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Student Feedback on the Effectiveness of ChatGPT for Essay Writing
No full textThis paper investigates the students’ perspectives on using ChatGPT for essay writing in
English among third-grade grammar school students in Belgrade, Serbia. Twenty-two students
participated in the study, initially writing an essay without ChatGPT’s assistance and then
revising it with the tool’s help. After completing both essays, the students filled out a
questionnaire designed to gather their perceptions of how ChatGPT helped improve their essay
writing. The questionnaire was structured with a series of statements related to specific aspects
of essay writing, such as essay organization, cohesion and coherence, argument presentation,
vocabulary use, and grammatical accuracy. The students responded to these statements using
a Likert scale, indicating their level of agreement or disagreement with each statement. The
findings suggest that students perceived significant improvements in their essays when using
ChatGPT. Notable improvements were reported in the organization of the essay, general
introductory sentences, background information usage, topic sentence formulation, generating
cohesive paragraphs, and providing arguments supporting their opinions. Additionally,
students felt that ChatGPT helped them use better vocabulary and write grammatically correct
sentences. Students showed dissatisfaction with ChatGPT when it comes to the text length
management and providing personal opinions and opposing views. These results indicate that
AI tools like ChatGPT can be valuable aids in educational settings, enhancing students’ writing
skills and overall essay quality
What differentiates productive from unproductive adolescent groups engaged in collaborative problem-solving: A qualitative systematic review
Full text linkPeer interaction is widely recognized as one of the important factors of cognitive development,
especially in constructivists and sociocultural approach. Having in mind that global demands for
collaborative problem-solving (CPS) have sparked investigations of peer interaction in the educational
context, we have reviewed research findings within that setting. We chose adolescents considering their
advancements in cognitive and socio-emotional prerequisites to embrace and consider different views
regarding argument exchange, in comparison to younger children, and their higher potential to further
develop those competencies compared to the older population. Our main goal was to make a qualitative
systematization of studies investigating face-to-face peer interaction within school context in order to
extract characteristics which differentiate productive from unproductive groups of adolescents engaged in CPS. The literature inspection using research strings within the three databases (PsycInfo, WoS, ERIC)
yielded 5,256 human studies published in English between 2012 and 2022, which are uploaded to
Covidence. The systematic narrative literature review was conducted in the form of an inductivedeductive
thematic analysis of 160 papers, selected from the mentioned sample aligned with the steps
in PRISMA guidelines. Interrater reliability was excellent (Cohen’s κ=.92; agreement percentage = 97%).
We extracted six major themes differentiating productive from unproductive adolescent peer groups
dialogues during CPS. The first was named Socio-Cognitive Aspects of Collaboration, associated with the
quality of idea exchange and its potential to be a solid base for joint construction of
meaning/knowledge. The second, Socio-Emotional Aspects of Collaboration is related to social and
emotional processes in a peer group during problem-solving. The third theme entitled The Quality of
Task/Problem-Solving Strategies is pertained to adequate reasoning and approaching the problem. The
fourth and fifth groups describe two types of regulation within a peer group, one oriented towards the
problem/task itself (The Regulation of Group Activity Oriented Towards the Task) and the other towards
participants in the process (The Regulation of Group Activity Oriented Towards Group Members). The
sixth one, Participant Engagement, reflected on the nature of adolescents’ involvement in CPS. The
number of identified themes describing peer dialogue during CPS has revealed the enormous complexity
of social interaction and numerous factors influencing it. The obtained results are in accordance with
similar literature reviews (Howe & Abedin, 2013; Asterhan & Schwarz, 2016; Gillies, 2016) but seem to
have a particular focus on the quality of peer interaction and cover a broader spectrum of its features.
