i nadređenim sistemima koji omogućavaju da sistem ili njegovi delovi dobro funkcionišu tokom i nakon napada, poremećaja ili stresa. Uvažavajući zahtev savremene nauke o rezilijentnosti da se u obzir uzmu multipli sistemi ili nivoi sistema (biološki, psihološki, socijalni, veštački i prirodni), sve veći broj naučnika, sudeći po novijim generacijama studija u humanim i prirodnim naukama, preusmerava interesovanje sa objašnjenja rezilijentnosti unutar jednog sistema na razvijanje multisistemskih modela koji uvažavaju recipročne interakcije između sistema tokom suočavanja sa spoljašnjim ili unutrašnjim pretnjama njihovoj stabilnosti. Pregledom literature iz različitih disciplina utvrđeno je da procesi koji promovišu rezilijentnost mogu biti veoma različiti u zavisnosti od konteksta u kome se pojavljuju, te da se u osnovi razlikuje najmanje pet procesa koji stoje u vezi sa rezilijentnošću, a to su: perzistencija, rezistencija, oporavak, adaptacija i transformacija. Prva dva procesa ne zahtevaju menjanje sistema i u tom smislu prethode aktiviranju rezilijentnosti, dok preostala tri doprinose promenama koje sisteme čine održivijim u kontekstima nedaća. U radu će biti predstavljeno na koji način sistemi, koji su u riziku da budi preplavljeni unutrašnjim i spoljašnjim stresorima, mogu, kroz procese perzistencije i rezistencije, nastaviti da funkcionišu bez promena i zadržati svoje uobičajeno ponašanje, te kako se, kroz procese oporavka, adaptacije i transformacije, sistemi pod stresom ili nakon napada mogu kretati ka novom režimu ponašanja, odnosno menjati na način da budu održiviji u kontekstima nedaća. Dodatno, u cilju razumevanja procesa rezilijentnosti iz ugla multisistemskog modela, biće ukazano na značaj uvažavanja praga stabilnosti, sprega povratnih informacija i kompromisa između sistema, te činjenice da procesi rezilijentnosti nisu agentični, tj. da sistemi ne biraju jednu strategiju suočavanja u odnosu na druge, već, umesto toga, optimizuju svoje funkcionisanje korišćenjem kopostojećih sistema za resurse koji različite strategije čine manje ili više izvodljivim.
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  - Razumevanje procesa rezilijentnosti iz ugla multisistemskog modela
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5051
ER  - 

@conference{
author = "Popović Ćitić, Branislava and Bukvić Branković, Lidija and Trajković, Marija",
year = "2023",
abstract = "Rezilijentnost se široko određuje kao kapacitet sistema da anticipira, adaptira i reorganizuje sebe u uslovima nedaća na načine koji promovišu i održavaju njegovo uspešno funkcionisanje. Danas nema spora da je ovaj kapacitet rezultat facilitativnih interakcija sa kopostojećim podređenim i nadređenim sistemima koji omogućavaju da sistem ili njegovi delovi dobro funkcionišu tokom i nakon napada, poremećaja ili stresa. Uvažavajući zahtev savremene nauke o rezilijentnosti da se u obzir uzmu multipli sistemi ili nivoi sistema (biološki, psihološki, socijalni, veštački i prirodni), sve veći broj naučnika, sudeći po novijim generacijama studija u humanim i prirodnim naukama, preusmerava interesovanje sa objašnjenja rezilijentnosti unutar jednog sistema na razvijanje multisistemskih modela koji uvažavaju recipročne interakcije između sistema tokom suočavanja sa spoljašnjim ili unutrašnjim pretnjama njihovoj stabilnosti. Pregledom literature iz različitih disciplina utvrđeno je da procesi koji promovišu rezilijentnost mogu biti veoma različiti u zavisnosti od konteksta u kome se pojavljuju, te da se u osnovi razlikuje najmanje pet procesa koji stoje u vezi sa rezilijentnošću, a to su: perzistencija, rezistencija, oporavak, adaptacija i transformacija. Prva dva procesa ne zahtevaju menjanje sistema i u tom smislu prethode aktiviranju rezilijentnosti, dok preostala tri doprinose promenama koje sisteme čine održivijim u kontekstima nedaća. U radu će biti predstavljeno na koji način sistemi, koji su u riziku da budi preplavljeni unutrašnjim i spoljašnjim stresorima, mogu, kroz procese perzistencije i rezistencije, nastaviti da funkcionišu bez promena i zadržati svoje uobičajeno ponašanje, te kako se, kroz procese oporavka, adaptacije i transformacije, sistemi pod stresom ili nakon napada mogu kretati ka novom režimu ponašanja, odnosno menjati na način da budu održiviji u kontekstima nedaća. Dodatno, u cilju razumevanja procesa rezilijentnosti iz ugla multisistemskog modela, biće ukazano na značaj uvažavanja praga stabilnosti, sprega povratnih informacija i kompromisa između sistema, te činjenice da procesi rezilijentnosti nisu agentični, tj. da sistemi ne biraju jednu strategiju suočavanja u odnosu na druge, već, umesto toga, optimizuju svoje funkcionisanje korišćenjem kopostojećih sistema za resurse koji različite strategije čine manje ili više izvodljivim.",
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 = "Razumevanje procesa rezilijentnosti iz ugla multisistemskog modela",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5051"
}

Popović Ćitić, B., Bukvić Branković, L.,& Trajković, M.. (2023). Razumevanje procesa rezilijentnosti iz ugla multisistemskog modela. 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_5051

Popović Ćitić B, Bukvić Branković L, Trajković M. Razumevanje procesa rezilijentnosti iz ugla multisistemskog modela. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023. 2023;.
https://hdl.handle.net/21.15107/rcub_rfasper_5051 .

Popović Ćitić, Branislava, Bukvić Branković, Lidija, Trajković, Marija, "Razumevanje procesa rezilijentnosti iz ugla multisistemskog modela" in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023 (2023),
https://hdl.handle.net/21.15107/rcub_rfasper_5051 .

