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The authors informed us that the original publication contained an error that does not affect any of the findings. Tatjana Mentus and Slobodan Marković failed to include a footnote denoting that the research reported in the publication in question was presented at 38th European Conference on Visual Perception that took place in Liverpool, August 23.-27., 2015. The authors deeply regret this omission. Link to the corrected article 10.2298/PSI1603301M

The authors informed us that the original publication contained an error that does not affect any of the findings. Jelena Karapandžić and Dušica Filipović-Đurđević failed to include a footnote denoting that the research reported in the publication in question was presented at EPS Workshop The Representation of Abstract Concepts that took place in London (Cognitive, Perceptual and Brain Sciences Research Department, UCL), January 8th and 9th, 2010. The authors deeply regret this error. Link to the corrected article 10.2298/PSI1101061Z

Contemporary circumstances of teaching and learning at all levels of education, as well as easy availability of a variety of learning resources, compel teachers to expand textual learning resources. This leads to the need to analyse the role of the text in teaching practice. In teaching practice, the text is regarded as a broader category of teaching material, in which textbooks form a subcategory. Given that learning in a formal context is mainly based on verbal content and literacy practice, it is very important to look at different aspects of the text, i.e. evaluate their potential for learning. Several aspects of the text are important: its content, the quality of didactic adaptability of the text, the microstructure and macrostructure of the text, as well as the way it is applied in the teaching/learning process. The aim of this paper is to map the characteristics of the macrostructure of the text in teaching practice which are important for the improvement of the meaningful learning. The paper presents various issues involved in the macrostructure of the text, analyses the similarities and differences of the terms "text type", "genre" and "discourse", and provides an overview of research that links text macrostructure and its effects on learning. Finally, pedagogical implications are derived, which include the thesis that the macrostructure of the text from which one learns should become a relevant factor for lessons planning, the assessment of learning success, but also for the improvement of educational policy, including teacher education.

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the paper entitled "The role of social support in the relationship between different coping strategies and emotional distress in the bereaved elderly ", published in No. 1, Volume 26, p. 93 of the journal Psihološka istraživanja (https://scindeks-clanci.ceon.rs/data/pdf/0352-7379/2023/0352-73792301093L.pdf), the information was inadvertently omitted that the paper was written as part of the project "The elderly in Vojvodina: factors of successful ageing", funded by the Provincial Secretariat for Higher Education and Scientific Research of the Autonomous Province of Vojvodina, Republic of Serbia (project number 142-451-2665/2021-01). At the request of the authors, we are supplementing the information on the funding of the project. The authors apologise to the funder and the readers for the omission and especially thank the funder for the institutional support.

Since the outbreak of COVID–19, several published reports of increased psychological problems turned the attention towards this field and ignited controversies surrounding it. Our aim was to address the issues in this area of interest to provide information for a more robust approach. We carried out a systematic search in PubMed, Embase, Scopus, UpToDate, Science direct, and Web of Science databases. We included English-written original papers, abstracts, reports, and letters to the editor published from December 2019 to April 2020. After evaluating the title and abstract to select the most relevant papers based on inclusion and exclusion criteria, articles underwent quality assessment. The full text of selected articles was then thoroughly read to extract the essential findings. The current review of the literature showed that psychological symptoms might happen among most people, including medical staff, and patients during the COVID–19 epidemic. We identified 24 potential psychological symptoms of the SARS-CoV–2 public health emergency. Reviewing extracted studies revealed that there was a risk of occurrence of psychological symptoms among the general population during the COVID–19 outbreak. However, firstline medical staffs who provide healthcare services to patients with COVID–19 were more susceptible to these symptoms. The systematic review highlights that anxiety, depression, stress, and sleep disturbance symptoms were the most frequent psychological symptoms of the COVID–19 pandemic situation. It is recommended that future studies evaluate practical interventions to reduce psychological symptoms, especially in health care workers during the COVID–19 epidemic.

The paper deals with the relationship between academic, applied and practical knowledge in the field of applied psychology, which has the potential to contribute to economic and social development. The aim of the analysis is to make an initial insight into the dominant topics and social relevance of research activities in the field of work psychology in Serbia in the period of significant social changes (1995-2019). The material for the analysis consisted of abstracts of papers in the field of work psychology, which were presented at two leading national conferences - Empirical Research in Psychology and the Meeting of Psychologists of Serbia (N = 657). The thematic analytical procedure was used for the construction of the code system used for defining the criteria for collecting relevant data. Exploratory sequential design and comparative longitudinal analysis were used for data processing. The general conclusion based on qualitative data analysis suggests the existence of social relevance of research activities in the field of work psychology in this period. The results of the analysis were also considered from the perspective of some recent models of strategic planning and social development. The obtained results indicate the emergence of new topics and areas, as well as the existence of a link between significant social changes and research activities in the field of work psychology in this period. Some elements of the new paradigm of the positive human resource development practice are highlighted. The paper concludes with discussing the broader theoretical-methodological and practical implications of the obtained findings for work psychology.

