TY  - JOUR
AU  - Jerkić Rajić, Lana
AU  - Zelić, Mirna
AU  - Milisavljević, Jelena
AU  - Mentus Kandić, Tatjana
AU  - Strižak, Nevena
AU  - Obrenović Ilić, Ivana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5180
AB  - Burnout is a current topic which many researchers are dealing with. This syndrome
is most commonly considered to occur in people who are engaged in ‘helping
professions’. Since speech-language pathologists belong to the helping professions, the
goal of this study was to assess the extent to which burnout symptoms are present among
speech-language pathologists in the Republic of Serbia. The sample of this research
included 150 speech-language pathologists employed in state institutions and private
centres throughout the Republic of Serbia. The assessment of burnout symptoms was
performed using the Maslach Burnout Inventory – Human Services Survey (MBI-HSS),
which measures three different dimensions: emotional exhaustion, depersonalisation, and
personal achievement. The use of statistical procedures confirmed the majority of the
research hypotheses. This population displays burnout symptoms, which are usually low
(on the Depersonalisation and Personal Achievement scales) or high (Emotional
Exhaustion) in degree. According to the findings of this study, while older speechlanguage pathologists report a high level of emotional exhaustion, they also report a
higher level of personal achievement. Respondents with more work experience report a
greater level of exhaustion. Lower levels of emotional weariness and a lower degree of
personal achievement were reported by speech-language pathologists with less work
experience. Satisfaction with one’s level of income was found to be the most significant
predictor of burnout symptoms. Marital status and the number of children have not been
associated with burnout symptoms.
AB  - Сагоревање на послу једна је од актуелних тема данашњице и све више
истраживања се њоме бави. Сматра се да су јој нарочито подложни професионалци из такозваних „помагачких професија“. С обзиром на то да професија
логопеда спада у помагачке професије, циљ истраживања био је да се утврди
степен у којем су симптоми сагоревања на послу присутни код ових стручњака
у Републици Србији. У овом истраживању учествовало је 150 логопеда запослених у државним и приватним установама широм Републике Србије. Испитивање
симптома сагоревања обављено је помоћу Упитника сагоревања на послу за помагачка занимања (енгл. Maslach Burnout Inventory – Human Services Survey
(МBI-HSS)) који мери различите димензије: емоционалну исцрпљеност, деперсонализацију и лични успех. Применом статистичких поступака потврђена је већина истраживачких хипотеза. Симптоми сагоревања, углавном ниског (на скалама деперсонализације и личног успеха) или високог степена (емоционална
исцрпљеност), постоје у овој популацији. Резултати овог истраживања указују
да старији логопеди пријављују виши ниво личног професионалног успеха иако
осећају и висок ниво емоционалне исрцпљености. Већи степен исрцпљености се
појављује код испитаника са дужим радним стажом. Код логопеда са краћим
радним стажом уочени су нижи нивои емоционалне исцрпљености, али и мањи
ниво личног успеха. Као најзначанији предиктор симптома сагоревања показало
се задовoљство висином прихода. Показало се да брачни статус и број деце нису
повезани са симптомима сагоревања
PB  - University of Niš, Serbia
T2  - Теме
T1  - The risk of burnout syndrome in speech-language pathologists in the republic of Serbia
T1  - Ризик од професионалног сагоревања код логопеда у Републици Србији
EP  - 16
IS  - 1
SP  - 1
VL  - 157
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5180
ER  - 

@article{
author = "Jerkić Rajić, Lana and Zelić, Mirna and Milisavljević, Jelena and Mentus Kandić, Tatjana and Strižak, Nevena and Obrenović Ilić, Ivana",
year = "2023",
abstract = "Burnout is a current topic which many researchers are dealing with. This syndrome
is most commonly considered to occur in people who are engaged in ‘helping
professions’. Since speech-language pathologists belong to the helping professions, the
goal of this study was to assess the extent to which burnout symptoms are present among
speech-language pathologists in the Republic of Serbia. The sample of this research
included 150 speech-language pathologists employed in state institutions and private
centres throughout the Republic of Serbia. The assessment of burnout symptoms was
performed using the Maslach Burnout Inventory – Human Services Survey (MBI-HSS),
which measures three different dimensions: emotional exhaustion, depersonalisation, and
personal achievement. The use of statistical procedures confirmed the majority of the
research hypotheses. This population displays burnout symptoms, which are usually low
(on the Depersonalisation and Personal Achievement scales) or high (Emotional
Exhaustion) in degree. According to the findings of this study, while older speechlanguage pathologists report a high level of emotional exhaustion, they also report a
higher level of personal achievement. Respondents with more work experience report a
greater level of exhaustion. Lower levels of emotional weariness and a lower degree of
personal achievement were reported by speech-language pathologists with less work
experience. Satisfaction with one’s level of income was found to be the most significant
predictor of burnout symptoms. Marital status and the number of children have not been
associated with burnout symptoms., Сагоревање на послу једна је од актуелних тема данашњице и све више
истраживања се њоме бави. Сматра се да су јој нарочито подложни професионалци из такозваних „помагачких професија“. С обзиром на то да професија
логопеда спада у помагачке професије, циљ истраживања био је да се утврди
степен у којем су симптоми сагоревања на послу присутни код ових стручњака
у Републици Србији. У овом истраживању учествовало је 150 логопеда запослених у државним и приватним установама широм Републике Србије. Испитивање
симптома сагоревања обављено је помоћу Упитника сагоревања на послу за помагачка занимања (енгл. Maslach Burnout Inventory – Human Services Survey
(МBI-HSS)) који мери различите димензије: емоционалну исцрпљеност, деперсонализацију и лични успех. Применом статистичких поступака потврђена је већина истраживачких хипотеза. Симптоми сагоревања, углавном ниског (на скалама деперсонализације и личног успеха) или високог степена (емоционална
исцрпљеност), постоје у овој популацији. Резултати овог истраживања указују
да старији логопеди пријављују виши ниво личног професионалног успеха иако
осећају и висок ниво емоционалне исрцпљености. Већи степен исрцпљености се
појављује код испитаника са дужим радним стажом. Код логопеда са краћим
радним стажом уочени су нижи нивои емоционалне исцрпљености, али и мањи
ниво личног успеха. Као најзначанији предиктор симптома сагоревања показало
се задовoљство висином прихода. Показало се да брачни статус и број деце нису
повезани са симптомима сагоревања",
publisher = "University of Niš, Serbia",
journal = "Теме",
title = "The risk of burnout syndrome in speech-language pathologists in the republic of Serbia, Ризик од професионалног сагоревања код логопеда у Републици Србији",
pages = "16-1",
number = "1",
volume = "157",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5180"
}

Jerkić Rajić, L., Zelić, M., Milisavljević, J., Mentus Kandić, T., Strižak, N.,& Obrenović Ilić, I.. (2023). The risk of burnout syndrome in speech-language pathologists in the republic of Serbia. in Теме
University of Niš, Serbia., 157(1), 1-16.
https://hdl.handle.net/21.15107/rcub_rfasper_5180

Jerkić Rajić L, Zelić M, Milisavljević J, Mentus Kandić T, Strižak N, Obrenović Ilić I. The risk of burnout syndrome in speech-language pathologists in the republic of Serbia. in Теме. 2023;157(1):1-16.
https://hdl.handle.net/21.15107/rcub_rfasper_5180 .

Jerkić Rajić, Lana, Zelić, Mirna, Milisavljević, Jelena, Mentus Kandić, Tatjana, Strižak, Nevena, Obrenović Ilić, Ivana, "The risk of burnout syndrome in speech-language pathologists in the republic of Serbia" in Теме, 157, no. 1 (2023):1-16,
https://hdl.handle.net/21.15107/rcub_rfasper_5180 .

TY  - JOUR
AU  - Lep, Žan
AU  - Ilić, Sandra
AU  - Teovanović, Predrag
AU  - Hacin Beyazoglu, Kaja
AU  - Damnjanović, Kaja
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3501
AB  - COVID-19 pandemic is a long-lasting process associated with dynamic changes within society and in individual psychological responses. Effective communication of measures by credible sources throughout the epidemic is one of the crucial factors for the containment of the disease, and the official communication about pandemics is straightforwardly directed toward changes in behavior via engagement in (self-)protective measures. Calls for the adherence to these measures are aimed at the general population, but people's reactions to these calls vary depending on, for example, their individual differences in cognitive and emotional responses to the situation. The focus of our study was the general narrative about the epidemic as conveyed by both state officials and media outlets in times of decreased social contacts due to the quarantine, in which relying on these sources of information is even more pivotal. Our aim was to explore the stability of the proposed mediational model during the course of the epidemic in Serbia. In the model, we tested the relationship between perceived credibility of information (PCI) and two types of protective behavior—the actual self-protective behavior (ASPB) and the hypothetical protective behavior (HPB), as well as the potential mediating role of alertness in these relationships time-wise. A cross-sectional study (N = 10,782, female = 79.1%) was being administered daily during the first epidemic wave and in three more 2-week time frames during the second wave. Based on the variability of these measures during the first epidemic wave, three stages of psychological responses were mapped (acute, adaptation, and relaxation stage), which were observed, with some deviations, also in the second wave. The mediational model was relatively robust after the initial few weeks, but the strength of pairwise relationships was more changeable. With both types of protective behaviors, the predictive power of PCI was partially mediated through alertness. This suggests that, while individual differences in cognitive and affective responses are important, so is coherent, focused, and credible communication in all stages of the epidemic, which emphasizes the communality aspect of the social containment of the infection. Our findings can thus be valuable in informing the planning of effective future communication.
PB  - Frontiers Media S.A.
T2  - Frontiers in Psychology
T1  - One Hundred and Sixty-One Days in the Life of the Homopandemicus in Serbia: The Contribution of Information Credibility and Alertness in Predicting Engagement in Protective Behaviors
SP  - 631791
VL  - 12
DO  - https://doi.org/10.3389/fpsyg.2021.631791
ER  - 

@article{
author = "Lep, Žan and Ilić, Sandra and Teovanović, Predrag and Hacin Beyazoglu, Kaja and Damnjanović, Kaja",
year = "2021",
abstract = "COVID-19 pandemic is a long-lasting process associated with dynamic changes within society and in individual psychological responses. Effective communication of measures by credible sources throughout the epidemic is one of the crucial factors for the containment of the disease, and the official communication about pandemics is straightforwardly directed toward changes in behavior via engagement in (self-)protective measures. Calls for the adherence to these measures are aimed at the general population, but people's reactions to these calls vary depending on, for example, their individual differences in cognitive and emotional responses to the situation. The focus of our study was the general narrative about the epidemic as conveyed by both state officials and media outlets in times of decreased social contacts due to the quarantine, in which relying on these sources of information is even more pivotal. Our aim was to explore the stability of the proposed mediational model during the course of the epidemic in Serbia. In the model, we tested the relationship between perceived credibility of information (PCI) and two types of protective behavior—the actual self-protective behavior (ASPB) and the hypothetical protective behavior (HPB), as well as the potential mediating role of alertness in these relationships time-wise. A cross-sectional study (N = 10,782, female = 79.1%) was being administered daily during the first epidemic wave and in three more 2-week time frames during the second wave. Based on the variability of these measures during the first epidemic wave, three stages of psychological responses were mapped (acute, adaptation, and relaxation stage), which were observed, with some deviations, also in the second wave. The mediational model was relatively robust after the initial few weeks, but the strength of pairwise relationships was more changeable. With both types of protective behaviors, the predictive power of PCI was partially mediated through alertness. This suggests that, while individual differences in cognitive and affective responses are important, so is coherent, focused, and credible communication in all stages of the epidemic, which emphasizes the communality aspect of the social containment of the infection. Our findings can thus be valuable in informing the planning of effective future communication.",
publisher = "Frontiers Media S.A.",
journal = "Frontiers in Psychology",
title = "One Hundred and Sixty-One Days in the Life of the Homopandemicus in Serbia: The Contribution of Information Credibility and Alertness in Predicting Engagement in Protective Behaviors",
pages = "631791",
volume = "12",
doi = "https://doi.org/10.3389/fpsyg.2021.631791"
}

Lep, Ž., Ilić, S., Teovanović, P., Hacin Beyazoglu, K.,& Damnjanović, K.. (2021). One Hundred and Sixty-One Days in the Life of the Homopandemicus in Serbia: The Contribution of Information Credibility and Alertness in Predicting Engagement in Protective Behaviors. in Frontiers in Psychology
Frontiers Media S.A.., 12, 631791.
https://doi.org/https://doi.org/10.3389/fpsyg.2021.631791

Lep Ž, Ilić S, Teovanović P, Hacin Beyazoglu K, Damnjanović K. One Hundred and Sixty-One Days in the Life of the Homopandemicus in Serbia: The Contribution of Information Credibility and Alertness in Predicting Engagement in Protective Behaviors. in Frontiers in Psychology. 2021;12:631791.
doi:https://doi.org/10.3389/fpsyg.2021.631791 .

Lep, Žan, Ilić, Sandra, Teovanović, Predrag, Hacin Beyazoglu, Kaja, Damnjanović, Kaja, "One Hundred and Sixty-One Days in the Life of the Homopandemicus in Serbia: The Contribution of Information Credibility and Alertness in Predicting Engagement in Protective Behaviors" in Frontiers in Psychology, 12 (2021):631791,
https://doi.org/https://doi.org/10.3389/fpsyg.2021.631791 . .

TY  - JOUR
AU  - Petrović, Vesna
AU  - Antić, Slobodanka
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1338
AB  - This paper offers a systematization of typical errors in presenting scientific concepts in textbooks for the first four grades of primary school. The subject of our analysis and systematization were presentations of concepts which deviate from or violate the internal cognitive and logical nature of a scientific concept, thus representing a source of potential difficulties for students in understanding scientific knowledge. Starting from Vygotsky's theory of the development of scientific concepts, as well as the general standards of textbook quality and a review of studies analyzing textbooks in this field, we have made a systematization of typical errors in the presentation of scientific terms. Five typical errors are explained and elucidated: a simple description of a phenomenon or the statement of its function, use or usefulness; a simple establishment of connections between a concept (word) and an object (image); offering ready-made phrases and scientific statements without relating them to a system of concepts; providing only typical examples or providing examples that lack variety, and presenting important and unimportant facts on the same level, without pointing out the differences. Every typical error is explained using examples from textbooks in which scientific concepts relevant to grades 1-4 are introduced (settlement, village, city, plants, relief, historical figure and birds). In the absence of scientific principles in presenting concepts in textbooks, their authors rely on implicit assumptions about concepts as phenomenal or factual kinds of knowledge. Due to the importance of acquiring scientific concepts for the cognitive development of the individual, the practical implications of the findings are that in textbook design but also in teacher education particular attention must be devoted to the area of teaching and learning scientific concepts.
AB  - В статье систематизированы типичные ошибки изложения научных понятий в
учебниках для младших классов основной школы. Предметом анализа и систематизации являются способы изложения понятий, которые отклоняют или нарушают внутреннюю
когнитивно-логическую природу научного понятия и, таким образом, представляют собой
источник потенциальных трудностей, которые могут возникнуть у учеников при понимании
научного знания. Исходя из теории развития научных понятий Льва Выготского, общих стандартов качества учебников и обзора результатов научных исследований учебников, авторами
проведена систематизация типичных ошибок в изложении научных понятий. В статье приводится и объясняется пять типичных ошибок: простое описание явления или его функции,
использования или пользы; простое установление связи между понятием (словом) и предметом
(изображением); представление готовых фраз и научных высказываний вне связи с системой
понятий; задержка на представлении типичных примеров или недостаточного разнообразия
представленных примеров и изложение важного и неважного в одной плоскости, без указания
различий. Каждая типичная ошибка объясняется примером из учебника, в котором вводятся
научные понятия, относящиеся к младшим классам (поселок, деревня, город, растения, рельеф,
историческая личность, птицы). В отсутствии научных принципов в представлении понятий
в учебниках, авторы учебников полагаются на неявные предположения о понятии как явлении
или фактическом типе знания. Имея в виду важность усвоения научных понятий для когнитивного развития ученика, практическое значение выводов исследования состоит в том, что при
создании учебников, а также в образовании преподавателей, особое внимание следует уделять
преподаванию и изучению научных понятий.
AB  - U radu se izvodi sistematizacija tipičnih grešaka u prezentovanju naučnih pojmova u udžbenicima za mlađe razrede osnovne škole. Predmet analize i sistematizacije su postupci prezentacije pojmova koji odstupaju ili krše unutrašnju saznajno-logičku prirodu naučnog pojma i time predstavljaju izvor potencijalnih teškoća koje učenici mogu imati u razumevanju naučnih znanja. Polazeći od teorije razvoja naučnih pojmova Lava Vigotskog, opštih standarda kvaliteta udžbenika i pregleda istraživanja analiza udžbenika u ovom domenu, napravili smo sistematizaciju tipičnih grešaka u prezentovanju naučnih pojmova. U radu je eksplicirano i pojašnjeno pet tipičnih grešaka: jednostavna deskripcija fenomena ili navođenje njegove funkcije, upotrebe ili koristi; jednostavno uspostavljanje odnosa između pojma (reči) i objekta (slike); izlaganje gotovih fraza i naučnih konstatacija izvan odnosa sa sistemom pojmova; zadržavanje na izlaganju tipičnih primera ili nedovoljna raznovrsnost izloženih primera i prezentovanje važnog i nevažnog u istoj ravni, bez ukazivanja na razlike. Svaka tipična greška je pojašnjena na primeru iz udžbenika u kojima su uvođeni naučni pojmovi relevantni za mlađe razrede (naselje, selo, grad, biljke, reljef, istorijska ličnost i ptice). U odsustvu naučnih načela u prezentaciji pojmova u udžbenicima, autori udžbenika se oslanjaju na implicitne pretpostavke o pojmovima kao pojavnoj ili činjeničkoj vrsti znanja. Zbog značaja usvajanja naučnih pojmova za kognitivni razvoj jedinke, praktične implikacije dobijenih nalaza su da se u konstrukciji udžbenika ali i u obrazovanju nastavnika posebna pažnja mora posvetiti oblasti nastave i učenja naučnih pojmova.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Tipične greške u prezentovanju pojmova u udžbenicima za mlađe razrede osnovne škole
T1  - Типичные ошибки изложения понятий в учебниках
для младших классов основной школы
T1  - Typical errors in presenting concepts in textbooks for the first four grades of primary school
EP  - 68
IS  - 1
SP  - 55
VL  - 70
DO  - 10.5937/nasvas2101055P
ER  - 

