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Young women growing up as part of Generation Z in Serbia belong to a postsocialist society in transition, introduced to capitalism and neoliberal ideology. The Zeitgeist they live in is permeated with diverse and often contradictory discourses on femininity, e.g., feminist and postfeminist discourses. As part of the previous generation, I grew up in a society that offered far fewer alternative constructions about what a female body can do and how it should look like. The way I position myself in relation to discourses about the female body, as well as my own lived experiences, made me ponder how young women today make sense of their experiences. One notion is that the diversity of discourse is of service to young women. However, contradictory discourses may be a source of great anxiety and ambivalence concerning one’s body. To untangle the messiness of my research phenomenon, I deemed it necessary to take on a nuanced and critical theoretical approach. In psychology, the topic of young people’s bodies, especially girls’, is predominantly explored within the positivistic paradigm. The dominant theoretical approach in this f ield is individualist, cognitive, and pathologizing. Contrastingly, I propose theorizing the (female) subject as processual and embodied, situated in a sociocultural context. This subject is agentic but also constrained by discursive and material conditions. To this end, I utilized a critical-discursive approach grounded in the poststructuralist tradition and a phenomenological approach to the body. The proposed framework takes into account the symbolic mediation of the subject, the role of discourse and power relations, as well as the embodiment of the subject.

Young women growing up as part of Generation Z in Serbia belong to a postsocialist society in transition, introduced to capitalism and neoliberal ideology. Attempts of re-traditionalization as a reaction to globalisation, with concurrent efforts at de-traditionalization have been a source of conflict throughout society. On a more global level, our contemporary society is permeated with diverse and often contradictory discourses on femininity, e.g., feminist and postfeminist discourses. The question that arises is how young women position themselves and make sense of competing discourses, and what consequences do different positions have for their embodied subjectivity? Starting from a sociocultural perspective, I aim to explore social constructions of the female body, as well as young women’s embodied experiences in everyday life. This perspective, however, has more difficulties in tackling material conditions, along with aspects of human experience that are prereflexive. Hence, there is a need for additional theoretical resources and a flexible approach to research methods that can empirically explore these implicit aspects of embodied experience. To this end, we combine a discursive and phenomenological approach in analysis. Material for analyses was obtained from semi-structured interviews with twenty-two 18–25-year-old women, in addition to photo elicitation and ‘walking interviews’ through the participants’ social media landscapes. Themes present in the interviews concern young women’s experiences in everyday contexts, including topics on ordinary body practices and experiences, self-perceptions of the body, as well as representations of the body in public and digital spaces. Preliminary results will be presented and discussed.

This paper presents a PEER training program aimed at building and strengthening collaboration and problem-solving skills among adolescents. The program is integral to the PEERSolvers project (https://peersolvers.f.bg.ac.rs) and follows the PEER model designed to enhance successful collaboration among adolescents. The training includes the four main segments of the PEER model. The first segment focuses on formulating and establishing rules for constructive dialogue and exchange (E) of ideas.The second involves recognising and respecting personality (P) and individual differences in teamwork. The third addresses skills of emotional intelligence (E), promoting the importance of proper recognition, understanding and regulation of emotions during collaboration. Finally, the fourth part of the training deals with team member’s ability to use external resources (R), primarily digital data sources, to scaffold problem-solving. Each segment is a three-hour block, with an introductory and concluding session and includes a series of group exercises and interactive tasks. The conceptualisation of the training in accordance with the PEER model offers a novel and comprehensive approach to collaborative problem-solving aimed to equip both researchers and teachers with evidence-based tools for enhancing students’ collaborative problem-solving skills. The training was carried out in six Belgrade high schools (3 grammar schools and three vocational schools), involving approximately 21 second-year students per school. Trainer experiences confirm that the training can be conducted successfully according to the planned scenario. Also, the trainees found the training relevant and felt confident enough to engage in it.

