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The lockdown in Serbia imposed major challenges for parents to take on a 24/7 shift in caretaking, educating, and entertaining their children, while managing to complete the demands of their professional roles and everyday household functioning, along with the constant fear of the virus spreading and potential job loss. This study examines parenting practices (enriching activities, harsh parenting, daily structure, screen time and perception of the increase in screen time) during the COVID-19 lockdown in relation to the perceived parenting stress, parents' socioeconomic status and their working conditions (i.e., without work obligation, working online, working from the workplace). The sample consisted of 1510 mothers of preschool children. Four socioeconomic clusters were identified using the relevant variables (education level, economic status and impact of the pandemic on the financial situation). The results showed that highly educated mothers who worked remotely during the lockdown experienced significantly higher stress of balancing working and parenting than other parents. Mothers who did not work during the pandemic spent more time in enriching activities (p

This study is part of the Project PEERSolvers, which aims at conceptualization and designing an evidence-based intervention to promote young people’s capacities for constructive peer interaction and collaborative problem-solving. Previous research indicates that spontaneous peer interaction is often unproductive (Howe and Mercer, 2010). Thus, scholars (e.g. Dawes & Sams, 2004; Mercer et al., 2004; Wegerif & Scrimshaw, 1997) consider it is important to support young people to constructively participate in a dialogue during collaborative problem-solving. Although much is known about the process of peer dialogue (Howe & Abedin, 2013), the systematization of knowledge about characteristics of dialogue that make collaborative problem solving among peers productive or unproductive is lacking. Therefore, we will set out to determine such features in order to conceptualize the intervention model which will promote constructive dialogue and at the same time prevent the occurrence of undesirable ways of communication in teamwork. Furthermore, research findings suggest that adult scaffolding, especially teachers’ plays important role in building youngsters' capacities for constructive dialogue and that digital media could act as resources for effective collaborative problem-solving (e.g. Hathcock et al., 2015; Ratnasari et al., 2019; Sobko et al., 2020). Thus, we intend to systematically review the relevant body of literature not just to identify productive and unproductive dimensions of peer dialogue, but also to target adult scaffolding techniques and the role of digital media as the potential resources in collaborative problem-solving. (see also HYPOTHESES and STUDY TYPE).

This study is part of Project PEERSolvers, which aims at designing an evidence-based intervention to promote young people’s capacities for constructive peer interaction and collaborative problem solving. A major assumption of the Project is that group interaction and collaborative problem solving may be greatly enhanced if participants demonstrate the abilities, competencies and skills encompassed by the construct of emotional intelligence (EI; see e.g., Mayer & Salovey, 1997; Mestre et al., 2016). This assumption is based on prior research which has shown EI to contribute to the quality of social/interpersonal relations (Lopes et al., 2004, 2005; Song et al., 2010) and to play a significant role in teamwork (e.g., Cole et al., 2019; Farh et al., 2012). In the present study we intend to test this assumption and further examine the role of socio-emotional competencies in collaborative problem solving by systematically reviewing the relevant body of literature (see also HYPOTHESES and STUDY TYPE).

This study is part of Project PEERSolvers, which aims at designing an evidence-based intervention to develop young people’s capacities for constructive peer interaction and collaborative problem solving. Informed by several previous studies, the Project builds on the assumption that personality traits play a significant role in team processes and performance (e.g., Bell, 2007; Driskell et al., 2006; Morgeson et al., 2005; Peeters et al., 2006; van Vianen & De Dreu, 2001) and that team work may actually be facilitated by diversity in personality profiles (Hammer & Huszczo, 1996), especially if team members are taught to appreciate and take advantage of this diversity (Clinebell & Stecher, 2003). To establish a firm ground for designing the planned intervention, the present study will systematically review the evidence pertaining to the above assumptions and synthesize available findings on the role of personality differences in collaborative problem solving (see also HYPOTHESES and STUDY TYPE). Bell, S. T. (2007). Deep-Level composition variables as predictors of team performance: A meta-analysis. Journal of Applied Psychology, 92, 595–615. doi: https://doi.org/10.1037/0021-9010.92.3.595 Clinebell, S., & Stecher, M. (2003). Teaching teams to be teams: An exercise using the Myers-Briggs Type Indicator and the Five-Factor personality traits. Journal of Management Education, 27, 362–383. doi: https://doi.org/10.1177/1052562903027003006 Driskell, J. E., Goodwin, G. F., Salas, E., & O’Shea, P.G. (2006). What makes a good team player? Personality and team effectiveness. Group Dynamics Theory Research and Practice, 10, 249–271. doi: https://doi.org/10.1037/1089-2699.10.4.249 Hammer, A. L., & Huszczo, G. E. (1996). Teams. In A. L. Hammer (Eds.), MBTI applications: A decade of research on the Myers-Briggs Type Indicator (pp. 81–103). Palo Alto, CA: Consulting Psychologists Press, Inc. Morgeson, F. P., Reider, M. H., & Campion, M. A. (2005). Selecting individuals in team settings: The importance of social skills, personality characteristics, and teamwork knowledge. Personnel Psychology, 58, 583–611. doi: https://doi.org/10.1111/j.1744-6570.2005.655.x Peeters, M. A. G., Van Tuijl, H. F. J. M., Rutte, C. G., & Reymen, I. M. M. J. (2006). Personality and team performance: A meta-analysis. European Journal of Personality, 20, 377–396. doi: https://doi.org/10.1002/per.588 van Vianen, A. E. M., & De Dreu, C. K. W. (2001). Personality in teams: Its relationship to social cohesion, task cohesion, and team performance. European Journal of Work and Organizational Psychology, 10, 97-120. doi: https://doi.org/10.1080/13594320143000573