@article{
author = "Petrović, Vesna and Antić, Slobodanka",
year = "2021",
abstract = "This paper offers a systematization of typical errors in presenting scientific concepts in textbooks for the first four grades of primary school. The subject of our analysis and systematization were presentations of concepts which deviate from or violate the internal cognitive and logical nature of a scientific concept, thus representing a source of potential difficulties for students in understanding scientific knowledge. Starting from Vygotsky's theory of the development of scientific concepts, as well as the general standards of textbook quality and a review of studies analyzing textbooks in this field, we have made a systematization of typical errors in the presentation of scientific terms. Five typical errors are explained and elucidated: a simple description of a phenomenon or the statement of its function, use or usefulness; a simple establishment of connections between a concept (word) and an object (image); offering ready-made phrases and scientific statements without relating them to a system of concepts; providing only typical examples or providing examples that lack variety, and presenting important and unimportant facts on the same level, without pointing out the differences. Every typical error is explained using examples from textbooks in which scientific concepts relevant to grades 1-4 are introduced (settlement, village, city, plants, relief, historical figure and birds). In the absence of scientific principles in presenting concepts in textbooks, their authors rely on implicit assumptions about concepts as phenomenal or factual kinds of knowledge. Due to the importance of acquiring scientific concepts for the cognitive development of the individual, the practical implications of the findings are that in textbook design but also in teacher education particular attention must be devoted to the area of teaching and learning scientific concepts., В статье систематизированы типичные ошибки изложения научных понятий в
учебниках для младших классов основной школы. Предметом анализа и систематизации являются способы изложения понятий, которые отклоняют или нарушают внутреннюю
когнитивно-логическую природу научного понятия и, таким образом, представляют собой
источник потенциальных трудностей, которые могут возникнуть у учеников при понимании
научного знания. Исходя из теории развития научных понятий Льва Выготского, общих стандартов качества учебников и обзора результатов научных исследований учебников, авторами
проведена систематизация типичных ошибок в изложении научных понятий. В статье приводится и объясняется пять типичных ошибок: простое описание явления или его функции,
использования или пользы; простое установление связи между понятием (словом) и предметом
(изображением); представление готовых фраз и научных высказываний вне связи с системой
понятий; задержка на представлении типичных примеров или недостаточного разнообразия
представленных примеров и изложение важного и неважного в одной плоскости, без указания
различий. Каждая типичная ошибка объясняется примером из учебника, в котором вводятся
научные понятия, относящиеся к младшим классам (поселок, деревня, город, растения, рельеф,
историческая личность, птицы). В отсутствии научных принципов в представлении понятий
в учебниках, авторы учебников полагаются на неявные предположения о понятии как явлении
или фактическом типе знания. Имея в виду важность усвоения научных понятий для когнитивного развития ученика, практическое значение выводов исследования состоит в том, что при
создании учебников, а также в образовании преподавателей, особое внимание следует уделять
преподаванию и изучению научных понятий., U radu se izvodi sistematizacija tipičnih grešaka u prezentovanju naučnih pojmova u udžbenicima za mlađe razrede osnovne škole. Predmet analize i sistematizacije su postupci prezentacije pojmova koji odstupaju ili krše unutrašnju saznajno-logičku prirodu naučnog pojma i time predstavljaju izvor potencijalnih teškoća koje učenici mogu imati u razumevanju naučnih znanja. Polazeći od teorije razvoja naučnih pojmova Lava Vigotskog, opštih standarda kvaliteta udžbenika i pregleda istraživanja analiza udžbenika u ovom domenu, napravili smo sistematizaciju tipičnih grešaka u prezentovanju naučnih pojmova. U radu je eksplicirano i pojašnjeno pet tipičnih grešaka: jednostavna deskripcija fenomena ili navođenje njegove funkcije, upotrebe ili koristi; jednostavno uspostavljanje odnosa između pojma (reči) i objekta (slike); izlaganje gotovih fraza i naučnih konstatacija izvan odnosa sa sistemom pojmova; zadržavanje na izlaganju tipičnih primera ili nedovoljna raznovrsnost izloženih primera i prezentovanje važnog i nevažnog u istoj ravni, bez ukazivanja na razlike. Svaka tipična greška je pojašnjena na primeru iz udžbenika u kojima su uvođeni naučni pojmovi relevantni za mlađe razrede (naselje, selo, grad, biljke, reljef, istorijska ličnost i ptice). U odsustvu naučnih načela u prezentaciji pojmova u udžbenicima, autori udžbenika se oslanjaju na implicitne pretpostavke o pojmovima kao pojavnoj ili činjeničkoj vrsti znanja. Zbog značaja usvajanja naučnih pojmova za kognitivni razvoj jedinke, praktične implikacije dobijenih nalaza su da se u konstrukciji udžbenika ali i u obrazovanju nastavnika posebna pažnja mora posvetiti oblasti nastave i učenja naučnih pojmova.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Tipične greške u prezentovanju pojmova u udžbenicima za mlađe razrede osnovne škole, Типичные ошибки изложения понятий в учебниках
для младших классов основной школы, Typical errors in presenting concepts in textbooks for the first four grades of primary school",
pages = "68-55",
number = "1",
volume = "70",
doi = "10.5937/nasvas2101055P"
}

Petrović, V.,& Antić, S.. (2021). Tipične greške u prezentovanju pojmova u udžbenicima za mlađe razrede osnovne škole. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 70(1), 55-68.
https://doi.org/10.5937/nasvas2101055P

Petrović V, Antić S. Tipične greške u prezentovanju pojmova u udžbenicima za mlađe razrede osnovne škole. in Nastava i vaspitanje. 2021;70(1):55-68.
doi:10.5937/nasvas2101055P .

Petrović, Vesna, Antić, Slobodanka, "Tipične greške u prezentovanju pojmova u udžbenicima za mlađe razrede osnovne škole" in Nastava i vaspitanje, 70, no. 1 (2021):55-68,
https://doi.org/10.5937/nasvas2101055P . .

TY  - JOUR
AU  - Mentus, Vladimir
AU  - Mentus-Kandić, Tatjana
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1259
AB  - In this paper, the issues of examining affective well-being in contemporary social research are presented. Affective well-being may be defined as a balance between experienced positive and negative affects. In the first part of the paper, findings on the nature of affects, their mutual association and some cognitive biases related to self assessment of affective experience are presented. Then, the most commonly used measurement methods are chronologically presented and the advantages and disadvantages of each are highlighted. These include measurement instruments containing only one or more items, instruments for measuring the intensity as well as the frequency and the duration of affective experience, instruments based on self-assessments as well as assessments of other people, and subjective as well as some objective measuring instruments. Also, some cases are presented of extensive international researches involving affective well being measurements on nationally representative samples. In the final part, some recommendations for further research as well as concluding considerations are derived.
AB  - U radu su predstavljena metodološka pitanja u ispitivanju afektivnog blagostanja u savremenim društvenim istraživanjima. Afektivno blagostanje se može odrediti kao balans između doživljenih pozitivnih i negativnih afekata. U prvom delu rada su izneti dosadašnji nalazi o prirodi afekata, njihovoj međusobnoj povezanosti i o pojedinim kognitivnim predrasudama vezanim za samoprocenjivanje doživljavanja afekata. Zatim su hronološki predstavljeni najčešče korišćeni metodi merenja i istaknute prednosti i nedostaci svakog od njih. Tu spadaju merni instrumenti koji sadrže i samo jedan i više ajtema, instrumenti za merenje kako intenziteta, tako i učestalosti i trajanja doživljavanja afekata, instrumenti koji se zasnivaju kako na samoprocenama, tako i na procenama drugih ljudi, i kako subjektivni tako i različiti objektivi merni instrumenti. U radu su predstavljeni i primeri velikih međunarodnih istraživanja koja uključuju ispitivanje afektivnog blagostanja na nacionalno reprezentativnim uzorcima. U završnom delu su iznete neke od preporuka za dalja istraživanja i zaključna razmatranja.
PB  - Zavod za proučavanje kulturnog razvitka, Beograd
T2  - Kultura
T1  - Metodološka pitanja u istraživanjima afektivnog blagostanja
T1  - Contemporary approaches to the affective examination of well-being
EP  - 286
IS  - 166
SP  - 271
DO  - 10.5937/kultura2066271M
ER  - 

@article{
author = "Mentus, Vladimir and Mentus-Kandić, Tatjana",
year = "2020",
abstract = "In this paper, the issues of examining affective well-being in contemporary social research are presented. Affective well-being may be defined as a balance between experienced positive and negative affects. In the first part of the paper, findings on the nature of affects, their mutual association and some cognitive biases related to self assessment of affective experience are presented. Then, the most commonly used measurement methods are chronologically presented and the advantages and disadvantages of each are highlighted. These include measurement instruments containing only one or more items, instruments for measuring the intensity as well as the frequency and the duration of affective experience, instruments based on self-assessments as well as assessments of other people, and subjective as well as some objective measuring instruments. Also, some cases are presented of extensive international researches involving affective well being measurements on nationally representative samples. In the final part, some recommendations for further research as well as concluding considerations are derived., U radu su predstavljena metodološka pitanja u ispitivanju afektivnog blagostanja u savremenim društvenim istraživanjima. Afektivno blagostanje se može odrediti kao balans između doživljenih pozitivnih i negativnih afekata. U prvom delu rada su izneti dosadašnji nalazi o prirodi afekata, njihovoj međusobnoj povezanosti i o pojedinim kognitivnim predrasudama vezanim za samoprocenjivanje doživljavanja afekata. Zatim su hronološki predstavljeni najčešče korišćeni metodi merenja i istaknute prednosti i nedostaci svakog od njih. Tu spadaju merni instrumenti koji sadrže i samo jedan i više ajtema, instrumenti za merenje kako intenziteta, tako i učestalosti i trajanja doživljavanja afekata, instrumenti koji se zasnivaju kako na samoprocenama, tako i na procenama drugih ljudi, i kako subjektivni tako i različiti objektivi merni instrumenti. U radu su predstavljeni i primeri velikih međunarodnih istraživanja koja uključuju ispitivanje afektivnog blagostanja na nacionalno reprezentativnim uzorcima. U završnom delu su iznete neke od preporuka za dalja istraživanja i zaključna razmatranja.",
publisher = "Zavod za proučavanje kulturnog razvitka, Beograd",
journal = "Kultura",
title = "Metodološka pitanja u istraživanjima afektivnog blagostanja, Contemporary approaches to the affective examination of well-being",
pages = "286-271",
number = "166",
doi = "10.5937/kultura2066271M"
}

Mentus, V.,& Mentus-Kandić, T.. (2020). Metodološka pitanja u istraživanjima afektivnog blagostanja. in Kultura
Zavod za proučavanje kulturnog razvitka, Beograd.(166), 271-286.
https://doi.org/10.5937/kultura2066271M

Mentus V, Mentus-Kandić T. Metodološka pitanja u istraživanjima afektivnog blagostanja. in Kultura. 2020;(166):271-286.
doi:10.5937/kultura2066271M .

Mentus, Vladimir, Mentus-Kandić, Tatjana, "Metodološka pitanja u istraživanjima afektivnog blagostanja" in Kultura, no. 166 (2020):271-286,
https://doi.org/10.5937/kultura2066271M . .

TY  - JOUR
AU  - Teovanović, Predrag
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1237
AB  - The study aimed to examine several assumptions of dual process theories of reasoning by employing individual difference approach. A set of categorical syllogisms was administered to a relatively large sample of participants (N = 247) along with attached confidence rating scales, and measures of intelligence and cognitive reflection. As expected, response accuracy on syllogistic reasoning tasks highly depended on task complexity and the status of belief-logic conflict, thus demonstrating belief-bias on the group level. Individual difference analyses showed that more biased subject also performed poorer on Raven's Matrices (r =.25) and Cognitive Reflection Test (r =.27), which is in line with assumptions that willingness to engage and capacities to carry out type 2 processes both contribute to understanding of rational thinking. Moreover, measures of cognitive decoupling were significantly correlated with the performance on conflict syllogisms (r =.20). Individual differences in sensitivity to conflict detection, on the other side, were not related to reasoning accuracy in general (r =.02). Yet, additional analyses showed that noteworthy correlation between these two can be observed for easier syllogistic reasoning tasks (r =.26). Such results indicate that boundary conditions of conflict detection should be viewed as a function of both tasks' and participants' characteristics.
PB  - University of Rijeka
T2  - Psihologijske Teme
T1  - Dual processing in syllogistic reasoning: An individual differences perspective
EP  - 145
IS  - 1
SP  - 125
VL  - 28
DO  - 10.31820/pt.28.1.7
ER  - 

@article{
author = "Teovanović, Predrag",
year = "2019",
abstract = "The study aimed to examine several assumptions of dual process theories of reasoning by employing individual difference approach. A set of categorical syllogisms was administered to a relatively large sample of participants (N = 247) along with attached confidence rating scales, and measures of intelligence and cognitive reflection. As expected, response accuracy on syllogistic reasoning tasks highly depended on task complexity and the status of belief-logic conflict, thus demonstrating belief-bias on the group level. Individual difference analyses showed that more biased subject also performed poorer on Raven's Matrices (r =.25) and Cognitive Reflection Test (r =.27), which is in line with assumptions that willingness to engage and capacities to carry out type 2 processes both contribute to understanding of rational thinking. Moreover, measures of cognitive decoupling were significantly correlated with the performance on conflict syllogisms (r =.20). Individual differences in sensitivity to conflict detection, on the other side, were not related to reasoning accuracy in general (r =.02). Yet, additional analyses showed that noteworthy correlation between these two can be observed for easier syllogistic reasoning tasks (r =.26). Such results indicate that boundary conditions of conflict detection should be viewed as a function of both tasks' and participants' characteristics.",
publisher = "University of Rijeka",
journal = "Psihologijske Teme",
title = "Dual processing in syllogistic reasoning: An individual differences perspective",
pages = "145-125",
number = "1",
volume = "28",
doi = "10.31820/pt.28.1.7"
}

Teovanović, P.. (2019). Dual processing in syllogistic reasoning: An individual differences perspective. in Psihologijske Teme
University of Rijeka., 28(1), 125-145.
https://doi.org/10.31820/pt.28.1.7

Teovanović P. Dual processing in syllogistic reasoning: An individual differences perspective. in Psihologijske Teme. 2019;28(1):125-145.
doi:10.31820/pt.28.1.7 .

Teovanović, Predrag, "Dual processing in syllogistic reasoning: An individual differences perspective" in Psihologijske Teme, 28, no. 1 (2019):125-145,
https://doi.org/10.31820/pt.28.1.7 . .