Ovaj priručnik predstavlja rezultat predanog rada i istraživanja u okviru projekta Saradnjom do rešenja: PEER model osnaživanja mladih za konstruktivni dijalog i timski rad. Istraživači sa Filozofskog fakulteta Univerziteta u Beogradu i Instituta za pedagoška istraživanja iz Beograda, uz finansijsku podršku Fonda za nauku Republike Srbije, došli su na ideju da kreiraju program koji bi pomogao adolescentima da bolje sarađuju prilikom rešavanja složenih problema i zadataka. Oslanjajući se na znanja iz sociokulturne psihologije, psihologije individualnih razlika, razvojne psihologije i obrazovnih nauka formulisali smo jedinstven PEER model zajedničkog rešavanja problema. Kroz mnoge sate istraživanja, razvoja materijala i interakcije sa mladima, zajedno smo oblikovali PEER model kao i ovaj priručnik. Ovaj model polazi od toga da je za kvalitetnu i produktivnu saradnju potrebno voditi računa o sledećim aspektima saradnje: 1) osobine ličnosti (Personality), 2) emocionalna inteligencija (Emotional inteligence), 3) razmena ideja putem dijaloga (Exchange) i 4) dostupni resursi (Resources). Svakom slovu PEER modela u ovom priručniku posvetili smo jedno poglavlje. U poglavljima je kratko objašnjen svaki element modela, a zatim su prikazane aktivnosti koje podržavaju razvoj saradnje kod mladih. Kroz sinergiju ovih elemenata, mladi ne samo da formulišu bolja rešenja, već i unapređuju lične kompetencije neophodne za uspešnu saradnju. Naša želja je da ova publikacija bude inspiracija i resurs za sve koji su posvećeni razvoju mladih i unapređenju veština zajedničkog rešavanja problema. Priručnik je pre svega namenjen profesionalcima koji rade sa mladima i koriste grupni rad kao metod u realizaciji aktivnosti za učesnike, bilo da je u pitanju školski ili vanškolski kontekst. Psiholozi, pedagozi, stručni saradnici, nastavnici, vaspitači1 i ostali koji se bave razvojem mladih pronaći će u ovom priručniku korisne smernice i alate usmerene na podržavanje mladih u razvoju njihovih veštin

This paper presents the rationale, main elements, and preliminary evaluation of a recently designed brief training in emotional intelligence (EI). The training was developed and delivered within Project PEERSolvers (https://peersolvers.f.bg.ac.rs/), as part of a broader program aimed at enhancing high school students’ teamwork and collaborative problem-solving capacities. The rationale for including EI as part of this program lies in the growing evidence from the fields of organizational and educational psychology, showing that EI contributes to the quality of interpersonal relations within the team, and thus, indirectly, to team effectiveness and productivity. The theoretical basis for developing the training was Mayer and Salovey’s four-branch model of EI: In other words, training activities were designed to support participants’ skills of perceiving, using, understanding, and managing emotions, with particular attention devoted to the latter two as the higher, “strategic” EI skills. In effect, the main part of the training consisted of solving and tweaking a series of three-piece “emotional puzzles”, drawing on the abilities to understand and regulate emotions. More specifically, participants were presented with a set of commonplace teamwork situations from the school context, all of which involved an emerging emotional problem (such as when students are working on a group project, but one team member is slacking off). Given this input as the first piece of the “emotional puzzle”, participants were asked to pair the situation with the most likely emotional reaction by its protagonists (e.g., being angry at the slacker), and infer the likely outcome for the team (e.g., conflict between team members and a failed project). Apart from being encouraged to see these cause-and-effect relations, participants were also prompted to consider how the same teamwork situation could be experienced differently by the “antagonist”, thus exercising their perspective-taking skills.

The development of soft skills, especially those required for collaborative problem-solving (CPS) and teamwork, is vital for both individual and societal progress in the contemporary world. Among other factors, CPS may be greatly facilitated by team members’ ability to accurately perceive and understand, and effectively manage emotions–in short, by their emotional intelligence (EI) abilities. Therefore, the objective of our study was to provide a systematic review of current empirical research on the effects of emotional intelligence on CPS in the education context. The standardized literature search was conducted in March 2022 in three electronic databases: PsycINFO, PubMed, and World of Science. The review was performed according to the PRISMA 2020 guidelines, using the following inclusion/exclusion criteria: Study variables included at least one ability/skill from the domain of EI; the collaboration involved a small group of peers and took place within an educational context (school, university); a scientifically valid method was used to explore the possibility that EI affects the quality of CPS. Our final sample consisted of 40 publications, reporting the results of 43 single studies. Only two of these studies involved school-aged participants, as the vast majority of research has been conducted with university students. Also, experimental (n=8) and qualitative studies (n=7) were less represented, with the bulk of relevant research employing a correlational design (n=28). Studies involving experimental manipulations (i.e., induction, facilitation, or training) of EI abilities were all conducted with university students. These studies confirm that enhancing EI abilities can directly or indirectly improve performance in CPS. All but one qualitative study focused on emotion regulation skills, two of which were conducted in the school context. Overall, there is consistent and robust evidence that students’ EI abilities contribute to better team performance and posit

