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This paper explores the potential benefits of implementing STEAM educational packages in the first cycle of primary education, which were developed through a collaboration between university educational experts and primary school teachers. Despite growing interest in STEAM education, challenges remain in meaningful integration of all disciplines, mainly due to the need for teachers competent to teach STEAM adapted to the youngest students. To address these challenges, the project aimed to develop STEAM educational packages for young primary students incorporating all disciplines, ensuring packages can be implemented internationally. By engaging teachers and schools from different countries as equal partners alongside researchers from different universities, the project sought to ensure the successful implementation and dissemination of STEAM practices. Through various phases, including curriculum mapping, the conceptualisation of pedagogical framework, STEAM educational package development and their evaluation, the project highlights the importance of engagement of both parties, researchers and teachers, in distinct but complementary roles. Researchers’ role is significant in overcoming previously mentioned obstacles by supporting teachers in guiding students through various disciplines towards expected education goals, while teachers’ realisation of the packages in the classroom and their feedback is vital for refining created educational materials. Ultimately, the project aims to showcase the effectiveness of collaborative efforts between teachers and researchers in creating evidence-based educational tools for practical application in schools.

This study describes a novel approach to facilitating children’s musical development, creativity, and imagination by introducing unconventional vibrational, percussive instruments (gongs, Himalayan singing bowls, and Koshi Chimes) in early music education. One of the advantages of these instruments is that children can very quickly become involved in music-making regardless of their previous knowledge and musical affinity. We traced children’s sound experiences during twelve workshops for 6–7-year-olds. Results showed that listening and improvisation with these instruments enhanced rich fantasy and careful listening. We argue for encouraging children to express their experiences, fostering their ability to focus attention and reflect on sound qualities. This research illustrates the strength of introducing listening and playing with simple but rich sounds in early music education.

This research focuses on four types of adolescents’ leisure pursuits related to music: listening to music; following music topics in the media; and extracurricular activities and hobbies related to music. Our main goal was not only to identify behavioral patterns representing adolescents’ engagement with music in leisure time but also to establish their relationship with relevant socio-demographic variables and indicators of well-being and risk behaviors. The sample comprised 1,358 secondary school students (aged 15 and 17). Five behavioral patterns were identified by principal component analysis. Three represent preferences for listening to music and are labeled rebellious, sophisticated, and energetic music preferences, whereas the fourth, following music, represents adolescents’ interest in music-related topics via media and preferences for pop and, to a lesser extent, folk music. The fifth factor, music-making, describes an active commitment to music as an extracurricular activity or hobby. The regression analysis was used to relate extracted leisure patterns not only with adolescents’ gender, age, and attendance at specific schools but also with the parameters of well-being and risk behaviors. The results are discussed in light of previous research in music psychology, leisure studies, and positive psychology. Major implications are related to music as a protective factor in a sensitive period of adolescence and adults’ responsibility not only to cherish but also to cultivate youth’s interest in it.

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

Contribution Collaborative problem-solving (CPS) skills have become an inevitable part of workforce readiness in contemporary society (Graesser et al., 2018). Numerous studies have shown that CPS is a powerful learning tool that could lead to more creative, efficient and comprehensive solutions than other approaches (Fiore, 2008). Sometimes it is the only possible way to solve complex problems. That is not surprising that the Organisation for Economic Cooperation and Development (OECD, 2019) includes the development of collaboration skills in the education development agenda for 2030. A lot of attempts were made to introduce CPS in everyday educational practice. However, the benefits of the CPS often fail to be achieved (Le et al., 2018). Collaborative problem-solving is usually defined as working together toward a common goal (Hesse et al., 2015). It includes interdependency between group members in joint activity and shared responsibility for the group results. Despite many contributions, there is a lack of instruments for measuring student-specific versions of collaborative processes during group work (Wang et al., 2009). The focus is often on the effect of this type of learning assessed through achievement data (Jansen, 2010) while the quality of the collaborative process is beyond research aims. Usually, self-assessment tools were used for this purpose accompanied by methodological limitation of subjective assessments. In these attempts, students' perceptions and experience with CPS are not distinguished from the quality of collaboration present during group work. Also, collaboration is assessed as an individual skill separate from its nature as a joint activity. This study aims to construct an instrument for assessing the quality of collaboration between students while trying to solve a complex problem. This study is part of the larger project PEERSovers with a focus on designing an evidence-based training program for enhancing high-school students' collaborat