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

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

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

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

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

TY  - CONF
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić, Ana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5285
AB  - Kulturalne kompetencije nastavnika smatraju se ključnom pretpostavkom uvažavanja različitosti, kreiranja klime međusobnog razumevanja, poštovanja i ravnopravne saradnje u školi. U cilju ispitivanja samoprocene kulturalnih kompetencija, realizovano je istraživanje na uzorku od 254 nastavnika srednjih škola. Instrument koji je korišćen u istraživanju je Skala za samoprocenu kulturalnih kompetencija osoblja škole. Rezultati pokazuju da nastavnici, generalno, na relativno visokom nivou ocenjuju sopstvene kulturalne kompetencije. Samoprocena kulturalnih kompetencija nastavnika značajno zavisi od pola i dužine radnog staža u obrazovanju. Uz uvažavanje ključnih nedostataka istraživanja, može se izvesti zaključak o zadovoljavajućem nivou kulturalnih kompetencija nastavnika srednjih škola, ali i o jasnom prostoru za njihovo dalje unapređivanje. Istaknuto mesto na tom planu zavređuju programi stručnog usavršavanja nastavnika, kao i inkorporiranje sadržaja kojim se obrađuju teme kulturalnih kompetencija u kurikulume obrazovanja budućeg nastavničkog kadra.
PB  - Univerzitet u Beogradu – Filozofski fakultet, Institut za pedagogiju i andragogiju i Pedagoško društvo Srbije
C3  - U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja
T1  - Kulturalne kompetencije u obrazovno-vaspitnoj praksi: samoprocena nastavnika srednjih škola
EP  - 160
SP  - 157
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5285
ER  - 

@conference{
author = "Trajković, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Kovačević-Lepojević, Marina and Paraušić, Ana",
year = "2023",
abstract = "Kulturalne kompetencije nastavnika smatraju se ključnom pretpostavkom uvažavanja različitosti, kreiranja klime međusobnog razumevanja, poštovanja i ravnopravne saradnje u školi. U cilju ispitivanja samoprocene kulturalnih kompetencija, realizovano je istraživanje na uzorku od 254 nastavnika srednjih škola. Instrument koji je korišćen u istraživanju je Skala za samoprocenu kulturalnih kompetencija osoblja škole. Rezultati pokazuju da nastavnici, generalno, na relativno visokom nivou ocenjuju sopstvene kulturalne kompetencije. Samoprocena kulturalnih kompetencija nastavnika značajno zavisi od pola i dužine radnog staža u obrazovanju. Uz uvažavanje ključnih nedostataka istraživanja, može se izvesti zaključak o zadovoljavajućem nivou kulturalnih kompetencija nastavnika srednjih škola, ali i o jasnom prostoru za njihovo dalje unapređivanje. Istaknuto mesto na tom planu zavređuju programi stručnog usavršavanja nastavnika, kao i inkorporiranje sadržaja kojim se obrađuju teme kulturalnih kompetencija u kurikulume obrazovanja budućeg nastavničkog kadra.",
publisher = "Univerzitet u Beogradu – Filozofski fakultet, Institut za pedagogiju i andragogiju i Pedagoško društvo Srbije",
journal = "U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja",
title = "Kulturalne kompetencije u obrazovno-vaspitnoj praksi: samoprocena nastavnika srednjih škola",
pages = "160-157",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5285"
}

Trajković, M., Popović-Ćitić, B., Bukvić Branković, L., Kovačević-Lepojević, M.,& Paraušić, A.. (2023). Kulturalne kompetencije u obrazovno-vaspitnoj praksi: samoprocena nastavnika srednjih škola. in U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja
Univerzitet u Beogradu – Filozofski fakultet, Institut za pedagogiju i andragogiju i Pedagoško društvo Srbije., 157-160.
https://hdl.handle.net/21.15107/rcub_rfasper_5285

Trajković M, Popović-Ćitić B, Bukvić Branković L, Kovačević-Lepojević M, Paraušić A. Kulturalne kompetencije u obrazovno-vaspitnoj praksi: samoprocena nastavnika srednjih škola. in U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja. 2023;:157-160.
https://hdl.handle.net/21.15107/rcub_rfasper_5285 .

Trajković, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Kovačević-Lepojević, Marina, Paraušić, Ana, "Kulturalne kompetencije u obrazovno-vaspitnoj praksi: samoprocena nastavnika srednjih škola" in U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja (2023):157-160,
https://hdl.handle.net/21.15107/rcub_rfasper_5285 .

TY  - JOUR
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Stojanović, Marija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić, Ana
AU  - Kovačević, Milica
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/803
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5369
AB  - Proces socijalno-emocionalnog učenja ocenjuje se važnim faktorom akademskog postignuća,pozitivnog socijalnog ponašanja i adekvatnog emocionalnog funkcionisanja učenika.Uvažavajući značaj primene nastavnih praksi koje promovišu socijalno-emocionalno učenje,realizovano je istraživanje sa ciljem procene percepcije nastavnika o učestalosti i uspešnostikorišćenja nastavnih praksi u uslovima pandemijskog obrazovanja, i to onih koje su primarnousmerene na pozitivne socijalne interakcije. Na uzorku od 817 nastavnika osnovnih škola,primenom anketnog upitnika zasnovanog na samoproceni, utvrđeno je da nastavnici uspešnoi na redovnom nivou primenjuju prakse zasnovane na toplini i podršci, te odgovarajućemgovoru nastavnika, dok nešto ređe i sa manje uspeha koriste prakse vezane za disciplinu orijentisanu na učenike, kao i one koje su usmerene na odgovornost i izbor. Zaključuje se daprakse koje promovišu socijalno-emocionalno učenje jesu prisutne u vaspitno-obrazovnomradu tokom pandemije, ali da prostor za njihovo unapređenje, primarno kroz razvijanjekompetencija nastavnika za primenu tehnika socijalno-emocionalnog učenja, postoji.
AB  - Proces socijalno-emocionalnog učenja ocenjuje se važnim faktorom akademskog postignuća, pozitivnog socijalnog ponašanja i adekvatnog emocionalnog funkcionisanja učenika. Uvažavajući značaj primene nastavnih praksi koje promovišu socijalno-emocionalno učenje, realizovano je istraživanje sa ciljem procene percepcije nastavnika o učestalosti i uspešnosti korišćenja nastavnih praksi u uslovima pandemijskog obrazovanja, i to onih koje su primarno usmerene na pozitivne socijalne interakcije. Na uzorku od 817 nastavnika osnovnih škola, primenom anketnog upitnika zasnovanog na samoproceni, utvrđeno je da nastavnici uspešno i na redovnom nivou primenjuju prakse zasnovane na toplini i podršci, te odgovarajućem govoru nastavnika, dok nešto ređe i sa manje uspeha koriste prakse vezane za disciplinu orijentisanu na učenike, kao i one koje su usmerene na odgovornost i izbor. Zaključuje se da prakse koje promovišu socijalno-emocionalno učenje jesu prisutne u vaspitno-obrazovnom radu tokom pandemije, ali da prostor za njihovo unapređenje, primarno kroz razvijanje kompetencija nastavnika za primenu tehnika socijalno-emocionalnog učenja, postoji.
PB  - Beograd : Filozofski fakultet
PB  - Beograd : Institut za pedagogiju i andragogiju
PB  - Beograd : Pedagoško društvo Srbije
T2  - Obrazovanje u vreme krize i kako dalje
T2  - Obrazovanje u vreme krize i kako dalje
T1  - Nastavne prakse koje promovišu socijalnoemocionalno učenje: korišćenje u uslovima pandemijskog obrazovanja
EP  - 130
SP  - 125
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5369
ER  - 