TY  - JOUR
AU  - Teovanović, Predrag
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1201
AB  - Although the anchoring effect is one of the most reliable results of experimental psychology, researchers have only recently begun to examine the role of individual differences in susceptibility to this cognitive bias. Yet, first correlational studies yielded inconsistent results, failing to identify any predictors that have a systematic effect on anchored decisions. The present research seeks to remedy methodological shortcomings of foregoing research by employing modified within-subject anchoring procedure. Results confirmed the robustness of phenomenon in extended paradigm and replicated previous findings on anchor's direction and distance as significant experimental factors of the anchoring effect size. Obtained measures of individual differences in susceptibility to anchoring were fairly reliable but shared only small portion of variability with intelligence, cognitive reflection, and basic personality traits. However, in a group of more reflective subjects, substantial negative correlation between intelligence and anchoring was detected. This finding indicates that, at least for some subjects, effortful cognitive process of adjustment plays role in the emergence of the anchoring effect, which is in line with expectations of dual-process theories of human reasoning.
PB  - Psychopen, Trier
T2  - Europes Journal of Psychology
T1  - Individual Differences in Anchoring Effect: Evidence for the Role of Insufficient Adjustment
EP  - 24
IS  - 1
SP  - 8
VL  - 15
DO  - 10.5964/ejop.v15i1.1691
ER  - 

@article{
author = "Teovanović, Predrag",
year = "2019",
abstract = "Although the anchoring effect is one of the most reliable results of experimental psychology, researchers have only recently begun to examine the role of individual differences in susceptibility to this cognitive bias. Yet, first correlational studies yielded inconsistent results, failing to identify any predictors that have a systematic effect on anchored decisions. The present research seeks to remedy methodological shortcomings of foregoing research by employing modified within-subject anchoring procedure. Results confirmed the robustness of phenomenon in extended paradigm and replicated previous findings on anchor's direction and distance as significant experimental factors of the anchoring effect size. Obtained measures of individual differences in susceptibility to anchoring were fairly reliable but shared only small portion of variability with intelligence, cognitive reflection, and basic personality traits. However, in a group of more reflective subjects, substantial negative correlation between intelligence and anchoring was detected. This finding indicates that, at least for some subjects, effortful cognitive process of adjustment plays role in the emergence of the anchoring effect, which is in line with expectations of dual-process theories of human reasoning.",
publisher = "Psychopen, Trier",
journal = "Europes Journal of Psychology",
title = "Individual Differences in Anchoring Effect: Evidence for the Role of Insufficient Adjustment",
pages = "24-8",
number = "1",
volume = "15",
doi = "10.5964/ejop.v15i1.1691"
}

Teovanović, P.. (2019). Individual Differences in Anchoring Effect: Evidence for the Role of Insufficient Adjustment. in Europes Journal of Psychology
Psychopen, Trier., 15(1), 8-24.
https://doi.org/10.5964/ejop.v15i1.1691

Teovanović P. Individual Differences in Anchoring Effect: Evidence for the Role of Insufficient Adjustment. in Europes Journal of Psychology. 2019;15(1):8-24.
doi:10.5964/ejop.v15i1.1691 .

Teovanović, Predrag, "Individual Differences in Anchoring Effect: Evidence for the Role of Insufficient Adjustment" in Europes Journal of Psychology, 15, no. 1 (2019):8-24,
https://doi.org/10.5964/ejop.v15i1.1691 . .

TY  - JOUR
AU  - Opačić, Goran
AU  - Mentus, Tatjana
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1180
AB  - The aim of this study was to examine the extent to which the socially desirable responding (SDR) distorts results of HEDONICA personality inventory (acronim based on eight dimensions of this inventory: Honesty, Disintegration, Impulsiveness, Openness, Extraversion, Neuroticism, Conscientiousness, and Agreeableness). The inventory HEDONICA was merged with components of the Balanced Inventory of Desirable Responding (BIDR) as a control inventory and was administered to a sample of 227 students under two experimental situations/ contexts, operationalized by two instructions: the standard (S) one (such as "be honest") and the "fake good" (FG) one (such as "portray yourself in a most positive way"). Comparing scores in S and FG situations by using MANOVA, a clear distortion on all personality traits in socially desirable directions were evidenced. When, however, the BIDR subscales in the FG situation were entered into MANOVA as covariates, differences between personality scores in S and FG situations were considerably reduced, and became statistically insignificant on five personality dimensions. When the variance of dimensions of the BIDR inventory was removed from the variance of HEDONICA traits in FG situation, the change between intercorrelations of personality dimensions in S and FG situations did not attain statistical significance. This lead to the conclusion that the SDR bias, if even does affect test results (i.e., enhances scores in FG situation), does not affect the scale structure and predictive validity of the examined personality inventory.
AB  - Cilj ove studije bilo je ispitivanje stepena u kom socijalno poželjno odgovaranje menja rezultate inventara ličnosti HEDONICA (akronim je zasnovan na osam dimenzija ovog inventara: Poštenje, Dezintegracija, Impulsivnost, Otvorenost, Ekstraverzija, Neuroticizam, Savesnost i Saradljivost). Inventar HEDONICA je spojen sa delovima Balansiranog inventara poželjnog odgovaranja (eng. Balanced Inventory of Desirable Responsing, BIDR) koji je korišćen kao kontrolni inventar i zadat je uzorku od 227 studenata u dve eksperimentalne situacije, odnosno konteksta operacionalizovanog kroz dve instrukcije: standardnu (S; od učesnika u istraživanju je traženo da budu iskreni) i situaciju "lažnog dobrog" (eng. fake good, FG) predstavljanja (učesnicima u istraživanju je data instrukcija da se prikažu u najpozitivnijem svetlu). Poređenje skorova dobijenih u S i FG situacijama korišćenjem MANOVA-e pokazalo je jasnu promenu skorova na svim osobinama ličnosti u društveno poželjnom smeru. Međutim, kada su BIDR subskale u FG situaciji dodate u MANOVA-u kao kovarijeteti, razlike između skorova osobina ličnosti u S i FG situacijama su se znatno smanjile, pa čak i postale statistički neznačajne na pet osobina ličnosti. Kada je varijansa dimenzija BIDR inventara iz FG situacije uklonjena iz varijanse HEDONICA crta ličnosti, interkorelacije dimenzija ličnosti u S i FG situacijama nisu se statistički značajno promenile. Ovo vodi ka zaključku da pristrasnost usled socijalno poželjnog odgovaranja, čak i ako utiče na rezultat testa (tj. popravlja skorove u FG situaciji) ne utiče na strukturu skala niti na prediktivnu validnost ispitivanog inventara ličnosti.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - The assessment of effects of partialling out of socially desirable responding variance on personality traits scores in instructed applicant situations
T1  - Procena efekata isključivanja varijanse društveno poželjnih odgovora iz skorova testova ličnosti u situacijama instruiranih ispitnika
EP  - 321
IS  - 3
SP  - 303
VL  - 52
DO  - 10.2298/PSI181007011O
ER  - 

@article{
author = "Opačić, Goran and Mentus, Tatjana",
year = "2019",
abstract = "The aim of this study was to examine the extent to which the socially desirable responding (SDR) distorts results of HEDONICA personality inventory (acronim based on eight dimensions of this inventory: Honesty, Disintegration, Impulsiveness, Openness, Extraversion, Neuroticism, Conscientiousness, and Agreeableness). The inventory HEDONICA was merged with components of the Balanced Inventory of Desirable Responding (BIDR) as a control inventory and was administered to a sample of 227 students under two experimental situations/ contexts, operationalized by two instructions: the standard (S) one (such as "be honest") and the "fake good" (FG) one (such as "portray yourself in a most positive way"). Comparing scores in S and FG situations by using MANOVA, a clear distortion on all personality traits in socially desirable directions were evidenced. When, however, the BIDR subscales in the FG situation were entered into MANOVA as covariates, differences between personality scores in S and FG situations were considerably reduced, and became statistically insignificant on five personality dimensions. When the variance of dimensions of the BIDR inventory was removed from the variance of HEDONICA traits in FG situation, the change between intercorrelations of personality dimensions in S and FG situations did not attain statistical significance. This lead to the conclusion that the SDR bias, if even does affect test results (i.e., enhances scores in FG situation), does not affect the scale structure and predictive validity of the examined personality inventory., Cilj ove studije bilo je ispitivanje stepena u kom socijalno poželjno odgovaranje menja rezultate inventara ličnosti HEDONICA (akronim je zasnovan na osam dimenzija ovog inventara: Poštenje, Dezintegracija, Impulsivnost, Otvorenost, Ekstraverzija, Neuroticizam, Savesnost i Saradljivost). Inventar HEDONICA je spojen sa delovima Balansiranog inventara poželjnog odgovaranja (eng. Balanced Inventory of Desirable Responsing, BIDR) koji je korišćen kao kontrolni inventar i zadat je uzorku od 227 studenata u dve eksperimentalne situacije, odnosno konteksta operacionalizovanog kroz dve instrukcije: standardnu (S; od učesnika u istraživanju je traženo da budu iskreni) i situaciju "lažnog dobrog" (eng. fake good, FG) predstavljanja (učesnicima u istraživanju je data instrukcija da se prikažu u najpozitivnijem svetlu). Poređenje skorova dobijenih u S i FG situacijama korišćenjem MANOVA-e pokazalo je jasnu promenu skorova na svim osobinama ličnosti u društveno poželjnom smeru. Međutim, kada su BIDR subskale u FG situaciji dodate u MANOVA-u kao kovarijeteti, razlike između skorova osobina ličnosti u S i FG situacijama su se znatno smanjile, pa čak i postale statistički neznačajne na pet osobina ličnosti. Kada je varijansa dimenzija BIDR inventara iz FG situacije uklonjena iz varijanse HEDONICA crta ličnosti, interkorelacije dimenzija ličnosti u S i FG situacijama nisu se statistički značajno promenile. Ovo vodi ka zaključku da pristrasnost usled socijalno poželjnog odgovaranja, čak i ako utiče na rezultat testa (tj. popravlja skorove u FG situaciji) ne utiče na strukturu skala niti na prediktivnu validnost ispitivanog inventara ličnosti.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "The assessment of effects of partialling out of socially desirable responding variance on personality traits scores in instructed applicant situations, Procena efekata isključivanja varijanse društveno poželjnih odgovora iz skorova testova ličnosti u situacijama instruiranih ispitnika",
pages = "321-303",
number = "3",
volume = "52",
doi = "10.2298/PSI181007011O"
}

Opačić, G.,& Mentus, T.. (2019). The assessment of effects of partialling out of socially desirable responding variance on personality traits scores in instructed applicant situations. in Psihologija
Društvo psihologa Srbije, Beograd., 52(3), 303-321.
https://doi.org/10.2298/PSI181007011O

Opačić G, Mentus T. The assessment of effects of partialling out of socially desirable responding variance on personality traits scores in instructed applicant situations. in Psihologija. 2019;52(3):303-321.
doi:10.2298/PSI181007011O .

Opačić, Goran, Mentus, Tatjana, "The assessment of effects of partialling out of socially desirable responding variance on personality traits scores in instructed applicant situations" in Psihologija, 52, no. 3 (2019):303-321,
https://doi.org/10.2298/PSI181007011O . .

TY  - JOUR
AU  - Damnjanović, Kaja
AU  - Ilić, Sandra
AU  - Teovanović, Predrag
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1191
AB  - Decisions about one's own health range from everyday easy ones, such as taking a vitamin pill, to those made in the situations of life-threatening diseases. When it comes to choosing treatments, patients have difficulty understanding statistical information about the possible outcomes of alternative treatments, such as probabilities and risks. These challenges are especially important in the context of the shared decision-making. The aim of this study was to examine the influence of the labelling of the treatment in risky choice decision tasks. The risky choice framing effect (FE) pertains to the systematic preference reversal because different aspects of formally identical situations are emphasized. In the present study, the participants made a forced choice between a non-risky and risky treatment presented in terms of gains and losses. In the first condition surgery was the risky option and in the second it was radiation. In the third condition, the treatments' labels were replaced with ' A' and 'B'. Chi-square tests revealed a significant difference in the proportions of risky choices between the three conditions. The FE was registered only in the first and the second condition, and it was moderate and strong, respectively. When choosing between surgery and radiation, participants' choices were indeed influenced by the naming of the treatment, but not exclusively-they generally preferred surgery, and when it was offered in terms of losses, they preferred it even more.
AB  - Odluke o ličnom zdravlju protežu se od svakodnevnih i lakih, kao što je odluka o uzimanju vitaminskog suplementa, do onih koje se donose u situacijama kada je prisutna životno ugrožavajuća bolest. Pacijenti koji donose odluku o izboru tretmana suočavaju se sa specifičnim izazovima i imaju poteškoća da razumeju statističke podatke o mogućim ishodima alternativnih tretmana, o verovatnoći i o rizicima. Ova problematika je posebno značajna u kontekstu prakse zajedničkog odlučivanja, u kojoj i pacijent, a ne samo lekar, donosi odluku o tome na koji način će se tretirati bolest. Cilj ove studije bio je da se ispita uticaj naziva tretmana u zadacima odlučivanja u uslovima rizika. Efekat okvira rizičnog izbora se odnosi na sistematsku promenu redosleda preferencija koje su različite po rizičnosti. Do toga dolazi usled naglašavanja različitih aspekata identične situacije prilikom prikazivanja opcija donosiocima odluka. U našoj studiji ispitanici su prinudno birali između nerizičnog i rizičnog tretmana, koji su predstavljeni u terminima dobitka i gubitka. U prvoj eksperimentalnoj situaciji, kao rizična opcija predstavljena je operacija, a u drugoj zračenje. U trećem eksperimentu, nazivi tretmana su zamenjeni apstraktnim oznakama A i B. Rezultati pokazuju statistički značajnu razliku u proporcijama rizičnih odgovora između tri eksperimentalne situacije. Efekat okvira je registrovan u prvom i drugom eksperimentu; u prvom umerenog, a u drugom većeg intenziteta. Kada biraju između operacije i zračenja na ispitanike utiče naziv tretmana, ali to ne objašnjava celokupnu varijansu. Po pravilu, preferirali su operaciju, a kada je ona prikazana u terminima gubitka, ta preferencija je bila još jača.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - The frame and name of the medical treatment and their influence on health decisions
T1  - Okvir i naziv medicinskog tretmana i njihov uticaj na zdravstvene odluke
EP  - 254
IS  - 2
SP  - 239
VL  - 22
DO  - 10.5937/PSISTRA22-23375
ER  - 

@article{
author = "Damnjanović, Kaja and Ilić, Sandra and Teovanović, Predrag",
year = "2019",
abstract = "Decisions about one's own health range from everyday easy ones, such as taking a vitamin pill, to those made in the situations of life-threatening diseases. When it comes to choosing treatments, patients have difficulty understanding statistical information about the possible outcomes of alternative treatments, such as probabilities and risks. These challenges are especially important in the context of the shared decision-making. The aim of this study was to examine the influence of the labelling of the treatment in risky choice decision tasks. The risky choice framing effect (FE) pertains to the systematic preference reversal because different aspects of formally identical situations are emphasized. In the present study, the participants made a forced choice between a non-risky and risky treatment presented in terms of gains and losses. In the first condition surgery was the risky option and in the second it was radiation. In the third condition, the treatments' labels were replaced with ' A' and 'B'. Chi-square tests revealed a significant difference in the proportions of risky choices between the three conditions. The FE was registered only in the first and the second condition, and it was moderate and strong, respectively. When choosing between surgery and radiation, participants' choices were indeed influenced by the naming of the treatment, but not exclusively-they generally preferred surgery, and when it was offered in terms of losses, they preferred it even more., Odluke o ličnom zdravlju protežu se od svakodnevnih i lakih, kao što je odluka o uzimanju vitaminskog suplementa, do onih koje se donose u situacijama kada je prisutna životno ugrožavajuća bolest. Pacijenti koji donose odluku o izboru tretmana suočavaju se sa specifičnim izazovima i imaju poteškoća da razumeju statističke podatke o mogućim ishodima alternativnih tretmana, o verovatnoći i o rizicima. Ova problematika je posebno značajna u kontekstu prakse zajedničkog odlučivanja, u kojoj i pacijent, a ne samo lekar, donosi odluku o tome na koji način će se tretirati bolest. Cilj ove studije bio je da se ispita uticaj naziva tretmana u zadacima odlučivanja u uslovima rizika. Efekat okvira rizičnog izbora se odnosi na sistematsku promenu redosleda preferencija koje su različite po rizičnosti. Do toga dolazi usled naglašavanja različitih aspekata identične situacije prilikom prikazivanja opcija donosiocima odluka. U našoj studiji ispitanici su prinudno birali između nerizičnog i rizičnog tretmana, koji su predstavljeni u terminima dobitka i gubitka. U prvoj eksperimentalnoj situaciji, kao rizična opcija predstavljena je operacija, a u drugoj zračenje. U trećem eksperimentu, nazivi tretmana su zamenjeni apstraktnim oznakama A i B. Rezultati pokazuju statistički značajnu razliku u proporcijama rizičnih odgovora između tri eksperimentalne situacije. Efekat okvira je registrovan u prvom i drugom eksperimentu; u prvom umerenog, a u drugom većeg intenziteta. Kada biraju između operacije i zračenja na ispitanike utiče naziv tretmana, ali to ne objašnjava celokupnu varijansu. Po pravilu, preferirali su operaciju, a kada je ona prikazana u terminima gubitka, ta preferencija je bila još jača.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "The frame and name of the medical treatment and their influence on health decisions, Okvir i naziv medicinskog tretmana i njihov uticaj na zdravstvene odluke",
pages = "254-239",
number = "2",
volume = "22",
doi = "10.5937/PSISTRA22-23375"
}

Damnjanović, K., Ilić, S.,& Teovanović, P.. (2019). The frame and name of the medical treatment and their influence on health decisions. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 22(2), 239-254.
https://doi.org/10.5937/PSISTRA22-23375

Damnjanović K, Ilić S, Teovanović P. The frame and name of the medical treatment and their influence on health decisions. in Psihološka istraživanja. 2019;22(2):239-254.
doi:10.5937/PSISTRA22-23375 .

Damnjanović, Kaja, Ilić, Sandra, Teovanović, Predrag, "The frame and name of the medical treatment and their influence on health decisions" in Psihološka istraživanja, 22, no. 2 (2019):239-254,
https://doi.org/10.5937/PSISTRA22-23375 . .