Peer Collaborative Problem Solving (CPS) can positively influence learning anddevelopment, in different domains and at different levels of education. Studying collaborationamong adolescents is relevant for educational practice since it helps identify the conditions underwhich collaboration might be productive as well as the ways teachers could support students’ CPSin education. The aim of this systematic review was to identify and systematize research findingson training and scaffolding modalities enabling adolescents to engage in productive CPS. FollowingPRISMA guidelines we searched PsycInfo, WoS and ERIC databases and selected 5256 publishedabstracts in English. Six researchers screened the titles and abstracts of all identified papers (2researchers per abstract) and selected 160 fully published papers for reflexive thematic analyses.Among 160 selected papers, there were 110 provided data on adult scaffolding or the contributionof teacher/researcher support. The results revealed that the quality of cooperation training itselfwas described in 17 papers (15.4%), while scaffolding was a much more common topic in theselected research (N = 78; 70.9%). We also selected papers that included both training andscaffolding (N = 13; 11.8%). Regarding the impact of this kind of support on collaborative problemsolving, the majority of published papers reported positive effects (N = 60, 53.6%) and only a fewof them found its effects to be negative (N = 7, 6.3%). The remaining 44 papers (40%) did notanalyse an impact of training or scaffolding. Our thematic analyses found that in efforts tocontribute to successful CPS, adults (teachers/researchers) can moderate peer interaction in threeways, by focusing on either cognitive processes (N = 82; 75%), group discussions (N = 73; 66%), orclassroom management (N = 23; 21%). All characteristics that emerged in this review will bediscussed and concluding remarks will be focused on educational implications.

The Theory of Planned Behavior suggests that parents’ perceived social norms and expectations regarding corporal punishment (CP) use might be linked to their attitudes and disciplinary choices. Research supports this prediction as so perceived norms regarding CP use are associated with parents’ attitudes. The focus of this study is mothers' discipline practice and its relation to perceived social norms of early childhood parenting. Other studies from Serbia show the first use of CP is around the child’s second year. Therefore, early childhood is a high time for prevention attempts toward changing parents’ attitudes and practices. The sample includes 413 mothers of 18-35 months old children from six Serbian municipalities. This research is a combination of qualitative and quantitative methodological approach. Mothers have reported which of 13 discipline practices, they used in the last month (for example, explaining, yelling, spanking, shaking) when children misbehave. Also, after a focus group with parents, we identified social norms of parenting practice during early development. A ten-items fivedegree scale was constructed to assess mothers’ perceived social norms of other parents and their agreement with them. Cluster analysis (Ward’s method, squared Euclidean distance) shows three existing clusters that fit with the data study of discipline practices. Chi-square analysis was used to define the extracted group. The first group of mothers used only explanations as discipline practice in the situation of misbehaving. Most of the respondents in the second group agreed with the statement that their child is too little for any form of discipline (64% compared to 6-3% in other groups). Finally, the third group used explanation but also inclined more than others toward violent verbal, such as yelling (93%) and physical disciplining, such as spanking (45%). These mothers perceived two descriptive norms as more available in their surrounding compared to the others: 1. the