The coronavirus pandemic has revealed the limits of current social and educational structures. In most countries, COVID-19 has compromised the wellbeing of students, but also of their families and teachers. During the first wave of the pandemic, school systems all over the world had to respond quickly and appropriately to the systemic shock it represented, and countries put a variety of different policy measures in place to tackle its extensive impact. The theoretical framework adopted in this paper is a critical perspective and the policy framework is the UN Sustainable Development Goals (SDGs); it provides a qualitative analysis of selected educational policies deployed by Italy and Austria to support the wellbeing of school pupils. The two countries deployed different education governance and emergency management strategies, in particular during the first wave of the pandemic. We applied our theoretical and policy frameworks to qualitative content analysis of educational policy documents from February to the end of August 2020, aiming to evaluate the responses to crisis of different education systems and potentially to support their improvement. The overall research question was: How did educational policies in Italy and Austria support students' wellbeing during the first wave of the COVID-19 pandemic? The results confirm that the Italian and Austrian systems had different strategies to support wellbeing and put different initiatives in place. However, educational policies in both countries, and especially Italy, had a stronger focus on the physical wellbeing of individual students during the period under study, and tended to neglect social wellbeing. The paper concludes by reflecting on the opportunities presented by this emergency for school systems to position wellbeing (in the broader sense of eudaimonic wellbeing) at the centre of educational policy

The flipped classroom method (FCM) is based on individual online learning followed by student-teacher group interactions and has shown some advantages over traditional learning even in the pre-COVID-19 pandemic context. FCM is conducive to the constructivist learning approach, characterized by active knowledge construction rather than passive consumption of predetermined concepts. Both approaches are expected to facilitate the satisfaction of the basic psychological needs of autonomy, competence, and relatedness as proposed by self-determination theory (SDT). Given the outbreak of the COVID-19 pandemic, however, FCM has been imposed on many universities that lack the resources to take a constructivist approach and satisfy students' basic psychological needs. Considering the challenges of inverted teaching induced by the pandemic, this review paper aims to further address the following problems in an integrated theoretical framework: What are the pros and cons of the pandemic-constructed flipped classroom?; Is constructivist learning possible and to what extent during the pandemic?; How can a constructivist environment be created in the pandemic-constructed flipped classroom? Can the flipped classroom be used as a virtual mediator between the constructivist learning environment and students' basic psychological needs? More specifically, the purpose of this paper is to integrate constructivist learning within the flipped classroom method and to explore how constructivist learning may facilitate basic psychological needs through the characteristics of the flipped classroom. The paper proposes a conceptual framework of the constructivist environment associations with basic psychological needs through the perceived usefulness of technologymediated flipped classrooms. Specifically, it explores whether the communicative, instrumental, and pedagogical functions of the flipped classroom could help satisfy students' basic psychological needs. Challenges to the practical and empirical applications of the framework are discussed.

The original paper did not include a note on the project which supported the paper. The missing note is the following: This work has been fully supported by the Croatian Science Foundation under project number IP-2019-04-7537 (Free Career Choice). Link to the corrected article 10.2298/PSI210527022B

The authors of the paper saw an error in the surname of one of the authors. The correct citation of this paper should thus be: Yılmaz-Koğar, E., & Koğar, H. (2023). A Validation Study of the Self-Compassion Scale-Short Form (SCS-SF) with Ant Colony Optimization in a Turkish Sample. Psihologija, 56(1), 89-114. https://doi.org/10.2298/PSI211127015K Link to the corrected article 10.2298/PSI211127015K

Copyright of Bankarstvo Magazine is the property of Association of Serbian Banks and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper is part of a broader qualitative study examining the experience of people during the first wave of the pandemic in Serbia when the state of emergency was proclaimed, and the effects of this situation on the quality of life and mental health of specific age groups. The paper presents the results of interviews conducted with people over 65, who were particularly affected by the introduced restrictive measures, due to which many senior citizens felt a significant decline in the quality of life, accompanied by the risk of developing various emotional problems. In order to understand better their specific experiences during the pandemic and the related measures introduced, we conducted a qualitative study taking into account the characteristics of previous life contexts, the changes in daily life and life quality during the pandemic, emotional reactions and coping strategies, as well as their expectations of the future. During April and early May 2020, sixteen people of both sexes (4 male) were interviewed, aged 65 to 87 (M = 71.19 years). The transcripts of the semi-structured interviews were processed in Maxqda qualitative analysis software and analysed by the principle of thematic analysis. The general conclusion is that the elderly from our sample adapted without major difficulties and managed to maintain a satisfactory level of their subjective well-being despite the pandemic and restrictive measures, with the help and support of their immediate social environment and in the context of the former general quality of life. This resulted in good adaptive strategies and outcomes, even in the situation of the restricted need satisfaction. However, the findings of the research indicate that, in the elderly, reactions to the pandemic are different from the reactions to the introduced measures - the tolerance of the elderly to the endangerment of personal needs is greater than the tolerance to the endangerment of personal rights and dignity. While the concern about one's own health was not explicitly expressed, the citizens older than 65 felt more affected by the introduction of the state of emergency and, especially, by the restrictive measures. The introduced measures of isolation resulted in increased negative feelings and a decline in the quality of life, as well as perceiving the threat to one's personal dignity.

The paper aims to highlight the contribution made by professor Petar Kostić to the development of psychology. By dealing both successively and simultaneously with his two professions, military studies and psychology, the professor made the boundaries between them bilaterally permeable. As a result, both of these areas have become richer; in regard to military topics, psychology expanded to them as well. The paper first outlines the professional career and research path of professor Kostić, and then briefly outlines some of his papers in the field of personality psychology. When the aforementioned papers were written, professor Kostić dealt with the field of personality psychology in the context of current topics: the wounded, veterans, Internet addiction, as well as eternal topics: lying, happiness, fear of death. Many awards he received testify to the importance and contribution of the professor's research into both military studies and psychology. The recognition of students of the Faculty of Philosophy in Priština with temporary head office in Kosovska Mitrovica bears testament to the quality of his teaching methodology.