TY  - CONF
AU  - Filipović, Božidar
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2971
PB  - Institut
za pedagoška istraživanja : Institut za psihologiju
C3  - Kvalitativna istraživanja u društvenim naukama: od licnog iskustva do socijalnih praksi
C3  - Kvalitativna istraživanja
u društvenim naukama:
od licnog iskustva do socijalnih praksi
ZBORNIK SAOPŠTENJA
T1  - Kritički osvrt na merenje stepena autoritarnosti
u kvantitativnim istraživanjima:
kvalitativni pristup razumevanju poslušnosti
u odnosu između roditelja i dece
EP  - 129
SP  - 126
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2971
ER  - 

@conference{
author = "Filipović, Božidar",
year = "2018",
publisher = "Institut
za pedagoška istraživanja : Institut za psihologiju",
journal = "Kvalitativna istraživanja u društvenim naukama: od licnog iskustva do socijalnih praksi, Kvalitativna istraživanja
u društvenim naukama:
od licnog iskustva do socijalnih praksi
ZBORNIK SAOPŠTENJA",
title = "Kritički osvrt na merenje stepena autoritarnosti
u kvantitativnim istraživanjima:
kvalitativni pristup razumevanju poslušnosti
u odnosu između roditelja i dece",
pages = "129-126",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2971"
}

Filipović, B.. (2018). Kritički osvrt na merenje stepena autoritarnosti
u kvantitativnim istraživanjima:
kvalitativni pristup razumevanju poslušnosti
u odnosu između roditelja i dece. in Kvalitativna istraživanja u društvenim naukama: od licnog iskustva do socijalnih praksi
Institut
za pedagoška istraživanja : Institut za psihologiju., 126-129.
https://hdl.handle.net/21.15107/rcub_rfasper_2971

Filipović B. Kritički osvrt na merenje stepena autoritarnosti
u kvantitativnim istraživanjima:
kvalitativni pristup razumevanju poslušnosti
u odnosu između roditelja i dece. in Kvalitativna istraživanja u društvenim naukama: od licnog iskustva do socijalnih praksi. 2018;:126-129.
https://hdl.handle.net/21.15107/rcub_rfasper_2971 .

Filipović, Božidar, "Kritički osvrt na merenje stepena autoritarnosti
u kvantitativnim istraživanjima:
kvalitativni pristup razumevanju poslušnosti
u odnosu između roditelja i dece" in Kvalitativna istraživanja u društvenim naukama: od licnog iskustva do socijalnih praksi (2018):126-129,
https://hdl.handle.net/21.15107/rcub_rfasper_2971 .

TY  - JOUR
AU  - Antić, Slobodanka
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1164
AB  - The aim of the qualitative study presented in this paper was to explore primary school students' perspectives on the use of textbooks. Using a questionnaire and semi-structured in-depth interviews, we examined several aspects of cognitive patterns in textbook study: the general approach and attitudes to highlighting text as the basic intellectual technique of studying a text, the attitude of students towards the structural components of textbooks, and the quality of students' metacognitive monitoring of the comprehension process during textbook study. The findings show that the majority of students' cognitive patterns when studying from textbooks are characterized by the following: there is no developed strategy of working with the text; textbooks tend to be viewed as a list of isolated pieces of information that should be memorized; students fail to recognize the utility of the structural components of textbooks designed to aid comprehension of the educational content. In addition, students show insufficiently developed metacognitive regulation of the text comprehension monitoring process. In order for a textbook to perform its educative functions, it is not enough (although it is a prerequisite) that it be designed as learning support - it is also necessary for students to recognize it as such. This leads us to conclude that a focus on textbooks themselves, as well as on strategies of textbook study, should become part of the regular teaching process in the school context.
AB  - Cilj kvalitativnog istraživanja koje je predstavljeno u ovom radu bio je da se predstavi perspektiva učenika osnovne škole u odnosu na korišćenje udžbenika. Primenom upitnika i polustrukturiranog dubinskog intervjua ispitivali smo nekoliko aspekata kognitivnih obrazaca rada na udžbeniku: opšti pristup i odnos prema podvlačenju teksta kao osnovnoj intelektualnoj tehnici rada na tekstu, odnos učenika prema strukturalnim komponentama udžbenika i kvalitet učeničkog metakognitivnog praćenja procesa razumevanja u toku učenja iz udžbenika. Nalazi pokazuju da kod većine učenika u njihovim kognitivnim obrascima rada na udžbeniku: nema izgrađene strategije rada na tekstu; dominira odnos prema udžbeniku kao prema listi izolovanih informacija koje treba memorisati; ne prepoznaju upotrebljivost strukturalnih komponenata udžbenika koje su konstruisane da im budu podrška u razumevanju sadržaja koji uče. Dodatno, učenici pokazuju nedovoljno razvijenu metakognitivnu regulaciju procesa praćenja razumevanja teksta. Da bi udžbenik mogao da ostvari svoje pedagoške funkcije, nije dovoljno (iako je preduslov) da bude konstruisan tako da bude podrška učenju, već je neophodno da ga učenici prepoznaju kao potporno sredstvo za izgradnju znanja. To vodi zaključku da je neophodno da sam udžbenik, kao i strategije rada na udžbeniku postanu deo redovnog nastavnog procesa u školskom kontekstu.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Students' cognitive patterns of textbook use in the learning process: The students' perspective
T1  - Učenički kognitivni obrasci upotrebe udžbenika u procesu učenja - perspektiva učenika
EP  - 234
IS  - 2
SP  - 219
VL  - 67
DO  - 10.5937/nasvas1802219A
ER  - 

@article{
author = "Antić, Slobodanka",
year = "2018",
abstract = "The aim of the qualitative study presented in this paper was to explore primary school students' perspectives on the use of textbooks. Using a questionnaire and semi-structured in-depth interviews, we examined several aspects of cognitive patterns in textbook study: the general approach and attitudes to highlighting text as the basic intellectual technique of studying a text, the attitude of students towards the structural components of textbooks, and the quality of students' metacognitive monitoring of the comprehension process during textbook study. The findings show that the majority of students' cognitive patterns when studying from textbooks are characterized by the following: there is no developed strategy of working with the text; textbooks tend to be viewed as a list of isolated pieces of information that should be memorized; students fail to recognize the utility of the structural components of textbooks designed to aid comprehension of the educational content. In addition, students show insufficiently developed metacognitive regulation of the text comprehension monitoring process. In order for a textbook to perform its educative functions, it is not enough (although it is a prerequisite) that it be designed as learning support - it is also necessary for students to recognize it as such. This leads us to conclude that a focus on textbooks themselves, as well as on strategies of textbook study, should become part of the regular teaching process in the school context., Cilj kvalitativnog istraživanja koje je predstavljeno u ovom radu bio je da se predstavi perspektiva učenika osnovne škole u odnosu na korišćenje udžbenika. Primenom upitnika i polustrukturiranog dubinskog intervjua ispitivali smo nekoliko aspekata kognitivnih obrazaca rada na udžbeniku: opšti pristup i odnos prema podvlačenju teksta kao osnovnoj intelektualnoj tehnici rada na tekstu, odnos učenika prema strukturalnim komponentama udžbenika i kvalitet učeničkog metakognitivnog praćenja procesa razumevanja u toku učenja iz udžbenika. Nalazi pokazuju da kod većine učenika u njihovim kognitivnim obrascima rada na udžbeniku: nema izgrađene strategije rada na tekstu; dominira odnos prema udžbeniku kao prema listi izolovanih informacija koje treba memorisati; ne prepoznaju upotrebljivost strukturalnih komponenata udžbenika koje su konstruisane da im budu podrška u razumevanju sadržaja koji uče. Dodatno, učenici pokazuju nedovoljno razvijenu metakognitivnu regulaciju procesa praćenja razumevanja teksta. Da bi udžbenik mogao da ostvari svoje pedagoške funkcije, nije dovoljno (iako je preduslov) da bude konstruisan tako da bude podrška učenju, već je neophodno da ga učenici prepoznaju kao potporno sredstvo za izgradnju znanja. To vodi zaključku da je neophodno da sam udžbenik, kao i strategije rada na udžbeniku postanu deo redovnog nastavnog procesa u školskom kontekstu.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Students' cognitive patterns of textbook use in the learning process: The students' perspective, Učenički kognitivni obrasci upotrebe udžbenika u procesu učenja - perspektiva učenika",
pages = "234-219",
number = "2",
volume = "67",
doi = "10.5937/nasvas1802219A"
}

Antić, S.. (2018). Students' cognitive patterns of textbook use in the learning process: The students' perspective. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 67(2), 219-234.
https://doi.org/10.5937/nasvas1802219A

Antić S. Students' cognitive patterns of textbook use in the learning process: The students' perspective. in Nastava i vaspitanje. 2018;67(2):219-234.
doi:10.5937/nasvas1802219A .

Antić, Slobodanka, "Students' cognitive patterns of textbook use in the learning process: The students' perspective" in Nastava i vaspitanje, 67, no. 2 (2018):219-234,
https://doi.org/10.5937/nasvas1802219A . .

TY  - JOUR
AU  - Antić, Slobodanka
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1159
AB  - By pointing to the significance of the concept of resistance to learning, the paper is aimed at enhancing understanding of the attitude of pupils/students towards teachers, the teaching/learning process, educational process in general, and, consequently, learning outcomes. The concept refers to all oppositional behaviours of an individual in the educational context. The paper provides an overview of different ways of demonstrating resistance to learning and systematically presents different sources of this phenomenon, which can be explained by the developmental characteristics of the age, the very nature of the learning process, the characteristics of the teaching/learning process, the nature of the relationship with the teacher and the relations within an institution (school/faculty), and the socio-cultural milieu from which the pupil/student comes. The interpretation of the phenomenon is placed within the social constructivist explanatory framework. The strategies and methods for overcoming resistance to learning have been proposed. The paper points to the necessity of an interdisciplinary approach and holistic understanding of pupils in the teaching process.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Resistance to learning as a relevant factor in the educational process
EP  - 24
IS  - 1
SP  - 7
VL  - 50
DO  - 10.2298/ZIPI1801007A
ER  - 

@article{
author = "Antić, Slobodanka",
year = "2018",
abstract = "By pointing to the significance of the concept of resistance to learning, the paper is aimed at enhancing understanding of the attitude of pupils/students towards teachers, the teaching/learning process, educational process in general, and, consequently, learning outcomes. The concept refers to all oppositional behaviours of an individual in the educational context. The paper provides an overview of different ways of demonstrating resistance to learning and systematically presents different sources of this phenomenon, which can be explained by the developmental characteristics of the age, the very nature of the learning process, the characteristics of the teaching/learning process, the nature of the relationship with the teacher and the relations within an institution (school/faculty), and the socio-cultural milieu from which the pupil/student comes. The interpretation of the phenomenon is placed within the social constructivist explanatory framework. The strategies and methods for overcoming resistance to learning have been proposed. The paper points to the necessity of an interdisciplinary approach and holistic understanding of pupils in the teaching process.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Resistance to learning as a relevant factor in the educational process",
pages = "24-7",
number = "1",
volume = "50",
doi = "10.2298/ZIPI1801007A"
}

Antić, S.. (2018). Resistance to learning as a relevant factor in the educational process. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 50(1), 7-24.
https://doi.org/10.2298/ZIPI1801007A

Antić S. Resistance to learning as a relevant factor in the educational process. in Zbornik Instituta za pedagoška istraživanja. 2018;50(1):7-24.
doi:10.2298/ZIPI1801007A .

Antić, Slobodanka, "Resistance to learning as a relevant factor in the educational process" in Zbornik Instituta za pedagoška istraživanja, 50, no. 1 (2018):7-24,
https://doi.org/10.2298/ZIPI1801007A . .

TY  - JOUR
AU  - Antić, Slobodanka
AU  - Filipović, Mirko
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1136
AB  - The crisis of formal education leads to constant reconsiderations, both at national and global level. It is considered that educational theory, practice and policy focus dominantly on the formal context of learning while they ignore learning in all other contexts, especially informal. Learning in informal contexts, whether it is intentional or coincidental, conscious or unconscious, is usually perceived as less significant and worthwhile. However, the constructivist and cognitivistic theories of the learning processes emphasize the necessity of recognizing and appreciating all the acquired knowledge and experiences that a person brings to the learning situation. In other words, the quality of formal education cannot be ensured with ignorance of students' knowledge and skills acquired through informal learning. The aim of this paper was to determine students' perspective on their own informal learning. Using qualitative approach, we analyzed students' written statements to determine which informal learning outcomes they were aware of. The second aim was to determine who or what supported those informal learning outcomes from students' perspective. By grouping statements by similarity, we got 13 different categories of learned knowledge and skills (the most common informal learning was the skill of practicing different types of art) and 13 types of support for those learning outcomes (the most common support were information and communication technologies (ICT)). The paper proposes directions for planned integration of students' informal learning into the formal context of studies.
AB  - Kriza formalnog obrazovanja vodi preispitivanjima kako na nacionalnom, tako i na globalnom nivou. Jedan od problema je što obrazovna teorija, praksa i politika zanemaruje učenje u svim drugim kontekstima, posebno informalnim. Učenja u informalnim kontekstima, bilo da su namerna ili slučajna, svesna ili bez svesnosti da se uči, opažaju se kao manje značajna i vredna. Međutim, konstruktivističko i kognitivističko razumevanje prirode saznajnog procesa ukazuje na neophodnost prepoznavanja i uvažavanja svih stečenih znanja i iskustva koje osoba sa sobom donosi u situaciju učenja. Drugim rečima, kvalitet formalnog obrazovanja se ne može osigurati ukoliko se ignoriše i ono što su učenici/studenti stekli kroz informalno učenje. Cilj ovog rada je da utvrdi perspektivu studenata prema vlastitom informalnom učenju. Kvalitativnim pristupom analizirali smo pisane iskaze studenata da bi utvrdili kojih učenja su svesni i ko ili šta su im bili podrške ili modeli za učenje. Grupisanjem iskaza po sličnosti dobili smo 13 različitih kategorija naučenih znanja i veština (od kojih je najzastupljenije učenje vezano za praktikovanje različitih vidova umetnosti) i 13 vidova potpore tim učenjima (od kojih su najzastupljenije informaciono-komunikacione tehnologije (IKT)). U radu se predlažu pravci planskog i osmišljenog integrisanja informalnog učenja studenata u formalni kontekst studija.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Informal learning from university students' perspective
T1  - Informalno učenje studenata iz njihove perspektive
EP  - 282
IS  - 3
SP  - 265
VL  - 17
DO  - 10.5937/specedreh17-17165
ER  - 

@article{
author = "Antić, Slobodanka and Filipović, Mirko",
year = "2018",
abstract = "The crisis of formal education leads to constant reconsiderations, both at national and global level. It is considered that educational theory, practice and policy focus dominantly on the formal context of learning while they ignore learning in all other contexts, especially informal. Learning in informal contexts, whether it is intentional or coincidental, conscious or unconscious, is usually perceived as less significant and worthwhile. However, the constructivist and cognitivistic theories of the learning processes emphasize the necessity of recognizing and appreciating all the acquired knowledge and experiences that a person brings to the learning situation. In other words, the quality of formal education cannot be ensured with ignorance of students' knowledge and skills acquired through informal learning. The aim of this paper was to determine students' perspective on their own informal learning. Using qualitative approach, we analyzed students' written statements to determine which informal learning outcomes they were aware of. The second aim was to determine who or what supported those informal learning outcomes from students' perspective. By grouping statements by similarity, we got 13 different categories of learned knowledge and skills (the most common informal learning was the skill of practicing different types of art) and 13 types of support for those learning outcomes (the most common support were information and communication technologies (ICT)). The paper proposes directions for planned integration of students' informal learning into the formal context of studies., Kriza formalnog obrazovanja vodi preispitivanjima kako na nacionalnom, tako i na globalnom nivou. Jedan od problema je što obrazovna teorija, praksa i politika zanemaruje učenje u svim drugim kontekstima, posebno informalnim. Učenja u informalnim kontekstima, bilo da su namerna ili slučajna, svesna ili bez svesnosti da se uči, opažaju se kao manje značajna i vredna. Međutim, konstruktivističko i kognitivističko razumevanje prirode saznajnog procesa ukazuje na neophodnost prepoznavanja i uvažavanja svih stečenih znanja i iskustva koje osoba sa sobom donosi u situaciju učenja. Drugim rečima, kvalitet formalnog obrazovanja se ne može osigurati ukoliko se ignoriše i ono što su učenici/studenti stekli kroz informalno učenje. Cilj ovog rada je da utvrdi perspektivu studenata prema vlastitom informalnom učenju. Kvalitativnim pristupom analizirali smo pisane iskaze studenata da bi utvrdili kojih učenja su svesni i ko ili šta su im bili podrške ili modeli za učenje. Grupisanjem iskaza po sličnosti dobili smo 13 različitih kategorija naučenih znanja i veština (od kojih je najzastupljenije učenje vezano za praktikovanje različitih vidova umetnosti) i 13 vidova potpore tim učenjima (od kojih su najzastupljenije informaciono-komunikacione tehnologije (IKT)). U radu se predlažu pravci planskog i osmišljenog integrisanja informalnog učenja studenata u formalni kontekst studija.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Informal learning from university students' perspective, Informalno učenje studenata iz njihove perspektive",
pages = "282-265",
number = "3",
volume = "17",
doi = "10.5937/specedreh17-17165"
}

Antić, S.,& Filipović, M.. (2018). Informal learning from university students' perspective. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 17(3), 265-282.
https://doi.org/10.5937/specedreh17-17165

Antić S, Filipović M. Informal learning from university students' perspective. in Specijalna edukacija i rehabilitacija. 2018;17(3):265-282.
doi:10.5937/specedreh17-17165 .