@article{
author = "Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Stojanović, Marija and Kovačević-Lepojević, Marina and Paraušić, Ana and Kovačević, Milica",
year = "2022",
abstract = "Proces socijalno-emocionalnog učenja ocenjuje se važnim faktorom akademskog postignuća,pozitivnog socijalnog ponašanja i adekvatnog emocionalnog funkcionisanja učenika.Uvažavajući značaj primene nastavnih praksi koje promovišu socijalno-emocionalno učenje,realizovano je istraživanje sa ciljem procene percepcije nastavnika o učestalosti i uspešnostikorišćenja nastavnih praksi u uslovima pandemijskog obrazovanja, i to onih koje su primarnousmerene na pozitivne socijalne interakcije. Na uzorku od 817 nastavnika osnovnih škola,primenom anketnog upitnika zasnovanog na samoproceni, utvrđeno je da nastavnici uspešnoi na redovnom nivou primenjuju prakse zasnovane na toplini i podršci, te odgovarajućemgovoru nastavnika, dok nešto ređe i sa manje uspeha koriste prakse vezane za disciplinu orijentisanu na učenike, kao i one koje su usmerene na odgovornost i izbor. Zaključuje se daprakse koje promovišu socijalno-emocionalno učenje jesu prisutne u vaspitno-obrazovnomradu tokom pandemije, ali da prostor za njihovo unapređenje, primarno kroz razvijanjekompetencija nastavnika za primenu tehnika socijalno-emocionalnog učenja, postoji., Proces socijalno-emocionalnog učenja ocenjuje se važnim faktorom akademskog postignuća, pozitivnog socijalnog ponašanja i adekvatnog emocionalnog funkcionisanja učenika. Uvažavajući značaj primene nastavnih praksi koje promovišu socijalno-emocionalno učenje, realizovano je istraživanje sa ciljem procene percepcije nastavnika o učestalosti i uspešnosti korišćenja nastavnih praksi u uslovima pandemijskog obrazovanja, i to onih koje su primarno usmerene na pozitivne socijalne interakcije. Na uzorku od 817 nastavnika osnovnih škola, primenom anketnog upitnika zasnovanog na samoproceni, utvrđeno je da nastavnici uspešno i na redovnom nivou primenjuju prakse zasnovane na toplini i podršci, te odgovarajućem govoru nastavnika, dok nešto ređe i sa manje uspeha koriste prakse vezane za disciplinu orijentisanu na učenike, kao i one koje su usmerene na odgovornost i izbor. Zaključuje se da prakse koje promovišu socijalno-emocionalno učenje jesu prisutne u vaspitno-obrazovnom radu tokom pandemije, ali da prostor za njihovo unapređenje, primarno kroz razvijanje kompetencija nastavnika za primenu tehnika socijalno-emocionalnog učenja, postoji.",
publisher = "Beograd : Filozofski fakultet, Beograd : Institut za pedagogiju i andragogiju, Beograd : Pedagoško društvo Srbije",
journal = "Obrazovanje u vreme krize i kako dalje, Obrazovanje u vreme krize i kako dalje",
title = "Nastavne prakse koje promovišu socijalnoemocionalno učenje: korišćenje u uslovima pandemijskog obrazovanja",
pages = "130-125",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5369"
}

Popović-Ćitić, B., Bukvić Branković, L., Stojanović, M., Kovačević-Lepojević, M., Paraušić, A.,& Kovačević, M.. (2022). Nastavne prakse koje promovišu socijalnoemocionalno učenje: korišćenje u uslovima pandemijskog obrazovanja. in Obrazovanje u vreme krize i kako dalje
Beograd : Filozofski fakultet., 125-130.
https://hdl.handle.net/21.15107/rcub_rfasper_5369

Popović-Ćitić B, Bukvić Branković L, Stojanović M, Kovačević-Lepojević M, Paraušić A, Kovačević M. Nastavne prakse koje promovišu socijalnoemocionalno učenje: korišćenje u uslovima pandemijskog obrazovanja. in Obrazovanje u vreme krize i kako dalje. 2022;:125-130.
https://hdl.handle.net/21.15107/rcub_rfasper_5369 .

Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Stojanović, Marija, Kovačević-Lepojević, Marina, Paraušić, Ana, Kovačević, Milica, "Nastavne prakse koje promovišu socijalnoemocionalno učenje: korišćenje u uslovima pandemijskog obrazovanja" in Obrazovanje u vreme krize i kako dalje (2022):125-130,
https://hdl.handle.net/21.15107/rcub_rfasper_5369 .