The main aim of this review article is to describe the sensory processing sensitivity trait (SPS). People with this trait are highly sensitive individuals and the pertinent literature states that they make up 20% to 30% of the general population. The paper outlines the theories that originally explained the high sensitivity of a certain segment of the population, the results of the studies that explored the discriminant validity of the Highly Sensitive Person Scale, the studies that examined the relationships between the SPS trait and personality dimensions, and the studies on the quality of mental health of highly sensitive individuals. Although there is an increasing number of studies on highly sensitive people worldwide, this has not been the case in our region. Consequently, experts (psychologists, psychotherapists and psychiatrists) in Serbia and the region are largely unfamiliar with this trait. Hence, it is possible to confuse the SPS trait with a personality dimension (neuroticism, introversion, shyness, etc.) or to diagnose a disorder in highly sensitive individuals (autism, attention deficit hyperactivity disorder, etc.). In addition, a very large number of newspaper articles on various internet portals about highly sensitive people may imply that high sensitivity in our region is only described through the lens of popular psychology. All this can lead to a misunderstanding of this scientific construct. Considering that the literature indicates that approximately a quarter of the general population is highly sensitive, it is extremely important that professionals become more familiar with the sensory processing sensitivity trait.

The paper presents the development of the research subject of military psychology as a scientific discipline within psychology as a branch of science. The development of psychology in the military context is presented from its beginnings in 1947 and through seven and a half decades of establishing its constituents (language, methodology, empirical data, etc.). Military psychology was created and has been developed by psychologists employed in military organizations and military research-educational institutions through their work on selection and classification as well as on training and education of personnel for defense purposes, applying multidisciplinary and psychological knowledge to the life and work of military personnel in peace and war. The development of the research subject of military psychology has been analyzed through two periods of society development, namely, through the changes of socio-political circumstances which influenced the scope and content of psychological research in the military, thus shaping the particularities of the subject. The first period deals with the development of the research subject of military psychology in the former SFRY and the JNA (1947-1992) while the second period presents military psychological research in different sovereign entities (Federal Republic of Yugoslavia, Serbia and Montenegro, Serbia) and their military organizations (the Yugoslav Army, the Army of Serbia and Montenegro, and the Serbian Armed Forces (1992-2022).

The paper offers an analysis of the child-adult relationship problems in the context of the phenomenological psychology and pedagogy of M. Merleau-Ponty. The authors first outline Merleau- Ponty’s key philosophical standpoint on which he builds his views on psychological and pedagogical problems. The paper focuses on the problem of understanding a child’s world and the possibility of communication between children and adults, as well as on the problem of children’s perception of the world around them. The authors also look at Merleau-Ponty’s criticism of Piaget’s views on the abovementioned problems.

The aim of the paper is to compare the way in which the concept of educational standards and its introduction into educational policy and school practice is perceived by teachers from Serbia and teachers from Croatia. The paper also investigates teachers' perspectives on educational standards in the Croatian and Serbian primary and secondary education and contrasts them with the understanding of standards elsewhere. A qualitative methodological approach was applied in conducting the interviews and focus groups with teachers, accompanied by a thematic analysis of the collected data. The interviews and focus groups were carried out as a part of research within two PhD theses. The sample consisted of 101 teachers, out of whom 57 were primary school teachers from Serbia and 44 were secondary school teachers from Croatia. The results show that teachers from these countries have very similar perspectives on the implementation of educational standards in their respective countries. The findings are presented within three connected themes: 1) distrust in the educational administration; 2) thinking about education as a public good, and 3) standards as the ways of overcoming some shortfalls in professional identity.

The main problem in this research paper is the situation in which the police in Republika Srpska performing their duties and tasks apply repressive measures against persons dependent on alcohol and narcotics. A special part of this problem is the intention of these persons to use weapons. On the basis of this, the subject of the research was formulated: "The attitude of the police officers of the Ministry of Interior Affairs of Republika Srpska to alcohol and drug addicts". The aim of the research is to determine the required level of repressive measures of the police against the stated persons. If police officers face people addicted to alcohol or narcotics during the course of their tasks, special repressive measures are required, that is, if alcohol and drug addicts show resistance during police intervention, then the police authorizations must be larger. A survey of members of the Ministry of Interior Affairs of Republika Srpska was conducted, that is, an assessment was made of the intensity of their attitudes and beliefs related to the intention of the alcoholics and addicts of psychoactive substances to use weapons against the police. The scientific contribution in this paper is the analysis of empirical research, which is the starting point in the adoption of new legal regulations in the application of repressive measures against these persons.