Antić, Slobodanka, Filipović, Mirko, "Informal learning from university students' perspective" in Specijalna edukacija i rehabilitacija, 17, no. 3 (2018):265-282,
https://doi.org/10.5937/specedreh17-17165 . .

TY  - JOUR
AU  - Antić, Slobodanka
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1115
AB  - The modern educational theory, policy and practice share the dominant interest for the formal learning contexts. However, if learning is defined as a transformation of participation in socio-cultural activities within the community, all learning situations become significant. This includes the learning contexts beyond the formal school environment, e.g. informal learning. If learning is defined as a dynamic, undetermined, contextual social construction, responsible for person's transformation but also for modifying the context of learning, various kinds of informal learning situations should be brought into focus. In the present paper, the relationship between learning in two contexts, formal and informal, is investigated. The most relevant aspects of these teachings/learning processes were compared with respect to their potentials and limitations in preparing the developing person for full participation in the society. Since each person transmits all of his/her experiences through learning contexts, the boundaries between these learning environments are not so clear and stable from the perspective of the one who learns. On the other hand, the boundaries are more visible and relevant for different providers of teaching practice. In the second part of the paper, we proposed some directions as to how to bridge the two contexts of learning effectively and in a planned way.
AB  - U radu se polazi od teze da savremenu obrazovnu teoriju, politiku i praksu karakteriše dominantno interesovanje za formalni kontekst za učenje. S druge strane, ako se učenje shvati kao transformacija participacije u sociokulturnim aktivnostima zajednice, kao socijalna konstrukcija, koja je dinamična, neodređena, kontekstualna, koja menja osobu ali menja i kontekst učenja, postaju značajne sve situacije učenja van formalne školske sredine, odnosno sva informalna učenja. U radu se dovode u vezu specifičnosti učenja u dva konteksta - formalnom i informalnom. Uporedićemo pojedine aspekte tih učenja, potencijale i ograničenja svakog od njih u odnosu na zahtev da se realizuju obrazovni i vaspitni ciljevi kojima se jedinka u razvoju priprema za ravnopravnu participaciju u društvu. Granice između tih okruženja, iz perspektive onoga ko uči, nisu tako jasne i stabilne jer svaka osoba prenosi sva svoja iskustva kroz sve kontekste u kojima uči, one su više vidljive za aktere koji planiraju i realizuju podučavanje. U drugom delu rada predložićemo pravce za plansko uključivanje informalnog učenja u formalni obrazovni kontekst, čime uslovi za razvoj jedinki postaju značajno podsticajniji.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - Informal learning seeks its place in formal education contexts
T1  - Informalno učenje traži svoje mesto u formalnim kontekstima obrazovanja
EP  - 60
IS  - 1
SP  - 41
VL  - 21
DO  - 10.5937/PsIstra1801041A
ER  - 

@article{
author = "Antić, Slobodanka",
year = "2018",
abstract = "The modern educational theory, policy and practice share the dominant interest for the formal learning contexts. However, if learning is defined as a transformation of participation in socio-cultural activities within the community, all learning situations become significant. This includes the learning contexts beyond the formal school environment, e.g. informal learning. If learning is defined as a dynamic, undetermined, contextual social construction, responsible for person's transformation but also for modifying the context of learning, various kinds of informal learning situations should be brought into focus. In the present paper, the relationship between learning in two contexts, formal and informal, is investigated. The most relevant aspects of these teachings/learning processes were compared with respect to their potentials and limitations in preparing the developing person for full participation in the society. Since each person transmits all of his/her experiences through learning contexts, the boundaries between these learning environments are not so clear and stable from the perspective of the one who learns. On the other hand, the boundaries are more visible and relevant for different providers of teaching practice. In the second part of the paper, we proposed some directions as to how to bridge the two contexts of learning effectively and in a planned way., U radu se polazi od teze da savremenu obrazovnu teoriju, politiku i praksu karakteriše dominantno interesovanje za formalni kontekst za učenje. S druge strane, ako se učenje shvati kao transformacija participacije u sociokulturnim aktivnostima zajednice, kao socijalna konstrukcija, koja je dinamična, neodređena, kontekstualna, koja menja osobu ali menja i kontekst učenja, postaju značajne sve situacije učenja van formalne školske sredine, odnosno sva informalna učenja. U radu se dovode u vezu specifičnosti učenja u dva konteksta - formalnom i informalnom. Uporedićemo pojedine aspekte tih učenja, potencijale i ograničenja svakog od njih u odnosu na zahtev da se realizuju obrazovni i vaspitni ciljevi kojima se jedinka u razvoju priprema za ravnopravnu participaciju u društvu. Granice između tih okruženja, iz perspektive onoga ko uči, nisu tako jasne i stabilne jer svaka osoba prenosi sva svoja iskustva kroz sve kontekste u kojima uči, one su više vidljive za aktere koji planiraju i realizuju podučavanje. U drugom delu rada predložićemo pravce za plansko uključivanje informalnog učenja u formalni obrazovni kontekst, čime uslovi za razvoj jedinki postaju značajno podsticajniji.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "Informal learning seeks its place in formal education contexts, Informalno učenje traži svoje mesto u formalnim kontekstima obrazovanja",
pages = "60-41",
number = "1",
volume = "21",
doi = "10.5937/PsIstra1801041A"
}

Antić, S.. (2018). Informal learning seeks its place in formal education contexts. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 21(1), 41-60.
https://doi.org/10.5937/PsIstra1801041A

Antić S. Informal learning seeks its place in formal education contexts. in Psihološka istraživanja. 2018;21(1):41-60.
doi:10.5937/PsIstra1801041A .

Antić, Slobodanka, "Informal learning seeks its place in formal education contexts" in Psihološka istraživanja, 21, no. 1 (2018):41-60,
https://doi.org/10.5937/PsIstra1801041A . .

TY  - JOUR
AU  - Đordević, Jelena
AU  - Živanović, Marko
AU  - Pavlović, Aleksandra M.
AU  - Mihajlović, Goran
AU  - Stasević-Karličić, Ivana
AU  - Pavlović, Dragan
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1075
AB  - "Reading the Mind in the Eyes" test (RMET) is one of the most popular and widely used measures of individual differences in Theory of Mind (ToM) capabilities. Despite demonstrating good validity in differentiating various clinical groups exhibiting ToM deficits from unimpaired controls, previous studies raised the question of the RMET's homogeneity, latent structure, and reliability. The aim of this study is to provide evidence on psychometric properties, latent structure, and validity of the newly adapted Serbian version of the RMET. In total, 260 participants (61.9% females) took part in the study. The sample consisted of both unimpaired controls (76.5%), and a clinical group of participants that are believed to demonstrate ToM deficits (23.5%), namely, persons diagnosed with schizophrenia and bipolar disorder (54.1% females). RMET has demonstrated fair psychometric properties (KMO=.723; alpha=.747; H1=.076; H5=.465), successfully differentiating between clinical group and control [F (1,254)=26.175, p  lt . 001, eta(2)(p) =.093], while typical gender differences in performance were found only in control group. Tests of several models based on the previous literature revealed that the affect-specific factors underlying performance on RMET demonstrate poor fit. The best fitting model obtained included reduced scale with a single-factor underlying the test's performance (TLI=.953, CFI=.958, RMSEA=.020). Based on the fit parameters we propose 18-item short-form of the Serbian version of RMET (KMO=.797; alpha=.728; H1=.129; H5=.677) for economic, reliable and valid measurement of ToM abilities.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Psychometric evaluation and validation of the Serbian version of "Reading the Mind in the Eyes" test
EP  - 502
IS  - 4
SP  - 483
VL  - 50
DO  - 10.2298/PSI170504010D
ER  - 

@article{
author = "Đordević, Jelena and Živanović, Marko and Pavlović, Aleksandra M. and Mihajlović, Goran and Stasević-Karličić, Ivana and Pavlović, Dragan",
year = "2017",
abstract = ""Reading the Mind in the Eyes" test (RMET) is one of the most popular and widely used measures of individual differences in Theory of Mind (ToM) capabilities. Despite demonstrating good validity in differentiating various clinical groups exhibiting ToM deficits from unimpaired controls, previous studies raised the question of the RMET's homogeneity, latent structure, and reliability. The aim of this study is to provide evidence on psychometric properties, latent structure, and validity of the newly adapted Serbian version of the RMET. In total, 260 participants (61.9% females) took part in the study. The sample consisted of both unimpaired controls (76.5%), and a clinical group of participants that are believed to demonstrate ToM deficits (23.5%), namely, persons diagnosed with schizophrenia and bipolar disorder (54.1% females). RMET has demonstrated fair psychometric properties (KMO=.723; alpha=.747; H1=.076; H5=.465), successfully differentiating between clinical group and control [F (1,254)=26.175, p  lt . 001, eta(2)(p) =.093], while typical gender differences in performance were found only in control group. Tests of several models based on the previous literature revealed that the affect-specific factors underlying performance on RMET demonstrate poor fit. The best fitting model obtained included reduced scale with a single-factor underlying the test's performance (TLI=.953, CFI=.958, RMSEA=.020). Based on the fit parameters we propose 18-item short-form of the Serbian version of RMET (KMO=.797; alpha=.728; H1=.129; H5=.677) for economic, reliable and valid measurement of ToM abilities.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Psychometric evaluation and validation of the Serbian version of "Reading the Mind in the Eyes" test",
pages = "502-483",
number = "4",
volume = "50",
doi = "10.2298/PSI170504010D"
}

Đordević, J., Živanović, M., Pavlović, A. M., Mihajlović, G., Stasević-Karličić, I.,& Pavlović, D.. (2017). Psychometric evaluation and validation of the Serbian version of "Reading the Mind in the Eyes" test. in Psihologija
Društvo psihologa Srbije, Beograd., 50(4), 483-502.
https://doi.org/10.2298/PSI170504010D

Đordević J, Živanović M, Pavlović AM, Mihajlović G, Stasević-Karličić I, Pavlović D. Psychometric evaluation and validation of the Serbian version of "Reading the Mind in the Eyes" test. in Psihologija. 2017;50(4):483-502.
doi:10.2298/PSI170504010D .

Đordević, Jelena, Živanović, Marko, Pavlović, Aleksandra M., Mihajlović, Goran, Stasević-Karličić, Ivana, Pavlović, Dragan, "Psychometric evaluation and validation of the Serbian version of "Reading the Mind in the Eyes" test" in Psihologija, 50, no. 4 (2017):483-502,
https://doi.org/10.2298/PSI170504010D . .

TY  - JOUR
AU  - Mentus, Vladimir
AU  - Mentus, Tatjana
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1061
AB  - The subject of this paper is stress exposure as one of the mechanisms through which the socioeconomic status may affect the health. First of all, the nature of the relationship between the socioeconomic status and the health quality, as well as possible mechanisms of relationship between them in general are presented. Then, an overview of the relationship between socioeconomic status and stress exposure is provided, as well as previous research results in this field. Finally, mechanisms by which stress exposure may affect health quality are presented. The largest number of studies indicates a positive correlation between socioeconomic position and health quality and a negative correlation between status and stress exposure, as well as health quality and stress exposure. The results regarding the relationship between socioeconomic status and stress exposure are in this respect the least consistent, mostly due to differences in the conceptualizations and operationalizations, poor representativeness of samples, and other methodological issues, as well as the characteristics of the examined populations themselves. Further, behaviors relevant to health quality, such as diet or physical activity, are to a great extent related to socioeconomic status and stress exposure. Whatever the mechanisms by which the inter- action between these variables is explained may be, the socioeconomic status is probably the key for prevention and overcoming stressful situations, and thus, for health in general.
AB  - U radu se razmatra izloženost stresu kao jednom od mehanizama putem kojeg socioekonomski položaj može uticati na kvalitet zdravlja. Pre svega, predstavljena je priroda povezanosti između socioekonomskog položaja i kvaliteta zdravlja, kao i mogući mehanizmi njihove povezanosti uopšte. Prema hipotezama diferencijalne izloženosti i diferencijalne ranjivosti, apsolutni socioekonomski položaj najbitnija je determinanta kvaliteta zdravlja. Osim toga, u literaturi je prisutno i stanovište o značaju relativne pozicije unutar društvene hijerarhije kao bitne determinante izloženosti stresu, ali i kvaliteta zdravlja uopšte. U tom smislu, predstavljen je pojam statusne anksioznosti. Zatim, pružen je osvrt na povezanost između socioekonomskog položaja i izloženosti stresu, kao i rezultati dosadašnjih istraživanja u toj oblasti. Konačno, predstavljeni su mehanizmi putem kojih izloženost stresu može uticati na kvalitet zdravlja.
PB  - Matica srpska, Novi Sad
T2  - Zbornik Matice srpske za društvene nauke
T1  - Stress exposure as a mechanism of the impact of socio-economic status on health quality
T1  - Izloženost stresu kao mehanizam uticaja socioekonomskog položaja na kvalitet zdravlja
EP  - 483
IS  - 163
SP  - 471
DO  - 10.2298/ZMSDN1763471M
ER  - 

@article{
author = "Mentus, Vladimir and Mentus, Tatjana",
year = "2017",
abstract = "The subject of this paper is stress exposure as one of the mechanisms through which the socioeconomic status may affect the health. First of all, the nature of the relationship between the socioeconomic status and the health quality, as well as possible mechanisms of relationship between them in general are presented. Then, an overview of the relationship between socioeconomic status and stress exposure is provided, as well as previous research results in this field. Finally, mechanisms by which stress exposure may affect health quality are presented. The largest number of studies indicates a positive correlation between socioeconomic position and health quality and a negative correlation between status and stress exposure, as well as health quality and stress exposure. The results regarding the relationship between socioeconomic status and stress exposure are in this respect the least consistent, mostly due to differences in the conceptualizations and operationalizations, poor representativeness of samples, and other methodological issues, as well as the characteristics of the examined populations themselves. Further, behaviors relevant to health quality, such as diet or physical activity, are to a great extent related to socioeconomic status and stress exposure. Whatever the mechanisms by which the inter- action between these variables is explained may be, the socioeconomic status is probably the key for prevention and overcoming stressful situations, and thus, for health in general., U radu se razmatra izloženost stresu kao jednom od mehanizama putem kojeg socioekonomski položaj može uticati na kvalitet zdravlja. Pre svega, predstavljena je priroda povezanosti između socioekonomskog položaja i kvaliteta zdravlja, kao i mogući mehanizmi njihove povezanosti uopšte. Prema hipotezama diferencijalne izloženosti i diferencijalne ranjivosti, apsolutni socioekonomski položaj najbitnija je determinanta kvaliteta zdravlja. Osim toga, u literaturi je prisutno i stanovište o značaju relativne pozicije unutar društvene hijerarhije kao bitne determinante izloženosti stresu, ali i kvaliteta zdravlja uopšte. U tom smislu, predstavljen je pojam statusne anksioznosti. Zatim, pružen je osvrt na povezanost između socioekonomskog položaja i izloženosti stresu, kao i rezultati dosadašnjih istraživanja u toj oblasti. Konačno, predstavljeni su mehanizmi putem kojih izloženost stresu može uticati na kvalitet zdravlja.",
publisher = "Matica srpska, Novi Sad",
journal = "Zbornik Matice srpske za društvene nauke",
title = "Stress exposure as a mechanism of the impact of socio-economic status on health quality, Izloženost stresu kao mehanizam uticaja socioekonomskog položaja na kvalitet zdravlja",
pages = "483-471",
number = "163",
doi = "10.2298/ZMSDN1763471M"
}

Mentus, V.,& Mentus, T.. (2017). Stress exposure as a mechanism of the impact of socio-economic status on health quality. in Zbornik Matice srpske za društvene nauke
Matica srpska, Novi Sad.(163), 471-483.
https://doi.org/10.2298/ZMSDN1763471M

Mentus V, Mentus T. Stress exposure as a mechanism of the impact of socio-economic status on health quality. in Zbornik Matice srpske za društvene nauke. 2017;(163):471-483.
doi:10.2298/ZMSDN1763471M .

Mentus, Vladimir, Mentus, Tatjana, "Stress exposure as a mechanism of the impact of socio-economic status on health quality" in Zbornik Matice srpske za društvene nauke, no. 163 (2017):471-483,
https://doi.org/10.2298/ZMSDN1763471M . .