The aim of this paper is to present a viable, psychologically based framework designed for systematical promotion of the adolescents’ capacities for collaborative problem solving and possibilities for their cultivation through everyday school practice. Specifically, a model for designing teacher-training programs is proposed, wherein several elements of effective collaborative problem solving are drawn together. 9th International scientific conference Technics and informatics in education – TIE 2022 16-18 September 2022 Proceedings: [http://www.ftn.kg.ac.rs/konferencije/TIE2022/docs/Proceedings%20TIE2022.pdf]

Project PEERSolvers aims at establishing a valid, evidence-based approach to building young people’s capacities for collaborative problem-solving (CPS). Specifically, the Project’s goal is to design and test an innovative training program based on the PEER model, i.e., targeting four elements of effective CPS: Personality, Exchange in dialogue, Emotional Intelligence, and Resources. In this paper, we outline the methodological framework for achieving this goal. Overall, the Project will employ a mixed-methods approach and include 600 participants. In the first phase, our objective is to develop a PEER model-based training for adolescents based on data about individual and group-level factors of (un)productive peer interaction; personal themes through which these factors appear in CPS; and adolescents’ past experiences with and attitudes towards CPS. These data will be collected in two qualitative studies, via individual interviews with participants and observations of their spontaneous behavior during CPS. In the second phase, our objective is to implement the PEER model-based training and test it in two intervention studies. The first study will examine the training’s effects on two group-level variables: quality of interaction during CPS; and quality of the solution to the presented real-world (complex) problems. Also, we will use the data from this study to make final adjustments to the PEER model-based training. The second intervention study will test the effects of the final version of the training on two individual-level variables: scientific and civic problem-solving competencies; and participants’ subjective experience of CPS. Both intervention studies will use an experimental design with repeated measures (pretest-training-posttest). The experimental group will receive the PEER model-based training and have the opportunity to practice CPS in triads with an experienced instructor providing scaffolding and digital media as resources; the control group will also be engaged in CPS but will not receive any training or scaffolding. The above described implementation of the PEER model should yield major insights into the possibility of developing adolescents’ capacities for CPS and using it to promote their individual competencies.

Studiju „Obrazovanje tokom pandemije Kovid-19 u Srbiji: kvalitativna studija“ realizovao je Institut za psihologiju Filozofskog fakulteta u Beogradu, uz finansijsku podršku UNICEF kancelarije u Beogradu, i podršku Ministarstva prosvete Republike Srbije. Radi se o kvalitativnoj studiji o obrazovnim iskustvima tokom pandemije koja je obuhvatila fokus grupne diskusije sa preko 400 učenika osnovnih i srednjih škola u Srbiji, kao i intervjue sa 90 učenika iz osetljivih grupa, njihovim roditeljima i nastavnicima. Stoga, ova studija pruža jedinstven uvid u kvalitet i pravednost nastavnog procesa, kvalitet vršnjačkih odnosa, kao i ulogu porodice u obrazovanju tokom pandemije Kovid-19 u Srbiji. Nalazi ovog sveobuhvatnog istraživanja predstavljaju oslonac za planiranje mera za kompenzovanje negativnih posledica obrazovanja tokom pandemije u Srbiji, ali i mera kojima se pozitivni efekti pandemije mogu učiniti održivim. Istovremeno, nalazi istraživanja pružaju uvid u protektivne i riziko faktore za učenje i razvoj učenika tokom pandemije, što je polazište za aktivnosti usmerene na unapređivanje otpornosti obrazovnog sistema Republike Srbije u nekim narednim kriznim situacijama. Imajući u vidu da je istraživanje sprovedeno kao deo regionalne inicijative koju je pokrenuo Institut za društvena istraživanja iz Zagreba, uz učešće istraživačkih timova Instituta za psihologiju, Filozofskog fakulteta u Beogradu i Pedagoškog fakulteta iz Ljubljane –studija će omogućiti komparativno sagledavanje rezultata i iskustava. Analiza uticaja efekata prihvaćena na Nastavno-naučnom veću Filozofskog fakulteta

Supportive, warm, and psychologically stimulative interactions between caregivers and children are very important factors of the child’s development and represent an indicator of care quality. However, there are no direct or self-reported instruments for estimating the quality of early childhood stimulation in Serbia. This research aims to (1) determine psychometric and descriptive properties of the constructed instrument, and (2) investigate the correlation between the frequency of these activities, socioeconomic status, and the developmental status of the child. Based on the Early Learning and Developmental Standards for children in Serbia, the Inventory of Stimulative Activities for Child Development (ISCAD) was constructed. The obtained results indicate good psychometric characteristics of the new instrument. A significant correlation with the developmental status of the child is observed. No significant correlations were found with the mother’s education or economic status.