The aim of this contribution is to identify the elements that are integral parts of a teacherspecific intercultural competence construct. In this paper, we focus on those facets of the construct that are considered to be rather value-laden and affectively tinged. Following the widely used theoretical model of teachers’ professional competencies developed by Baumert and Kunter (2013), we conceptually place these facets within the Beliefs, Values, & Goals dimension, and propose four core elements: (1) appreciation of cultural diversity; (2) ethnorelative worldview; (3) attitudes toward integration; and (4) identification with goals of intercultural education. In order to test the hypothesis that these four aspects represent one single overarching latent construct, we operationalized each with an appropriate scale and then scrutinized the instruments’ internal consistency, and convergent and factorial validity. The results suggest that our four scales have good internal consistencies (Cronbach’s alphas between .82 and .89), adhere to a one-factor structure (as demonstrated by Confirmatory Factor Analysis), and indicate one latent construct (RMSEA = 0.000; TLI = 1.004; CFI = 1.000; SRMR = .007). With these results, this paper presents a valid, contextually relevant new instrument to assess (pre-service) teachers’ beliefs, values and goals regarding intercultural education and contributes to resolving theoretical, methodological, and practical issues of research on intercultural competencies. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 179018]

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.

This paper aimed to explore the interplay between the socio-material configuration of a designed atelier and children’s agency. Ateliers were designed for and utilized by children aged 8–11 years. The material properties of the atelier and the expressions of agency are analyzed as interdependent rather than dualistic elements. In this study, agency was distributed and emerged in relation to the socio-material environment. The paper concluded with reflections about pedagogical and research implications to adopt a socio-material approach.

In the paper the author discovers and analyzes areas which represent points of connection between criminal law and psychology, the areas in which cooperation between these two fields of science is possible and desirable. This article is divided into several sections. Firstly, the author talks about the emergence of psychology as a science and its definition. In the sections that follow the author offers analysis of initial contact between ways of thinking in primeval criminal law and psychology, followed by analysis of development of this relationship after the official contact of these two fields in the area of criminal legislature and criminal trial. In the end, the author concludes that psychology is inseparably woven into the criminal law method of reasoning and that the knowledge of psychology is a precondition of a successful practical application of the criminal law. [ABSTRACT FROM AUTHOR]

Copyright of Temida is the property of Victimology Society of Serbia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents a compatibility analysis of curriculums of teacher training faculties in Serbia according to the distribution of psychology in the process of initial teacher training. Comparative analysis of teacher training faculties' curriculums was performed in accordance with the following parameters: total number of courses in the field of psychology within a study programme; categorization of courses as required and elective; categorization of courses in accordance with the requests of the accreditation commission; and distribution according to the number of active teaching classes and course credits (ECTS). The analysis showed that psychology distribution in accredited curriculums of teacher training faculties in Serbia differs in most of the observed parameters. Taking into account the recommended competencies in European and national documents, the question remains to what extent the competencies that psychological disciplines help develop are realized within initial teacher training in Serbia. [ABSTRACT FROM AUTHOR]

Values refer to stable beliefs and principles held by individuals, which guide their attitudes, behaviours, and judgments, and play a crucial role in shaping their identities and interactions with others. Studying values in social psychology is important as it provides insights into the motivational forces that drive individuals’ behaviour and decision-making, shaping the dynamics of interpersonal relationships and societal interactions. The aim of this paper is to test the possibility of measuring basic values in the archive and text materials. Based on the Schwartz’s theory of values and earlier work on the value lexicon in English, the Serbian lexicon of values was developed and preliminarily validated on a large-scale Internet-based survey. The lexical co-occurrence of words in the natural language use on the Internet was analysed in order to assess the convergent, discriminant and predictive validity of the lexicon. Lexical co-occurrence analysis showed that the words representing the same values co-occurred significantly more in comparison to the words denoting different values. The pattern of correlations between the values measured in the archive material on the Internet using the value lexicon showed high convergence with the pattern of correlations between the values assessed by the self-reported measures used in the European Social Survey in 2018. The relative prominence of the specific values on the official websites of the exemplar societal institutions and organizations identified by the value lexicon was in line with the expectations and preliminarily confirmed the criterion validity of the lexicon of values. Possible applications of the lexicon of values, as well as some methodological issues pertaining to its future use, are discussed in the final part.

This paper has emerged from a research project based on exploring the interplay between teachers' beliefs about teaching and learning and their registered practices in language and math classes at an upper secondary level. The text describes one aspect of the research project which involved developing a more in depth understanding of teachers' beliefs about the teaching and the learning process in the classroom settings. The topic was explored through interviews with 13 teachers involved in this stage of the project. The interviews applied video stimulated recall with selected clips from the teachers' classrooms, and were analysed as part of the research. Data from the video stimulated interviews with the teachers were one of the essential components of the project allowing for the teachers' perspective to be heard and thus acknowledging them as important partners in the research. The paper reports findings from the interviews on how teachers interact with the videos and how their inputs have framed consequent stages of the analysis, in return shaping the researchers' understanding of particular classroom practices.

The paper deals with the daughter-father avoidant attachment. The purpose of the study is to identify the characteristics, relationships and behaviour of fathers that are perceived by the daughters as the key ones for the formation of avoidant attachment with fathers. Bearing this in mind, the study focuses on youth who have a combination of two patterns, secure attachment to the mother and avoidant attachment to the father. The research was designed as a mixed-method study. In the first phase, 233 young people aged 15 to 35 (73.1% women) were included and the Experience in Close Relationships Scale was administered. From this sample, we then selected the participants (N=49, 73.6% women, Mage=20.9) who had a combination of secure attachment to the mother and avoidant attachment to the father. The final sample in the second, qualitative phase of the research consisted of nine girls who accepted to be interviewed. The data were collected through a semi-structured interview based on the AAI and analysed through Interpretative Phenomenological Analysis. The results point to three identified topics common to experiences of all nine participants. The topics relate to the consequences of fathers' physical absence during the period of growing up of their daughters, the consequences of the lack of two-way communication within the father-daughter interaction, as well as to the daughters' feeling that the father is a person in whose presence they cannot act freely and naturally in the way they can act in the presence of the mother, to whom they are securely attached. Research findings are discussed in the context of specific fathers' parenting characteristics, significant for the attachment development.

