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Exploring mental health literacy and stigma among school staff in serbia: have we left teachers alone?
No full textAmong researchers focused on youth mental health, mental health literacy (MHL)
is one of the key concepts to explore. Mental health literacy involves knowledge and
beliefs about mental disorders that aid their recognition, management, and prevention.
However, data on MHL in countries with less developed and less contemporary
educational systems, such as Serbia, where mental health topics are not frequently
discussed, remain sparse. Furthermore, existing data on the prevalence of stigma towards
mental health problems in the Serbian general population is limited and does
not extend to the school context, highlighting a significant research gap. Members
of the school staff can play a significant role in identifying and supporting students
with mental health issues, as well as promoting an environment that is conducive to
mental well-being. Our research is aimed at exploring levels of stigma and mental
health literacy among school teachers and members of school service for psychological
and educational support. Additionally, we examined differences in stigma and mental
health literacy among school teachers and members of psychological and educational
support. We used scales for stigma assessment and adapted one of the Mental Health
Literacy scales for the Serbian population. The research invitation was sent to the
school staff across Serbia to participate in the study. The final sample consisted of
499 participants, including teachers, classroom teachers, and members of school service
for psychological and educational support. Data were analyzed using Multivariate
Analysis of Variance (MANOVA). Results showed that members of psychological and
educational support have lower levels of stigma and higher levels of knowledge, comfort,
and awareness compared to teachers and classroom teachers. Also, participants
were asked to state what are the most important issues to address among students, and
they identified bullying and harassment, substance abuse, and anger management as
the critical concerns. The implications for the improvement of MHL among school
staff are discussed.Knjiga sažetaka: 6. Dani obrazovnih znanosti 16—18. 10. 2024. Zagre
Theory, method and practice of the agonistic approach to the dialogical self
No full textFirst, I present a theoretical concept of the agonistic self as a further elaboration of Hermans’
idea that both consensual and agonistic dialogues shape the dynamics of the self. Second,
I present the Model of Agonistic Self Methodology (MAS-M) as a theoretical-methodological
framework that serves to interpret one's experience of self as well as to design psychological
interventions. It consists of the Interview for the agonistic self and analytical categories -
functions of voices, types of relationships between voices and constellations. These
categories result from inductive-deductive analyzes that we have conducted in several
studies and they complement the categories for describing the functions and relationships
between I-positions in the DST. We confirmed some of Hermans' categories related to the
functions of I-positions such as promoter, meta-position and shadow position. However, we
mapped a larger number of new functions that voices can perform and a variety of relations
between them. For example, Ideologues personify core values, while Protestors resist the
Ideologues and are therefore "silenced". Relationships vary depending on the degree of
compatibility of the voices and range from conflict through productive tension to cooperation
and identification. MAS-M offers a description of constellations as characteristic patterns ofrelationships between a large number of voices, which we see as its most significant
contribution. Thus, the dynamics of the agonistic self can be described in terms of a relatively
stable order of power and five patterns of undermining and restoring that order. Finally, I
demonstrate the use of the MAS-M in research and psychotherapy.Book of Abstracts:12th International Conference on the Dialogical Self June 4-7, 2024 Tallinn, Estoni
Satisfying teachers’ basic psychological needs through professional learning
No full textThe introduction of elective programs (EP) into the grammar school
curriculum in Serbia required the preparation of teachers for their
implementation in the teaching practice. The Economics and Business
elective is taught by teachers with initial education in the field of economics.
Hence, decision-makers have provided teachers with three-day training
to support the successful implementation of the program, emphasizing
research- and project-based learning. This qualitative study explored
how Economics and Business teachers evaluated the professional
changes they experienced during training for program implementation.
More specifically, the study aimed to determine how training contributed
to teachers’ sense of satisfaction of their basic psychological needs
(autonomy, competence, and relatedness) during professional learning.