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

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

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

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

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

TY  - JOUR
AU  - Stojanović, Marija
AU  - Bukvić Branković, Lidija
AU  - Popović-Ćitić, Branislava
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5015
AB  - U uslovima pandemije nastavnici se suočavaju sa višestrukim teškoćama na planu ostvarivanja obrazovno-vaspitne funkcije škole. Za potrebe  sagledavanja izazova  nastavnika prilikom organizovanja obrazovno-vaspitnog procesa u izmenjenim uslovima funkcionisanja, realizovano je kvalitativno  istraživanje  u kojem je, primenom metode  polustrukturiranog intervjua, ispitano  12 predstavnika šest osnovnih škola iz različitih regiona Srbije. Dobijeni rezultati ukazuju na  početne  izazove  nastavnika vezan e  za upotrebu digitalnih tehnologija i onlajn alata  i  obezbeđivanje „jednakog obrazovanja“ za sve učenike, zatim na suočavanje sa negativnim promenama u obrascima ponašanja učenika, nedostatak prostora za ostvarivanje preventivne uloge škole na planu rizičnih ponašanja učenika, kao i na potrebe nastavnika za tehničkom i stručnom podrškom u organizovanju preventivnog rada sa učenicima u aktuelnim uslovima. Uvažavajući  sva  ograničenja istraživanja, ono može poslužiti kao opšti pokazatelj aktuelnih potreba nastavnika za podrškom u  pandemijskom obrazovanju, ali i kao polazna osnova  za dalja  istraživanja.
AB  - In the situation of the pandemic teachers face multiple difficulties in terms of achieving the
educational function of the school. In order to understand the challenges faced by primary school
teachers when organizing the educational process under changed conditions, a qualitative research was conducted in which 12 representatives of six primary schools from different regions of Serbia were interviewed using the semi-structured interview method. The obtained results point to the initial challenges of teachers in terms of using digital technologies and online tools and ensuring “equal education” for all students, dealing with negative changes in student behaviour patterns, a lack of space for the implementation of the school’s preventive role in terms of risky student behaviour, as well as to teachers’ needs for technical and professional support in organizing preventive work with students in current conditions. Taking into account all the limitations of the research, it can serve as a general indicator of the current needs of teachers for support in pandemic education, but also as a starting point for further research.
PB  - Univerzitet u Beogradu - Učiteljski fakultet
T2  - Inovacije u nastavi
T1  - Izazovi obrazovno-vaspitnog procesa u „novoj normalnosti“: perspektiva nastavnika osnovnih škola
EP  - 12
IS  - 4
SP  - 1
VL  - 35
DO  - 10.5937/inovacije2204001S
ER  - 

@article{
author = "Stojanović, Marija and Bukvić Branković, Lidija and Popović-Ćitić, Branislava",
year = "2022",
abstract = "U uslovima pandemije nastavnici se suočavaju sa višestrukim teškoćama na planu ostvarivanja obrazovno-vaspitne funkcije škole. Za potrebe  sagledavanja izazova  nastavnika prilikom organizovanja obrazovno-vaspitnog procesa u izmenjenim uslovima funkcionisanja, realizovano je kvalitativno  istraživanje  u kojem je, primenom metode  polustrukturiranog intervjua, ispitano  12 predstavnika šest osnovnih škola iz različitih regiona Srbije. Dobijeni rezultati ukazuju na  početne  izazove  nastavnika vezan e  za upotrebu digitalnih tehnologija i onlajn alata  i  obezbeđivanje „jednakog obrazovanja“ za sve učenike, zatim na suočavanje sa negativnim promenama u obrascima ponašanja učenika, nedostatak prostora za ostvarivanje preventivne uloge škole na planu rizičnih ponašanja učenika, kao i na potrebe nastavnika za tehničkom i stručnom podrškom u organizovanju preventivnog rada sa učenicima u aktuelnim uslovima. Uvažavajući  sva  ograničenja istraživanja, ono može poslužiti kao opšti pokazatelj aktuelnih potreba nastavnika za podrškom u  pandemijskom obrazovanju, ali i kao polazna osnova  za dalja  istraživanja., In the situation of the pandemic teachers face multiple difficulties in terms of achieving the
educational function of the school. In order to understand the challenges faced by primary school
teachers when organizing the educational process under changed conditions, a qualitative research was conducted in which 12 representatives of six primary schools from different regions of Serbia were interviewed using the semi-structured interview method. The obtained results point to the initial challenges of teachers in terms of using digital technologies and online tools and ensuring “equal education” for all students, dealing with negative changes in student behaviour patterns, a lack of space for the implementation of the school’s preventive role in terms of risky student behaviour, as well as to teachers’ needs for technical and professional support in organizing preventive work with students in current conditions. Taking into account all the limitations of the research, it can serve as a general indicator of the current needs of teachers for support in pandemic education, but also as a starting point for further research.",
publisher = "Univerzitet u Beogradu - Učiteljski fakultet",
journal = "Inovacije u nastavi",
title = "Izazovi obrazovno-vaspitnog procesa u „novoj normalnosti“: perspektiva nastavnika osnovnih škola",
pages = "12-1",
number = "4",
volume = "35",
doi = "10.5937/inovacije2204001S"
}

Stojanović, M., Bukvić Branković, L.,& Popović-Ćitić, B.. (2022). Izazovi obrazovno-vaspitnog procesa u „novoj normalnosti“: perspektiva nastavnika osnovnih škola. in Inovacije u nastavi
Univerzitet u Beogradu - Učiteljski fakultet., 35(4), 1-12.
https://doi.org/10.5937/inovacije2204001S

Stojanović M, Bukvić Branković L, Popović-Ćitić B. Izazovi obrazovno-vaspitnog procesa u „novoj normalnosti“: perspektiva nastavnika osnovnih škola. in Inovacije u nastavi. 2022;35(4):1-12.
doi:10.5937/inovacije2204001S .

Stojanović, Marija, Bukvić Branković, Lidija, Popović-Ćitić, Branislava, "Izazovi obrazovno-vaspitnog procesa u „novoj normalnosti“: perspektiva nastavnika osnovnih škola" in Inovacije u nastavi, 35, no. 4 (2022):1-12,
https://doi.org/10.5937/inovacije2204001S . .

