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The primary aim of our research was to examine the impact of social loneliness, emotional loneliness and loneliness in love on life satisfaction of young people, including the variables of gender, age and material status. The study involved 200 high school students (86 female) from Novi Pazar, Serbia, 15-19 years old (M=16.76, SD=1.308). The data were collected through the scale of social loneliness, emotional loneliness and loneliness in love (SSELL) as a modified version of the scale of social and emotional loneliness among adults and the life satisfaction scale (LSS). Statistically significant impact of participants' age, material status of the family, loneliness in family and loneliness in love on life satisfaction is established. Loneliness in love is the best predictor of life satisfaction. The greater the loneliness in love, loneliness in family and material status of the family, the lower the life satisfaction. The finding that the material status of the family contributes to better socialization and a higher degree of life satisfaction is counterintuitive, given that the higher the material status of the family, the lower the life satisfaction score. There is no social loneliness in the model which predicts life satisfaction. Gender differences in terms of variables which influence life satisfaction in adolescents were established. Loneliness in love has the greatest influence on life satisfaction for men, while for female respondents, loneliness in family comes first, followed by loneliness in love. Other variables which appear in the model in the case of the undivided sample do not appear in the analysis of the subsamples by gender.

The research was conducted with the aim of indicating whether the independent variables - gender of respondents, age, school attendance, material status and employment of parents are decisive, in terms of the impact of family cohesion on youth life satisfaction. The research was conducted in Novi Pazar on a sample of 200 adolescents in three high schools. The sample includes female respondents (43%), male respondents (57%) aged 15 to 18, the different material status of the family, school success and structure based on parental employment. In accordance with the problem and the goals of the research, the following measuring instruments were applied:" Life satisfaction scale which consists of 20 items. Seventeen items refer to the assessment of global satisfaction, while three items are used to assess situational satisfaction" - (Zvjezdan Penezić, 1996). "The scale was created by including the scale of life satisfaction (Satisfaction With Life, Larsen et al., 1985) and consists of 5 items of the scale of general satisfaction (Benzinović, 1988) consisting of 7 items, 5 items from the scale of positive attitudes towards life (Positive Attitudes Toward Life)". , Grave, 1995), and 3 items from the Life Enjoyment Scale for assessing situational satisfaction (Joyin Life Scale, Grave, 1995):" FACES IV Scale designed to assess the dimensions of family cohesion and family flexibility "(Olson, Gorall, & Tiesel, 2006). FACES IV contains 62 items, 42 items from FACES IV, 10 on family communication and 10 on family satisfaction. FACES IV measures the dimensions of family cohesion and family flexibility: A personal data questionnaire designed for research purposes will contain questions related to general data on respondents (gender, school performance, age, parental employment, family material standard). For data processing and determining the degree of expression of basic research variables used are: descriptive statistics techniques-arithmetic mean and standard deviation, and inference statistics through correlative techniques to determine the degree and direction of correlation of independent and dependent variables (Pearson correlation coefficient) as well as t-test and analysis of variance, to determine the significance of differences between arithmetic means.

The objective of this research was to analyze and elucidate the sagittal spinal posture status in older elementary school children, considering their gender and grade differences. The study involved 484 school children (252 males and 232 females) from grades V to VIII, assessed for sagittal spinal posture using the Formetric 4D System. The analysis, employing the Chi-squared test of independence along with the Z-test, did not reveal significant grade-related differences (p < 0.52) in the incidence of normal sagittal alignment or diagnosed outliers. However, within grade levels, no significant difference was observed for male participants (p < 0.80), while a significant difference was identified for females (p < 0.01). Examining gender differences across grades, a disparity was noted only among seventh graders concerning normal spine alignment and outlier existence (p < 0.01), favoring male participants. Regardless of the grade, a significant gender difference emerged in the location of diagnosed outliers: kyphosis (M = 108 vs. F = 72), lordosis (M = 5 vs. F = 14), kypholordosis (M = 18 vs. F = 66), and flatback outlier of the lumbar spine (M = 27 vs. F = 11). These findings suggest potential adjustments to the curriculum and highlight the need to tailor physical education instruction based on this study's outcomes. Consequently, these results imply the importance of a differentiated approach in preventing sagittal plane outliers of the spine in adolescent children. [ABSTRACT FROM AUTHOR]

The parents' educational style plays an important role in the formation of different personality traits, behavioral styles, attitudes and interests of adolescents. In this research, we examined the connection of educational styles and religiosity on a sample of 200 adolescents in Novi Pazar. As a measuring instrument for determining the way of education, a questionnaire on the styles and dimensions of parenting was used, with two forms-for the style of the mother and the style of father (PSDQ-Robinson et al., 2001). The questionnaire was based on the model of the upbringing of Baumrind (1971), which distinguishes three educational styles: authoritarian, authoritative and permissive. The questionnaire of the intrinsic / extrinsic religious orientation that we used in the research emerged from the revision of the questionnaire Intrinsic / Extrinsic Scale (IES by Feagin, 1964) and the Age Age questionnaire (IE Scale; authors Gorsuch and Venable, 1983) represents the revision of the Religious Orientation Scale (ROS; the authors are Allport and Ross, 1967). The results show that the connection Intrinsic religiosity on this sample is in a negative correlation with Establishing a connection - Authoritative educational style (mother) and Relationship regulation - Authoritative educational style (mother). Extrinsic religiosity is not statistically significant with authoritative educational style. There is a positive correlation to the variables of extrinsic religiosity and Physical Correction-Authoritarian Educational Style (Mother), Physical Corrections-Authoritarian Educational Style (Father), Diligent Punishment - Authoritarian Educational Style (Mother). Intrinsic religiosity is in a negative correlation with the Unreasonable Punishment-Authoritarian Educational Style (father). There is no statistically significant association of permissive educational style, intrinsic and extrinsic religiosity. Also, the results were obtained that there was no statistically significant difference in the expression of the variables in relation to the sexes.