Kao mera borbe protiv pandemije izazvane virusom COVID-19 tokom marta, aprila i maja meseca 2020-te proglašeno je vanredno stanje, zatvoreni su vrtići. Kao posledica ovakve odluke, mnoge porodice su se suočile sa izazovima proisteklim iz potrebe da se adaptiraju na iznenadne promene. Balans između posla i roditeljske uloge predstavlja značajan aspekt savremenog roditeljstva. Pretpostavka je da je grupa roditelja koja je morala da radi tokom vanrednog stanja nailazila na donekle različite probleme u odnosu na one koji nisu. Takođe, prelazak na rad od kuće zahteva novu vrstu organizacije unutar porodice i može biti značajan izvor stresa. Cilj ovog istraživanja je bio da se odgovori na pitanje šta je roditeljima dece vrtićkog uzrasta bilo najteže tokom vanrednog stanja kao i da li su se i kako izazovi razlikovali s obzirom na to da li je roditelj radio tokom ovog perioda ili ne. Istraživanje je organizovano onlajn u periodu neposredno po završetku vanrednog stanja (od 5. do 28. maja) i bilo je namenjeno roditeljima dece koja pohađaju vrtić ili predškolsko obrazovanje. Uzorkom je obuhvaćeno 1578 roditelja, pre svega majki (92%). Odgovori ispitanika su podvrgnuti tematskoj analizi. Izdvojeno je induktivnom analizom dvadeset manifestnih obrazaca značenja na osnovu kojih je pristupljeno kodiranju odgovora. Rezultati istraživanja ukazuju da postoji čitava lepeza psihološki različitih teškoća sa kojima su se suočile porodice tokom vanrednog stanja. Većina roditelja izdvaja, što govori u prilog tome da je ovaj period bio stresan za funkcionisanje porodice. Raznolikost izvora teškoća upućuje da je potrebno organizovati sistemsku i sveobuhvatnu podršku porodici kako bi posledice pandemije bile što manje.

The aim of the research was to assess psychometric characteristics of the Early Development Standards Scale, constructed to identify children at risk or with developmental delay. Based on the Early Development Standards (Baucal et al., 2012), eight scales were constructed, covering ages from 1 to 60 months. In total, 1388 parents from Serbia participated. Relatively high mean scores were obtained at all ages. The instrument has good metric characteristics. The results of Rasch analysis showed that the scale is a reliable instrument (reliability for respondents is about 0.8 and for items 0.98), it measures one phenomenon (outcomes in early childhood development) and it has a small number of items with poor metric characteristics. There are significant correlations between scores on the Early Development Standards Scale and Ages & Stages Questionnaires across all ages. Gender differences were obtained at 9-12 months, 14-18 months and 30-36 months, indicating higher scores for girls.

The capacity of parents to create learning opportunities and stimulate the development of a child is now considered as one of the key factors of care quality. The aim of this paper is to examine the extent to which parents of children in Serbia support and stimulate their development through everyday activities. The total sample consisted of 1388 parents of children aged 2 to 60 months. Parents' encouragement scale was designed for 8 ages (from 2 to 60 months) based on the Early Learning and Developmental Standards (Baucal et al., 2012), precisely based on the content of the items. Questions have been formulated about how many parents, or other adults taking care of the child, engage with the child in interaction in their daily activities, or in certain activities that are assumed to be developmentaly stimulating. The reliability of these scales, expressed by Kronbach's alpha coefficient was from 0.77, which is considered to be an acceptable value, up to 0.97 which is considered to be an excellent indicator of the reliability of the instrument. The minimum score on the Parents' encouragement scale was 0.96, and the maximum 5. The mean (M) was relatively high and was 4.10 (SD = 0.55) for the total sample. The mean was the lowest when it comes to the age of 14 months (M = 3.76, SD = 0.40), 18 months (M = 3.76, SD = 0.46), 48 months (M = 3.76, SD = 0.50) and 60 months M = 3.76, SD = 0.42). Individual items with lower means were: "How often have you checked the picture books with the baby in the last 15 days"; "How often have you, in the past 15 days, shown the baby what kind of sounds are common household items (spoons, mugs, etc.) and allowed the baby to study, cuddle or shake" (at the age of 6 months) and "How often are you in for the last 15 days, has encouraged the child to use crayons and wrap around paper" (at the age of 10 to 14 months) and playing roles at the age of 12 to 18 months. The highest means were obtained at 4 months (M = 4.65, SD = 0.34) and 2 months of age (M = 4.44, SD = 0.42). The distribution being curved towards higher scores is probably due to the characteristics of the sample itself, since it was relatively high number of parents with a high education, which is probably reflected in the way they support the early development of children. However, there was no correlation with parents' education and socioeconomic status. About 14% of the children surveyed were below one standard deviation compared to the mean, while under 2 standard deviations were only 2.5% of the respondents. The obtained data indicate a relatively small number of children living in nonstimulative environment, although one should not ignore the fact that every fourteenth child is in the enviroment in which adults could support their development in a better way.