Pandemija kovid-19 ostavila je značajne posledice po živote mladih, dra-matično preoblikujući njihove društvene živote usled zabrane okupljanja. Pored toga, neki od njih se nisu pridržavali zaštitnih mera, što je vidljivo na primerima posećivanja ilegalnih žurki. U ovoj studiji istražile smo funkcije koje noćni izlasci mogu imati za mlade, kao i njihovu motivaciju za kršenje zabrane okupljanja. Sprovele smo dubinske intervjue sa 13 mladih osoba (7 muškaraca, uzrasta 18–29 godina), a podatke smo ana-lizirale pomoću refleksivne tematske analize. Većina učesnika se ustručavala od noćnih izlazaka, gubeći vredan resurs za povezivanje sa drugima i prevladavanje stresa. Uče-snici koji su nastavili da posećuju žurke koristili su ih kao resurs za prevladavanje stresa vezanog za pandemiju, takođe ističući veći osećaj povezanosti na ilegalnim žurkama u poređenju s izlascima pre pandemije. Nalaze koji se tiču društvenih funkcija žurki za mlade tumačile smo kroz prizmu teorija neoliberalizma i neot ribalizma. Zaključujemo da žurke imaju primarno individualističke funkcije za mlade, s upečatljivim „džepovi-ma” kolektivizma., The COVID-19 pandemic has had a great effect on young people, with their social lives being particularly impacted by the restrictions on social gatherings. Some of them, nevertheless, did not adhere to restrictions, and participated in illegal parties. In this study, we explored the functions of (illegal) nightlife for youth, as well as their motives for noncompliance with restrictions on social gatherings. We conducted in-depth semi-structured interviews with thirteen young people (seven male, aged 18–29) and the data was analyzed using reflex-ive thematic analysis. Restrictions on public gatherings revealed the multiple functions parties had for youth as a unique multimodal experience that can’t be easily substituted. Parties were described as unique experiences in particu-lar because they facilitated the loss of individuality and coalescence with the collective. Some participants tried to make up for the loss of this resource by simulating parties in their own home, which proved to be unsatisfactory. Most participants refrained from going out, reporting a loss of a valuable resource for connecting with others and managing stress. In refraining from partying, some participants felt as though they lost a part of themselves. This highlighted the importance of the clubbing culture for defining one’s identity. Participants that continued to attend parties used them as a resource for managing stress relat-ed to the pandemic. Participants who attended illegal parties employed various strategies in order to relativize the seriousness of the pandemic. Nevertheless, most of them experienced a tension between their fear of the coronavirus and the need to feel carefree. Illegal partygoers also emphasized a greater sense of connectedness with other attendees than at pre-pandemic parties. Findings related to the social functions of parties for young people are interpreted from the perspective of theories of neoliberalism and neotribalism. We conclude that parties have primaril, La pandémie du covid-19 a laissé des conséquences considérables sur la vie des jeunes, en refaçonnant de manière dramatique leur vie sociale en raison de l'interdiction de rassemblement. En outre, certains d'entre eux ne respectaient pas les mesures de protection, ce qui est notamment visible dans le cas des so-irées illégales. Dans cette étude nous avons exploré les fonctions que les fêtes nocturnes peuvent avoir sur les jeunes, ainsi que leur motivation pour transgres-ser l'interdiction de rassemblement. Nous avons mené des entretiens en profon-deur avec 13 jeunes personnes (dont 7 hommes de l'âge de 18–29 ans), et avons analysé les données à l'aide d'une analyse thématique réflexive. La plupart des interrogés se privaient des fêtes nocturnes, perdant un moyen précieux pour se rapprocher des autres et évacuer le stress. Les interrogés qui ont continué à se rendre à des soirées les utilisaient comme un moyen pour gérer le stress lié à la pandémie, soulignant aussi un sentiment plus grand d'intimité dans des soirées illégales que dans des soirées avant la pandémie. Nous avons interprété les résultats qui concernent les fonctions sociales des soirées pour les jeunes à travers le prisme des théories du néolibéralisme et du néotribalisme. Nous concluons que les soirées ont principalement des fonctions individualistes pour les jeunes avec de remarquables « poches » du collectivisme.

