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The translation, reliability, and construct validity of the social role participation questionnaire for people with rheumatoid arthritis
No full textThe social participation of people with rheumatoid arthritis is assessed using the Social
Role Participation Questionnaire. The aim of this study was to translate the Social Role
Participation Questionnaire into the Serbian language, and to investigate its reliability and
validity for Serbian people with rheumatoid arthritis. Questionnaires were satisfactorily
completed by 126 participants with rheumatoid arthritis, during 2021. Test-retest reliability, internal consistency reliability, and construct validity of the Serbian version of the Social Role Participation Questionnaire were evaluated using the intraclass correlation coefficient, Cronbach’s alpha, and Spearman’s correlation coefficient, respectively. Some single item scores showed floor and/or ceiling effects. This was particularly evident in the physical difficulty items, which showed a floor effect in 20-80% of participants. The high intraclass correlation coefficient score (0.913–0.959) suggested a very high test-retest reliability. The Cronbach’s alpha coefficient, ranging from 0.706 to 0.926, was reliable for the majority of internal consistency. With the exception of the Social Role Participation Questionnaire subscale role importance at the first measurement, the construct validity of this instrument was confirmed. In assessing the social participation of Serbian people with rheumatoid arthritis, the Serbian translation of the Social Role Participation Questionnaire
is a trustworthy and valid instrument
Availability of choice for people with moderate intellectual disability in different types of housing in Serbia
No full textThis research aimed to determine the availability of choice for people with
moderate intellectual disability in different types of housing in the Republic of Serbia.
The sample included 87 male and female adults with moderate intellectual disability,
living in one out of three types of housing: a family home, an institution, or within the
supported community living program. The Choice Questionnaire (Stancliffe &
Parmenter, 1999) was used to determine the availability of choice in their daily lives.
The results indicated that the overall availability of choice was significantly higher in
people with moderate intellectual disability living within the supported community
living program than in those living in family homes or institutions. The differences in
choice opportunities were also found in particular life domains. The practical
implications of this research involve the need to provide people with moderate
intellectual disability with more frequent opportunities to make personal decisions and
choice
The Trajectories of Boredom: The Pitfalls of Being Over-Challenged and Under-Challenged in Mathematics Classroom.
No full textThe significance of academic emotions in learning processes, motivation, and academic outcomes has been demonstrated in numerous cross-sectional and longitudinal studies (Ahmed et al., 2013; Pekrun, 2017; Radišić et al., 2024), spanning from the early years of elementary school (Mata et al., 2021) to later stages in higher education (Bieleke et al., 2021).
Based on control-value theory, academic emotions encompass a set of affective, cognitive, motivational, and behavioural processes related to achievement activities and outcomes. Academic emotions can be categorised according to three key dimensions: focus (activity-focused vs. outcome-focused), valence (positive, negative, or neutral), and control (high, medium, or low) (Pekrun, 2006). Recently, boredom has emerged as a significant area of interest due to its prevalent existence in school life (Blažanin, 2018; Martz et al., 2018) and the growing evidence of its detrimental effects on academic outcomes (Grazia et al., 2021; Tze et al., 2016), motivation (Pekrun, 2006), and school attrition (Grazia et al., 2021). Furthermore, boredom is particularly noteworthy as an academic emotion because studies indicate an increasing trend with age (Ahmed et al., 2013; Grazia et al., 2021), even from the earliest school grades (Mata et al., 2022).
Boredom can be defined as an activity-focused emotion that is both unpleasant and deactivating. It may arise when students perceive their tasks as unimportant or too easy, hence not sufficiently challenging. However, Pekrun (2006) highlights that boredom can also stem from the opposite scenario, where the task is excessively difficult and overly demanding. Students are unlikely to experience boredom when tasks are “just right” in terms of difficulty, aligning with their current knowledge and abilities.