TY  - JOUR
AU  - Mentus, Tatjana
AU  - Marković, Slobodan
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1005
AB  - The effects of both symmetry (perceptual factor) and familiarity (cognitive factor) on facial attractiveness were investigated. From the photographs of original slightly asymmetric faces, symmetric left-left (LL) and right-right (RR) versions were generated. Familiarity was induced in the learning block using the repetitive presentation of original faces. In the test block participants rated the attractiveness of original, previously seen (familiar) faces, original, not previously seen faces, and both LL and RR versions of all faces. The analysis of variance showed main effects of symmetry. Post hoc tests revealed that asymmetric original faces were rated as more attractive than both LL and RR symmetric versions. Familiarity doesn't have a significant main effect, but the symmetry-familiarity interaction was obtained. Additional post hoc tests indicated that facial attractiveness is positively associated with natural slight asymmetry rather than with perfect symmetry. Also, unfamiliar LL symmetric versions were rated as more attractive than familiar LL versions, whereas familiar RR versions were rated as more attractive than RR unfamiliar faces. These results suggested that symmetry (perceptual factor) and familiarity (cognitive or memorial factor) play differential roles in facial attractiveness, and indicate a relatively stronger effect of the perceptual compared to the cognitive factor.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Effects of symmetry and familiarity on the attractiveness of human faces
EP  - 311
IS  - 3
SP  - 301
VL  - 49
DO  - 10.2298/PSI1603301M
ER  - 

@article{
author = "Mentus, Tatjana and Marković, Slobodan",
year = "2016",
abstract = "The effects of both symmetry (perceptual factor) and familiarity (cognitive factor) on facial attractiveness were investigated. From the photographs of original slightly asymmetric faces, symmetric left-left (LL) and right-right (RR) versions were generated. Familiarity was induced in the learning block using the repetitive presentation of original faces. In the test block participants rated the attractiveness of original, previously seen (familiar) faces, original, not previously seen faces, and both LL and RR versions of all faces. The analysis of variance showed main effects of symmetry. Post hoc tests revealed that asymmetric original faces were rated as more attractive than both LL and RR symmetric versions. Familiarity doesn't have a significant main effect, but the symmetry-familiarity interaction was obtained. Additional post hoc tests indicated that facial attractiveness is positively associated with natural slight asymmetry rather than with perfect symmetry. Also, unfamiliar LL symmetric versions were rated as more attractive than familiar LL versions, whereas familiar RR versions were rated as more attractive than RR unfamiliar faces. These results suggested that symmetry (perceptual factor) and familiarity (cognitive or memorial factor) play differential roles in facial attractiveness, and indicate a relatively stronger effect of the perceptual compared to the cognitive factor.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Effects of symmetry and familiarity on the attractiveness of human faces",
pages = "311-301",
number = "3",
volume = "49",
doi = "10.2298/PSI1603301M"
}

Mentus, T.,& Marković, S.. (2016). Effects of symmetry and familiarity on the attractiveness of human faces. in Psihologija
Društvo psihologa Srbije, Beograd., 49(3), 301-311.
https://doi.org/10.2298/PSI1603301M

Mentus T, Marković S. Effects of symmetry and familiarity on the attractiveness of human faces. in Psihologija. 2016;49(3):301-311.
doi:10.2298/PSI1603301M .

Mentus, Tatjana, Marković, Slobodan, "Effects of symmetry and familiarity on the attractiveness of human faces" in Psihologija, 49, no. 3 (2016):301-311,
https://doi.org/10.2298/PSI1603301M . .

TY  - JOUR
AU  - Mentus, Tatjana
AU  - Opačić, Goran
AU  - Knežević, Goran
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1004
AB  - Faking on Amoral dimension of the HEDONICA personality inventory was incited by the context simulation instructions: fake good (S2), fake bad (S3) and be honest (S1). Simultaneously, under instruction S1, the scores of respondents were measured on the Amoral facets of Self-concept scale (GSC), the Balanced social desirability scale (BIDR) and the cognitive tests of the fluid (IT2, ALF and RM) and the crystallized (AL4, vocabulary and GSN) intelligence, supposed (Morality), or known from the literature, as possible faking determinants. The score differences on Amoral dimension facets were calculated for S2 and for S3 situations using as a baseline the score in S1 situation. The score differences between S3 and S1 situations (abbreviated as FB) were found to be larger than the ones between S2 and S1 situations (abbreviated as FG). This result indicated that a) Amoral is susceptible to faking, and b) in S3, rather than in S2 situation, respondents displayed higher tendency of faking, or in other words, they incline to make worse rather than good presentation of themselves. The Projection facet of Amoral was most sensitive toward faking. These differences are found to be correlated with the Morality dimension of Self- concept scale and the fluid intelligence factor, but not with the dimensions of Social desirability scale in both situation for almost all faking scores on Amoral facets. Only Brutality was not related to the Morality, and Viciousness was not related to the Gf. This indicated that the dimension Morality of the Self-concept scale is far more correlated with the Amoral dimension of the HEDONICA personality scale than with the Social desirability scale.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - The investigation of the manipulation with scores on amoral dimension of the HEDONICA inventory
EP  - 148
IS  - 2
SP  - 129
VL  - 49
DO  - 10.2298/PSI1602129M
ER  - 

@article{
author = "Mentus, Tatjana and Opačić, Goran and Knežević, Goran",
year = "2016",
abstract = "Faking on Amoral dimension of the HEDONICA personality inventory was incited by the context simulation instructions: fake good (S2), fake bad (S3) and be honest (S1). Simultaneously, under instruction S1, the scores of respondents were measured on the Amoral facets of Self-concept scale (GSC), the Balanced social desirability scale (BIDR) and the cognitive tests of the fluid (IT2, ALF and RM) and the crystallized (AL4, vocabulary and GSN) intelligence, supposed (Morality), or known from the literature, as possible faking determinants. The score differences on Amoral dimension facets were calculated for S2 and for S3 situations using as a baseline the score in S1 situation. The score differences between S3 and S1 situations (abbreviated as FB) were found to be larger than the ones between S2 and S1 situations (abbreviated as FG). This result indicated that a) Amoral is susceptible to faking, and b) in S3, rather than in S2 situation, respondents displayed higher tendency of faking, or in other words, they incline to make worse rather than good presentation of themselves. The Projection facet of Amoral was most sensitive toward faking. These differences are found to be correlated with the Morality dimension of Self- concept scale and the fluid intelligence factor, but not with the dimensions of Social desirability scale in both situation for almost all faking scores on Amoral facets. Only Brutality was not related to the Morality, and Viciousness was not related to the Gf. This indicated that the dimension Morality of the Self-concept scale is far more correlated with the Amoral dimension of the HEDONICA personality scale than with the Social desirability scale.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "The investigation of the manipulation with scores on amoral dimension of the HEDONICA inventory",
pages = "148-129",
number = "2",
volume = "49",
doi = "10.2298/PSI1602129M"
}

Mentus, T., Opačić, G.,& Knežević, G.. (2016). The investigation of the manipulation with scores on amoral dimension of the HEDONICA inventory. in Psihologija
Društvo psihologa Srbije, Beograd., 49(2), 129-148.
https://doi.org/10.2298/PSI1602129M

Mentus T, Opačić G, Knežević G. The investigation of the manipulation with scores on amoral dimension of the HEDONICA inventory. in Psihologija. 2016;49(2):129-148.
doi:10.2298/PSI1602129M .

Mentus, Tatjana, Opačić, Goran, Knežević, Goran, "The investigation of the manipulation with scores on amoral dimension of the HEDONICA inventory" in Psihologija, 49, no. 2 (2016):129-148,
https://doi.org/10.2298/PSI1602129M . .

TY  - JOUR
AU  - Antić, Slobodanka
AU  - Pešikan, Ana
PY  - 2015
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/929
AB  - The term scientific literacy is already common in our educational rhetoric. Although the term is widely used, there are no papers that analyse the definition of the term and the rangeitencompasses in Serbia. If scientific literacy is a necessary outcome of education, this analysis is an important base for designing the teaching/learning process which is intended to develop such an outcome. Therefore, this paper provides an analysis of the concept of scientific literacy (SL), the different viewpoints on SL and the nature of the concept. Furthermore, five key lines as courses of action in the teaching/learning process, necessary for the development of these competencies, are defined: appreciation ofstudents' previous knowledge, encouragement of students' basic functional literacy and reading comprehension skills, the development of students' understanding of the socio-cultural perspective on the origin and use of scientific knowledge and technological products, and practicing of scientific research, either through school science or science applied in the context of cooperation between school and the local community, i.e. in the socio-cultural background where students live.
AB  - Termin naučna pismenost se već odomaćio u obrazovnoj retorici kod nas. Iako se termin uveliko koristi, kod nas nema radova koji se bave preispitivanjem njegovog određenja, šta on uključuje i na šta se tačno odnosi. Ova vrsta analize je neophodna, ako naučnu pismenost vidimo kao jedan od potrebnih ishoda obrazovanja, da bismo mogli kreirati nastavu/učenje koja omogućava realizaciju takvog ishoda. Zbog toga, u ovom radu se analizira konstrukt naučna pismenost, prikazuju različita gledišta o njemu i njegovoj prirodi, i definiše se pet ključnih linija, pravaca delovanja u nastavi/učenju, neophodnih za razvoj ove kompetencije: uvažavanje predznanja učenika; podsticanje bazične funkcionalne pismenosti učenika i veštine razumevanja pročitanog; podrška razvoju mišljenja učenika; razvoj razumevanja socio-kulturne perspektive nastanka i upotrebe naučnih znanja i tehnoloških produkata; i, posebno, praktikovanje naučno-istraživačkog rada, bilo kroz školsku nauku, ili nauku primenjenu u kontekstu saradnje škole i lokalne zajednice, dakle u socio-kulturnom miljeu u kome učenici žive.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - Scientific literacy and the social constructivist perspective
T1  - Naučna pismenost i socio-konstruktivistička perspektiva
EP  - 119
IS  - 1
SP  - 99
VL  - 18
DO  - 10.5937/PsIstra1501099A
ER  - 

@article{
author = "Antić, Slobodanka and Pešikan, Ana",
year = "2015",
abstract = "The term scientific literacy is already common in our educational rhetoric. Although the term is widely used, there are no papers that analyse the definition of the term and the rangeitencompasses in Serbia. If scientific literacy is a necessary outcome of education, this analysis is an important base for designing the teaching/learning process which is intended to develop such an outcome. Therefore, this paper provides an analysis of the concept of scientific literacy (SL), the different viewpoints on SL and the nature of the concept. Furthermore, five key lines as courses of action in the teaching/learning process, necessary for the development of these competencies, are defined: appreciation ofstudents' previous knowledge, encouragement of students' basic functional literacy and reading comprehension skills, the development of students' understanding of the socio-cultural perspective on the origin and use of scientific knowledge and technological products, and practicing of scientific research, either through school science or science applied in the context of cooperation between school and the local community, i.e. in the socio-cultural background where students live., Termin naučna pismenost se već odomaćio u obrazovnoj retorici kod nas. Iako se termin uveliko koristi, kod nas nema radova koji se bave preispitivanjem njegovog određenja, šta on uključuje i na šta se tačno odnosi. Ova vrsta analize je neophodna, ako naučnu pismenost vidimo kao jedan od potrebnih ishoda obrazovanja, da bismo mogli kreirati nastavu/učenje koja omogućava realizaciju takvog ishoda. Zbog toga, u ovom radu se analizira konstrukt naučna pismenost, prikazuju različita gledišta o njemu i njegovoj prirodi, i definiše se pet ključnih linija, pravaca delovanja u nastavi/učenju, neophodnih za razvoj ove kompetencije: uvažavanje predznanja učenika; podsticanje bazične funkcionalne pismenosti učenika i veštine razumevanja pročitanog; podrška razvoju mišljenja učenika; razvoj razumevanja socio-kulturne perspektive nastanka i upotrebe naučnih znanja i tehnoloških produkata; i, posebno, praktikovanje naučno-istraživačkog rada, bilo kroz školsku nauku, ili nauku primenjenu u kontekstu saradnje škole i lokalne zajednice, dakle u socio-kulturnom miljeu u kome učenici žive.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "Scientific literacy and the social constructivist perspective, Naučna pismenost i socio-konstruktivistička perspektiva",
pages = "119-99",
number = "1",
volume = "18",
doi = "10.5937/PsIstra1501099A"
}

Antić, S.,& Pešikan, A.. (2015). Scientific literacy and the social constructivist perspective. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 18(1), 99-119.
https://doi.org/10.5937/PsIstra1501099A

Antić S, Pešikan A. Scientific literacy and the social constructivist perspective. in Psihološka istraživanja. 2015;18(1):99-119.
doi:10.5937/PsIstra1501099A .

Antić, Slobodanka, Pešikan, Ana, "Scientific literacy and the social constructivist perspective" in Psihološka istraživanja, 18, no. 1 (2015):99-119,
https://doi.org/10.5937/PsIstra1501099A . .

TY  - JOUR
AU  - Antić, Slobodanka
AU  - Pešikan, Ana
AU  - Ivić, Ivan
PY  - 2015
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/926
AB  - The educational influence of natural science teaching is often neglected or minimized, which is wrong, even risky, considering the age in which we live. If the outcome of the educational process is to create an informed, proactive and responsible citizen who, on the basis of scientific and technological knowledge makes decisions which do not jeopardize him or his ecological and social environment, who cares about sustainable development - science teaching can contribute significantly to the desired outcome. The aim of this paper is to analyse educational potentialities of science teaching and to define those educational goals especially important for education in modern social circumstances. They are, primarily, (1) formation of scientific view of the world; (2) formation of attitudes, convictions and value systems; (3) development of skills necessary for the role of the responsible citizen.
AB  - Vaspitni uticaj nastave prirodnih nauka često se previđa ili minimalizuje, što je pogrešno, pa čak rizično s obzirom na karakteristike doba u kome živimo. Ako bi ishod vaspitno-obrazovnog procesa trebalo da bude obavešten, proaktivan i odgovoran građanin, koji na osnovu naučnih i tehnoloških znanja donosi odluke ne ugrožavajući sebe i svoju socijalnu i ekološku sredinu, vodeći računa o održivom razvoju - nastava prirodnih nauka može mnogo da doprinese ostvarivanju takvog ishoda. Cilj ovog rada jeste da se analiziraju vaspitni potencijali nastave prirodnih nauka i da se definišu oni njeni vaspitni ciljevi koji su posebno važni za obrazovanje u savremenim društvenim okolnostima. To su, pre svega: (1) formiranje naučnog pogleda na svet; (2) formiranje stavova, uverenja i sistema vrednosti; i (3) razvoj sposobnosti potrebnih za ulogu odgovornog građanina.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Educational functions of science teaching
T1  - Vospitatel'naja funkcija prepodavanija estestvennyh nauk
T1  - Vaspitna funkcija nastave prirodnih nauka
EP  - 629
IS  - 4
SP  - 615
VL  - 65
DO  - 10.5937/nasvas1504615A
ER  - 

@article{
author = "Antić, Slobodanka and Pešikan, Ana and Ivić, Ivan",
year = "2015",
abstract = "The educational influence of natural science teaching is often neglected or minimized, which is wrong, even risky, considering the age in which we live. If the outcome of the educational process is to create an informed, proactive and responsible citizen who, on the basis of scientific and technological knowledge makes decisions which do not jeopardize him or his ecological and social environment, who cares about sustainable development - science teaching can contribute significantly to the desired outcome. The aim of this paper is to analyse educational potentialities of science teaching and to define those educational goals especially important for education in modern social circumstances. They are, primarily, (1) formation of scientific view of the world; (2) formation of attitudes, convictions and value systems; (3) development of skills necessary for the role of the responsible citizen., Vaspitni uticaj nastave prirodnih nauka često se previđa ili minimalizuje, što je pogrešno, pa čak rizično s obzirom na karakteristike doba u kome živimo. Ako bi ishod vaspitno-obrazovnog procesa trebalo da bude obavešten, proaktivan i odgovoran građanin, koji na osnovu naučnih i tehnoloških znanja donosi odluke ne ugrožavajući sebe i svoju socijalnu i ekološku sredinu, vodeći računa o održivom razvoju - nastava prirodnih nauka može mnogo da doprinese ostvarivanju takvog ishoda. Cilj ovog rada jeste da se analiziraju vaspitni potencijali nastave prirodnih nauka i da se definišu oni njeni vaspitni ciljevi koji su posebno važni za obrazovanje u savremenim društvenim okolnostima. To su, pre svega: (1) formiranje naučnog pogleda na svet; (2) formiranje stavova, uverenja i sistema vrednosti; i (3) razvoj sposobnosti potrebnih za ulogu odgovornog građanina.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Educational functions of science teaching, Vospitatel'naja funkcija prepodavanija estestvennyh nauk, Vaspitna funkcija nastave prirodnih nauka",
pages = "629-615",
number = "4",
volume = "65",
doi = "10.5937/nasvas1504615A"
}

Antić, S., Pešikan, A.,& Ivić, I.. (2015). Educational functions of science teaching. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 65(4), 615-629.
https://doi.org/10.5937/nasvas1504615A

Antić S, Pešikan A, Ivić I. Educational functions of science teaching. in Nastava i vaspitanje. 2015;65(4):615-629.
doi:10.5937/nasvas1504615A .

Antić, Slobodanka, Pešikan, Ana, Ivić, Ivan, "Educational functions of science teaching" in Nastava i vaspitanje, 65, no. 4 (2015):615-629,
https://doi.org/10.5937/nasvas1504615A . .