The authors were engaged in creating activities for workshops in which sound improvisation was combined with artistic expression and introduced to a student-level classroom. The aim of this research is two-fold. The first aim was to examine how students experienced this type of work through workshops. The second was the analysis of students’ drawings following the sound improvisation performance. The workshops were attended by 135 students, aged 19 to 24, from three different faculties. The main research question was if art content can, through sound improvisation and image, significantly awaken positive emotions in students by means of two different mediums. Internalising and developing a positive self-image in students show that there is a correlation between the content of music and art, as well as their influence on the intensity of aesthetic experience. The results showed that the students felt relaxed during the workshop and that they were willing to once again participate in a similar activity. Additionally, the drawings they produced during the workshop were analysed. As a conclusion, it is desirable to integrate content in music and art classes as its aim is to intensify experience, process of development and creation of a safe and positive learning environment. This explorative research showed that it is essential to work on developing experiences of social and emotional content through sound and image, as well as mutual connection strategies of learning and emotionally-aesthetic expression. Key words: sound improvisation, drawing, artistic speech, intensity of feelings

During collaborative problem-solving (CPS), team members take on different roles in the group (Mercier et al., 2014). Among these roles, the leader role has been by far the most empirically investigated. Previous research focused on examining leader characteristics, leader-member relationships, and leader assignments during collaboration to identify leader-related factors that facilitate productive CPS. The present study examined the common understanding of the leader role among highschoolers, based on their previous involvement in CPS during school tasks and projects. Data were collected using a semi-structured interview on a sample of 31 students (17 f evoked using open questions focusing on their previous experiences with leadership during CPS, understanding of the leader role, and perceived (dis)advantages of leadership emergence during teamwork. Following the coding of interview transcripts, 60 coded segments were analyzed using thematic analysis. Almost all interviewed students (N = 28; 98%) reported an experience of having a team leader, which either spontaneously emerged during group-work or was teacher-appointed prior to group-work. Among 29 students answering questions about leadership, 17 (59%) asserted that teams should have a leader, stating the following reasons: coordination and monitoring (f = 10), authority over team functioning (f = 4), assuming responsibility for potential task failure (f = 2), conflict prevention (f = 1). Nine students (31%) uttered against leader establishment during CPS, because of their: negative experiences with authoritarian leaders (f = 4), high commitment to team member equality (f = 3), and conviction that it can weaken communication (f = 1) or deteriorate friendships (f = 1). The final three interviewees (10%) thought that having a leader can be beneficial (with similar reasons as the pro-leader group), but only if the leader is not too controlling. While describing their usual group leaders, students referred to peers w

Broadly speaking, collaborative problem solving (CPS) denotes a joint activity of a dyad or a small group which is directed toward performance or a desired goal state. CPS has been widely recognized as one of the essential 21st-century skills but is nevertheless rarely formally taught or modelled by educators. Thus, it seems that a more systematic approach for developing these skills, through regular curricula with appropriate support and scaffolding by teachers, is needed to produce positive effects on the achievement and social relations of students. The current study sought to investigate the common understanding of collaboration among highschoolers; current findings will serve as one of the inputs for the development of the PEER-model training at school. A total of 31 students (17 female) from six secondary schools in Belgrade were interviewed about experiences and attitudes relating to CPS. Several palpable misconceptions students generally acknowledged that collaboration, which encompasses idea-sharing and argumentation, is an important life skill. Nevertheless, their description of collaboration shows that this process is too often equated with an efficient division of tasks among team members. Next, although often accentuate the importance of organizational skills, capabilities, and knowledge of (in)formal group leaders. According to students, opposing views are a source of conflict that success. To follow, contrary to findings of extant research showing that teachers are indispensable in enhancing cognitive and group processes in CPS, students often marginalize assessment tasks. Finally, some participants see CPS as appropriate only for younger children or as a tool for fixing grades and earning good misconceptions of CPS could indeed pose barriers to successful collaboration, which is why any systematic attempt to train CPS skills in school needs to correct these first.