In the process of identity formation and individuation from parents, media personalities can serve as role models for adolescents. This may be the case even more so for today’s adolescents (i.e., Generation Z), since they have been immersed in the new media from birth. This study examines the ways in which two generations of adolescents differ regarding the media figures they identify as role models, as well as the reasons for their admiration. The data were obtained by surveying the Millennial (n = 1283) and Generation Z (n = 1358) adolescents a decade apart. Public figures served as role models for every other Millennial, compared to three out of four Generation Z adolescents. Crosstabs analysis shows that both generations admire media celebrities most, followed by athletes, with all other types of public figures being far less represented. According to the obtained models of logistic regression, the patterns of admiration reasons are similar in both generations, with celebrities being admired for their cheerfulness, communicativeness, physical appearance, fame, and popularity. The growing influence of the new media is evident from the rising number of media figures that Generation Z identifies as role models compared to the Millennials (431 public figures named as idols by Generation Z, and 277 by the Millennials) and the emergence of microcelebrities, e.g., YouTubers and influencers. The Generation Z adolescents who admired microcelebrities were found to have professional aspirations in this domain., U procesu formiranja identiteta i tokom odvajanja od roditelja, adolescenti se mogu ugledati na osobe koje se često pojavljuju u medijima. To, čini se, ponaj-više važi za današnje adolescente (tj. generaciju Z), koji su od rođenja okruženi novim elektronskim medijima. Ovo istraživanje ispituje koliko se dve generacije adolescenata, milenijalci i generacija Z, razlikuju kako u pogledu izbora idola iz sveta medija, tako i u pogledu razloga zbog kojih im se dive. Podaci su dobijeni ispitivanjem adolescenata milenijalaca (n = 1283) i adolescenata generacije Z (n =1358) u razmaku od jedne decenije. Javne ličnosti su idoli polovini uzorka mi-lenijalaca, dok je to češće kod adolescenata generacije Z, gde njih 75% ima idola među ličnostima iz medija. Rezultati pokazuju da se obe generacije adolescenata najviše dive osobama iz sfere zabave (glumci i muzičari), zatim sportistima, dok su sve ostale vrste javnih ličnosti daleko manje zastupljene. Na osnovu modela logističke regresije može se reći da su razlozi divljenja slični u obema generacija-ma. Ličnostima iz sveta zabave, na primer, adolescenti se dive zbog vedrine, ko-munikativnosti, fizičkog izgleda, slave i popularnosti. Rastući uticaj novih medija vidljiv je na osnovu sve većeg broja javnih ličnosti koje generacija Z navodi kao svoje idole u poređenju sa milenijalcima (adolescenti generacije Z naveli su 431 javnu ličnost, a milenijalci 277). Pored toga, kao idoli generacije Z pojavljuju se „obični” ljudi (engl. microcelebrities) koji su svoju popularnost stekli u medijima na internetu: jutjuberi i influenseri. Utvrđeno je da adolescenti generacije Z koji se dive tim osobama imaju profesionalne aspiracije upravo u području oglašavanja na internetu.

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 al

Young adults’ lives have been severely affected by the ongoing COVID-19 pandemic. Their social lives have been particularly impacted by the cancellations and restrictions of social gatherings such as concerts, parties and other forms of nightlife. Socio-cultural theory as well as empirical studies suggest that cultural elements such as music and music events can serve as valuable resources in dealing with challenges in times of crises and personal transitions. The aim of our study was to understand whether, and in what manner, the functions of music and nightlife have changed for youth during the pandemic. Moreover, we explored the ways in which nightlife restrictions affected young people and their habits. We conducted in-depth semi-structured interviews with thirteen young people (seven male, aged 18-29). The interview transcripts were analyzed using thematic analysis. Themes were identified by both researchers independantly, with the final set of themes being a product of joint discussion on the overlaps and inconsistencies in the interpretation of data. In some aspects, music was employed in the same manner as before the pandemic, particularly as background for daily tasks, as well as a resource for creating and maintaining relationships and identity development. On the other hand, during the pandemic, music had a greater retrospective function and was used to reminisce on periods of "normality". Music was also used more often as a way to dissociate and normalize one’s experiences, particularly pathological emotional states such as anxiety. However, during lockdown some emotional states were too overwhelming, thus limiting this function of emotional regulation. Restrictions of public gatherings unveiled the multiple functions parties can have for youth as an irreplaceable multimodal experience. As most participants refrained themselves from going out, they reported a loss of a valuable resource for connecting with others and managing stress. Interestingly, parti