TY  - JOUR
AU  - Antić, Slobodanka
PY  - 2015
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/900
AB  - Numerous, dynamic and unpredictable changes in modern society place additional requests before education in order to prepare students for lifelong learning. One of the key competences which should be the outcome of education is enabling students to learn - learning to learn (LTL). LTL should be an educational outcome for all students in the educational system (including marginalized social groups), it should be achieved on all educational levels (from kindergarten to adult education) and in all educational contexts (formal, non-formal and informal). LTL construct combines cognitive, metacognitive, affective and motivational aspects of a learner. The goal of this study is to assess the capacity of university students for independent and self-regulated learning. Certain aspects of this competence (patterns of learning from text, metacognitive regulation, e.g. planning, comprehension monitoring, evaluating, etc.) were analyzed by open ended questionnaires. Qualitative approach of the analysis of the students' statements enabled us to perceive LTL from their perspective. The results indicate the existence of a learning pattern dominated by reproductive learning; equalizing learning with good memorizing, and insufficiently developed vocabulary and language of learning and thinking. The results also suggest the importance of means of assessing various engagements of students in learning.
AB  - Brojne, dinamične i nepredvidive promene u savremenom društvu pred obrazovanje postavljaju dodatni zahtev da učenici budu osposobljeni za celoživotno učenje. Među ključnim kompetencijama koje to omogućuju je i osposobljenost za učenje - učenje učenja. To je ishod koji bi trebalo da se ostvari kod svakog učenika u sistemu obrazovanja (uključujući marginalizovane socijalne grupe), da se postigne na svim nivoima školovanja (od predškolskog do obrazovanja odraslih) i kroz sve obrazovne kontekste (formalne, neformalne i informalne). Mada postoje različita određenja ovog konstrukta, postoji opšta saglasnost da se u njemu objedinjuju kognitivni, metakognitivni, motivacioni i afektivni aspekti osobe. Cilj ovog istraživanja je da proceni osposobljenost studenata za samoregulisano učenje. Pomoću upitnika sa pitanjima otvorenog tipa, namenski konstruisanog za svrhe ovog istraživanja, ispitivani su pojedini aspekti ove kompetencije (obrasci rada na tekstu i metakognitivna regulacija). Kvalitativnim pristupom u analizi iskaza dobijeni su nalazi koji ukazuju da osposobljenost studenata za samoregulisano učenje ima više problema: postojanje obrazaca učenja u kojima dominira reproduktivni tip i izjednačavanje učenja sa dobrim pamćenjem ali i nedovoljno razvijen jezik mišljenja i učenja. Utvrđeno je i da različito angažovanje studenata u učenju zavisi i od načina provere znanja od strane nastavnika.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Effective learning competencies from students' perspective
T1  - Kompetencije za efikasno učenje iz perspektive studenata
EP  - 154
IS  - 2
SP  - 133
VL  - 14
DO  - 10.5937/specedreh14-8874
ER  - 

@article{
author = "Antić, Slobodanka",
year = "2015",
abstract = "Numerous, dynamic and unpredictable changes in modern society place additional requests before education in order to prepare students for lifelong learning. One of the key competences which should be the outcome of education is enabling students to learn - learning to learn (LTL). LTL should be an educational outcome for all students in the educational system (including marginalized social groups), it should be achieved on all educational levels (from kindergarten to adult education) and in all educational contexts (formal, non-formal and informal). LTL construct combines cognitive, metacognitive, affective and motivational aspects of a learner. The goal of this study is to assess the capacity of university students for independent and self-regulated learning. Certain aspects of this competence (patterns of learning from text, metacognitive regulation, e.g. planning, comprehension monitoring, evaluating, etc.) were analyzed by open ended questionnaires. Qualitative approach of the analysis of the students' statements enabled us to perceive LTL from their perspective. The results indicate the existence of a learning pattern dominated by reproductive learning; equalizing learning with good memorizing, and insufficiently developed vocabulary and language of learning and thinking. The results also suggest the importance of means of assessing various engagements of students in learning., Brojne, dinamične i nepredvidive promene u savremenom društvu pred obrazovanje postavljaju dodatni zahtev da učenici budu osposobljeni za celoživotno učenje. Među ključnim kompetencijama koje to omogućuju je i osposobljenost za učenje - učenje učenja. To je ishod koji bi trebalo da se ostvari kod svakog učenika u sistemu obrazovanja (uključujući marginalizovane socijalne grupe), da se postigne na svim nivoima školovanja (od predškolskog do obrazovanja odraslih) i kroz sve obrazovne kontekste (formalne, neformalne i informalne). Mada postoje različita određenja ovog konstrukta, postoji opšta saglasnost da se u njemu objedinjuju kognitivni, metakognitivni, motivacioni i afektivni aspekti osobe. Cilj ovog istraživanja je da proceni osposobljenost studenata za samoregulisano učenje. Pomoću upitnika sa pitanjima otvorenog tipa, namenski konstruisanog za svrhe ovog istraživanja, ispitivani su pojedini aspekti ove kompetencije (obrasci rada na tekstu i metakognitivna regulacija). Kvalitativnim pristupom u analizi iskaza dobijeni su nalazi koji ukazuju da osposobljenost studenata za samoregulisano učenje ima više problema: postojanje obrazaca učenja u kojima dominira reproduktivni tip i izjednačavanje učenja sa dobrim pamćenjem ali i nedovoljno razvijen jezik mišljenja i učenja. Utvrđeno je i da različito angažovanje studenata u učenju zavisi i od načina provere znanja od strane nastavnika.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Effective learning competencies from students' perspective, Kompetencije za efikasno učenje iz perspektive studenata",
pages = "154-133",
number = "2",
volume = "14",
doi = "10.5937/specedreh14-8874"
}

Antić, S.. (2015). Effective learning competencies from students' perspective. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 14(2), 133-154.
https://doi.org/10.5937/specedreh14-8874

Antić S. Effective learning competencies from students' perspective. in Specijalna edukacija i rehabilitacija. 2015;14(2):133-154.
doi:10.5937/specedreh14-8874 .

Antić, Slobodanka, "Effective learning competencies from students' perspective" in Specijalna edukacija i rehabilitacija, 14, no. 2 (2015):133-154,
https://doi.org/10.5937/specedreh14-8874 . .

TY  - JOUR
AU  - Teovanović, Predrag
AU  - Knežević, Goran
AU  - Stankov, Lazar
PY  - 2015
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/923
AB  - In this paper we seek to gain an improved understanding of the structure of cognitive biases and their relationship with measures of intelligence and relevant non-cognitive constructs. We report on the outcomes of a study based on a heterogeneous set of seven cognitive biases - anchoring effect, belief bias, overconfidence bias, hindsight bias, base rate neglect, outcome bias and sunk cost effect. New scales for the assessment of these biases were administered to 243 undergraduate students along with measures of fluid (Gf) and crystallized (Gc) intelligence, a Cognitive Reflection Test (CRT), Openness/Intellect (O/I) scale and Need for Cognition (NFC) scale. The expected experimental results were confirmed - i.e., each normatively irrelevant variable significantly influenced participants' responses. Also, with the exception of hindsight bias, all cognitive biases showed satisfactory reliability estimates (alpha s > .70). However, correlations among the cognitive bias measures were low (rs  lt  .20). Although exploratory factor analysis produced two factors, their robustness was doubtful. Cognitive bias measures were also relatively independent (rs  lt  .25) from the Gf, Gc, CRT, O/I and NFC and they define separate latent factors. This pattern of results suggests that a major part of the reliable variance of cognitive bias tasks is unique, and implies that a one-factor model of rational behavior is not plausible.
PB  - Elsevier Science Inc, New York
T2  - Intelligence
T1  - Individual differences in cognitive biases: Evidence against one-factor theory of rationality
EP  - 86
SP  - 75
VL  - 50
DO  - 10.1016/j.intell.2015.02.008
ER  - 

@article{
author = "Teovanović, Predrag and Knežević, Goran and Stankov, Lazar",
year = "2015",
abstract = "In this paper we seek to gain an improved understanding of the structure of cognitive biases and their relationship with measures of intelligence and relevant non-cognitive constructs. We report on the outcomes of a study based on a heterogeneous set of seven cognitive biases - anchoring effect, belief bias, overconfidence bias, hindsight bias, base rate neglect, outcome bias and sunk cost effect. New scales for the assessment of these biases were administered to 243 undergraduate students along with measures of fluid (Gf) and crystallized (Gc) intelligence, a Cognitive Reflection Test (CRT), Openness/Intellect (O/I) scale and Need for Cognition (NFC) scale. The expected experimental results were confirmed - i.e., each normatively irrelevant variable significantly influenced participants' responses. Also, with the exception of hindsight bias, all cognitive biases showed satisfactory reliability estimates (alpha s > .70). However, correlations among the cognitive bias measures were low (rs  lt  .20). Although exploratory factor analysis produced two factors, their robustness was doubtful. Cognitive bias measures were also relatively independent (rs  lt  .25) from the Gf, Gc, CRT, O/I and NFC and they define separate latent factors. This pattern of results suggests that a major part of the reliable variance of cognitive bias tasks is unique, and implies that a one-factor model of rational behavior is not plausible.",
publisher = "Elsevier Science Inc, New York",
journal = "Intelligence",
title = "Individual differences in cognitive biases: Evidence against one-factor theory of rationality",
pages = "86-75",
volume = "50",
doi = "10.1016/j.intell.2015.02.008"
}

Teovanović, P., Knežević, G.,& Stankov, L.. (2015). Individual differences in cognitive biases: Evidence against one-factor theory of rationality. in Intelligence
Elsevier Science Inc, New York., 50, 75-86.
https://doi.org/10.1016/j.intell.2015.02.008

Teovanović P, Knežević G, Stankov L. Individual differences in cognitive biases: Evidence against one-factor theory of rationality. in Intelligence. 2015;50:75-86.
doi:10.1016/j.intell.2015.02.008 .

Teovanović, Predrag, Knežević, Goran, Stankov, Lazar, "Individual differences in cognitive biases: Evidence against one-factor theory of rationality" in Intelligence, 50 (2015):75-86,
https://doi.org/10.1016/j.intell.2015.02.008 . .

TY  - THES
AU  - Antić, Slobodanka
PY  - 2014
UR  - http://eteze.bg.ac.rs/application/showtheses?thesesId=1412
UR  - http://nardus.mpn.gov.rs/handle/123456789/3312
UR  - https://fedorabg.bg.ac.rs/fedora/get/o:8637/bdef:Content/download
UR  - http://vbs.rs/scripts/cobiss?command=DISPLAY&base=70036&RID=524361623
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/10
AB  - Socioconstructivistic understanding of learning and teaching process has become a domnant paradigma in scientific and professional literature in recent decades. Creating of such an environment for learning, in which a student has a participative role and construct his knowledges through his personal intellectual activities, is both an ideal, towards we are aiming and a criterion for the evaluation of the teaching process. In contrast to a fruitfull and rich research area that has in its focus teaching/learning environment, the role of the teacher and a student, as well as the teaching/learning methods, socioconstructivistic designing textbooks is a novelty. The aim of this study was to investigate the possibility that this socioconstuctivistic paradigm to be incorporated in a textbook. In experimental design, we investigated the effects and processes of learning from two textbooks models: one based on socioconstuctivistic understanding of the teaching/learning process, and the second based on a transmissive model of teaching/learning. Students who participated in the experiment are equivalised on prior knowledge and competence of reading comprehension, the two variables that have shown to be particularly important for the outcome of learning textual content. The content we have chosen to test the research questions was the content of chemistry, specific on intellectual demands towards students (simultaneous processing of macro, micro and symbolic levels, a substantial domain of spontaneous life experiences that can serve both as a support and an obstacle factor). Selected content were related to theoretical chemistry, specifically the law of conservation of mass as one of the most important laws that organize the understanding of chemical phenomena. At the same time the choice of this content may, through the activity of learning from textbooks, provoke thinking activities relevant to adopt chemistry as a scientific discipline. 8 Constructed materials from which children are taught, differed in eighteen components of the didactic apparatus (structural components and/or their composition), from the second model which was based on a transmissive model of learning/teaching. Important role in the didactic apparatus of the constructed materials had inserted questions, whose function was to question existing knowledge, create dillemmas, help and lead students through the process of constructing of understanding. By quantitative analysis of learning effects main effects of prior knowledge and reading competencies were obtained, but it did not provide a main effect of the type of textbook. A significant effect of prior knowledge and reading competence were in accordance with the findings from the fields of reading and learning textual content. The absence of effect of the variable type textbook was surprising. We suggest that students did not notice the difference between the two models and textbooks, or were not willing to enter into the interaction with the text of the textbook model of constructivist didactic apparatus. By qualitative analysis of the data it was obtained that students used only 16:36% of the components that are supposed to serve the activation and management of intellectual activities and the construction of knowledge...
AB  - Sociokonstruktivističko razumevanje procesa učenja i nastave postalo je dominantna paradgima u naučnoj i stručnoj literaturi poslednje decenije. Stvaranje ambijenta za učenje u kome učenik ima participativnu ulogu i kroz vlastite misaone aktivnosti izgrađuje svoja znanja istovremeno je ideal kome se teži ali i kriterijum za evaluaciju nastavnog procesa. Za razliku od bogatog istraživačkog polja koje ima u fokusu nastavni ambijent, uloge nastavnika i učenika i načine rada, sociokonstruktivističko koncipiranje udžbenika je novina. Cilj ovog rada je bio da istraži mogućnosti da se ova sociokonstuktivistička paradigma ugradi u udžbenik. U ekperimentalnom dizajnu, istraživali smo efekte i procese učenja iz dva modela udžbenika, jednog zasnovanog na sociokonstruktivističkom razumevanju procesa nastave/učenja i drugog zasnovanog na transmisivnom modelu nastave/učenja. Učenici koji su učestvovali u eksperimentu izjednačeni su po predznanju i kompetenciji razumevanja pročitanog, varijablama koje su se pokazale kao posebno značajne za ishod učenja tekstualnog sadržaja. Sadržaj koji smo izabrali za proveru istraživačkih pitanja je sadržaj hemije specifičan po intelektualnim zahtevima koje postavlja pred učenika (simultano procesiranje na makro, mikro i simboličkom nivou, značajan domen životnog, spontanog iskustva koje može da bude podrška ali i otežavajući faktor). Izabran sadržaj se odnosi na teorijsku hemiju, konkretno Zakon održanja mase, kao jedan od najvažnijih zakona koji organizuju razumevanje hemijskih fenomena. Istovremeno izbor ovakvog sadržaja može da, kroz aktivnost učenja iz udžbenika, pokrene relevante misaone aktivnosti za usvajanje hemije kao naučne discipline. Konstruisani materijal iz koga su deca učila, razlikuje se u osamnaest komponenti didaktičke aparature (strukturalne komponente i/ili njihove kompozicije) od drugog modela zasnovanog na transmisivnom modelu učenja/nastave. Važnu ulogu u didaktičkoj aparaturi konstruisanog materijala imaju umetnuta pitanja (inserted questions) čija je funkcija da problematizuju postojeće znanje, otvaraju dileme, pomažu i vode učenika kroz proces konstrukcije razumevanja. Kvantitativnom analizom efekata učenja, dobijeni su glavni efekti predznanja i kompetencije razumevanja pročitanog, ali nije dobijen glavni efekat tipa udžbenika. Značajan efekat predznanja i kompetencije pročitanog su u skladu sa nalazima iz oblasti čitanja i učenja tekstualnog sadržaja. Izostanak efekta varijable tip udžbenika je bio iznenađujući. Nalazi sugerišu da učenici nisu primetili razlike između dva modela udžbenika ili nisu bili spremni da uđu u interakciju sa tekstom modela udžbenika sa konstruktivističkom didaktičkom aparaturom. Kvalitativnom analizom podataka dobijeno da učenici koristili svega 16.36% komponenti koje su trebalo da posluže aktiviranju i vođenju misaonih aktivnosti i konstrukcije znanja...
PB  - Univerzitet u Beogradu, Filozofski fakultet
T2  - Univerzitet u Beogradu
T1  - Textbook as a tool for construction and co-construction of school knowledge
T1  - Udžbenik kao instrument za konstrukciju i ko-konstrukciju školskog znanja
UR  - https://hdl.handle.net/21.15107/rcub_nardus_3312
ER  - 