It is scientifically proven that developmental screening improves care quality of an infant in early childhood (Macy, 2012). The aim of this research was to identify the number of children in Serbia who are developing typicaly, the number of children who need monitoring and the number of children who need further referral to the assessment. The total sample consisted of 1388 parents of children from 2 to 60 months. The Ages and Stages Questionnaire was used. The questionnaire covers 13 ages - from 2 months to 60 months, and each describes the skills in the following domains: communications, gross motor, fine motor, problem solving and personal/ social abilities. Each domain consists of six activities. For each activity, the parent assessed whether the child is performing regularly (10 points), sometimes (5 points) or not yet (0 points). The child's profile is obtained by summarizing points for each domain. Total number of points in each domain, indicates the typical development, the need for monitoring or the need for further referral to the assessment. The results obtained in the communication domain showed that 8.45% of the children in the total sample are those who need monitoring, while 4.95% of the children belong to the group that needs further referral. The highest percentage of children who need further monitoring in the communication domain was at the age of 24 months, where there are activities related to showing and naming objects in the environment, responding to simple tasks and using pronouns, while the highest percentage of children who need referral to was at the age of 2 months. In the domain of gross motor, 9.8% of children have need for monitoring, while 4.87% of children have need for further referral. The highest percentages of children who need monitoring were at the age of 6 months (17%), 30 months (15.4%) and 48 months (16.5%). In the domain of fine motor, 12.78% of children have a need for monitoring, and 4.68% of children have a need for further referral. The highest percentage of children who need monitoring was at the age of 24 months (17%), where there are activities such as stringing of pearls or macaroni on the rope, which is a potential activity that does not have every child in the experience, and at the age of 30 months (18.4%), where activities are related to drawing and pulling lines with a pen. When it comes to problem solving, 11.78% of children belong to the monitoring group, and 4.65% of children in the group for further referral. Finally, in the domain of personal/social abilities, 11.52% of children have a need for monitoring, and 4.35% have the need for further referral. The highest percentage of children in the monitoring group was at the age of 30 months, where there are activities related to independence - feeding, dressing, etc. According to the obtained results, the guidelines for strengthening the capacities of parents to encourage child development in these domains were discussed.

Projekat „Hraniteljstvo i dobrobit adolestenata: Istraživanje za unapređenje politika i praksi“ je usmeren na sticanje znanja o dobrobiti, odnosno dobrostanju adolescenata na porodičnom smeštaju. On je deo šire inicijative koja u partnerstvu sprovode UNICEF, Departman za socijalni rad i socijalnu politiku Fakulteta političkih nauka i Institut za psihologiju Univerziteta u Beogradu. Na osnovu raspoloživih podataka, tokom 2018. godine približno 3000 adolescenata je bilo porodičnom smeštaju u Srbiji. Najveći broj njih je na altenativnom staranju 8 ili više godina, imaju prekinute ili sporadične kontakte sa svojim porodicama porekla i socijalnim mrežama u zajednicama iz kojih potiču. Ovi adolescenti imaju samo delimične podatke o svojoj prošlosti i budućnosti, i ne učestvuju ili sporadično učestvuju u odlukama koje utiču na njihove živote. Stoga je važno sagledati njihova iskustva, gledišta i aspiracije, kao i gledišta odraslih koji su odgovorni za njihovo odrastanje o povoljnim i manje povoljnim aspektima aktuelnog sistema hraniteljstva u Srbiji. U ovoj studiji, dobrobit ili dobro-stanje dece i adolescenta je operacionalizovana podsredstvom pozitivnih emocija, angažovanosti i uključenosti, odnosa, istrajnosti, optimizma, davanja smisla i dostignuća koja su povezana sa četri strane mreže hraniteljstva: dete, biološka porodica, hranitelji i socijalna služba. Nastojali smo da utvrdimo sličnosti i razlike među adolescentima iz hraniteljskih i bioloških porodica, a i da razmotrimo iskustva, gledišta i težnje adolescenata na porodičnom smeštaju, kao i gledišta o aspektima njihove dobrobiti onih koji se o njima staraju. Ovo istraživanje ima za svrhu da unapredi sistem hraniteljstva u Srbiji, da bi taj sistem bio u većoj meri pripremljen i sposoban da obezbedi kvalitetnu podršku dobrobiti adolescenata. U istraživanju je primenjen pristup kovergentnog paralelnog mešanog metoda (Piano and Creswell, 2015). Dva različita tipa istraživanja su primenjena paralelno, a potom su spojena tokom interpretacije da bi dospeli do dubljeg razumevanja fenomena, i to upotrebom triangulacije za sistematizaciju i analizu različitih izvora informacija. Kvantitativni deo istraživanja usmeren je na poređenje adolescenata na hraniteljstvu i referentne grupe adolescenata iz opšte populacije po različitim aspektima dobrobiti kao i na identifikovanje glavnih prepreka za pozitivan razvoj i napredovanje adolescenata na hraniteljstvu. Ovaj deo istraživanja obuhvata: • Adolescente uzrasta od 14 do 19 godina, koji pohađaju više razrede osnovne škole i srednju školu (uključujući i adolescente iz hraniteljskih porodica); • Stručne saradnike u školama (psihologe i pedagoge), jer se pretpostavlja da su oni resurs i podrška nastavnicima koji rade sa adolescentima na hraniteljstvu. Kvalitativni deo istraživanja se usmerio na dobrobit adolescenata na hraniteljstvu, te je korišćen metod dubinskih intervijua i fokus grupa sa relevantnim društvenim akterima: adolescentima koji odrastaju na porodičnom smeštaju, a koji su bili podeljeni u uzrasne grupe, odraslima koji su odgovorni za njihovu svakodnevnu negu i dobrobit i sa ključnim informatorima, kao osobama koje su zadužene ili imaju uticaj na opštu dobrobit adolescenata. Kvantitativni deo istraživanja obavljen je baterijom upitnika za adolescente koja obuhvata: relevantne sociodemografske podatke; Upitnik koji se odnosi na participaciju adolescenata u donošenju odluka, u aktivnostima u svakodnevnom životu i odnosima sa značajnim odraslima i vršnjacima; EPOCH skalu dobrobiti adolescenata; Skalu benevolentnih iskustava u detinjstvu (The Benevolent Childhood Experiences (BCEs) scale); AIDA Upitnik za samoprocenu identiteta u adolescenciji (A Self Report Questionnaire For Measuring Identity In Adolescence). Za stručne saradnike koji rade u školama napravljen je poseban Upitnik. Kvalitativni deo istraživanja je obavljen pomoću protokola za intervjuisanje i niza protokola za diskusije u fokus grupama koji su adaptirani za različite grupe ispitanika (adolescente različitog uzrasta, hranitelje i profesionalce). Ključni nalazi • Adolescnti na hraniteljstvu deluju dobro integrisano, a imaju izražen doživljaj i iskustva diskriminacije. • Adolescentima je dobro kada imaju dobar odnos sa hraniteljima, a ako toga nema, njihovi problemi mogu da ostanu neprepoznati. • Hranitelji su zbunjeni pred adolescentima i nedovoljno podržani usled prebacivanja odgovornosti među akterima u sistemu. • Nedostatak sistemskih kapaciteta ugrožava dobrobit adoelscenata na alternativnom stanju u Srbiji. • Adolescenti su nepoželjni za hraniteljstvo i za sistem alternativnog staranja u celini. • Sistem alternativnog staranja nije dovoljno responzivan za potrebe srodničkih hranitelja i bioloških roditelja. • Profesionalci eventualno rade na kontaktima adoelscenata, a ne i na odnosima. • Hraniteljstvo u Srbiji je konstruisano kao rešenje za neostatak opcija stalnosti za decu. • Nema sistemskog rada na životnoj priči adolescenata na hraniteljsvu. • Participacija nije proznata kao pravo i vitalan interes adolescenta na hraniteljstvu. M 42 Monografija nacionalnog značaja https://www.unicef.org/serbia/publikacije/hraniteljstvo-i-dobrobit-adolescenata