The paper aims at investigating and comparing the observers' aesthetic experience and their bodily sensations in two different settings: when only listening to music and when watching dance choreographed to that particular music. The study included 209 students, non-dancers and non-musicians, aged between 17 and 27 (M = 19.39, SD = 1.37, 70.3% women) from Novi Sad Business School. The stimuli consisted of six audio-visual recordings of original dance performances including three contemporary and three hip hop pieces. The stimuli were presented in two different settings: in the first one, the participants only listened to the audio recordings of the music, while in the second they watched the audio-visual recordings of the choreographies made for that particular music. Each piece was assessed on two scales, one measuring the structure of aesthetic experience on three dimensions (Dynamism, Affective Evaluation and Exceptionality), and the other measuring the structure of bodily sensations (Focus, Excitement and Embodied Anticipation). The results show that the setting (music only/dance to music) had a statistically significant effect on students' assessments of their aesthetic experience and bodily sensations. Participants' assessments of the dimensions of Affective Evaluation, Exceptionality and Focus were significantly higher when they watched dance choreographies made to the music which they had previously only listened to. Based on these results, it is concluded that the higher the participants' assessment of the delicacy, elegance and their attention to dance movements, the higher their engagement with the piece.

Education of ethnic minorities in Serbia (and not only here) is often connected to the question of whether ethnic minorities should be educated only in their native language, and, even more importantly, for the field of intergroup relations, and whether this education should be integrated into the mainstream education and in which way. The Serbian educational system offers only two options to ethnic minorities: education fully in Serbian or education fully in their own language. In some regions, even the schools themselves are separated, so the children have even less contact with the out-group. This paper deals with the issue of the importance of intergroup contact, social distance and ethnic identity when it comes to discrimination of the out-group. The sample consisted of 795 children, aged 14 to 19, from Vojvodina. Out of them, 371 were Serbs, 240 Hungarians and 184 Slovaks. The instruments used included the Ethnic Identity scale (measuring ethnic pride and belief in ethnic superiority), the Social Distance scale and the scale measuring a tendency for discrimination in children's everyday lives. We also measured the frequency of contact with the outgroup. The results show that the regression model was significant (F(5,758)=77,29; p

Although words for human body parts appear early in children's vocabulary, relatively little is known about the conceptual and semantic development related to the body part words in preschool and early school ages. In this paper, we examine how children at ages 5, 7 and 9 use words and expressions to refer to the human body and its parts, and how these correspond to the segmentation and lexicalization of the body part terms in adults. Participants were asked to name the body parts that were depicted in the drawings showing the whole body (front or back) and the face, with a red dot marking the specific part. The results of the comparison between children and adults indicate that for the most parts of arms, legs, and face there is a gradual conceptual segmentation of body with age, reflected in a decrease in the use of holonyms and an increase in the use of meronyms in naming parts. However, such hierarchical organization could not be confirmed for other parts (trunk, shoulders, neck, head, some parts of the face), revealing different pathways in the acquisition of words. Children of all ages, especially 7and 9-year-olds, seek alternative solutions for naming the body parts for which labels are missing in their vocabulary. In such cases, they name adjacent body parts, internal organs, and parts of the skeleton, or use prepositional phrases to refer to the surrounding areas. The results are compared with the findings of the previous studies, while the lexical-semantic change in the body parts terms and the hierarchical organization of the body part lexicon in child language are discussed. The results were compared in light of previous findings of the developmental studies, on the lexical-semantic change, and the hierarchical organization of the body part lexicon in child language.

The relationship between tourists’ emotional experience and perception of destination brand personality, has not been empirically explored before. Moreover, there is a literature gap in understanding how emotional experience, destination personality, destination satisfaction, and behavioral intentions, interact together in one model. Based on this, the principal aim of this study is to analyze how tourists’ emotional experience affects the perception of destination personality traits, as well as how these two constructs relate to tourists’ satisfaction and behavioral intentions. In order to explore this, the survey was conducted on a sample of 203 domestic and international tourists, who have visited the city of Novi Sad, while Structural Equation Modeling (SEM) was applied to test the hypothesized model. The results confirmed the positive role of emotional experience in shaping destination personality and destination satisfaction. Destination satisfaction and certain personality traits positively predicted behavioral intentions. Theoretical and managerial implications are discussed in the paper.

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.

This paper discusses the phenomenon of parenting in families with adolescents. Special emphasis is placed on the exploration of the concept of parenting rearing practices through the dimensions of parental emotional warmth, control and monitoring. Based on that, starting from the standpoint about the importance of child's perception of parental behaviour, this paper presents the results of the research aimed at examining adolescents' view of parental rearing practices. The instrument used in the research consisted of three subscales (emotional warmth, monitoring, control), as well as the questions about socio-demographic variables. The sample included 154 second grade students of secondary school, i.e. adolescents. The findings have shown that adolescents perceived parental warmth as the most present and parental monitoring and control as less present parental rearing practice. Mother's parental rearing practices were perceived as significantly more present compared to those of the father. Also, it was found that the gender of respondents is a significant variable in the perception of parental rearing practices, while family characteristics (family social status, family structure, parent's educational level and the number of children in the family) have not been proved as statistically significant variables. The concluding part emphasizes the need for further research of the factors that determine father's role in the family with adolescents, and the need to develop parent's awareness of the benefits related to adolescent's self-disclosure in the process of parental monitoring.