To examine this theory, Schwartz and colleagues (2024) conducted a study aimed at exploring the prevalence of bored elementary school students who are either over-challenged or under-challenged in mathematics. The results revealed four profiles of students: Over-challenged (high boredom and low achievement, 13%), Under-challenged (high boredom and high achievement, 21%), Well-off (low boredom and high achievement, 27%), and Indifferent (low boredom and low achievement, 39%). As the authors noted, there is a need to replicate the study in various contexts to validate the identified student profiles. Moreover, it would be interesting to analyse whether the trajectories of these profiles remain stable throughout the year or change.
The present study will focus on boredom related to mathematics, given the subject's importance for the development of future-essential skills such as problem-solving, critical thinking, and analytical thinking (OECD, 2019). Additionally, considering the early manifestation of math-related boredom among students (Mata et al., 2022), we decided to concentrate on primary school-aged children. Specifically, we aimed to assess boredom during the transition from fourth to fifth grade, as this period marks the shift from class-organised teaching (one teacher instructs all subjects) to subject-organised teaching (each subject is taught by a different teacher). In light of all the previously mentioned points, the objectives of this study are:
1. To identify profiles of students based on their levels of boredom and mathematics achievement in the fourth and fifth grades of elementary school.
H1: We anticipate identifying four profiles of students in both the fourth and fifth grades: Over-challenged, Under-challenged, Well-off, and Indifferent profiles (Schwartz et al., 2024).
2. To explore the stability of these identified profiles during the transition from the fourth to the fifth grade.
H2: We expect a moderately stable trajectory of boredom profiles (Mata et al., 2024; Pavlova et al., 2024)
Physical activity and microbiota: An overlooked link to health
No full textPhysical activity refers to any bodily movement produced by skeletal muscles that demands
energy expenditure. Microbiota signifies the diverse collection of microorganisms that occupy a
particular environment, most frequently a specific area of a multicellular organism's body. The
connection between physical activity and microbiota has emerged as a crucial area of study in recent
years. Evidences suggest that exercise is beneficial not only for cardiovascular, metabolic, and
mental health, but also significantly influences the composition of microbial communities. Regular
physical exercise increases the prevalence of beneficial species of microbiota community. Several
plausible mechanisms through which exercise influences the gut microbiome have been identified.
Emerging set of evidences confirms that changes in the microbiome induced by exercise may lead to
inflammatory, immune, and oxidative responses that could play a role in enhancing health. The gut
microbiome produces microbial metabolites that can positively influence health by modulating
neurotransmitter synthesis, which is essential to the gut-brain axis. Physical activity levels have an
impact on the gastrointestinal microbiota in humans demonstrating best results at moderate regular
level. This paper discusses intriguing interaction between physical activity and microbiota that
regulates health and wellbeing
PHYSIOTHERAPY TODAY – TRENDS AND CHALLENGES
No full textPhysiotherapy is a healthcare profession focused on the rehabilitation of impairments and
disabilities, on one hand, and the promotion of motor and functional abilities, as well as
overall quality of life, on the other. The aim of this article was a theoretical consideration
of the current situation in the field of physiotherapy with a tendency to indicate the trends
of its development in the world and the most significant challenges that physiotherapy, as
a profession and as a scientific discipline, faces in a global framework. Theoretical
consideration of the state, trends and challenges in the field of physiotherapy was carried
out on the basis of a review of available professional and scientific literature and analysis
of acts of representative international professional associations and other institutions of
importance for the development of physiotherapy. In addition, the author's direct practical
experiences acquired during many years of work in higher education in the field of
physiotherapy and project activities in the same framework are also grounded in the
analysis. The results of the analysis indicate that contemporary physiotherapy practice is
grounded in an active approach within the framework of functional rehabilitation, aimed at
maximizing functional potential, optimizing participation in daily life, and improving
overall quality of life. Additionally, modern physiotherapists are expected to critically
analyze research literature and base their practice on evidence-based methods proven to be