Milana Rajić and Ivana Mihić’s research, The Quality of Relationships betweenTeachers and Children with Developmental Disabilities, is focused on research intothe quality of this relationship as well as the potential factors which could contributeto quality. Self-evaluations of teachers’ experiences with children were analysed togain insight into the quality of relationships between teachers and children. In orderto study the potential quality factors of this relationship, consideration was given toa) teachers’ characteristics – self-evaluated motivation and perceived competencesfor work with children with developmental disabilities, b) environmental features –estimated global conditions for work and the number of children in groups as wellas c) teachers’ beliefs about children. In terms of the quality of the teacher-childrelationship, the data indicates relatively expressed closeness, but equally expressedantagonism between teachers and pupils with developmental disabilities. As regardsthose factors which could influence such relationships, the findings show thatthose teaches who have fewer negative beliefs about children with developmentaldisabilities and who perceive themselves as competent and motivated for work withsuch children will establish relationships with children which are characterised byacceptance, positive emotional exchange and harmony. The authors recommend thecontinuous professional training of teachers based on relational perspectives with aparticular focus on mastering the knowledge and skills required to support childrenand strengthening teachers’ sensitivity towards them. Naziv zbirke: Biblioteka „Pedagoška teorija i praksa”

Milana Rajić and Ivana Mihić’s research, The Quality of Relationships between Teachers and Children with Developmental Disabilities, is focused on research into the quality of this relationship as well as the potential factors which could contribute to quality. Self-evaluations of teachers’ experiences with children were analysed to gain insight into the quality of relationships between teachers and children. In order to study the potential quality factors of this relationship, consideration was given to a) teachers’ characteristics – self-evaluated motivation and perceived competences for work with children with developmental disabilities, b) environmental features – estimated global conditions for work and the number of children in groups as well as c) teachers’ beliefs about children. In terms of the quality of the teacher-child relationship, the data indicates relatively expressed closeness, but equally expressed antagonism between teachers and pupils with developmental disabilities. As regards those factors which could influence such relationships, the findings show that those teaches who have fewer negative beliefs about children with developmental disabilities and who perceive themselves as competent and motivated for work with such children will establish relationships with children which are characterised by acceptance, positive emotional exchange and harmony. The authors recommend the continuous professional training of teachers based on relational perspectives with a particular focus on mastering the knowledge and skills required to support children and strengthening teachers’ sensitivity towards them. Naziv zbirke: Biblioteka „Pedagoška teorija i praksa”

From the perspective of the attachment theory, which is the theoretical framework of this research, the early childhood educator is distinguished as a significant figure, who can provide the children with support for research, protection and comfort in this stress situation. Therefore, this paper focuses on exploring the attachment behaviors of children in adapting to kindergarten, and their gender and age differences. An Attachment Style Checklist was used to assess the attachment behaviors in the preschool environment through four dimensions, fulfilled by 160 early childhood educators who rated the behavior of 408 children aged 1 to 6 years during their adaptation period. Statistical analyses revealed that 246 children exhibit patterns of secure attachment and positive emotional states ; 288 children show positive behaviors and 220 children show adequate play and interaction with peers. In other words, the estimates of the largest number of children (ranging from 220 to 288) point to secure forms of attachment. Assessment of gender and age-related attachment behaviors showed that there is no significant correlation between the focus variable and the age of children, and that there are significant gender differences in the dimensions of attachment and behavior of children. The boys are rated as those who have significantly more unsecure attachment than girls did, and the girls were rated as those with significantly more negative behavior than the boys did. The findings indicate significant implications for improving the work of educators during the adaptation of children to kindergarten.