Besides theoretical, our findings have practical implications and serve as a guidebook for teachers eager
to contribute to productive collaboration between students in their classroom, but also for researchers
who seek deeper understanding of the nature of peer interaction in order to develop new interventions
focusing on productive dialogue features and prevention of unproductive peer interaction.European Conference on Developmental Psychology (ECDP), 28 August – 1 September, 2023
Turku, Finland Logom
Scaffolding peer collaborative problem solving: a qualitative systematic review
Full text linkPeer Collaborative Problem Solving (CPS) can positively influence learning and
development, in different domains and at different levels of education. Studying collaboration
among adolescents is relevant for educational practice since it helps identify the conditions under
which collaboration might be productive as well as the ways teachers could support students’ CPS
in education. The aim of this systematic review was to identify and systematize research findings
on training and scaffolding modalities enabling adolescents to engage in productive CPS. Following
PRISMA guidelines we searched PsycInfo, WoS and ERIC databases and selected 5256 published
abstracts in English. Six researchers screened the titles and abstracts of all identified papers (2
researchers 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 contribution
of teacher/researcher support. The results revealed that the quality of cooperation training itself
was described in 17 papers (15.4%), while scaffolding was a much more common topic in the
selected research (N = 78; 70.9%). We also selected papers that included both training and
scaffolding (N = 13; 11.8%). Regarding the impact of this kind of support on collaborative problem
solving, the majority of published papers reported positive effects (N = 60, 53.6%) and only a few
of them found its effects to be negative (N = 7, 6.3%). The remaining 44 papers (40%) did not
analyse an impact of training or scaffolding. Our thematic analyses found that in efforts to
contribute to successful CPS, adults (teachers/researchers) can moderate peer interaction in three
ways, by focusing on either cognitive processes (N = 82; 75%), group discussions (N = 73; 66%), or
classroom management (N = 23; 21%). All characteristics that emerged in this review will be
discussed and concluding remarks will be focused on educational implications.Book of abstract:19th International Conference DAYS OF APPLIED PSYCHOLOGY 2023; Transformative Processes in Society, Environment, Organization, and Mental Health Practic
The nexus of nationalism and egalitarianism in populist narratives and value orientations in Serbia in the 21st century
Full text linkIn the seventh chapter, Mladen Radulović and Haris Dajč examine
the connection between nationalism and egalitarianism in populist narratives
and value orientations in Serbia in the 21st century. Using a triangulation
of different methods, the authors manage to detect how nationalism and
egalitarianism, both as messages (from above) and as value orientations
(from below), have shaped the modern political life of Serbia. They analyse
nationalism and egalitarianism in the political messages of the two parties
that won the most votes in parliamentary elections since 2000 and use
data gathered during the past 20 years in the World Values Survey and
European Values Study. The authors successfully explain the longue durée
of nationalism and egalitarianism in Serbian society since the 19th century
Life satisfaction and positive youth development in Serbia
Full text linkLife satisfaction is closely related to emotional, behavioural, social, and environmental youth functioning. Starting from the hypothesis that positive youth development (PYD) qualities such as aspects of eudaimonic well-being lead to higher youth life satisfaction (the hedonic aspect of well-being), we explored predictions of Serbian youth life satisfaction based on the Five Cs on a sample of 215 Belgrade secondary school students (34.9% male students). The research results show that: the youth were mostly satisfied with their friends, their living environment, themselves, and their families, and least satisfied with their school; the Five Cs variables explain the highest percentage of variance in youth satisfaction with the family, and the lowest for satisfaction with the living environment; higher impacts on domain-specific life satisfaction were observed for connection (self-satisfaction, satisfaction with the family and school), confidence (satisfaction with the family and school), and caring (satisfaction with the living environment, school and friends), while competence only predicted self-safisfaction. Providing support for PYD promotion leads to greater satisfaction with different aspects of youth development ecology
Review of the scientific monograph PEER ACCEPTANCE IN INCLUSIVE EDUCATION
Full text linkThe monograph, titled Peer acceptance in inclusive education by authors Milja Vujačić
and Rajka Đević, is aimed at considering important issues concerning the implementation of
inclusive education and represents a valuable scientific contribution in this field. In this
publication, the authors focus on one of the key aspects of inclusive education, which is
related to the provision, encouragement and improvement of social relationships among
students in regular elementary school classes. Although inclusive education represents an
important research field in the professional and scientific literature, scientific papers aimed at
a more comprehensive overview of the inclusive education implementation quality and
opportunities for improving the position of students with developmental difficulties in regular
elementary schools are needed. Bearing in mind the importance of the selected topic, as
well as the fact that the authors have made significant progress in the study of social
acceptance compared to previous research in Serbia, the monograph and the research
presented in it contribute to a more comprehensive overview of the social acceptance of
students in the context of inclusive education.Review of the scientific monograph PEER ACCEPTANCE IN INCLUSIVE EDUCATION
Milja Vujačić & Rajka Đević (2022). Belgrade: Institute for Educational Research, 205 pagesBook: Vujačić, Milja, Đević, Rajka, "Vršnjačka prihvaćenost u inkluzivnom obrazovanju" (2022),
[https://hdl.handle.net/21.15107/rcub_ipir_859
Повезаност самопоуздања и постигнућа: перспектива учитеља
Full text linkАкадемско самопоуздање, као кључни концепт у теоријама мотивације
и учења, испитује се као очекивани образовни исход и као корелат
постигнућа и других некогнитивних варијабли. Бројна истраживања указују
на везу академског самопоуздања и постигнућа - ученици који имају више
самопоуздања у своје способности показују боље академско постигнуће. У
оквиру студија ILSA (International Large Scale Assessment) добијају се подаци
о домен-специфичном самопоуздању као што је читалачко самопоуздање.