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

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

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

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

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

TY  - CONF
AU  - Popović-Ćitić, Branislava
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4766
AB  - Savremena prevencijska praksa zasniva se na dizajniranju i implementaciji programa
izvedenih na postavkama komplementarnih pristupa prevencijske nauke, pozitivnog razvoja mladih i
rezilijentnosti. Ne umanjujući značaj preventivnog delovanja baziranog na redukovanju rizičnih i
jačanju protektivnih faktora različitih problema ponašanja, te unapreĎivanja individualnih i
sredinskih snaga, resursa, potencijala i prednosti koje su u direktnoj funkciji promocije pozitivnog
razvoja mladih, u radu će biti prezentovane konceptualne osnove sistemske rezilijentnosti i implikacije
koje primena ovog pristupa moţe imati u domenu prevencijske prakse. Nakon pojmovnog odreĎenja
rezilijentnosti i predstavljanja modela multisistemske rezilijentnosti, u centralnom delu rada će, u cilju
razumevanja načina funkcionisanja rezilijentnosti u situacijama ugroţenosti sistema, posebna paţnja
biti posvećena analizi ključnih karakteristika koje se pokazuju zajedničkim za rezilijentnost različitih
sistema, te deskripciji procesa perzistencije, rezistencije, oporavka, adaptacije i transformacije kao
mehanizama za koje je utvrĎeno da stoje u vezi sa rezilijentnošću. Uvaţavanjem naučnih potvrda da je
rezilijentnost proces koji se manifestuje isključivo u kontekstima nedaća, da su rezilijentni sistemi
otvoreni, dinamični i kompleksni, te da uključuju diverzitet, redundantnost i participaciju, promovišu
povezanost i demonstriraju eksperimentisanje i učenje, u završnom delu rada, za potrebe
unapreĎivanja prevencijske prakse, biće izvedene preporuke značajne za dizajniranje efektivnih
programa izgradnje rezilijentnosti
AB  - Contemporary prevention practice is based on the design and implementation of programs
derived from complementary approaches of prevention science, positive youth development and
resilience. Without diminishing the importance of preventive action based on reducing risk and
strengthening protective factors of various behavior problems, and improving individual and
environmental strengths, resources, potentials and advantages that are in the direct function of
promoting positive development of young people, the conceptual basis of systemic resilience and its
implications will be presented in the paper including the implications that the application of this
approach may have in the field of prevention practice. After the conceptual determination of resilience
and the presentation of the model of multisystem resilience, in the central part of the paper, with the
aim of understanding how resilience functions in situations of system threat, special attention will be
devoted to the analysis of the key characteristics that are shown to be common to the resilience of
different systems, and to the description of the process of persistence, resistance, recovery, adaptation
and transformation as mechanisms that have been found to be related to resilience. Appreciating the
scientific confirmations that resilience is a process that manifests itself only in the contexts of
adversity, that resilient systems are open, dynamic and complex, and that they include diversity,
redundancy and participation, promote connectivity and demonstrate experimentation and learning, in
the final part of the work, for the purposes of improvement of prevention practices, recommendations
significant for designing effective resilience building programs will be made.
PB  - Centar modernih znanja, Banja Luka
PB  - Resursni centar za specijalnu edukaciju, Beograd
C3  - Poremećaji u ponašanju djece i mladih
T1  - Koncept sistemske rezilijentnosti: implikacije za prevencijsku praksu
T1  - The concept of systemic resilience: Implications for preventive practice
EP  - 34
SP  - 21
DO  - 10.7251/ZCMZ0122021P
ER  - 

@conference{
author = "Popović-Ćitić, Branislava",
year = "2022",
abstract = "Savremena prevencijska praksa zasniva se na dizajniranju i implementaciji programa
izvedenih na postavkama komplementarnih pristupa prevencijske nauke, pozitivnog razvoja mladih i
rezilijentnosti. Ne umanjujući značaj preventivnog delovanja baziranog na redukovanju rizičnih i
jačanju protektivnih faktora različitih problema ponašanja, te unapreĎivanja individualnih i
sredinskih snaga, resursa, potencijala i prednosti koje su u direktnoj funkciji promocije pozitivnog
razvoja mladih, u radu će biti prezentovane konceptualne osnove sistemske rezilijentnosti i implikacije
koje primena ovog pristupa moţe imati u domenu prevencijske prakse. Nakon pojmovnog odreĎenja
rezilijentnosti i predstavljanja modela multisistemske rezilijentnosti, u centralnom delu rada će, u cilju
razumevanja načina funkcionisanja rezilijentnosti u situacijama ugroţenosti sistema, posebna paţnja
biti posvećena analizi ključnih karakteristika koje se pokazuju zajedničkim za rezilijentnost različitih
sistema, te deskripciji procesa perzistencije, rezistencije, oporavka, adaptacije i transformacije kao
mehanizama za koje je utvrĎeno da stoje u vezi sa rezilijentnošću. Uvaţavanjem naučnih potvrda da je
rezilijentnost proces koji se manifestuje isključivo u kontekstima nedaća, da su rezilijentni sistemi
otvoreni, dinamični i kompleksni, te da uključuju diverzitet, redundantnost i participaciju, promovišu
povezanost i demonstriraju eksperimentisanje i učenje, u završnom delu rada, za potrebe
unapreĎivanja prevencijske prakse, biće izvedene preporuke značajne za dizajniranje efektivnih
programa izgradnje rezilijentnosti, Contemporary prevention practice is based on the design and implementation of programs
derived from complementary approaches of prevention science, positive youth development and
resilience. Without diminishing the importance of preventive action based on reducing risk and
strengthening protective factors of various behavior problems, and improving individual and
environmental strengths, resources, potentials and advantages that are in the direct function of
promoting positive development of young people, the conceptual basis of systemic resilience and its
implications will be presented in the paper including the implications that the application of this
approach may have in the field of prevention practice. After the conceptual determination of resilience
and the presentation of the model of multisystem resilience, in the central part of the paper, with the
aim of understanding how resilience functions in situations of system threat, special attention will be
devoted to the analysis of the key characteristics that are shown to be common to the resilience of
different systems, and to the description of the process of persistence, resistance, recovery, adaptation
and transformation as mechanisms that have been found to be related to resilience. Appreciating the
scientific confirmations that resilience is a process that manifests itself only in the contexts of
adversity, that resilient systems are open, dynamic and complex, and that they include diversity,
redundancy and participation, promote connectivity and demonstrate experimentation and learning, in
the final part of the work, for the purposes of improvement of prevention practices, recommendations
significant for designing effective resilience building programs will be made.",
publisher = "Centar modernih znanja, Banja Luka, Resursni centar za specijalnu edukaciju, Beograd",
journal = "Poremećaji u ponašanju djece i mladih",
title = "Koncept sistemske rezilijentnosti: implikacije za prevencijsku praksu, The concept of systemic resilience: Implications for preventive practice",
pages = "34-21",
doi = "10.7251/ZCMZ0122021P"
}

Popović-Ćitić, B.. (2022). Koncept sistemske rezilijentnosti: implikacije za prevencijsku praksu. in Poremećaji u ponašanju djece i mladih
Centar modernih znanja, Banja Luka., 21-34.
https://doi.org/10.7251/ZCMZ0122021P

Popović-Ćitić B. Koncept sistemske rezilijentnosti: implikacije za prevencijsku praksu. in Poremećaji u ponašanju djece i mladih. 2022;:21-34.
doi:10.7251/ZCMZ0122021P .

Popović-Ćitić, Branislava, "Koncept sistemske rezilijentnosti: implikacije za prevencijsku praksu" in Poremećaji u ponašanju djece i mladih (2022):21-34,
https://doi.org/10.7251/ZCMZ0122021P . .