Adolescence and emerging adulthood are recognized as transitional periods in which exploration and development of the self take place. Times of crises, such as the current COVID-19 pandemic, bring about additional challenges for this primary psychosocial task. Everyday lives of young people have been radically altered by the current pandemic, from schools and universities closing, to social distancing measures that affected their social lives in particular. The aim of our study was to give youth a voice in order to understand the impact of the COVID‐19 pandemic on their lives, and particularly, their sense of self. In line with our aim, we asked participants to write their own accounts of the pandemic and the consequences it had on their lives in the form of narratives. We collected written narratives from 70 young people from Serbia aged 14-26 (Mage = 20.1; Sd = 2.9, 85.7% female) via an online form. Thematic analysis was used in order to analyse the qualitative data. In total, 86 coded segments from 46 youth narratives refer to the view of one’s self. Thematic analysis revealed several major themes that refer to (1) the pandemic as an opportunity for personal growth; (2) changes in perspective on life brought about by the pandemic; (3) (in)essentiality of others for one’s sense of self; (4) adverse effect of the pandemic on one’s sense of self and (5) irrelevance of the pandemic for one’s sense of self. The results reveal the varied effects of pandemic on youth’s sense of self, shaking its foundations for some, while leaving others impervious. Some young people choose to highlight the positive impact of the pandemic, helping them mature and take on more personal responsibilities and become “the best versions of themselves”. It also brought insights about the “importance of appreciating the little things in life”, as well as teaching them that there are things that are out of their control and that they cannot constantly live in fear. The importance of others in de

The outbreak of the Covid-19 pandemic at the beginning of 2020 brought great changes in the daily lives of people of all ages. The initial empirical research conducted during the pandemic in many countries indicated an increased tendency of young people to develop psychological problems. This research aimed to shed additional light on young people's perspectives on the crisis and give them the opportunity to share their experiences of the pandemic. Through online form we collected 70 written narratives of adolescents and young people aged 14-26 (Mage = 20.1; SD = 2.9; 85.7% female). Collected narratives differed in length, coherence, valence, and content, which reflected young people's complex and diverse experiences during this pandemic crisis. In total, 755 segments were coded. Thematic analysis revealed eight major themes, with several subthemes within each. These major themes referred to 1) Sense of self, 2) Coping strategies, 3) Positive experiences, 4) Negative experiences, 5) Negative mental states, 6) Fears & anxieties, 7) Nostalgia & longing, and 8) Public attitudes. These findings can help us to "hear their voice" and gain a better understanding of adolescents’ perspectives and experiences during the pandemic.