The study involved 19 teachers with economics degrees employed at
grammar schools in Serbia where this EP was implemented. The data
were obtained via three online group interviews conducted during the spring of 2023. Using qualitative content analysis and coding, we identified
the following response categories: 1) Teachers’ Sense of Freedom (“The
entire training was helpful, we could start independently there… we have
this freedom, because you don’t know and you have no one to ask“);
2) Developing Skills in Planning and Organizing Research- and Project-
Based Learning („How to motivate them to ask questions“); 3) Acquiring
Specific and Practical Knowledge in the Domains of Methods and
Didactics (“Everything was relevant and everything we learned then was
applicable...“); and 4) Horizontal Exchange of Knowledge and Experiences
with Colleagues (“I would like to hear other colleagues’ opinions… and
share these experiences”). In line with self-determination theory, teachers
in our study expressed the need for autonomy in decision-making related
to the preparation and organization of EP teaching, opportunities to test
their competencies and reinforce their knowledge through well-structured
learning experiences, and a sense of relatedness with colleagues during
training sessions. The results suggest that professional learning during
EP implementation training was oriented towards every person’s inherent
needs for autonomy, competence, and relatedness.Book of abstracts: The 31st International Scientific Conference “Educational Research and School Practice“, December 6, 202
Exploring adults’ mediation in collaborative problem solving among adolescents
No full textPeer Collaborative Problem Solving (CPS) is recognized as a pivotal factor in shaping positive
learning outcomes and developmental progress across various educational levels. This
systematic review aims to comprehensively synthesize existing research on the adults’
scaffolding modalities that effectively facilitate adolescents' engagement in CPS. According to
PRISMA guidelines, an extensive search across PsycInfo, WoS, and ERIC databases yielded
5256 English abstracts, from which 160 papers were selected for in-depth analysis. Among the
chosen papers, 110 provided valuable insights into adult mediation, i.e. the supportive role of
teachers/researchers. Notably, while 17 papers (15.4%) detailed cooperation training,
scaffolding emerged as a predominant focus in the selected research (N = 78; 70.9%).
Additionally, 13 papers (11.8%) explored both training and scaffolding methodologies.
Examining the impact of such support on collaborative problem-solving, a majority of
published papers reported positive effects (N = 60, 53.6%), with a minimal number indicating
negative effects (N = 7, 6.3%). The remaining 44 papers (40%) did not analyse an impact of
training or scaffolding on CPS. Thematic analyses uncovered crucial insights into the
multifaceted ways in which adults (teachers/researchers) contribute to successful CPS.
Moderation of peer interaction was observed through a tripartite focus on cognitive processes
(N = 82; 75%), group discussions (N = 73; 66%), and classroom management (N = 23; 21%).
The main characteristics identified in this review provide a comprehensive understanding of
the dynamics involved in fostering effective CPS among adolescents. The ensuing discussion
will delve into these characteristics, offering concluding remarks with pertinent educational
implications.Knjiga rezimea: XXX međunarodni naučni skup Empirijska istraživanja u psihologiji 22-24. mart 2024, Filozofski fakultet, Univerzitet u Beograd
Društveni položaj i čitalačka pismenost u Srbiji: kontekstualizacija rezultata
No full textStudija PIRLS, kao i ostala velika međunarodna istraživanja u oblasti obrazovanja
(poput istraživanja PISA i TIMSS) omogućavaju nam da analiziramo pravednost
obrazovnog sistema. Pravednost obrazovnog sistema, odnosno koliko je obrazovanje
dostupno pripadnicima različitih društvenih grupa je jedan od važnih pokazatelja
kvaliteta obrazovnog sistema (Lazenby, 2016; Lynch, 2000; Sacks, 2007). Pri tome,
procena pravednosti (otvorenosti) jednog obrazovnog sistema ne odnosi se samo
na to u kolikoj meri pojedinci mogu da pristupe i završe određeni nivo obrazovanja
već se odnosi i na to koliko je kvalitetno obrazovanje koje im je dostupno i koliko se
razlikuje postignuće (školski uspeh ili postignuće na eksternim testovima) pripadnika