TY  - JOUR
AU  - Stojanović, Marija
AU  - Popović-Ćitić, Branislava
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5013
AB  - Osećaj pripadnosti školi definiše se kao mera u kojoj se učenici osećaju lično prihvaćeni, poštovani, uključeni i podržani od drugih u školskom okruženju. Imajući u vidu da pojedini
autori osećaj pripadnosti školi smatraju ključnim činiocem adekvatnog razvoja dece i mladih, cilj rada je sumiranje i prikaz teorijskih i istraživačkih nalaza koji govore u prilog značaju osećaja pripadnosti školi za pozitivan razvoj i prevenciju problema u ponašanju učenika. Pored toga, u radu su istaknute i osnovne postavke prevencijske nauke i perspektive pozitivnog razvoja, te analiziran odnos između ova dva pristupa. Rezultati sprovedenog pregleda sugerišu da je osećaj pripadnosti školi povezan sa širokim spektrom akademskih i razvojnih ishoda, poput akademskog postignuća i motivacije, angažovanosti u školi, prosocijalnog ponašanja, zadovoljstva životom, samopoštovanja, pozitivnog identiteta, blagostanja, adaptivnog prilagođavanja itd. Drugim rečima, dosadašnja istraživanja upućuju da se u zavisnosti od stepena razvijenosti osećaja pripadnosti školi efekti ovog osećaja mogu tumačiti u kontekstu rizičnih i protektivnih/promotivnih faktora za mentalno zdravlje i bihejvioralne probleme učenika. Navedeno implicira da akteri vaspitno-obrazovnog sistema ne smeju da izgube iz vida značaj osećaja pripadnosti školi za dostizanje
punih potencijala učenika. Dodatno, uvažavajući nastojanja prevencijske nauke u pravcu identifikovanja i osnaživanja činilaca koji stoje u osnovi protektivnih procesa, neophodna su dalja istraživanja faktora i mehanizama razvoja osećaja pripadnosti školi.
AB  - The sense of school belonging is defined as the extent to which students feel personally accepted,
respected, included and supported by others in the school environment. Given that certain authors regard school belonging as the key factor in the adequate development of children and youth, this paper aims to summarize and present theoretical and research findings that testify to the importance of the sense of school belonging for students’ positive development and prevention of behavioral problems. In addition, the basic tenets of prevention science and the positive development perspective are discussed, and the relationship between these two approaches is analyzed. The results of our review suggest that the sense of school belonging is related to a wide range of academic and developmental outcomes, such as academic achievement and motivation, school engagement, prosocial behavior, life satisfaction, self-esteem, positive identity, well-being, adaptive adjustment, etc. In other words, past research has indicated that, depending on the extent to which the sense of school belonging is developed, its effects can be interpreted within the context of risk and protective/promotion factors in students’ mental health and behavioral problems. The above implies that actors in the education system must not lose sight of the importance of the sense of school belonging for students’ reaching their full potential. Moreover, taking into account the striving of prevention science to identify and enhance the factors underpinning protective processes, further research is needed on the factors and mechanisms of development of the sense of school belonging.
AB  - Конструкиця „принадлежность к школе“ пределяется как степень, в которой учащиеся чувствуют себя принятыми, уважаемыми, включенными и поддерживаемыми
другими в школьной среде. Учитывая тот факт, что некоторые авторы считают чувство
принадлежности к школе ключевым фактором адекватного развития детей и молодежи, цель
статьи состоит в том, чтобы обобщить и представить теоретические и исследовательские
результаты, говорящие в пользу важности чувства принадлежности к школе для позитивного развития и предотвращения проблем в поведении учащихся. К тому же, в статье освещаются основные принципы научной профилактической работы и перспектива позиивного развития, а также анализируется взаимосвязь между этими двумя подходами. Результаты проведенного обзора внушают, что чувство принадлежности к школе связано с широким спектром результатов в учебе и развитии, таких как академические достижения и мотивация, вовлеченность в школе, просоциальное поведение, удовлетворенность жизнью, самооценка, позитивная идентичность, благополучие, способность к адаптации и т.д. Иными словами, предыдущие исследования показывают, что в зависимости от степени развитости чувства принадлежности к школе его эффекты можно интерпретировать в контексте рисковых и защитных/стимулирующих факторов для психического здоровья и поведенческих проблем учащихся. Вышеизложенное подразумевает, что для полного раскрытия потенциала учащихся, субъекты воспитательно-образовательной системы не должны упускать из виду важность чувства принадлежности к школе. Кроме того, с учетом усилий профилактической науки в направлении выявления и усиления факторов, лежащих в основе защитных процессов, необходимы дальнейшие исследования факторов и механизмов развития чувства принадлежности к школе.
PB  - Pedagoško društvo Srbije
PB  - Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu
T2  - Nastava i vaspitanje
T1  - Osećaj pripadnosti školi: značaj za pozitivan razvoj i prevenciju problema ponašanja učenika
T1  - The Sense of School Belonging: Its Importance for the Positive Development of Students and Prevention of Behavioural Problems
T1  - Чувство принадлежности к школе: значимость для позитивного развития и предотвращения проблем в поведения учащихся
T1  - Чувство принадлежности к школе: значимость для позитивного
развития и предотвращения проблем в поведения учащихся
EP  - 423
IS  - 3
SP  - 403
VL  - 71
DO  - 10.5937/nasvas2203403S
ER  - 