За развијање читалачке способности и самопоуздања посебно су значајна
уверења учитеља, с обзиром на њихову улогу у препознавању и неговању
самопоуздања у школи. Циљеви овог истраживања усмерени су на боље
разумевање личних значења које учитељи приписују самопоуздању
ученика, као и процеса изградње и манифестације самопоуздања из њихове
перспективе. Поред тога, циљ нам је био да испитамо перспективе учитеља
о повезаности самопоуздања ученика и њихових школских постигнућа, уз
ослањање на резултате међународних тестирања и постигнућа ученика из
Србије. У истраживању је учествовало 17 учитеља који су били распоређени
у три фокус групе у трајању од по сат времена. На основу индуктивне
тематске анализе разговора са учитељима идентификовано је неколико тема:
значење самопоуздања кроз когнитивне, емоционалне и социјалне аспекте,
препознавање самопоуздања кроз комуникацију, особине ученика, социјалне
односе, мултидимензионалност самопоуздања и улога самопоуздања у
школском успеху, рефлексија на истраживање PIRLS и развој самопоуздања
у школи кроз факторе као што су: породица, вршњаци, учитељи, окужење,
особине ученика. Добијени резултати дискутовани су у светлу важности
информисања учитеља о улози самопоуздања у постигнућу и различитим
стратегијама које учитељи могу применити како би препознали и неговали
самопоуздање ученика у школи.ЗБOРНИК РЕЗИМЕА XXX нaучнa кoнфeрeнциja „Пeдaгoшкa истрaживaњa и шкoлскa прaксa” PIRLS 2021: РЕЗУЛТАТИ И ИМПЛИКАЦИЈ
Мотивисаност ученика да читају и осећај припадности школи
Full text linkнаучној литератури постоје различита схватања која се тичу мотивације
у области читања. У овом раду мотивисаност ученика да читају односи се
на унутрашњу мотивацију ученика за читање, односно на ангажовање у
читању ради сопственог уживања или перцепције значаја читања. Осећај
припадности школи подразумева осећај ученика да их други актери
школског живота прихватају, поштују, ангажују и подржавају. Полазећи од
основних постулата Теорије самодетерминације и схватања припадности као
фундаменталне људске потребе, која представља предуслов за позитивне
резултате у било ком домену, спроведена је секундарна анализа података
у циљу сагледавања варијација нивоа мотивисаности ученика да читају у
односу на ниво њиховог осећаја припадности школи. У раду су анализирани
подаци добијени на узорку од 3953 ученика четвртог разреда основних школа
у Србији. У обради података примењена је једнофакторска анализа варијансе
за независне узорке. Резултати показују да постоје значајне разлике између
нивоа мотивације у области читања код ученика који имају висок осећај
припадности школи, ученика који имају умерени осећај припадности школи
и ученика који имају низак осећај припадности школи (F = 25.61, df1= 51, df2 =
3901 p < 0.01, η2 = .25). Накнадни post hoc тест указује на то да су ученици који
имају висок осећај припадности школи значајно више мотивисани да читају у
односу на ученике који имају умерени или низак осећај припадности школи.