različitih društvenih grupa. Smatra se da su najbolji obrazovni sistemi oni unutar
kojih svi učenici ostvaruju dobre rezultate bez obzira na njihove socioekonomske
karakteristike i društveno poreklo. Nažalost većina obrazovnih sistema ne uspeva da
dostigne te standarde i mnogobrojna istraživanja sprovedena u različitim zemljama
pokazuju da društveni položaj utiče na obrazovne ishode (Coleman et al., 1966;
Gamoran & Long, 2007; Weis, 2010). Dakle, potrebno je stvarati otvoreniji obrazovni
sistem, koji zajedno sa drugim institucijama dovodi do pravednijeg društva (Arnot,
2006)
Zadovoljenost socioemocionalnih potreba u školi: kako je pandemija COVID-19 izmenila percepciju učenika
No full textŠkola je jedan od najznačajnijih faktora socijalizacije dece (Rot, 2014: 148). Iako se
o njoj najčešće govori iz ugla njene obrazovne uloge, ona je istovremeno i mesto
na kome se deca razvijaju i sazrevaju. Nakon porodice, koja je nesporno primarna
zajednica u kojoj se deca formiraju kao ličnosti (Ivić i sar., 2010), kada pođe u školu
dete dolazi u sredinu u kojoj postoje drugačija pravila i zahtevi i gde je priroda
socijalnih odnosa različita od one u porodici. Kada govorimo o okruženju u školi,
govorimo o: fizičkom okruženju, emocionalnom okruženju (osećanja i potrebe
učenika i nastavnika), socijalnom okruženju (međusobni odnosi između učenika, kao
i između učenika i nastavnika) i saznajnom okruženju (postignuće učenika i razlike
među njima u domenu znanja i veština) (Mavroskufis, 2013: 52). Dakle, škola nije samo
mesto na kome se uči, već i mesto na kome se intenzivno odvija socioemocionalni
razvoj, odnosno zajednica u kojoj je važno da deca zadovoljavaju i svoje socijalnoemocionalne
potrebe. Prema shvatanju Rajana i Desija (Ryan & Deci, 2000: 229),
psihološke potrebe su „unutrašnja psihološka svojstva neophodna za psihološki rast
i razvoj, integritet i blagostanje”. One stoje u osnovi ljudskog ponašanja, pokreću
ga i usmeravaju. Teorije potreba sagledavaju ponašanje ljudi upravo kao odgovor
organizma na potrebe koje doživljava (Brofi, 2015). Zadovoljavanje potreba leži u osnovi adekvatnog rasta i funkcionisanja ličnosti i predstavlja važan faktor motivacije
za druge značajne aktivnosti, kao i za efikasne mehanizme prevladavanja poteškoća
(Reeve, 2010)
English language teachers’ attitudes towards writing in the earlygrades in Serbia
No full textThe aim of this paper is to determine the attitudes of English language teachers who teach in younger grades of elementary school towards the teaching of writing. The research was carried out in the period from June to July 2023 on a convenient sample comprising 74 teachers working in Serbia. Only those teachers who teach or have taught English in younger grades of primary school participated in the research. The teachers took part in an online questionnaire. The research results show that the current teaching practice does not neglect writing in the first two grades and that writing activities are incorporated into lesson plans even though writing is not foreseen by the curriculum. At the end of the paper, implications for teaching are presented, suggesting a new methodological approach as well as redefining syllabi.У раду се приказују резултати истраживања чији је циљ био да се утврдеставови наставника који предају енглески језик у млађим разредима основне школе према настави почетног писања. Истраживање је реализовано током јуна и јула 2023. године на пригодном узорку који је чинило 74 наставника са територије Републике Србије. У истраживању су учествовали само они наставници који предају или су предавали енглески језик у млађим разредима основне школе. Наставници су одговарали на питања у онлајн упитнику. Резултати истраживања показују да актуелна наставна пракса не занемарује писање у прва два разреда и да је писање присутно иако није предвиђено наставним програмом. На крају рада су представљене импликације за наставу на основу којих се предлаже ново методичко сагледавање и редефинисање постојећих програма
“Sé Lo Que Quiero, Pero Es Un Camino Difícil Por Delante”: Adolescentes Y Su Futura Educación Y Carreras