The context for work and organizational (W/O) psychology researchers in South-East Europe (SEE) has significantly changed during the last two and a half decades. On the one hand, problems of the transition to market economies and trends in the labor markets (e.g., high unemployment rates, increasing number of flexible work arrangements) have raised a number of important issues such as psychological consequences of unemployment, employability and job quality. On the other hand, both the transformation of existing companies and increasing number of international corporations in the SEE economies, have largely changed the role of W/O psychology practitioners. Traditional personnel administration has developed into a vibrant field of human resources management characterized by enhanced need for the “old” W/O psychology themes (e.g., personnel selection and career development) but also some new issues (e.g., organizational behavior management). In this volume, we have collected five papers written by twelve authors com- ing from five research institutions in SEE. In the first paper, Ivana Strizović and Aleksandar Martinković explored differences in latent and manifest benefits of work, life satisfaction, and happiness between employed and unemployed peo- ple. Among other findings, the study reveals importance of work for well-being considering that the employed individuals reported their days to have more time structure, had better financial situation, and were more satisfied with life than the unemployed participants. In the second paper, NebojšaMajstorović, Boris Popov, Jelena Matanović and Vanja Slijepčević reported the results of a study that moni- tored psychophysical health of a group of unemployed individuals on three occa- sions spanning over a more than a year-long period. Their results showed that the unemployed individuals reported fewer symptoms of ill-health at the later meas- urement occasions. Still, women and older participants were identified as more vulnerable subgroups of the unemployed during the whole course of the study. Using a sample of Croatian workers, in the third paper, Mojra Dautović and Zvon- imir Galić explored how Generation Y employees differ from their older counter- parts in the contents of psychological contracts they create with their employers and the reactions to the psychological contract breach. The results of this study revealed that Generation Y employees seem to expect more from their employers and more often react to unfulfilled promises with intentions to leave the organi- zation. In the fourth paper, Zoran Sušanj and Ana Jakopec reported the results of a comprehensive, multisource study that examined the relationship between the extent to which supervisors felt trusted by team members and the team effec- tiveness on a sample of 659 employees nested within 196 teams. Their results showed that supervisors’ feelings about being trusted by their team members are related to higher team effectiveness. The authors identified team members’ supervisory justice perceptions and team work engagement as the mediators of that relationship.Finally, in the fifth paper Toni Babarović and Iva Šverko explored career development among Croatian high school students. The authors showed that, although the older students reported somewhat higher career maturity and lower career decision-making difficulties than their younger colleagues, observed increase was generally small, indicating a need for comprehensive career guid- ance in high school programs. Judging by the papers reported in this volume, W/O psychology in SEE seems to be alive and well. The studies reported here suggest that the SEE W/O psy- chology researchers have kept pace with international W/O literature but also remained highly sensitive to the social contextin which they live. Moreover, issues covered in this volume remind us how important W/O psychology problems are for enhancing individual, organizational, and even societal outcomes. We believe that this issue will bring W/O researchers from this part of Europe closer together and foster their future collaborations. More importantly, we hope that this vol- ume will attract the attention of SEE psychology students and serve as a tool for recruitment of new generation of W/O psychology researchers and practitioners. Zvonimir Galic, Ph.D. Guest editor Department of Psychology Faculty of Humanities and Social Sciences University of Zagreb Croatia

Migration scholars argue that return migrants have the potential to become a developing force in their countries of origin, but that the realization of this 'diaspora solution to innovation capacity development' depends on different context factors. This paper contributes to capturing theoretically such context factors by making use of concepts of the Cultural-Historical Activity Theory. Based on an explorative empirical approach, a model of processes of return migration in a specific country (Serbia) is created. According to the findings of this paper, returnees offer potential for Serbian transnational innovation systems, which subsequently could strongly contribute to the social and economic development of Serbia. However, at present, the developmental potential of highly skilled returnees in Serbia has not bee realized yet. Returnees arrive with hopes to earn a living in Serbia and possibly to contribute to the development of the society. Still, there are many barriers for returnees, such as nepotism, as well as the existing power structures at potential workplaces and markets. At the same time, state institutions or independent organizations do not provide sufficient support to make a difference for the majority of returnees. Although there are some examples of returnees who are successful in developing innovative start-ups or becoming innovators in the existing organizations, their number remains limited. Nevertheless, it seems possible that returnees can become a developing force in Serbia and similar countries in transition. In order to realize this, the establishment of a sustainable support system for highly skilled returnees to Serbia and scientific diaspora members is needed.