The increasing interest in collaboration as an educational competence important for successful schooling and a productive adult professional and civic life can be seen in the expanding literature and research evidence (e.g. Rychen & Salganik, 2003; National Research Council, 2011). Collaboration is marked as one of the social and emotional skills on the 2030 education development agenda, defined by the intergovernmental Organisation for Economic Co-operation and Development (OECD, 2019). Collaborative problem solving (CPS) is an umbrella term for a variety of pedagogical models that enable students to learn by engaging in joint activities, relying on each other, integrating individual knowledge, skills, and efforts (Lai, 2011). With appropriate support and scaffolding, CPS could have a greater positive effect on student achievement, and peer social relationships than competitive and individual learning (e.g. Gillies, 2016; Johnson & Johnson, 2002). The focus of this study is on students experience with CPS as simetric peer interaction during the regular school classes. These perceptions and experiences represented a base for examining how CPS is applying in context of secondary schools in Serbia. The research suggests that a productive collaboration requires both cognitive skills (e.g. Campbell, 2021; Shi et al, 2021), as well as social and emotional skills (e.g. Newman, 2016; Rogat & Adams-Wiggins, 2015). That is why we paid attention how students have reported about cognitive (e.g, argumentation, consideration and evaluation of various perspectives...) and social and emotional aspects (group cohesion, tolerance, atmosphere...) of collaborative work. Analysing student responses to semi-structured interviews showed that, with certain inconsistencies and overlaps, two models of cooperation are clearly differentiated, presented here by key features. Model 1 is oriented towards an efficient use of resources, including time, with a dominant utilitarian goal - getting th

The current study integrates available findings on the relationship between the Big Five personality traits and collaborative problem solving (CPS), as a specific type of teamwork. Based on a systematic search and screening of the literature, 47 papers were reviewed. Having separately analyzed how individual and group-level traits relate to the processes and outcomes of CPS, we found several meaningful associations. Both individual-level and group-level Conscientiousness and Agreeableness were positively related to the quality of CPS. The former trait contributed more to the enactment of task roles/behaviors in CPS, to task-related team processes and team performance; the latter was dominantly related to the enactment of social roles/ behaviors, and to relationship-related team processes and emergent states. The role of the remaining traits in CPS depended on the level of analysis, with individual Extraversion being particularly important for within-group positioning, and group Emotional Stability affecting team cohesion. Unsurprisingly, the effects of group-level traits on CPS also depended on the method of aggregating individual trait scores. The hypothesis that some traits would relate more to CPS processes and others to its outcomes was partially confirmed, while the assumption that team processes would mediate the effects of group-level traits on CPS outcomes received substantial support., The current study integrates available findings on the relationship between the Big Five personality traits and collaborative problem solving (CPS), as a specific type of teamwork. Based on a systematic search and screening of the literature, 47 papers were reviewed. Having separately analyzed how individual and group-level traits relate to the processes and outcomes of CPS, we found several meaningful associations. Both individual-level and group-level Conscientiousness and Agreeableness were positively related to the quality of CPS. The former trait contributed more to the enactment of task roles/behaviors in CPS, to task-related team processes and team performance; the latter was dominantly related to the enactment of social roles/ behaviors, and to relationship-related team processes and emergent states. The role of the remaining traits in CPS depended on the level of analysis, with individual Extraversion being particularly important for within-group positioning, and group Emotional Stability affecting team cohesion. Unsurprisingly, the effects of group-level traits on CPS also depended on the method of aggregating individual trait scores. The hypothesis that some traits would relate more to CPS processes and others to its outcomes was partially confirmed, while the assumption that team processes would mediate the effects of group-level traits on CPS outcomes received substantial support.