Raising a child with a developmental disability can be a serious challenge for parents, which leads to increased parenting stress and has multiple impacts on family well-being. Even though there is a well recognized need for support for parents of children with disabilities, our country lacks the systematized support programs and their evaluations. Program 'Our Story' aims to educate parents about the key processes that lead to accepting the child's condition and recognizing an appropriate care model for a child with disabilities. The program is based on attachment theory and the importance of resolution to diagnosis- emotional and cognitive acceptance of the child's health condition and its implications. It is a structured program, consisting of six thematic meetings with a group of parents. The group counseling is led by two professionals who have previously undergone a 32-hour program for the implementation of training. This paper presents the experiences from two preschool institutions, in which the program was implemented and evaluated. Also it discusses the importance and possibilities of implementing a support program for parents of children with disability in the context of early education system.

Podizanje deteta sa smetnjama u razvoju predstavlja ozbiljan izazov za roditelje koji vodi povećanju roditeljskog stresa i značajno utiče na porodično blagostanje. Bez obzira što je prepoznata potreba za podrškom roditeljima dece sa smetnjama u razvoju, u našoj zemlji izostaju sistematizovani programi podrške i njihova evaluacija. Program „Naša priča” je razvijen sa ciljem edukacije roditelja o ključnim procesima koji vode ka prihvatanju detetovog stanja i prepoznavanju adekvatnog modela brige za dete sa smetnjama u razvoju. Zasnovan je na teoriji afektivne vezanosti i značaju procesa razrešenja, odnosno emocionalnog i kognitivnog prihvatanja detetovog zdravstvenog stanja i sa njime povezanih posledica. Program je strukturiran i sprovodi se kroz šest tematskih susreta. Sprovode ga voditelji koji su prethodno prošli kroz 32 časa obuke za primenu programa. U radu su prikazana iskustva iz dve predškolske ustanove u kojima je program realizovan i evaluiran. Diskutuje se o značaju i mogućnostima primene programa podrške za roditelje dece sa smetnjama u razvoju u okviru predškolskog obrazovnog sistema. Raising a child with a developmental disability can be a serious challenge for parents, which leads to increased parenting stress and has multiple impacts on family well-being. Even though there is a well recognised need for support for parents of children with disabilities, our country lacks the systematized support programs and their evaluations. Program “Our Story“ aims to educate parents about the key processes that lead to accepting the child’s condition and recognising an appropriate care model for a child with disabilites. The program is based on attachment theory and the importance of resolution to diagnosisemotional and cognitive acceptance of the child’s health condition and its implications. It is a structured program, consisting of six thematic meetings with a group of parents. The group counseling is led by two professionals who have previously undergone a 32-hour program for the implementation of training. This paper presents the experiences from two preschool institutions, in which the program was implemented and evaluated. Also it discusses the importance and possibilities of implementing a support program for parents of children with disability in the context of early education system.

C-board is a web Augmentative and Alternative Communication (AAC) application meant for persons not able to effectively use speech or writing. Adapted to the Serbian language, it is available in open access and is recommended for the promotion of communication, education, and inclusion of children with complex communication disabilities in regular school. This qualitative exploratory study is a formative evaluation of the C-board implementation with special attention to transfer to educational institutions. A semistructured focus group discussion included a moderator, notetaker, and 6 practitioners working with the C-board: special education teachers, professional associates, and language therapists. The participants discussed their viewpoints, barriers, and facilitators regarding the C-board use, and educators’ involvement in the partnership. The data were analyzed by inductive content analysis. The research suggests that partnership is the major obstacle to developing adequate support in the educational context. The findings reveal that educators’ involvement is dependent on several groups of determinants: a. parent-related factors b. educator-related factors, c. partnership in process management, and d. institutional support.

This work focused on the effects of the COVID-19 crisis on youth’s significant relationships. It was a part of a broader qualitative study of young people’s narratives (administered online) about their experiences during the first year of the pandemic. The coding scheme was developed on the initial sample of 70 narratives, while 41 of those narratives containing codes about relationships (family, friends, romantic partners, community) were chosen for thematic analysis. Seven major themes were extracted: 1. Quality time with family; 2. Tensions between household members; 3. Missing close friends; 4. Missing social life; 5. Re-evaluating the role of others; 6. Benefits of romantic relations; 7. Connecting with the community. Participants noticed that their relationships with family members, peers, romantic partners and communities were different. Some of these changes were seen as positive (more time together, closeness, sense of belonging and shared experiences), while others were regarded as unfavorable or detrimental (physical and emotional distancing from peers, missing out). The pandemic significantly affected young peoples’ quality of contact with others. The results imply that relational functioning should be assessed during a time of crisis, when it could be even more important than in regular circumstances, as a resource or an additional challenge. M 33

is study aimed to investigate whether the relations of the Dark Triad (above the basic personality traits) with life satisfaction and negative emotional states (i.e., depression, anxiety, and stress) differ across sex. Data were collected on a sample of 650 students (60% females, Mage = 21.73 years ; SDage = 1.94) from various faculties of the University of Zagreb, Croatia. Hierarchical regression analyses showed that gender and the Big Five traits explained 13% of the variance of life satisfaction, 29% of the variance of depression, 31% of the variance of anxiety, and 37% of the variance of stress in the first step. The Dark Triad explained an additional 1% of the variance of only stress, with psychopathy being the only significant predictor among the dark traits. The interaction of gender and the dark traits significantly contributed only to the explanation of life satisfaction, with narcissism moderating the relations between life satisfaction and the Dark Triad. Taken together, the results point to the importance of both basic and dark traits in predicting life satisfaction and negative emotional states, and the importance of taking gender differences in these relations into account.

