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Enhancing civic engagement through english language teaching at Serbian schools
No full textA cross-curricular approach to English language teaching (ELT) provides
plenty of room for teachers to go beyond linguistic competence, helping
develop students’ civic awareness and engagement. This paper explores
how ELT can serve as a tool for fostering active and responsible
citizenship in the context of Serbian secondary education, in line with
the broader goals of Civic and Citizenship Education (CCE). English
classes provide an opportunity to introduce and reinforce democratic
values, critical thinking, and participation in both local and global civic
contexts. Aiming to assess the current integration of civic themes into
ELT at Serbian schools and explore the potential for further embedding
civic education elements into the English language curriculum. The study
combines qualitative and quantitative data to analyze the extent to which
the current English language textbooks and materials in Serbia include
themes related to civic education: democratic values and principles,
environmental sustainability, social diversity and inclusion, participation
in civic life, media literacy and digital citizenship, and global citizenship.
Embedding civic themes within ELT allows students to gain language
skills while also developing critical competencies needed to navigate
and contribute to an increasingly globalized world. While data collection and analysis are still ongoing, preliminary results will be shared at the
conference. The findings are expected to reveal the current practices and
opportunities for further embedding civic themes within the ELT curriculum
at Serbian schools, contributing to a deeper understanding of the crosscurricular
links between language learning and civic engagement.Book of abstracts: The 31st International Scientific Conference “Educational Research and School Practice“, December 6, 202
Youth mental health issues: what is the link with mental health literacy?
No full textWhile there are scarce data about the relationship between mental health
disorders and mental health literacy in Serbian youth, research worldwide
has shown the preventive effect of promoting mental health literacy among
the young population, especially within the school community. This study
examined the relationship between perceived mental health literacy
qualities (knowledge; erroneous beliefs/stereotypes; first aid skills and
help-seeking; and self-help strategies) measured by the MHLq-SVa and
self-rated symptoms of depression, anxiety, and stress assessed by the
DASS-21. Furthermore, the study explored the roles of erroneous beliefs/
stereotypes, first aid skills and help-seeking, and self-help strategies in
explaining the relationships between mental health literacy knowledge and
symptoms of youth depression, anxiety, and stress. The sample comprised
344 participants (78.5% female) aged 17–25. Mental health knowledge,
erroneous beliefs/stereotypes, first aid skills/help-seeking, self-help
strategies, and self-rated physical and mental health explained significant
percentages of the variance in depression (45%), anxiety (32%), and
perceived symptoms of stress (30%). Mental health knowledge showed direct positive links with depression (z=4.487, p<.001), anxiety (z=3.658,
p<.001), and stress (z=3.179, p<.01). Self-help strategies mediated the
links of mental health knowledge with anxiety (z=-3.128, p<.01), stress
(z=-2.280, p<.05), and depression (z=-2.124, p<.05). First aid skills and
help-seeking mediated the correlations of mental health knowledge with
anxiety (z=-2.484, p<.05), stress (z=-2.311, p<.05), and depression (z=-
2.994, p<.01). Promoting mental health literacy in the educational context
is recommended as a measure for preventing mental health issues.Book of abstracts: The 31st International Scientific Conference “Educational Research and School Practice“, December 6, 202
Early development of body parts vocabulary in Serbian: parent report data
No full textThe human body has a special status during the child's development because through the body
she learns about the world around her, but the body itself is also an object of the child’s
experience. Words that refer to body parts are among the first words in children’s vocabulary,
yet there are few studies on the development of body parts vocabulary. The study aimed to