The lockdown in Serbia imposed major challenges for parents to take on a 24/7 shift in caretaking, educating, and entertaining their children, while managing to complete the demands of their professional roles and everyday household functioning, along with the constant fear of the virus spreading and potential job loss. This study examines parenting practices (enriching activities, harsh parenting, daily structure, screen time and perception of the increase in screen time) during the COVID-19 lockdown in relation to the perceived parenting stress, parents’ socioeconomic status and their working conditions (i.e., without work obligation, working online, working from the workplace). The sample consisted of 1510 mothers of preschool children. Four socioeconomic clusters were identified using the relevant variables (education level, economic status and impact of the pandemic on the financial situation). The results showed that highly educated mothers who worked remotely during the lockdown experienced significantly higher stress of balancing working and parenting than other parents. Mothers who did not work during the pandemic spent more time in enriching activities (p<0.01) and maintained the daily structure better (p<0.01), while mothers who worked remotely perceived a larger effect of the pandemic impact on screen time. The results indicate that, in times of crisis, it is necessary to design the support for the parents of early-aged children corresponding to their specific financial and educational background., Tokom vanrednog stanja u Srbiji roditelji su se našli pred izazovom da 24 sata, sedam dana u nedelji preuzmu brigu o čuvanju, obrazovanju i zabavi svoje dece, dok ujedno odgovaraju na poslovne zahteve i vode računa o svakodnevnom funkcionisanju domaćinstva, uz stalni strah od virusa i potencijalnog gubitka posla. Ova studija ispituje povezanost između roditeljskih praksi (učestvovanje u razvojnopodsticajnim aktivnostima, disciplinovanje, uspostavljanje strukture dana, vreme koje detet provodi ispred ekrana, roditeljska percepcija povećanja tog vremena) u odnosu na roditeljski stres, socioekonomski status roditelja i uslove u kojima su radili (tj. bez radne obaveze, rad na daljinu, rad na random mestu) tokom izolacije COVID-19. Uzorak je činilo 1510 majki dece predškolskog uzrasta. Četiri socioekonomska klastera su identifikovana korišćenjem relevantnih varijabli (nivo obrazovanja, ekonomski status i uticaj pandemije na finansijsku situaciju porodice). Rezultati su pokazali da su visokoobrazovane majke koje su radile na daljinu tokom izolacije iskusile značajno veći stres zbog usklađivanja radnih i roditeljskih obaveza. Majke koje nisu radile tokom pandemije provodile su više vremena u razvojnopodsticajnim aktivnostima (p<0,01) i bolje su uspostavljale strukturu dana (p<0,01), dok su majke koje su radile na daljinu primetile veći efekat uticaja pandemije na povećanje vremena koje dete provdi ispred ekrana. Rezultati pokazuju da je u kriznim vremenima neophodno osmisliti individualizovanu podršku roditeljima dece ranog uzrasta uzimajući u obzir njihov ekonomski i obrazovni status.

During the COVID-19 pandemic lockdown, the education system moved to an online format. Parents of pre-schoolers therefore became the primary educators responsible for the sustainability of their children’s education. Communication with teachers was the only available support resource. The present study aimed to investigate the relationship between preschool teacher-parent communication (frequency, content of exchange, and satisfaction with the teacher’s support) and parental engagement in home-learning activities. An online questionnaire was sent to 1646 parents of children attending preschools. Multiple regression analysis indicated that the communication frequency between parents and preschool teachers was a significant predictor of parent engagement in home-learning activities, but the effects were small. Unexpectedly, parents more engaged in face-to-face home-learning activities were less satisfied with the teacher support. The study suggests that one-way digital communication with a clear role division between experts and parents has a limited effect on the parents’ engagement and sustainability of preschool education in times of crisis.

Responsive care is the central domain of the Nurturing Care framework (WHO, 2018), because it permeates all other domains, i.e. different contexts and interactions. Responsiveness is the basis for recognising and responding to the child's signals - in relation to the child's health, nutrition, protection, developing trust and quality relationships with others, emotional well-being and learning opportunities. Results obtained in experimental studies indicate that a higher level of responsiveness achieves effects in terms of greater autonomy in problem solving, better speech-language development, cognitive skills and socioemotional skills. The aim of this research was to examine self-assessment of mothers' responsive involvement in child care. Furthermore, we investigated the correlation between mothers' responsiveness and certain socio-demographic variables. In the research, which is part of a larger study, 1084 mothers of children aged 0 to 36 months from several municipalities in Serbia participated. To examine responsiveness, the Survey questions on responsive interaction (F. Aboud, 2021) was used, which measures the responsiveness of parents in one of 3 different situations: play, reading or bathing. The scale has 14 items for each situation within 2 dimensions: cooperation and interference in activities with the child (Cronbach alpha on our sample is .70). The vast majority of mothers reported being responsive during playtime with their child. On average, the overall measure of responsiveness on a scale up to 5 was found to be 3.25, indicating relatively high selfassessment by parents regarding their responsiveness during play with their child. Additionally, the item-level analysis revealed that, for most parents, playing with their child does not cause significant stress. Also, mothers answer the child's questions during play (about 80%) and positively comment on the child's behavior during play (over 90%). However, between 25 and 30% of mothers are instructive