as criteria for our judgements, and decision making. The goal of the study is to identify types of preservice preschool and class teachers, according to their values, through secondary analyses of previously obtained data. The study (N-232) applies PVQ (Portrait Value Questionnaire)-57, measuring the 19 values of the Schwartz refined theory. A four-cluster solution was accepted, and the obtained clusters were placed on the adaptive-maladaptive continuum, starting from Selftranscendent cluster with socially focused members, respecting highly the welfare of others, compliance with norms and smooth functioning in social realm. Uncritical&Respect-seeking cluster tends to rate higher variety of values, with value Face standing out. Self- Enhancing cluster distinguishes by higher appreciation of Self-enhancement values, such as achievement and power. Members can be interested for the success of their students, but opt for dominance and prefer self-indulging. Indifferent cluster was placed closer to the maladaptive pole, due to lower appreciation of nature protection and equality, justice and protection for all people, and risk of being unmotivated. Zbornik radova: XXVIII naučni skup Empirijska istraživanja u psihologiji 31. mart-3.april 2022

Emotional climate refers to predominant and relatively stable collective emotions generated through the social interaction of a social group’s members in a particular milieu. This study aims to compare how prisoners and prison officers perceive the feelings of their group members in the situation constructed by the same organisation – prison. Data were collected on a convenience sample of prisoners and prison officers in Croatia. The Emotional Climate Scale assessed the perception of the emotional climate. While there was a statistically significant effect of status (prisoner vs prison officers) on dimensions of emotional climate, the main effects of gender and time spent in prison/ service and those variables’ interactions were not significant. Prisoners perceived more negative and less positive emotions and more negative emotional balance in their group than prison officers. Generally, both prisoners and prison officers perceived the emotional climate in their groups as more negative than positive. The promotion of a positive emotional climate is needed for adaptive coping within a prison, psychological well-being, and resilience among prisoners and prison officers

The aim of this research was to offer and explore psychometric characteristics of the short form of Subtypes of Antisocial Behavior Questionnaire (s-SABQ). Data were collected online, on a convenience sample of 180 adults in Croatia (Mage = 26.33, SD = 6.75, 76% female). Apart from items selected from the original SABQ, measures of the Dark Tetrad traits, Honesty-Humility, and COVID-19 protective measures for assessing construct and criterion validity were administered. Exploratory factor analysis showed that the optimal solution was the original three-factor solution: physical aggression, social aggression, and rule-breaking (Cronbach’s alphas were .68, .67 and .58, respectively). The results of Item Response Theory analysis showed that all items had high discrimination parameters and items from the rule-breaking subscale were the most difficult. Physical and social aggression scales correlated positively with all four Dark Tetrad traits (ranging from .20 to .57, p < .01), while all three s-SABQ subscales correlated negatively with Honesty-Humility (ranging from -.16 to -.34, p < .05) and only rule-breaking subscale correlated negatively with COVID-19 protective behaviors (r = -.16, p < .05). These preliminary results support good psychometric properties of the s-SABQ and its use as a screening instrument for antisocial behavior.

One of the key features of the Dark Tetrad traits (i.e. Machiavellianism, narcissism, psychopathy and sadism) is low empathy, and there is evidence that empathy mediates sex differences in the Dark Triad traits. The aim of this research was to further examine the mediating role of different types of empathy in explaining sex differences in the Dark Tetrad traits. Data was collected online as a part of a larger research project, on a convenience sample of 144 students (age: M= 22.18, SD= 2.26, 43% male). The Dark Tetrad was measured using Short Dark Triad (αs range from .66 to .80) and The Assessment of Sadistic Personality (α = .85), while empathy was measured using a relatively novel measure –Affective and Cognitive Measure of Empathy assessing cognitive empathy (α = .89), affective resonance (i.e. compassion ; α = .84) and affective dissonance (i.e. the experience of a contradictory emotional responses –e.g. feeling annoyed with others’ happiness ; α = .86). At the level of bivariate relationships, male sex was significantly associated with lower affective empathy, namely resonance (r= -.27, p= .001), and dissonance (r= -.36, p< .001), and with higher levels of Machiavellianism (r= .19, p= .022), psychopathy (r= .21, p= .013), and sadism (r= .32, p< .001). In order to account for shared variance between the dark traits (as well as between different types of empathy), mediation was examined using single model path analysis, where all four dark traits were simultaneously treated as outcome variables, and all three types of empathy as mediators in the relationship between sex and the dark traits. Sex and three types of empathy explained 10.8% of narcissism variance, 26.4% of Machiavellianism variance, 42.0% of psychopathy variance, and 70.6% of sadism variance. Dissonance was significant mediator of sex differences in Machiavellianism (b= 0.23, z= 3.21, p= .001), as well as in sadism (b= 0.34, z= 3.95, p< .001). Sex differences in psychopathy were mediated by both resonance (b= 0.11, z= 2.52, p= .012), and by dissonance (b= 0.16, z= 2.70, p= .007). Albeit obtained on a relatively small sample, these results further clarify sex differences in Dark Tetrad traits in terms of sex differences in empathy, highlighting specificities of each of these traits which are discussed.