@article{
author = "Stojanović, Marija and Popović-Ćitić, Branislava",
year = "2022",
abstract = "Osećaj pripadnosti školi definiše se kao mera u kojoj se učenici osećaju lično prihvaćeni, poštovani, uključeni i podržani od drugih u školskom okruženju. Imajući u vidu da pojedini
autori osećaj pripadnosti školi smatraju ključnim činiocem adekvatnog razvoja dece i mladih, cilj rada je sumiranje i prikaz teorijskih i istraživačkih nalaza koji govore u prilog značaju osećaja pripadnosti školi za pozitivan razvoj i prevenciju problema u ponašanju učenika. Pored toga, u radu su istaknute i osnovne postavke prevencijske nauke i perspektive pozitivnog razvoja, te analiziran odnos između ova dva pristupa. Rezultati sprovedenog pregleda sugerišu da je osećaj pripadnosti školi povezan sa širokim spektrom akademskih i razvojnih ishoda, poput akademskog postignuća i motivacije, angažovanosti u školi, prosocijalnog ponašanja, zadovoljstva životom, samopoštovanja, pozitivnog identiteta, blagostanja, adaptivnog prilagođavanja itd. Drugim rečima, dosadašnja istraživanja upućuju da se u zavisnosti od stepena razvijenosti osećaja pripadnosti školi efekti ovog osećaja mogu tumačiti u kontekstu rizičnih i protektivnih/promotivnih faktora za mentalno zdravlje i bihejvioralne probleme učenika. Navedeno implicira da akteri vaspitno-obrazovnog sistema ne smeju da izgube iz vida značaj osećaja pripadnosti školi za dostizanje
punih potencijala učenika. Dodatno, uvažavajući nastojanja prevencijske nauke u pravcu identifikovanja i osnaživanja činilaca koji stoje u osnovi protektivnih procesa, neophodna su dalja istraživanja faktora i mehanizama razvoja osećaja pripadnosti školi., The sense of school belonging is defined as the extent to which students feel personally accepted,
respected, included and supported by others in the school environment. Given that certain authors regard school belonging as the key factor in the adequate development of children and youth, this paper aims to summarize and present theoretical and research findings that testify to the importance of the sense of school belonging for students’ positive development and prevention of behavioral problems. In addition, the basic tenets of prevention science and the positive development perspective are discussed, and the relationship between these two approaches is analyzed. The results of our review suggest that the sense of school belonging is related to a wide range of academic and developmental outcomes, such as academic achievement and motivation, school engagement, prosocial behavior, life satisfaction, self-esteem, positive identity, well-being, adaptive adjustment, etc. In other words, past research has indicated that, depending on the extent to which the sense of school belonging is developed, its effects can be interpreted within the context of risk and protective/promotion factors in students’ mental health and behavioral problems. The above implies that actors in the education system must not lose sight of the importance of the sense of school belonging for students’ reaching their full potential. Moreover, taking into account the striving of prevention science to identify and enhance the factors underpinning protective processes, further research is needed on the factors and mechanisms of development of the sense of school belonging., Конструкиця „принадлежность к школе“ пределяется как степень, в которой учащиеся чувствуют себя принятыми, уважаемыми, включенными и поддерживаемыми
другими в школьной среде. Учитывая тот факт, что некоторые авторы считают чувство
принадлежности к школе ключевым фактором адекватного развития детей и молодежи, цель
статьи состоит в том, чтобы обобщить и представить теоретические и исследовательские
результаты, говорящие в пользу важности чувства принадлежности к школе для позитивного развития и предотвращения проблем в поведении учащихся. К тому же, в статье освещаются основные принципы научной профилактической работы и перспектива позиивного развития, а также анализируется взаимосвязь между этими двумя подходами. Результаты проведенного обзора внушают, что чувство принадлежности к школе связано с широким спектром результатов в учебе и развитии, таких как академические достижения и мотивация, вовлеченность в школе, просоциальное поведение, удовлетворенность жизнью, самооценка, позитивная идентичность, благополучие, способность к адаптации и т.д. Иными словами, предыдущие исследования показывают, что в зависимости от степени развитости чувства принадлежности к школе его эффекты можно интерпретировать в контексте рисковых и защитных/стимулирующих факторов для психического здоровья и поведенческих проблем учащихся. Вышеизложенное подразумевает, что для полного раскрытия потенциала учащихся, субъекты воспитательно-образовательной системы не должны упускать из виду важность чувства принадлежности к школе. Кроме того, с учетом усилий профилактической науки в направлении выявления и усиления факторов, лежащих в основе защитных процессов, необходимы дальнейшие исследования факторов и механизмов развития чувства принадлежности к школе.",
publisher = "Pedagoško društvo Srbije, Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu",
journal = "Nastava i vaspitanje",
title = "Osećaj pripadnosti školi: značaj za pozitivan razvoj i prevenciju problema ponašanja učenika, The Sense of School Belonging: Its Importance for the Positive Development of Students and Prevention of Behavioural Problems, Чувство принадлежности к школе: значимость для позитивного развития и предотвращения проблем в поведения учащихся, Чувство принадлежности к школе: значимость для позитивного
развития и предотвращения проблем в поведения учащихся",
pages = "423-403",
number = "3",
volume = "71",
doi = "10.5937/nasvas2203403S"
}

Stojanović, M.,& Popović-Ćitić, B.. (2022). Osećaj pripadnosti školi: značaj za pozitivan razvoj i prevenciju problema ponašanja učenika. in Nastava i vaspitanje
Pedagoško društvo Srbije., 71(3), 403-423.
https://doi.org/10.5937/nasvas2203403S

Stojanović M, Popović-Ćitić B. Osećaj pripadnosti školi: značaj za pozitivan razvoj i prevenciju problema ponašanja učenika. in Nastava i vaspitanje. 2022;71(3):403-423.
doi:10.5937/nasvas2203403S .

Stojanović, Marija, Popović-Ćitić, Branislava, "Osećaj pripadnosti školi: značaj za pozitivan razvoj i prevenciju problema ponašanja učenika" in Nastava i vaspitanje, 71, no. 3 (2022):403-423,
https://doi.org/10.5937/nasvas2203403S . .

TY  - CONF
AU  - Stojanović, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Kovačević-Lepojević, Marina
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4971
AB  - The main limitations of this research include the predominantly female sample, the
inability to compare the use of coping strategies before and during the pandemic, and
the lack of examination of correlates/predictors and implications of coping strategies.
Nonetheless, our results revealed that during the first semester of the school year of
2020/21, teachers used positive coping strategies to the greatest extent. That said, the
use of negative coping strategies was not negligible, especially among older teachers.
This issue merits greater attention, bearing in mind the association of negative coping
strategies with a worse well-being of teachers and the undesirable implications for students’ academic results and well-being. Examining this issue would provide valuable
insights into how best to support teachers in situations of heightened stress. Finally,
learning how to cope with stress is an invaluable skill that all teacher education programs
should integrate as a fundamental professional competence (MacIntyre, Gregersen &
Mercer, 2020).
PB  - Institute for Educational Research, Belgrade
C3  - The 28th International Scientific Conference “Educational Research and School Practice” - The state, problems, and needs of the modern education community
T1  - Coping strategies of primary school teachers in Serbia during the Covid-19 pandemic
EP  - 90
SP  - 84
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4971
ER  - 

@conference{
author = "Stojanović, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Kovačević-Lepojević, Marina",
year = "2022",
abstract = "The main limitations of this research include the predominantly female sample, the
inability to compare the use of coping strategies before and during the pandemic, and
the lack of examination of correlates/predictors and implications of coping strategies.
Nonetheless, our results revealed that during the first semester of the school year of
2020/21, teachers used positive coping strategies to the greatest extent. That said, the
use of negative coping strategies was not negligible, especially among older teachers.
This issue merits greater attention, bearing in mind the association of negative coping
strategies with a worse well-being of teachers and the undesirable implications for students’ academic results and well-being. Examining this issue would provide valuable
insights into how best to support teachers in situations of heightened stress. Finally,
learning how to cope with stress is an invaluable skill that all teacher education programs
should integrate as a fundamental professional competence (MacIntyre, Gregersen &
Mercer, 2020).",
publisher = "Institute for Educational Research, Belgrade",
journal = "The 28th International Scientific Conference “Educational Research and School Practice” - The state, problems, and needs of the modern education community",
title = "Coping strategies of primary school teachers in Serbia during the Covid-19 pandemic",
pages = "90-84",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4971"
}