explore the early acquisition of body part terms based on the adapted Serbian version of
MacArthur-Bates parent report inventories CDI I (8-18 months) and CDI II (19-30 months)
(Anđelković et al., 2017). 22 body parts items were listed in the CDI I inventory, and 28 (6
additional) body parts in the CDI II. In CDI I, 74 parents marked the words their children only
comprehend or comprehend and produce. In CDI II, another group of 73 parents marked only
the words their children produced. The mean number of comprehended words for children aged
8–18 months was 5.9 (SD = 5.7, range 0–19), but 24% of children did not understand any body
part word. The mean number of words comprehended and produced was 1.3 (SD = 3.8, range
0-19), but 83% of children did not produce any body part word. To follow more precisely
developmental trends, children were grouped into four age categories: 8-9, 10-12, 13-15 and
16-18 months. Analysis of variance revealed that the average number of comprehended body
part words per participant significantly increased with age, F(3, 70) = 17.58, p < .001, ηp
2 =
.43. Significant age effect was also obtained for the average number of produced words, F(3,
70) = 6.72, p < .001, ηp
2 = .22. In the sample of children aged 19–30 months, the mean number
of words produced was 16.3 (SD = 8.4, range 0-27), but 9% of children did not produce any
body part word. This sample was also divided into four age categories: 19-21, 22-24, 25-27
and 28-30 months. Analysis of variance with the average number of produced body parts words
per participant significantly increased with age, F(3, 69) = 7.74, p < .001, ηp
2 = .25. As in
previous studies, the first comprehended and produced words refer to body parts that are
perceptually salient and included in a child’s everyday routines: leg, mouth, tummy, hand, and
finger. However, the words less conspicuous from the child's perspective regarding experience
and perception were also recorded, which reveals the importance of playful verbal interaction
sequences with adults (e.g., head, tooth)
Где има воље, има и начина: социјалне наставне праксе наставника у основним школама током пандемије КОВИД-19
No full textThe study aimed to examine the implementation of social teaching practices (STP) in primary schools in Serbia during the COVID-19 pandemic. We explored how the flexibility of STP relates to teachers’ socioemotional competencies (SEC), general teaching difficulties during the pandemic, their satisfaction with the education system, and perception of professional future on a sample of 817 teachers. Research findings suggest that those teachers with higher SEC, less teaching difficulties, and those who are more satisfied with the education system and more optimistic about their professional future implement more STPs. Differences in STPs were also found regarding the teachers’ gender, education cycle, and teaching modality. The study indicated that use of STPs by teachers in times of crisis can be empowered with diverse support opportunities through professional development.Истраживање је усмерено ка процени могућности коришћења социјалних наставних пракси (СНП) у условима пандемијског образовања. На узорку од 817 наставника основних школа испитана је флексибилност социјалних наставних пракси у вези са социоемоционалним компетенцијама (СЕК) наставника, генералним тешкоћама извођења наставе током пандемије, задовољством наставника образовањем у време пандемије и перцепцијом будућности професије. Резултати истраживања упућују на то да социоемоционално компетентнији наставници, наставници задовољнији функционисањем образовног система у време пандемије, као и наставници оптимистичнији у вези са својом професионалном будућношћу примењују више СНП. Откривене су разлике у примени социјалних наставних пракси у односу на пол, образовни циклус и модалитет наставе. Резултати истраживања упућују на то да примена социјалних наставних пракси у кризним временима може бити унапређена различитим могућностима подршке у склопу професионалног развоја наставника
Teachers’ practices in encouraging students’ reading motivation
No full textПроучавање мотивације ученика за читање обухвата различите чи-
ниоце и њихове односе са ангажовањем током читања и са разумевањем
прочитаног. На млађем основношколском узрасту развој читалачких
компетенција је веома интензиван, а проналажење ефикасних присту-
па да се ученици мотивишу да читају представља изазов за наставнике.