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 al

The COVID-19 pandemic has had a severe impact on young adults’ everyday lives, with social distancing measures affecting their social lives, in particular by cancelling music events, e.g., parties and concerts. This period can be viewed as a rupture in which cultural elements, such as music, can be employed as a means of coping with new challenges (Zittoun, 2006). Studies focused on music in the context of the pandemic found that young people perceive the highest benefit from music, contributing to affect regulation (Martínez-Castilla et al., 2021) and using it as one of most effective strategies for managing stress (Vidas et al., 2021). In this study, we explored functions of music and music events for young people and what changes were brought upon by the pandemic. Additionally, we were interested in understanding how young people coped with restrictions of music events, a previously overlooked subject. We conducted semi-structured interviews with thirteen young people from Serbia (seven male, aged 18-29, Mdnage=27). Four participants attended parties during the pandemic, with one attending only legal ones. The transcribed data was analysed using thematic analysis (Braun & Clarke, 2006) by employing an inductive approach, as well as Zittoun’s work on symbolic resources. Themes regarding general use of music include music as background for daily tasks, as well as a deliberate resource for creating and maintaining relationships, elaborating emotions, and constructing identity. During the pandemic, music was more readily employed for regulating emotional states, particularly pathological states, e.g., anxiety through dissociation and normalization of their experiences. However, during lockdown this function of music was limited, as some emotional states proved to be too overwhelming. Music also had a greater retrospective function and was used to evocate periods of "normality". The pandemic highlighted the uniqueness of parties as a multimodal musical experience for, A pandemia COVID-19 teve um impacto severo na vida cotidiana de jovens adultos, com medidas de distanciamento social que afetaram as suas vidas sociais, em particular pelo cancelamento de eventos musicais, festas e concertos. Este período pode ser visto como uma rutura em que elementos culturais, como a música, podem ser empregues como forma de enfrentar novos desafios (Zittoun, 2006). Estudos recentes focados em música no contexto da pandemia, revelaram benefícios especiais que os jovens descobriram na música, contribuindo esta para gerir a regulação (Martínez-Castilla et al., 2021) e usando-a como uma estratégia eficaz para lidar com o stress (Vidas et al., 2021). Neste estudo, exploramos as funções da música e o papel dos eventos musicais nos jovens e quais as mudanças produzidas pela pandemia. Além disso, estamos também interessados em entender como é que os jovens lidavam com as restrições de eventos musicais, um assunto que até agora não tinha tido especial atenção. Realizamos entrevistas semiestruturadas com treze jovens da Sérvia (sete homens, com idades entre 18-29, média = 27). Quatro participantes compareceram a festas durante a pandemia, sendo que um compareceu apenas às legais. Os dados transcritos foram analisados com base na análise temática (Braun & Clarke, 2006), empregando uma abordagem indutiva, bem como o trabalho de Zittoun sobre recursos simbólicos. Os temas relativos ao uso generalizado da música incluem a música como pano de fundo para as tarefas diárias, bem como a música enquanto recurso para criar e manter relacionamentos, fortalecer emoções e construir identidade. Durante a pandemia, a música foi mais prontamente empregue para regular estados emocionais, particularmente estados patológicos como é o caso da ansiedade, por meio da dissociação e normalização das suas experiências. No entanto, durante o confinamento, a função da música foi limitada já que alguns estados emocionais eram demasiado avassaladores. A música também tinha uma função

From the perspective of social epistemology of science, it has been extensively argued that epistemic diversity is beneficial for the academic community (e.g. Zollman 2010). On the other hand, epistemic performance can be impacted by challenges researchers face in academia and their private lives, especially when doing their research abroad. Given the emphasis on the epistemic benefit of mobility in contemporary science, our study aims at exploring the driving forces behind scientific mobility as well as the main existential challenges that early-career researchers face. We performed semi-structured interviews with seven researchers (five nonEU and two EU citizens) about their experience of academic mobility in the EU. Four participants were women and all were in their early thirties. We used thematic analysis as an analytic method and searched for themes and patterns within and across the interviews. The three main sources of challenges that researchers face are explicit rules (e.g., necessary documentation, limited contracts and positions) and implicit rules of academia (e.g., job insecurity, pressure to publish, overtime, maternity leave), as well as challenges related to adaptation to a new socio-cultural environment (e.g., language barrier, interpersonal conflicts). The two main driving forces were positive motivation to learn and collect new experiences and negative motivation of escaping difficult conditions in the home country. Negative motivation was present solely among non-EU participants who also experienced more difficulty in adaptation to the new environment. Participants notably expressed worry for their professional and personal prospects. Finally, some participants even reported discrimination at the work place. We conclude that in order to achieve epistemic benefit for the group, it is first necessary to provide fair work conditions, i.e. adequate pay and longer-term contracts. Moreover, it is necessary to provide institutional support and to integ

Rad je rezultat kvalitativne studije koja se bavila ispitivanjem iskustava i kvaliteta života učesnika različitih uzrasnih grupa tokom prvog talasa pandemije u Srbiji i uvedenog vanrednog stanja. Istraživanje je imalo za cilj da ispita promene u svakodnevnom funkcionisanju uzimajući u obzir životni kontekst pre pandemije, emocionalne reakcije, najčešće strategije prevladavanja i resurse za suočavanje sa krizom, kao i očekivanja od budućnosti na ličnom i kolektivnom planu. Uz oslanjanje na polustruktrisane intervjue prikupljeni su podaci od 54 osobe (38 žena): 15 mladih (od 18 do 26 god.), 23 odraslih (31–58 god.), i 16 starijih osoba (65–87 god.), koji su transkribovani i analizirani uz oslanjanje na principe tematske analize. Nalazi ukazuju da su, u kontekstu ugroženih potreba i nezadovoljstva specifičnim okolnostima tokom krize, očuvanju mentalnog zdravlja učesnika doprineli prvenstveno socijalna podrška i primena adaptivnih strategija prevladavanja koje su usmerene na aktivno prilagođavanje ili psihološku restrukturaciju odnosa prema kriznoj situaciji.