Stojanović, M., Popović-Ćitić, B., Bukvić Branković, L.,& Kovačević-Lepojević, M.. (2022). Coping strategies of primary school teachers in Serbia during the Covid-19 pandemic. in The 28th International Scientific Conference “Educational Research and School Practice” - The state, problems, and needs of the modern education community
Institute for Educational Research, Belgrade., 84-90.
https://hdl.handle.net/21.15107/rcub_rfasper_4971

Stojanović M, Popović-Ćitić B, Bukvić Branković L, Kovačević-Lepojević M. Coping strategies of primary school teachers in Serbia during the Covid-19 pandemic. in The 28th International Scientific Conference “Educational Research and School Practice” - The state, problems, and needs of the modern education community. 2022;:84-90.
https://hdl.handle.net/21.15107/rcub_rfasper_4971 .

Stojanović, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Kovačević-Lepojević, Marina, "Coping strategies of primary school teachers in Serbia during the Covid-19 pandemic" in The 28th International Scientific Conference “Educational Research and School Practice” - The state, problems, and needs of the modern education community (2022):84-90,
https://hdl.handle.net/21.15107/rcub_rfasper_4971 .

TY  - CONF
AU  - Bukvić Branković, Lidija
AU  - Popović Ćitić, Branislava
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4961
AB  - Savremeni autori rezilijentnost široko određuju kao kapacitet sistema da anticipira, adaptira i reorganizuje sebe u uslovima nedaća na načine koji promovišu i održavaju njegovo uspešno funkcionisanje. Težište pažnje je na interakciji sa kopostojećim podređenim i nadređenim sistemima koji omogućavaju da sistem ili njegovi delovi dobro funkcionišu tokom i nakon napada, poremećaja ili stresa. U kontekstu tretmana prestupnika, ovakva perspektiva rezilijentnosti omogućava posmatranje sistema podrške (siste- ma izvršenja krivičnih sankcija) kao sastavnog dela rezilijentnosti samih prestupnika koji se uključuju u tretman. Kako bi programi tretmana uspešno gradili rezilijentnost prestupnika, odnosno osnaživali njihov sistem za suočavanje sa budućim nedaćama, potrebno je da integrišu ključne principe si- stemske rezilijentnosti. U radu će biti predstavljeni principi efektivnih programa izgradnje rezilijentnosti i analizirani potencijali njihove prime- ne u programima tretmana prestupnika.
AB  - In order to successfully achieve the purpose of punishing offenders, and in order to successfully reintegrate convicted persons into society, treatment interventions are aimed at reducing the risk and improving the strengths of the convicted. Strengthening resilience therefore represents one of the integrative elements of treatment, which, if present, provides an effective mechanism for dealing with future adversity.
Respecting modern scientific knowledge about resilience, the paper will present the implications that the application of this approach can have in the field of treatment of offenders. Appreciating modern efforts to approach justice system through respecting the multisystem approach, in the central part of the paper, for purposes of improving the building of resilience through programs for treatment of offenders, recommendations significant for designing effective programs of building resilience will be shown.
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  - Primena principa sistemske rezilijentnosti u programima tretmana prestupnika
T1  - Application of the principles of systemic resilience in offender treatment programs
EP  - 158
SP  - 151
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4961
ER  - 

@conference{
author = "Bukvić Branković, Lidija and Popović Ćitić, Branislava",
year = "2022",
abstract = "Savremeni autori rezilijentnost široko određuju kao kapacitet sistema da anticipira, adaptira i reorganizuje sebe u uslovima nedaća na načine koji promovišu i održavaju njegovo uspešno funkcionisanje. Težište pažnje je na interakciji sa kopostojećim podređenim i nadređenim sistemima koji omogućavaju da sistem ili njegovi delovi dobro funkcionišu tokom i nakon napada, poremećaja ili stresa. U kontekstu tretmana prestupnika, ovakva perspektiva rezilijentnosti omogućava posmatranje sistema podrške (siste- ma izvršenja krivičnih sankcija) kao sastavnog dela rezilijentnosti samih prestupnika koji se uključuju u tretman. Kako bi programi tretmana uspešno gradili rezilijentnost prestupnika, odnosno osnaživali njihov sistem za suočavanje sa budućim nedaćama, potrebno je da integrišu ključne principe si- stemske rezilijentnosti. U radu će biti predstavljeni principi efektivnih programa izgradnje rezilijentnosti i analizirani potencijali njihove prime- ne u programima tretmana prestupnika., In order to successfully achieve the purpose of punishing offenders, and in order to successfully reintegrate convicted persons into society, treatment interventions are aimed at reducing the risk and improving the strengths of the convicted. Strengthening resilience therefore represents one of the integrative elements of treatment, which, if present, provides an effective mechanism for dealing with future adversity.
Respecting modern scientific knowledge about resilience, the paper will present the implications that the application of this approach can have in the field of treatment of offenders. Appreciating modern efforts to approach justice system through respecting the multisystem approach, in the central part of the paper, for purposes of improving the building of resilience through programs for treatment of offenders, recommendations significant for designing effective programs of building resilience will be shown.",
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 = "Primena principa sistemske rezilijentnosti u programima tretmana prestupnika, Application of the principles of systemic resilience in offender treatment programs",
pages = "158-151",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4961"
}

Bukvić Branković, L.,& Popović Ćitić, B.. (2022). Primena principa sistemske rezilijentnosti u programima tretmana 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)., 151-158.
https://hdl.handle.net/21.15107/rcub_rfasper_4961

Bukvić Branković L, Popović Ćitić B. Primena principa sistemske rezilijentnosti u programima tretmana 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;:151-158.
https://hdl.handle.net/21.15107/rcub_rfasper_4961 .

Bukvić Branković, Lidija, Popović Ćitić, Branislava, "Primena principa sistemske rezilijentnosti u programima tretmana 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):151-158,
https://hdl.handle.net/21.15107/rcub_rfasper_4961 .

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

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

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

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

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

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

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

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

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

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