This study aimed to explore teachers' and gifted students' perspectives on the changes in academic motivation and school knowledge during the COVID-19 pandemic. It is part of the broader qualitative study about the effects of the pandemic on schooling in regional countries. Semi-structured interviews were conducted with 11 gifted secondary school students and their teachers (eight of them). A topic guide was designed, covering various themes related to students' school and out-of-school life during the pandemic. Teachers didn't recognize significant changes in gifted students’ academic motivation and their acquired knowledge. Students predominantly reported a decrease in their academic motivation and described negative effects on school knowledge (e.g., working less, postponement of school competitions), while some pointed out that they learnt more or they learnt in more convenient conditions. However, some students more often observed an increase in the knowledge and competencies unrelated to the school curriculum. Typically, these students stressed more free time for developing their specific interests as the positive side of the pandemic. Our results suggest that gifted students vary in the level of self-regulation and that teachers tend to overlook gifted students' academic needs in times of the crisis and provide those who are less self-regulated with adequate support.

Although many studies addressed pandemic’s influence on youth well being related to the restricted contacts with peers, there is lack of data about students’ perception of diverse pandemic impacts on their social life. This research is aimed to identify various types of students’ experiences related to their relationship with peers in school and out of school context during COVID-19 pandemic. It is a part of broader qualitative study about schooling in Serbia in the time of pandemic including students of primary and secondary schools, their parents and teachers. Inductive thematic analysis was applied on students’ sample i.e., on the discussions of 27 focus groups from primary and secondary schools. Results show that negative experiences about social life during the pandemic prevail since 70% of coded segments (N = 260) belong to this broad category, while 21% represent positive and 9% neutral experiences. Social life was more affected in school context than in out of school, because students relate negative experiences more often to that context (153 coded segments) than to out of school (107 coded segments), while positive experiences are more often associated to out of school (59 coded segments) than to school context (20 coded segments). Negative experiences in school context are mostly described as longing for school mates due to lack of contacts during lockdown or measures in school (physical distance and division of a class into separate groups), and absence of school social events (excursions, school festivities, etc.). In an out of school context students missed going out with peers and complained about losing touch with them. Positive experiences in that context are dominantly related to socializing with peers despite measures against pandemic and to a lesser extent to online contacts via social networks. Positive experiences in school context students illustrate as a great joy being with school mates again when lockdown was over and insight about their im