У овом раду испитивано је како наставници мотивишу ученика за чи-
тање. Извршене су секундарне анализе података добијених путем Упит-
ника за наставнике и Упитника за ученике у истраживању PIRLS 2021 у
Србији, на узорку од 226 наставника и 4037 ученика четвртог разреда
основне школе. Поступци наставника се односе на организовање разли-
читих облика рада и подстицање разговора о прочитаном, разумевања и
интерпретације прочитаног. Према добијеним резултатима, настава чи-
тања више је усмерена на фронтални и самостални рад ученика, а мање
на групни рад. Наставници најчешће подстичу ученике да дискутују и да
продубе разумевање текста, да одговарају на питања и да препричавају
прочитано. Мотивација за читање повезана је са ученичким опажањима
поступака наставника. Ученици који су мотивисанији изјављују да су им
интересантни садржаји које им наставници задају да читају. Резултати
указују да у настави треба примењивати различите облике рада којима се
подстичу читалачка интересовања, уживање у читању и веће ангажовање
ученика. Тиме се омогућава развијање мотивације, читалачких навика и
читалачких компетенција.The studying of students’ motivation for reading includes various factors
and their relationships with engagement during reading and reading comprehension.
At the primary school level (from 1st to 4th grade), the development
of students’ reading competencies is very intensive and finding effective
approaches to motivate students to read is a challenge for teachers. In this paper
we investigated how teachers encourage students’ motivation to read. Secondary
analyses of data obtained through the Teacher Questionnaire and the
Student Questionnaire in the PIRLS 2021 study in Serbia on a sample of 226
teachers and 4037 students of the 4th grade of primary school were performed.
The teachers’ practices are related to organizing different forms of work and
encouraging discussion, understanding and interpretation of what has been
read. According to the obtained results, the teaching of reading is more focused
on the whole class and independent work of students and less on group work.
Teachers most frequently encourage students to discuss and deepen their understanding
of the text, to answer questions and retell what they read. Reading
motivation is related to students’ perceptions of the teacher’s practices. More
motivated students find the content that their teachers assign them to read interesting.
The findings suggest that different forms of work should be used in
classrooms to promote students’ reading interests, enjoyment and engagement.
This allows the development of motivation, habits and competencies for reading
Školska vaspitna praksa: Stanje u Srbiji i ključni pojmovi
No full textPre svega, uočava se da je vaspitna funkcija škole prepoznata u domaćim
propisima kojima se uređuje obrazovna politika, život mladih, mentalno
zdravlje i drugi domeni koji se tiču dobrobiti učenika. Drugo, u pojedinim
propisima eksplicitno se upućuje na značaj vaspitne uloge škole, dok je
u drugim tema vaspitanja regulisana posredno. Treće, pojam vaspitanja
u svim relevantnim domaćim propisima tretiran je u širem smislu, tako da
uključuje i vannastavne aktivnosti i aktivnosti u saradnji sa zajednicom i
svim akterima obrazovno-vaspitnog procesa. Četvrto, predviđeni indikatori
za praćenje ostvarenosti cilja jačanje vaspitne uloge škole, pretežno se
tiču broja obuka zaposlenih i drugih učesnika u obrazovno-vaspitnom
procesu od strane eksternih stručnjaka, koje posredno utiču na školsku
vaspitnu praksu (na primer, prevencija nasilja, antidiskriminacija). Peto, u
ključnim dokumentima je primetan nedostatak istraživačkih kapaciteta za
praćenje ostvarenosti ciljeva u vezi sa realizacijom vaspitne uloge škole,
što čini nepouzdanim procenu potreba kao i evaluaciju efekata primenjenih
programa. Šesto, prema predviđenim propisima primetno je opterećenje
odeljenskih starešina kao nosilaca vaspitne funkcije škole
Characteristics of Sensory Processing in Children with Cochlear Implants and Hearing Aids
No full textSensory processing includes perception, organization, and reaction to sensory stimuli. Research has
shown that deaf and hard-of-hearing children have unique sensory processing characteristics. The aim
of this study was to identify these characteristics and examine the contributions of factors such as type
of amplification, chronological age, hearing age, and frequency of rehabilitation to sensory processing
features. Parents of 52 children, aged 3 to 10 years old, completed the Sensory Profile questionnaire.