The main goal of this study is to find answers to the following question: can the EPI results be interpreted at the level of personality traits, without their conversion to the dimensions of primary emotions? The paper introduces a new, efficient and easy-to-use method of scoring and interpreting the EPI results. The norms were calculated on the sample of 807 high school students, and presented as distributions of 12 EPI personality traits. We have presented the z-value distributions for male and female respondents that can serve as preliminary norms based on which raw scores can be transformed to standardized scores. This method of scoring allows the interpretation of a larger number of different mutual combinations of personality traits beyond the limitations of the scoring protocol. The paper also analyzes the structure of the BIAS scale, and provides guidance for identifying and interpreting the dissimulative profiles. The basic guidelines for the analysis and interpretation of the results at the level of the profile are also presented.

Anorexia nervosa is a complex eating disorder characterized by the voluntary reduction, and subsequent maintenance, of body weight at a level below 85% of optimal body weight, a pathological fear of food and weight gain, and disturbance of experience of weight and body shape. Development, sustainability and complexity of symptoms depend upon different biological, psychological and social factors. The aim of the paper is to present risk factors that can significantly contribute to the development and severity of the symptoms of anorexia nervosa. This review paper presents the key factors in the development of the disorder. Attachment styles, perfectionism and concerns about body shape, as core psychological factors for development and severity of symptoms, are the principle areas discussed. Lack of self-esteem and self-confidence, unresolved emotional issues, high, unrealistic standards and ideals of physical appearance to which people rigidly hold and which they persistently and consistently attempt to reach, dissatisfaction with body shape, and significant discrepancy between perceived and ideal body image are all associated with maladaptive behavior and attitudes towards food, and often precede the diagnosis of the disorder. The review of research indicates that insecure emotional attachment styles, perfectionism and concern about body shape significantly correlate with symptoms of anorexia nervosa and represent risk and maintaining factors of the disorder. Focus on these problems can significantly contribute to more comprehensive prevention and treatment of the disorder.

A key driver of workplace cognitive competencies is metacognition which has been shown to impact performance among nurses, teachers and firefighters, however, it is scarcely studied among managerial employees. The research investigating this relationship is also scattered across multiple domains limiting its’ utility for researchers and practitioners. This paper, therefore, presents an integrative review of the existing empirical literature from the Web of Science and Scopus database to trace the linkages of metacognition, workplace cognitive competencies and performance at work. The identified linkages are then formulated into a conceptual framework clarifying how various workplace cognitive competencies and performance may be linked to metacognition. The findings indicate linkages between metacognition and various workplace cognitive competencies such as problem-solving, decision-making, innovation, creativity and knowledge acquisition. The present research also establishes the link of metacognition and cognitive competencies with learning, individual and firm performance. The review paves way for metacognition to be considered as a distinct construct in the workplace, identifies gaps and provides direction for future research.

This paper presents an approach for adjusting Felder-Silverman learning styles model for application in development of adaptive e-learning systems. Main goal of the paper is to improve the existing e-learning courses by developing a method for adaptation based on learning styles. The proposed method includes analysis of data related to students characteristics and applying the concept of personalization in creating e-learning courses. The research has been conducted at Faculty of organizational sciences, University of Belgrade, during winter semester of 2009/10, on sample of 318 students. The students from the experimental group were divided in three clusters, based on data about their styles identified using adjusted Felder-Silverman questionnaire. Data about learning styles collected during the research were used to determine typical groups of students and then to classify students into these groups. The classification was performed using data mining techniques. Adaptation of the e-learning courses was implemented according to results of data analysis. Evaluation showed that there was statistically significant difference in the results of students who attended the course adapted by using the described method, in comparison with results of students who attended course that was not adapted.

Institute of Psychology, Faculty of Philosophy, University of Belgrade This paper presents the bases for conceptualisation of the notion of expert thinking: the key concepts from the L.S. Vygotsky's theory and modern theories of giftedness, as well as empirical findings about the differences in achievement of gifted students from different academic study groups. We first present the conceptual core of the notion of expert thinking, i.e. the concept of artificial development from the sociocultural-historical theory of Vygotsky. Then we proceed to the bases which refer to relevant theoretical discussions and empirical findings about the development of giftedness and expertise, indicating that the phenomena of giftedness and expert thinking can be considered as general developmental psychological problems and in the context of general cognitive development and thinking. Special part refers to empirical data about differences in achievement in psychological tests by the most successful intellectually gifted students from various academic study groups. The paper also includes the working definition of expert thinking, which is defined as thinking of higher order, developed under the influence of culture and systematic education, in the course of which deep knowledge structures are acquired, enabling performance of specific patterns of intellectual operations which depend on particular epistemological nature of individual knowledge domains.

There is enormous contemporary political and policy expectation and pressure on youth work to secure the 're-engagement' of young people already in, or at risk of, circumstances of social exclusion. That re-engagement is judged around issues such as 'citizenship' and 'employability', though - like youth work itself - those words have variable and flexible meanings and understandings. But even the very best of youth work practice neither has, nor is, a magic bullet. It is a professional process based on the establishment of trust and positive relationships with young people. It takes time, even more with young people who come from cultures of socio-economic disadvantage and who hold doubt and suspicion about the likely benefits of social interventions of any kind. Yet policy-making persists in asserting that youth work can provide a 'quick fix'. This paper is based on some of the more grounded realities that inform such interventions. It suggests that the political rhetoric attached to this kind of targeted youth work is based on mythical assumptions, irrelevant practice and unachievable targets. Drawing from a much-cited paper first published over a decade ago in relation to the political climate that then prevailed in the United Kingdom, this paper considers the challenges around connecting youth work to policy aspirations at the European level around social inclusion, the promotion of citizenship and labour market insertion.