@phdthesis{
author = "Antić, Slobodanka",
year = "2014",
abstract = "Socioconstructivistic understanding of learning and teaching process has become a domnant paradigma in scientific and professional literature in recent decades. Creating of such an environment for learning, in which a student has a participative role and construct his knowledges through his personal intellectual activities, is both an ideal, towards we are aiming and a criterion for the evaluation of the teaching process. In contrast to a fruitfull and rich research area that has in its focus teaching/learning environment, the role of the teacher and a student, as well as the teaching/learning methods, socioconstructivistic designing textbooks is a novelty. The aim of this study was to investigate the possibility that this socioconstuctivistic paradigm to be incorporated in a textbook. In experimental design, we investigated the effects and processes of learning from two textbooks models: one based on socioconstuctivistic understanding of the teaching/learning process, and the second based on a transmissive model of teaching/learning. Students who participated in the experiment are equivalised on prior knowledge and competence of reading comprehension, the two variables that have shown to be particularly important for the outcome of learning textual content. The content we have chosen to test the research questions was the content of chemistry, specific on intellectual demands towards students (simultaneous processing of macro, micro and symbolic levels, a substantial domain of spontaneous life experiences that can serve both as a support and an obstacle factor). Selected content were related to theoretical chemistry, specifically the law of conservation of mass as one of the most important laws that organize the understanding of chemical phenomena. At the same time the choice of this content may, through the activity of learning from textbooks, provoke thinking activities relevant to adopt chemistry as a scientific discipline. 8 Constructed materials from which children are taught, differed in eighteen components of the didactic apparatus (structural components and/or their composition), from the second model which was based on a transmissive model of learning/teaching. Important role in the didactic apparatus of the constructed materials had inserted questions, whose function was to question existing knowledge, create dillemmas, help and lead students through the process of constructing of understanding. By quantitative analysis of learning effects main effects of prior knowledge and reading competencies were obtained, but it did not provide a main effect of the type of textbook. A significant effect of prior knowledge and reading competence were in accordance with the findings from the fields of reading and learning textual content. The absence of effect of the variable type textbook was surprising. We suggest that students did not notice the difference between the two models and textbooks, or were not willing to enter into the interaction with the text of the textbook model of constructivist didactic apparatus. By qualitative analysis of the data it was obtained that students used only 16:36% of the components that are supposed to serve the activation and management of intellectual activities and the construction of knowledge..., Sociokonstruktivističko razumevanje procesa učenja i nastave postalo je dominantna paradgima u naučnoj i stručnoj literaturi poslednje decenije. Stvaranje ambijenta za učenje u kome učenik ima participativnu ulogu i kroz vlastite misaone aktivnosti izgrađuje svoja znanja istovremeno je ideal kome se teži ali i kriterijum za evaluaciju nastavnog procesa. Za razliku od bogatog istraživačkog polja koje ima u fokusu nastavni ambijent, uloge nastavnika i učenika i načine rada, sociokonstruktivističko koncipiranje udžbenika je novina. Cilj ovog rada je bio da istraži mogućnosti da se ova sociokonstuktivistička paradigma ugradi u udžbenik. U ekperimentalnom dizajnu, istraživali smo efekte i procese učenja iz dva modela udžbenika, jednog zasnovanog na sociokonstruktivističkom razumevanju procesa nastave/učenja i drugog zasnovanog na transmisivnom modelu nastave/učenja. Učenici koji su učestvovali u eksperimentu izjednačeni su po predznanju i kompetenciji razumevanja pročitanog, varijablama koje su se pokazale kao posebno značajne za ishod učenja tekstualnog sadržaja. Sadržaj koji smo izabrali za proveru istraživačkih pitanja je sadržaj hemije specifičan po intelektualnim zahtevima koje postavlja pred učenika (simultano procesiranje na makro, mikro i simboličkom nivou, značajan domen životnog, spontanog iskustva koje može da bude podrška ali i otežavajući faktor). Izabran sadržaj se odnosi na teorijsku hemiju, konkretno Zakon održanja mase, kao jedan od najvažnijih zakona koji organizuju razumevanje hemijskih fenomena. Istovremeno izbor ovakvog sadržaja može da, kroz aktivnost učenja iz udžbenika, pokrene relevante misaone aktivnosti za usvajanje hemije kao naučne discipline. Konstruisani materijal iz koga su deca učila, razlikuje se u osamnaest komponenti didaktičke aparature (strukturalne komponente i/ili njihove kompozicije) od drugog modela zasnovanog na transmisivnom modelu učenja/nastave. Važnu ulogu u didaktičkoj aparaturi konstruisanog materijala imaju umetnuta pitanja (inserted questions) čija je funkcija da problematizuju postojeće znanje, otvaraju dileme, pomažu i vode učenika kroz proces konstrukcije razumevanja. Kvantitativnom analizom efekata učenja, dobijeni su glavni efekti predznanja i kompetencije razumevanja pročitanog, ali nije dobijen glavni efekat tipa udžbenika. Značajan efekat predznanja i kompetencije pročitanog su u skladu sa nalazima iz oblasti čitanja i učenja tekstualnog sadržaja. Izostanak efekta varijable tip udžbenika je bio iznenađujući. Nalazi sugerišu da učenici nisu primetili razlike između dva modela udžbenika ili nisu bili spremni da uđu u interakciju sa tekstom modela udžbenika sa konstruktivističkom didaktičkom aparaturom. Kvalitativnom analizom podataka dobijeno da učenici koristili svega 16.36% komponenti koje su trebalo da posluže aktiviranju i vođenju misaonih aktivnosti i konstrukcije znanja...",
publisher = "Univerzitet u Beogradu, Filozofski fakultet",
journal = "Univerzitet u Beogradu",
title = "Textbook as a tool for construction and co-construction of school knowledge, Udžbenik kao instrument za konstrukciju i ko-konstrukciju školskog znanja",
url = "https://hdl.handle.net/21.15107/rcub_nardus_3312"
}

Antić, S.. (2014). Textbook as a tool for construction and co-construction of school knowledge. in Univerzitet u Beogradu
Univerzitet u Beogradu, Filozofski fakultet..
https://hdl.handle.net/21.15107/rcub_nardus_3312

Antić S. Textbook as a tool for construction and co-construction of school knowledge. in Univerzitet u Beogradu. 2014;.
https://hdl.handle.net/21.15107/rcub_nardus_3312 .

Antić, Slobodanka, "Textbook as a tool for construction and co-construction of school knowledge" in Univerzitet u Beogradu (2014),
https://hdl.handle.net/21.15107/rcub_nardus_3312 .

TY  - THES
AU  - Teovanović, Predrag
PY  - 2013
UR  - http://nardus.mpn.gov.rs/handle/123456789/3303
UR  - http://eteze.bg.ac.rs/application/showtheses?thesesId=1236
UR  - https://fedorabg.bg.ac.rs/fedora/get/o:8171/bdef:Content/download
UR  - http://vbs.rs/scripts/cobiss?command=DISPLAY&base=70036&RID=523571863
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/6
AB  - Cognitive biases, predictable deviations of cognitive processes' outcomes from rational normatives, are examined in eight studies by using a methodological and conceptual apparatus of differential psychology. Anchoring effect, the common human tendency to rely too heavily on the first piece of information offered, was the subject of the first study. Apart from confirming curvilinearity of the anchor-distance function, results revealed that factor of fluid intelligence (gf) effects this quadratic function in a way that more intelligent subjects have the same range of plausible answers as other subjects, but they consider a wider range of anchor values as plausible. Their response pattern can be perceived as a strategy of maintaining lower risk in a wider range of values, which at the bivariate level results in the absence of correlation between gf and anchoring effect. Direct gf effect on anchoring, observed in the conditions of high cognitive reflection, speaks in favour of the assumption that, besides automatic processes (selective accessibility), the anchoring effect is also influenced by serial processes (insufficient adjustment), which is in compliance with the general notion of dual process theories (DPT). Belief bias, effect of the empirical status of a conclusion on the outcome of abstract reasoning process, was the subject of the second study. Effect is consistently demonstrated in four basic types of syllogism by a decline in achievement after introducing the conflict between empirical and logical conclusion statuses. In compliance with DPT expectations, gf predicts individual differences in the subjects’ achievements when plausibility and validity of conclusion are in conflict, but not when there is a concurrence between them. In the same conditions, the measures of a cognitive reflection incrementally contribute to the (explanation) of the achievement variance, which can also be understood as a confirmation of the assumption that individual differences in rational reasoning cannot be reduced to intelligence. People’s systematic tendency of overestimating their own abilities is traditionally expressed through the score of difference between subjective and objective probability of giving correct answers, namely the overconfidence effect. In order to avoid an objection about the algebra origin of bias measure in the scores of achievement (intelligence), the third study empirically investigates alternative measures. Results show that achievement estimations of more intelligent subjects are more discriminative, particularly that the more intelligent subjects are more confident about their correct answers while less confident about the wrong ones...
AB  - Kognitivne pristrasnosti, empirijski fenomeni sistematskog odstupanja ishoda kognitivnih procesa od racionalnih normativa, istraženi su kroz osam studija korišćenjem metodološkog i pojmovnog aparata psihologije individualnih razlika. Efekat ukotvljavanja, koji se tiče predvidive sklonosti ljudi da zasnivaju procene različitih vrednosti na irelevantnim numeričkim informacijama, bio je predmet prve studije. Pored toga što potvrđuju postojanje krivolinijskog odnosa između stepena udaljenosti kotve i veličine efekta ukotvljavanja, rezultati pokazuju da fluidna inteligencija oblikuje kvadratnu funkciju ukotvljavanja na takav način da inteligentniji ispitanici imaju isti raspon plauzabilnih odgovora kao i ostali subjekti, ali da plauzabilnim doživljavaju širi raspon vrednosti kotvi. Inteligentniji obrazac odgovora može se razumeti kao strategija prihvatanja niže stope rizika u širem rasponu vrednosti, što na bivarijatnom nivou rezultuje odsustvom povezanosti inteligencije i ukupne veličine efekta ukotvljavanja. Direktan efekat inteligencije na veličinu efekta ukotvljavanja zabeležen je u uslovima visoke reflektivnosti. Ovi nalazi su u skladu sa pretpostavkom da, pored automatskih (selektivna dostupnost), razumevanju efekta ukotvljavanja doprinose i serijalni procesi (nedovoljno podešavanje), što je saglasno opštem stanovištu teorija dualnih procesa (TDP). Pristrasnost uverenja, koja predstavlja efekat empirijskog statusa zaključka na ishode procesa apstraktnog rezonovanja, bila je predmet druge studije. Efekat uverljivosti dosledno je demonstriran na četiri osnovna tipa silogizma padom postignuća nakon uvođenja konflikta između empirijskog i logičkog statusa zaključka. U skladu sa očekivanjima TDP, faktor fluidne inteligencije predviđa individualne razlike u postignuću ispitanika onda kada su uverljivost i validnost zaključka u konfliktu, ali ne i onda kada su usaglašene. Pored toga, mere reflektivnog uma u uslovima konflikta ostvaruju značajne inkrementalne doprinose razumevanju varijanse postignuća, što ukazuje na to da individualne razlike u racionalnom mišljenju nisu svodive na inteligenciju. Pristrasnost preteranog pouzdanja, koja se odnosi na sistematsku sklonost ljudi da precenjuju vlastite sposobnosti, tradicionalno se izražava putem skora razlike između subjektivne i objektivne verovatnoće davanja tačnih odgovora, i predstavlja predmet treće studije. Kako bi se izbegao prigovor o algebarskom poreklu mere pristrasnosti u skorovima postignuća (inteligencije), u trećoj studiji su empirijski razmotrene prednosti i nedostaci alternativnih mera. Rezultati pokazuju da su subjektivne procene inteligentnijih subjekata diskriminativnije, odnosno da su inteligentniji ispitanici pouzdaniji u svoje tačne i manje pouzdani u svoje pogrešne odgovore, ali i da mere pouzdanja međusobno koreliraju visoko bez obzira na to da li se odnose na tačne ili pogrešne odgovore...
PB  - Univerzitet u Beogradu, Filozofski fakultet
T2  - Univerzitet u Beogradu
T1  - Susceptibility to cognitive biases
T1  - Sklonost kognitivnim pristrasnostima
UR  - https://hdl.handle.net/21.15107/rcub_nardus_3303
ER  - 

@phdthesis{
author = "Teovanović, Predrag",
year = "2013",
abstract = "Cognitive biases, predictable deviations of cognitive processes' outcomes from rational normatives, are examined in eight studies by using a methodological and conceptual apparatus of differential psychology. Anchoring effect, the common human tendency to rely too heavily on the first piece of information offered, was the subject of the first study. Apart from confirming curvilinearity of the anchor-distance function, results revealed that factor of fluid intelligence (gf) effects this quadratic function in a way that more intelligent subjects have the same range of plausible answers as other subjects, but they consider a wider range of anchor values as plausible. Their response pattern can be perceived as a strategy of maintaining lower risk in a wider range of values, which at the bivariate level results in the absence of correlation between gf and anchoring effect. Direct gf effect on anchoring, observed in the conditions of high cognitive reflection, speaks in favour of the assumption that, besides automatic processes (selective accessibility), the anchoring effect is also influenced by serial processes (insufficient adjustment), which is in compliance with the general notion of dual process theories (DPT). Belief bias, effect of the empirical status of a conclusion on the outcome of abstract reasoning process, was the subject of the second study. Effect is consistently demonstrated in four basic types of syllogism by a decline in achievement after introducing the conflict between empirical and logical conclusion statuses. In compliance with DPT expectations, gf predicts individual differences in the subjects’ achievements when plausibility and validity of conclusion are in conflict, but not when there is a concurrence between them. In the same conditions, the measures of a cognitive reflection incrementally contribute to the (explanation) of the achievement variance, which can also be understood as a confirmation of the assumption that individual differences in rational reasoning cannot be reduced to intelligence. People’s systematic tendency of overestimating their own abilities is traditionally expressed through the score of difference between subjective and objective probability of giving correct answers, namely the overconfidence effect. In order to avoid an objection about the algebra origin of bias measure in the scores of achievement (intelligence), the third study empirically investigates alternative measures. Results show that achievement estimations of more intelligent subjects are more discriminative, particularly that the more intelligent subjects are more confident about their correct answers while less confident about the wrong ones..., Kognitivne pristrasnosti, empirijski fenomeni sistematskog odstupanja ishoda kognitivnih procesa od racionalnih normativa, istraženi su kroz osam studija korišćenjem metodološkog i pojmovnog aparata psihologije individualnih razlika. Efekat ukotvljavanja, koji se tiče predvidive sklonosti ljudi da zasnivaju procene različitih vrednosti na irelevantnim numeričkim informacijama, bio je predmet prve studije. Pored toga što potvrđuju postojanje krivolinijskog odnosa između stepena udaljenosti kotve i veličine efekta ukotvljavanja, rezultati pokazuju da fluidna inteligencija oblikuje kvadratnu funkciju ukotvljavanja na takav način da inteligentniji ispitanici imaju isti raspon plauzabilnih odgovora kao i ostali subjekti, ali da plauzabilnim doživljavaju širi raspon vrednosti kotvi. Inteligentniji obrazac odgovora može se razumeti kao strategija prihvatanja niže stope rizika u širem rasponu vrednosti, što na bivarijatnom nivou rezultuje odsustvom povezanosti inteligencije i ukupne veličine efekta ukotvljavanja. Direktan efekat inteligencije na veličinu efekta ukotvljavanja zabeležen je u uslovima visoke reflektivnosti. Ovi nalazi su u skladu sa pretpostavkom da, pored automatskih (selektivna dostupnost), razumevanju efekta ukotvljavanja doprinose i serijalni procesi (nedovoljno podešavanje), što je saglasno opštem stanovištu teorija dualnih procesa (TDP). Pristrasnost uverenja, koja predstavlja efekat empirijskog statusa zaključka na ishode procesa apstraktnog rezonovanja, bila je predmet druge studije. Efekat uverljivosti dosledno je demonstriran na četiri osnovna tipa silogizma padom postignuća nakon uvođenja konflikta između empirijskog i logičkog statusa zaključka. U skladu sa očekivanjima TDP, faktor fluidne inteligencije predviđa individualne razlike u postignuću ispitanika onda kada su uverljivost i validnost zaključka u konfliktu, ali ne i onda kada su usaglašene. Pored toga, mere reflektivnog uma u uslovima konflikta ostvaruju značajne inkrementalne doprinose razumevanju varijanse postignuća, što ukazuje na to da individualne razlike u racionalnom mišljenju nisu svodive na inteligenciju. Pristrasnost preteranog pouzdanja, koja se odnosi na sistematsku sklonost ljudi da precenjuju vlastite sposobnosti, tradicionalno se izražava putem skora razlike između subjektivne i objektivne verovatnoće davanja tačnih odgovora, i predstavlja predmet treće studije. Kako bi se izbegao prigovor o algebarskom poreklu mere pristrasnosti u skorovima postignuća (inteligencije), u trećoj studiji su empirijski razmotrene prednosti i nedostaci alternativnih mera. Rezultati pokazuju da su subjektivne procene inteligentnijih subjekata diskriminativnije, odnosno da su inteligentniji ispitanici pouzdaniji u svoje tačne i manje pouzdani u svoje pogrešne odgovore, ali i da mere pouzdanja međusobno koreliraju visoko bez obzira na to da li se odnose na tačne ili pogrešne odgovore...",
publisher = "Univerzitet u Beogradu, Filozofski fakultet",
journal = "Univerzitet u Beogradu",
title = "Susceptibility to cognitive biases, Sklonost kognitivnim pristrasnostima",
url = "https://hdl.handle.net/21.15107/rcub_nardus_3303"
}

Teovanović, P.. (2013). Susceptibility to cognitive biases. in Univerzitet u Beogradu
Univerzitet u Beogradu, Filozofski fakultet..
https://hdl.handle.net/21.15107/rcub_nardus_3303

Teovanović P. Susceptibility to cognitive biases. in Univerzitet u Beogradu. 2013;.
https://hdl.handle.net/21.15107/rcub_nardus_3303 .

Teovanović, Predrag, "Susceptibility to cognitive biases" in Univerzitet u Beogradu (2013),
https://hdl.handle.net/21.15107/rcub_nardus_3303 .