Results showed that most children were within the typical performance range in most subscales,
however, children with cochlear implants had better scores in several domains compared to children
with hearing aids. Chronological age, hearing age, and frequency of rehabilitation did not contribute
to overall sensory processing. These results indicate that children with cochlear implants have a more
successful integration of sensory processing abilities. Early intervention and consistent rehabilitation
are needed to optimize sensory outcomes in deaf and hard-of-hearing children
PEER Training: Building successful collaborative problem-Solving Skills in Adolescents
No full textThis 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 prob-lem-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.SIG 10, 21 & 25 CONFERENCE:
Co-constructing
the politics of
meaning, diversity
& learning
WALKING THE TALK:
Bari, 11-13 September 202
Validation of the achievement emotions questionnaire in mathematics among high school students
No full textThis study aims to validate the Achievement Emotions Questionnaire in Mathematics (AEQM)
within a Serbian sample, comprising high school students aged 15 to 19. Grounded in
control-value theory, the study posits that these emotions stem from appraisals related to
control and value, subsequently influencing students' motivation, learning strategies, and
performance. The AEQ-M instrument contains 60 items and assesses seven emotions
(enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across three contexts (in
class, during learning, in testing situations). The sample of 457 students (70% female; Mage =
16.35), from both grammar and vocational schools, completed the questionnaire either in the
school or online format. Confirmatory factor analysis was carried out in Mplus 7 to examine
the fit of our data to scale’s theory-proposed factor structure. A CFA of the 60 scale items
showed poor model fit. After excluding 10 items with low factor loadings (< .50) and 14 items
that were cross-loaded on two or more factors, the final model consisted of 36 items and
resulted in adequate model fit (χ2(573) = 2194.50, CFI = .88, TLI = .87, RMSEA = .08 and
SRMR = 0.07). To test reliability and convergent validity of constructs we conducted CR (>
.70), AVE (> .50) and inspected factors loadings. Analysis showed that all emotions had
acceptable values indicating good reliability and convergent validity. Comparing configural,
metric and scalar invariance models, we tested cross-gender, school and grade measurement
invariance. Based on differences in CFI < .01 and in RMSEA < .015, metric and scalar
invariance was established. In the next step, we analyzed emotions’ correlations with the math
grades and motivation for learning math and correlations were in expected order and directions.
In order to test discriminant validity we inspected correlations between emotions and compared
AVE with the squared correlation between emotions. These analyses revealed very strong
correlations (> .70) between Hopelessness and factors encompassing Anxiety, Anger, and
Shame, indicative of substantial multicollinearity challenges among these constructs, as
obtained in previous studies. These strong intercorrelations highlight the complexity of
disentangling the specific influences of these related emotional constructs, necessitating a
nuanced approach in the interpretation and refinement of the analytical model.Knjiga rezimea: XXX međunarodni naučni skup Empirijska istraživanja u psihologiji 22-24. mart 2024, Filozofski fakultet, Univerzitet u Beograd
Some reflections about teachers motivation issues
No full textМотивация педагогов является важным параметром в обучении. Мотивации может не хватать, и она может быть ослаблена рядом факторов, вследствие чего учителя становятся демотивированными и фрустрированными на разных этапах их профессионального развития. В данной статье представлен обзор исследований мотивации педагогов, ее взаимосвязи с мотивацией учащихся, а также преимуществ автономной мотивации.Teacher motivation stands out as an important component of teaching and can be present to an insufficient degree or weakened by a number of factors so that teachers become demotivated and frustrated during different stages of their professional development. The paper provides an overview of research on teacher motivation, connections and relationships with student motivation, as well as the advantages of autonomous motivation.Международной научно-практической конференции, посвящённой 85-летию доктора психологических наук, профессора, заслуженного работника высшей школы РФ, заслуженного профессора РУДН им. Патриса Лумумбы Александра Ивановича Крупнова, Личность в современном обществе: исследование, образование, развити