Grejova Teorija osetljivosti na potkrepljenje nalaže da je sistem bihejvioralne inhibicije (BIS) zadužen za regulaciju anksioznosti i straha kao odgovora na spoljne stimuluse, dok je sistem bihejvioralne aktivacije (BAS) zadužen za obradu pozitivnih znakova kao što su nagrade. Dikmanov model razlikuje disfunkcionalnu impulsivnost (DI), koju karakteriše nepromišljeno donošenje odluka, od funkcionalne impulsivnosti (FI), koja odražava sklonost ka donošenju brzih odluka kada je to povoljno. Cilj ove studije je da ispita potencijal BIS/BAS i DI/FI da objasne varijansu crta Mračne trijade. Uzorkom je obuhvaćeno 318 prigodno regrutovanih ispitanika (Muzrast = 28.67, SDuzrast = 8.95; 75.2% ženskog pola) koji su popunili BIS/BAS skale (BIS, BAS Traženje zabave, BAS Osetljivost na nagradu i BAS Nagon), Dikmanov Inventar Impulsivnosti i Kratku Mračnu Trijadu (Makijavelizam, narcizam i psihopatija). BAS Osetljivost na nagradu i BAS Nagon su bili značajni prediktori Makijavelizma, što je ukazalo da pojedinci sa visokim skorovima na ovoj crti mogu biti osetljivi na pozitivno potkrepljenje. BIS, BAS Traženje zabave i DI su bili značajni prediktori psihopatije, dok su BIS, sve BAS skale i FI bili značajni prediktori narcizma. Ovi rezultati sugerišu da su slaba inhibicija, niska kontrola impulsa i jaka sklonost ka aktivnostima usmerenim na zadovoljstvo faktori koji značajno doprinose objašnjenju površine psihopatije, i mogu se smatrati posebno važnim za maladaptivno ponašanje. Sa druge strane, pojedinci sa visokim narcizmom mogu biti osetljivi na pozitivno potkrepljenje, usmereni na ciljeve i ispoljavati funkcionalnu impulsivnost, što im omogućuje da iskoriste prilike., Gray’s Reinforcement Sensitivity Theory postulates that the behavioral inhibition system (BIS) is responsible for regulating anxiety and fear in response to external stimuli, while the behavioral activation system (BAS) is responsible for processing positive cues such as rewards. Dickman’s model distinguishes dysfunctional impulsivity (DI), characterized by non-reflective decision-making, from functional impulsivity (FI), which reflects the propensity of making quick decisions when advantageous. The aim of this study is to investigate the potential of the BIS/BAS and DI/FI to explain the variance in the Dark Triad traits. The sample included 318 convenient-recruited participants (Mage = 28.67, SDage = 8.95; 75.2% females) who completed the BIS/BAS scales (BIS, BAS Fun Seeking, BAS Reward Responsiveness, and BAS Drive), Dickman’s Impulsivity Inventory and Short Dark Triad (Machiavellianism, narcissism, and psychopathy). BAS Reward Responsiveness and BAS Drive were significant predictors of Machiavellianism, which indicated that individuals high on this trait could be sensitive to positive reinforcement. BIS, BAS Fun Seeking, and DI were significant predictors of psychopathy, while BIS, all BAS scales, and FI were significant predictors of narcissism. These results suggest that poor inhibition, low impulse control, and a strong tendency to approach pleasure-oriented activities are the factors that significantly contribute to explaining the surface of psychopathy, and they could be seen as particularly important for maladaptive behavior. On the other hand, individuals with high narcissism may be sensitive to positive reinforcement, goal-oriented, and exhibit functional impulsivity, which allows them to capitalize on opportunities.

Growing number of studies conducted recently around the globe reported about the detrimental effects of COVID-19 pandemic on mental health and wellbeing of children and youth. Early evidence indicated that due to nationwide school closures, changes in daily routines and social isolation pandemic could have immediate and long-term mental and behavioural health impacts. Many studies also show that socially disadvantaged youth appear to be particularly at risk of being adversely affected. This paper explores the perspectives of adolescents coming from socially disadvantaged families on their out-ofschool life and wellbeing during COVID-19 pandemic. The qualitative exploration of the adolescents’ experiences in pandemic is conducted in comparative settings of three countries: Croatia, Serbia and Slovenia. In each country, the study is conducted in a number of upper-secondary schools that are purposively selected in order to maximise differences of the contexts in which they operate. Data will be collected in February 2022 via 30 semi-structured interviews with pupils in three countries. In each country, criteria sampling will be applied with regard to pupil’s socioeconomic status (pupils entitled to free school meals or free digital device/ Internet for remote teaching during pandemic) and gender. The topics discussed in interviews include: perception of pandemic impact on adolescent’s life and wellbeing, social life during pandemic, participation in organized activities and changes in leisure time activities, feelings of deprivation due to pandemic. Thematic analysis of interview data will be conducted as an iterative explorative process of noting patterns and themes, clustering and making contrasts based on pupils’ age groups and countries. By giving voice to adolescents coming from socially disadvantaged families, the study will provide in-depth insights into their perceptions and experiences of life in the era of pandemic crisis.

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

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