Istraživanje koje smo sprovele daje nam osnovu da zaključimo da teorija Iris Marion Jang predstavlja valjan i koristan okvir za tumačenje telesnog iskustva mladih plesačica i plesača. Ipak, iako se neka iskustva devojaka mogu tumačiti u kontekstu ove teorije, postoje i vidovi iskustva koji nastoje da naruše sliku žene kao sputane svojom samo-referentnošću, kao i iskustva koja su momcima i devojkama zajednička. Naime, možemo zaključiti da je bavljenje brejkom pomoglo devojkama da steknu više poverenja u svoje telesne sposobnosti, da, makar deklarativno, veruju da se vežbom može postići uspeh, te da su sposobne da dožive kontinuirano jedinstvo sa svojim telom. Iako su inhibirane, one su toga i svesne, pri čemu su svesne i potrebe da rade na sebi i razvoju svog samopouzdanja. Smatramo da im rad na ovom aspektu iskustva može biti važan u širem kontekstu od plesa i imati pozitivan uticaj na celokupno samopouzdanje i shvatanje svojih sposobnosti u širem smislu (Holloway, Beuter & Duda, 1988; Trujillo, 1983). Stoga smo predložile i praktične preporuke namenjene trenerima, kao i mladima, naročito devojkama koje se bave ovim plesom. Pre svega, s obzirom na važnost iskustava ovladavanja (eng. mastery experiences) (Pajares, 2006), a uzimajući u obzir inhibiranu intencionalnost i kolebljivo samopouzdanje devojaka, smatrale smo da je potrebno obezbediti prilike da devojke dožive uspeh u ovladavanju pokretima koje opažaju teškim ili zahtevnim, tako što će trener od njih to češće zahtevati ili posvetiti duži period intenzivnom vežbanju samo takvih pokreta. Dodatno, trener bi mogao davati pohvale devojkama onda kada samoinicijativno pokušavaju da izvedu zahtevne pokrete, skretati im pažnju na njihove kvalitete i identifikovati individualne fizičke potencijale i razvijati ih sa njima dalje. Davanje fidbeka jedan-na-jedan je posebno efektivno u radu sa mladima (Pajares, 2006). Trener bi u takvoj situaciji mogao pomoći mladima i da identifikuju „samo-hendikepirajuće“ strategije koje u

Ovo istraživanje je pokazalo da mladi koji se nalaze u periodu NOD-a imaju potrebu da svoja sećanja na „uspone“ i „padove“ integrišu u celokupni životni narativ, pri tome im pridajući određeni značaj za izgradnju slike o sebi. Iako se narativi učesnika u mnogim pogledima razlikuju, sećanja su najčešće bila smeštena u akademski ili kontekst odnosa s drugim ljudima. Narativima su dominirale teme odrastanja, razvijanja osećanja odgovornosti za sebe i druge i spoznavanja toga ko smo i koje je naše mesto u svetu, što sve ukazuje na značaj koji bavljenje stupanjem u svet odraslih ima za učesnike. Zaključile smo da se važan deo identifikovanih tema koje su pozitivna i negativna sećanja nosila za učesnike u ovom istraživanju mogu interpretirati kao manifestacije njihove krovne funkcije istraživanja identiteta, što je ujedno i ključna odlika nadolazećeg odraslog doba kao razvojnog perioda. Takođe, u okviru tema Razočaranost u sebe ili svet i Negativan događaj kao poziv na ličnu promenu i odrastanje izražena je izdiferenciranost sistema vrednosti, odnosno razmatranje vrednosti kojima se treba voditi. Odrastanje i sticanje odgovornosti uz Negativan događaj kao poziv na ličnu promenu i odrastanje takođe ukazuje na potrebu nekih mladih osoba da istaknu ulogu koju je prihvatanje odgovornosti imalo u njihovom razvoju. Pokazale smo da neki ispitanici svoja negativna samodefinišuča sećanja ne doživljavaju kao ugrožavajuća zato što su im ona ukazala na potrebu i mogućnost pozitivne promene, afirmišući i doprinoseći tako pozitivnoj slici o sebi. Kao ključni doprinos naših nalaza ističemo to što ona podržavaju tezu da adekvatno obrađena negativna sećanja mogu doprineti razvoju pozitivnije slike o sebi, te da najveći padovi u životnim narativima mogu za mlade biti jednako identitetski značajni kao njihovi najveći usponi.