No full textThis qualitative study aimed to gain a deeper understanding of adolescents’ experiences and opinions about their future career exploration and planning during the coronavirus disease 2019 (COVID-19) pandemic. We interviewed 27 adolescents (aged 16–17 years). The thematic analysis yielded the following themes: educational and occupational aspirations, career goals, career guidance and support, fear, insecurity, and personal responsibility for future education and careers. These cognitive, motivational and emotional aspects of career exploration and planning were explored within the model of vocational identity development. Not only did the pandemic fail to stop the planning and exploration of careers among adolescents, but it also served as a challenge inspiring them to view their career development from a different perspective.Peer-reviewed manuscript: [http://ipir.ipisr.org.rs/handle/123456789/1114
“Sé Lo Que Quiero, Pero Es Un Camino Difícil Por Delante”: Adolescentes Y Su Futura Educación Y Carreras
No full textThis qualitative study aimed to gain a deeper understanding of adolescents’ experiences and opinions about their future career exploration and planning during the coronavirus disease 2019 (COVID-19) pandemic. We interviewed 27 adolescents (aged 16–17 years). The thematic analysis yielded the following themes: educational and occupational aspirations, career goals, career guidance and support, fear, insecurity, and personal responsibility for future education and careers. These cognitive, motivational and emotional aspects of career exploration and planning were explored within the model of vocational identity development. Not only did the pandemic fail to stop the planning and exploration of careers among adolescents, but it also served as a challenge inspiring them to view their career development from a different perspective.This is the peer reviewed version of the paper:Malinić, Dušica, Ivana Đerić, и Slavica Maksić. 2024. „‘I Know What I Want, But It Is a Hard Road Ahead’: Adolescents’ Future Education and Careers“. International Journal for Educational and Vocational Guidance. doi: [https://doi.org/10.1007/s10775-024-09663-w
Bullying victimization experiences among Belgrade high school students
No full textBullying refers to intentional actions, repeated over time, that harm, intimidate, or humiliate
another person and that occur within the context of an imbalance of power, either real or
perceived, between the bully and the victim. Previous research suggests that age and gender
differences in bullying may be dependent upon the specific type of bullying behavior measured.
In general, the serious consequences of bullying impose the need for constant examination of
this negative phenomenon. To examine the frequency of personal experience of bullying
victimization among high school students, a survey was conducted on a sample of 243 Belgrade
students (76.5% female), aged 14–19 (M = 16.5; SD = 1.1). The Delaware Bullying
Victimization Scale (DBVS) was used to examine the frequency of personal experience of
bullying victimization. The DBVS is a six-point Likert-type scale (1 – never; 6 – every day),
which consists of a total of 16 items, which are further grouped into four subscales: Verbal,
Physical, Social/Relational and Cyberbullying. A separate score is computed for each subscale
(Verbal, Physical, Social/Relational, and Cyberbullying) and a total Bullying in School score
is computed by summing the scores on the first three subscales (under the recommendation of
the authors of the instrument). Internal reliability of the scale was high (α = .92). In general, it
can be said that high school students very rarely experienced bullying victimization (M = 1.63;
SD = .89). Verbal bullying victimization was the most common of all forms (M = 1.85; SD =
1.21), while cyberbullying was the least pronounced (M = 1.3; SD = .73). Male students more
often than female students experienced verbal (t(242) = 3.21, p < .01, d = .53), physical (t(242)
= 3.8, p < .01, d = .63), cyberbullying victimization (t(241) = 2.67, p = .01, d = .45), as well as
bullying victimization in general (t(242) = 3.29, p < .01, d = .55). The student's age had weak
positive correlations with the total score (r = 0.17, p = .01), but also with the scores on all
subscales (except for the Physical bullying). Based on the obtained findings, it can be
concluded that in the examined sample of high school students bullying victimization is not
frequent, male students experience bullying victimization more often, and the frequency of
bullying victimization increases with age. The results can serve as an initial insight and a
starting point to further assessments of bullying and intervention planning.Knjiga rezimea: XXX međunarodni naučni skup Empirijska istraživanja u psihologiji
22-24. mart 2024, Filozofski fakultet, Univerzitet u Beograd