Contemporary programs that have been implemented in order to help unemployed reduce time for finding a job are based on clear theoretical background and empirical evidence. In addition to providing opportunities to learn necessary skills, these programs also incorporate important psychological components which will be addressed in this paper. The goal of these interventions is to reduce time for finding a job, prevent long-term unemployment and negative effects of unemployment on individuals“ mental health. The paper presents evaluation of the effects of these psychological interventions. The program was based on Ajzen’s theory of planned behavior (2005), Bandura’s social-cognitive theory (1997) and cognitive-behavior theory of behavioral change (Meichenbaum, 1993). The goal of this program was to help unemployed individuals take an active role in finding a job, reduce time for finding a job and prevent negative effects of unemployment on their mental health. The target group of the program were young unemployed individuals ages 19 - 30, with at least high school level of education. Evaluation study was conducted on a sample of 92 male and female individuals who attended 3-day psychological program. Participants filled out five short scales specifically designed to assess variables that were targeted for change, such as, active approach to finding a job, attitudes toward process of employment, self-efficacy and resilience to frustrations and obstacles. Scales were administered before and after the training. Evaluation results, based on these pre and post measures, showed significant positive effects of this program on all five variables.

Beck Depression Inventory (BDI) is one of the most popular instruments for measuring intensity and symptoms of depression in clinical and general population. The instrument has been translated into many languages and validated in many different cultures, but there is still no published paper on psychometric characteristics and the norms for the BDI in Serbian language. In this paper, we checked psychometric characteristics of the BDI-II on 400 students of the University of Novi Sad, Serbia. Descriptive statistics (M=8.02; SD=7.10), internal consistency (α=.87), and test-retest reliability (.63) are satisfactory and similar to the results of other validation studies. Convergent and divergent validity of the instrument are also supported by moderate to high correlations with the measures of similar phenomena (r=.70 with Depression Symptoms Scale) and by low correlations with unrelated constructs (i.e., r=.19 with Impulsive Sensation Seeking Scale). However, the divergent validity is not supported by a high correlation with a measure of anxiety (r=.70), similar finding is commonly obtained in other validation studies. Our results suggest cut-off scores which are similar to those suggested by Canadian authors (Kappa coefficient=.85). Two-factor structure of the inventory is also in concordance with other authors. Cognitive-Affective factor explains 29.27% of the variance and its structure resembles those reported in other analyses. The second extracted factor explains 7.76% of the variance and is saturated mostly with somatic items; however, a significant contribution of some cognitive items has led us to identify the factor as Exhaustion, specific to our student sample. The two-factor solution is confirmed by Confirmatory Factor Analyses once the item related to sexual difficulties was eliminated. General conclusion is that BDI-II has satisfactory psychometric characteristics and can reliably be used with Serbian student population.

The purpose of the paper is to enrich the policy discourse in Serbia on one of the most striking features of primary and secondary education: the high proportion of students who are failing in many different ways. The findings are mainly based on international comparative analysis that leads to the distinction among three European equity patterns: compensative education systems that are characterized by a high level of equity (low impact of background, weak selection) and high quality (above average student performance), selective education systems, in which low level of equity and high selection results in a below average overall student performance and attritive education systems (to which Serbia belongs together with most South-East European countries) that are characterized by high inequities and relatively poor average quality that at the same time results in a high proportion of failing students both in terms of participation and learning outcomes. The paper attempts to orient further empirical educational research by formulating assumptions about the underlying reasons of school failure and provides an analysis of the educational policy implications within the specific Serbian context. .

Amazon’s Mechanical Turk service makes linguistic experimentation quick, easy, and inexpensive. However, researchers have not been certain about its reliability. In a series of experiments, this paper compares data collected via Mechanical Turk to those obtained using more traditional methods One set of experiments measured the predictability of words in sentences using the Cloze sentence completion task (Taylor, 1953). The correlation between traditional and Turk Cloze scores is high (rho=0.823) and both data sets perform similarly against alternative measures of contextual predictability. Five other experiments on the semantic relatedness of verbs and phrasal verbs (how much is “lift” part of “lift up”) manipulate the presence of the sentence context and the composition of the experimental list. The results indicate that Turk data correlate well between experiments and with data from traditional methods (rho up to 0.9), and they show high inter-rater consistency and agreement. We conclude that Mechanical Turk is a reliable source of data for complex linguistic tasks in heavy use by psycholinguists. The paper provides suggestions for best practices in data collection and scrubbing.

The aim of this paper is to consider the issues related to the terminal phase of illness, death and loss in the family, the process of grieving and coping with the loss of the loved one, primarily from the psychological aspect. The main focus of the paper is the attempt to demystify the covered subject matter on the one hand, and on the other to clarify the psychological dimension of various problems that can be caused by a disease with inevitable death. The death of the youngest member of the family is a particularly difficult issue both for theoretical considerations and for practical work. The complex suffering of people who are faced with an incurable disease and particularly the suffering of children and adolescents are not talked about, written about or discussed in our environment, and consequently adequate models of psychological support and psychotherapeutic help which would be aimed both at the individual and the family are not developed in practice. .

The aim of this paper is to show the nature of the learning process from the perspective of socio-constructivist theory, one of the dominant paradigms in psychology today. In addition to the characteristics of the learning process per se, in this paper we give the practical implications of this theoretical position in the process of school learning/teaching. .