The aim of this study was to examine the relationship of the Dark Triad traits (i.e. Machiavellianism, narcissism and psychopathy) with the positive and negative affective traits and their descriptors. Data was collected online on a total of 880 participants (age: M= 24.23, SD= 6.52, 176 male) via Short Dark Triad and PANAS scales. Bivariate correlations showed that narcissism was positively correlated with all positive affect descriptors, while Machiavellianism and psychopathy were negatively correlated with only some of them. Psychopathy was positively correlated with most negative affect descriptors, and the other two dark traits only with some of them (narcissism negatively and Machiavellianism positively). Hierarchical multiple regressions showed that positive and negative affect descriptors explained 26.4% of variance for narcissism, 16.8% for psychopathy and 12.3% for Machiavellianism, over and above sex and age. Moreover, dark traits differed in patterns of the predictive values of positive and negative affect descriptors. In sum, obtained results reflect theoretically meaningful relations between the affectivity and Dark Triad, but also highlight affective specificities of each of the Dark Triad traits.

Modern dual-processing models propose that multiple Type 1 processes run simultaneously. When two or more processes generate different responses, conflict may be detected and, if so, needs to be resolved. We aimed to investigate the effects of conflict between highly automated visual cognition processes, namely object differentiation (counting) and grouping. In a within-subject design, participants (N = 55) were shown images of ungrouped (equidistant) or grouped circles after which a number cue was presented. Their task was to decide whether the cued number was same as the number of circles. The cue could be the true number of circles, the number of groups (when the circles were grouped) or a filler (+/- 1 of the number of circles). When the circles were grouped the true number of circles and the number of groups were conflicting results from the two processes (differentiation and grouping). We expected that, when circles were grouped, response times would be longer when rejecting the group cue than rejecting the filler cue and that both would be slower than accepting the true cue. Further, accepting true cues was expected to be slower in the grouped compared to the ungrouped condition, and that rejecting filler cues would be faster in the grouped when compared to the ungrouped condition. A one-way ANOVA partially confirmed the first hypothesis (F(2, 108) = 11.88, p < .01, ηp2 = .18). Participants were slower to reject group and filler cues than to accept true cues, but there was no difference between the first two. A 2(grouping) by 2(true vs. filler) ANOVA showed participants were more accurate when accepting true cues in the ungrouped condition while being more accurate when rejecting fillers in the grouped condition (interaction effect - F(1, 54) = 18.93, p < .01, ηp2 = .26). Response times revealed that participants were equally fast when accepting true cues regardless of grouping, but were significantly slower to reject filler cues when stimuli were ungrouped (interaction effect - F(1, 54) = 35.34, p < .01, ηp2 = .40). We can conclude that manipulating different visual cognition processes to produce conflict is possible, but it produces a slightly different effect compared to reasoning research. Of particular note is the fact that grouping does not have a large impact on accepting true cues but does facilitate rejecting fillers. The results show parallelism of automated Type 1 processes in visual cognition discussed within a dual-process framework.

Previous findings from a broader study about adolescents’ leisure activities in Serbia show that few adolescents pursue hobbies, while online social networks (OSNs) usage is widespread. Results also suggest that two types of OSNs could be distinguished: (1) oriented towards personal communication and exchange (e-mail, Viber, WhatsApp, Skype, & Snapchat); (2) reflects presence in the public domain, and is used to provoke a reaction (YouTube, Twitter, Instagram, Facebook). This work aimed to determine if there are connections between certain hobbies (8 distinguished) and mentioned OSNs. On 17 items selected in the applied questionnaire, adolescents estimated how often they engage in specific hobbies and how active they are on mentioned OSNs. Results indicate that some hobbies do not require activity on OSNs at all, while some are connected to particular (types of) OSNs. Different types of OSNs, according to their capacity for personal exchange and public exposure and reaction, could be upholding for practicing different hobbies, especially graphic design and computerrelated activities. OSNs might also represent a supportive tool in practicing hobbies, concerning the nature of the specific hobbyrelated activity and purpose, mostly because hobbies and OSN activities are chosen following adolescents’ interests, abilities, knowledge, and resources. M 33

How adolescents spend their leisure time has proven to be important for their well-being. The aim of this work was to determine if there are connections between certain patterns of leisure time behaviors and specific aspects of well-being. The sample included 1358 secondary school students. Seven leisure time patterns were extracted and latent variables interpreted as an orientation towards Pop Culture, Culture/Art/Music, Films/TV-Shows/Internet, Science/ Politics, Information Technologies, Going Out, and Sports. Well-being scales include the following five aspects: Engagement (E), Perseverance (P), Optimism (O), Connectedness (C), and Happiness (H). Although small, significant positive correlations were found between Pop Culture and P, O, C, H; b) Culture/Art/Music and E; c) Films/TV-Shows/Internet and E; d) Science/Politics and P, O; e) IT and E, P; f) Going Out and O, C, H; g) Sports and E, P, O, H. Pop Culture, Going Out, and Sports contributed most to the total well-being variance and might be proven overall beneficial. Orientations towards science, politics, and IT are considered more serious activities that require perseverance over time. Only for perusing Culture/Art/Music negative correlations were found, indicating lower degrees of connectedness and happiness. In conclusion, certain leisure time behavior patterns are related to different aspects of adolescents’ well-being. M 33