Значајне разлике у манифестовању мотивације у области читања бележе се и
у корист ученика који имају умерени осећај припадности школи у односу на
ученике који имају низак осећај припадности школи. Добијени налази могу
бити значајна смерница да се приликом планирања стратегија подстицања
мотивисаности ученика да читају нарочито узимају у обзир активности које
доприносе осећају припадности школи, попут кооперативних активности,
ангажованости наставника или омогућавања избора ученицима. Резултати
могу послужити и као полазна основа за дубље испитивање односа између
ова два конструкта.ЗБOРНИК РЕЗИМЕА XXX нaучнa кoнфeрeнциja „Пeдaгoшкa истрaживaњa и шкoлскa прaксa” PIRLS 2021: РЕЗУЛТАТИ И ИМПЛИКАЦИЈ
Defining the Self in Terms of Power, Plurality and Social Embeddedness – the Model of the Agonistic Self
No full textThe paper offers an analytical framework for conceptualization andresearch of the structure and dynamics of the agonistic self, relying onHermans’ dialogical self theory and Foucault’s analytics of power. In amultiple-case study, 9 teachers participated in a two-phase AgonisticSelf Interview. A deductive-inductive thematic analysis of the datayielded an analytical framework comprising 4 categories: Functions ofVoices, Power Relations (with two sub-categories: Forms of ExercisingPower and Practices for Exercising Power and Resistance), Types ofRelations Between Voices, and Institutional Context. The paper offers theanalytical concept of a strategic situation along with novelmethodological tools for the research and analysis of the self asembedded in interpersonal relationships and sociocultural andinstitutional context. The psychological relevance of the findings isdiscussed in terms of relations between dominance and maintainingplurality within the self and relations between the stability and socialcontextualization of the self.This is accepted version of the paper: Džinović, Vladimir, Sanja Grbić, и Dragan Vesić. 2023. „Defining the Self in Terms of Power, Plurality and Social Embeddedness–The Model of the Agonistic Self“. Culture & Psychology 29(2):336–77. doi: [10.1177/1354067X231156595]Summplementary material: [http://ipir.ipisr.org.rs/handle/123456789/1155]Published manuscript: [https://ipir.ipisr.org.rs/handle/123456789/1156
Teachers’ diversity awareness and critical consciousness - sine qua non of social justice in schools
Full text linkУ овом раду се разматра улога наставника у домену подстицања друштвене правде и испитује се на који начин наставници доживљавају и реагују на различитост и неједнакост
у својој учионици. Прегледавши литературу настојали смо да одговоримо на три истраживачка питања: 1) шта су свест о различитости и критичка свест у образовању; 2) зашто су свест о различитости и критичка свест важне и 3) како се свест о различитости
и критичка свест наставника могу подстаћи. Преглед литературе показао је да је већина
радова који се баве свешћу о различитости и критичком свешћу наставника објављена
у последњих неколико година и да је препозната важност ова два концепта за широк
спектар предавача. Чини се да постоји повећано интересовање за ову тему због пораста
различитости у учионицама и препознавања улоге наставника у вези са питањима која се
тичу различитости и неједнакости. Међутим, потребно је спровести истраживања већих
размера, будући да је већина постојећих студија мањег обима. На основу овог прегледа
литературе тврдимо да, уколико желимо да образовни систем буде инклузивнији за све,
свест о различитости и критичка свест морају бити подстакнути кроз стручни развојни
програм наставника пре завршеног иницијалног образовања и током рада у образовању.The present paper focuses on teacher’s role in social justice and explores how teachers perceive and react upon diversity and inequality in their classrooms. Through a literature review, we aimed to answer three research questions: 1) what are diversity awareness and critical consciousness in education; 2) why are diversity awareness and critical consciousness important; and 3) how can diversity awareness and critical consciousness be supported in teachers. The literature review has revealed that most papers on teachers’ diversity awareness and critical consciousness have been published within the last few years and that the importance of the two concepts has been recognized for a wide range of educators. There seems to be a growing interest in this topic due to the increase of the diversity in classrooms and the recognition of the teachers’ role in addressing diversity and inequality. However, large-scale studies would be a needed contribution to the field, as most of the existing studies are small-scale. Based on this review, we argue that both diversity awareness and critical consciousness need to be supported through preservice and in-service teacher professional development programs, if we are to make education systems more inclusive for all