effective. Based on current trends and developments in physiotherapy, it can be concluded
that physiotherapy practice worldwide is predominantly based on the principles of
biopsychosocial rehabilitation and a holistic approach to patient care
Inclusive school and students with disabilities
No full textПредмет истраживања је утврђивање спремности, односно, кадровске и техничке опремљености основних школа за инклузивно образовање ученика са сметњама у развоју и инвалидитетом у Републици Србији. Ошти циљ емпиријског истраживања је био испитати показатеље спремности основних школа за инклузивно образовање ученика са сметњама у развоју и инвалидитетом у Републици Србији кроз процену односа и комепетенција наставника према инклузивном образовању ученика са сметњама у развоју и инвалидитетом, испитивање потреба и могућности за идентификацију, процену образовних потреба и пружање потребне подршке ученицима са сметњама у развоју и инвалидитетом, и утврђивање нивоа инклузивне културе, политике и праксе у основним школама. Истраживањем је обухваћено 234 наставника и стручна сарадника из основних школа са територије Републике Србије. Испитаници су попунили електронски упитник који је обједињавао сва четири инструмента примењена у истраживању: Упитник о основним подацима, Скалу за процену односа наставника према инклузивном образовању, Упитник за наставнике о идентификацији, процени и подршци ученицима у основној школи, и Скалу за процену инклузивних показатеља школе. Прикупљени подаци су сређени, анализирани и изведени су закључци. На инклузивност школе значајно утичу: искуства запослених у раду са ученицима са сметњама у развоју и инвалидитетом, додатно стручно усавршавање и однос наставника према инклузивном образовању. Већина испитних наставника и стручних сарадника вреднује сопствену компетентност за рад са децом са сметњама у развоју и инвалидитетом најнижим оценама, што је у складу са ниским обимом знања потребних за рад са децом са сметњама у развоју и инвалидитетом која су испитаници стекли током студија. Постоји несклад између потреба и могућности за идентрификацијом и проценом образовних потреба ученика са сметњама у развоју и инвалидитетом у основној школи. Већина наставника и стручних сарадника има негативне ставове према учешћу ученика са тежим или комплекснијим сметњама у развоју и инвалидитетом у редовном образовању. Недостатна је подршка ученицима и запосленима.The subject of the research is determining the readiness, i.e., the personnel and technical equipment of primary schools for inclusive education of students with disabilities in the Republic of Serbia. The general objective of the empirical study was to examine indicators of the readiness of elementary schools for inclusive education of students with disabilities in the Republic of Serbia through the assessment of the relationship and competence of teachers towards the inclusive education of students with disabilities, examination of needs and opportunities for identification, assessment of educational the need and provision of the necessary support for students with disabilities and determining the level of inclusive culture, policy, and practice in primary schools. The research included 234 teachers and professional associates from elementary schools in the territory of the Republic of Serbia. Respondents filled out an electronic questionnaire that combined all four instruments used in the research: a Questionnaire on Fundamental Data, a Teacher Attitudes Towards Inclusive Education Scale, a Questionnaire on Identification, Assessment, and Support for Students in a Primary School, and Index for Inclusion Questionnaire. The collected data were arranged and analyzed, and conclusions were drawn. The school's inclusivity is significantly influenced by the experiences of employees in working with students with disabilities, additional professional training, and the attitude of teachers towards inclusive education. Most examining teachers and professional associates evaluate their competence in working with children with developmental disabilities with the lowest marks, which aligns with the low volume of knowledge required for working with children with developmental disabilities that the respondents acquired during their studies. There is a discrepancy between the needs and opportunities for identifying and assessing the educational needs of students with developmental disabilities in elementary school. The majority of teachers and professional associates have negative attitudes toward the participation of students with severe or complex developmental disabilities in regular education. There is insufficient support for students and employee
Eksperimentalna istraživanja na pojedinačnom slučaju
No full textEksperimentalna istraživanja na pojedinačnom slučaju predstavljaju specifičnu
istraživačku metodologiju koja omogućava nepristrasnu procenu efikasnosti
tretmana i intervencija na uzorcima toliko malim da mogu brojati i samo jednog
ispitanika.
Takav pristup može delovati iznenađujuće istraživačkom duhu naviknutom na
zlatni standard klasičnih eksperimentalnih studija u kojima se efekti tretmana
ispituju poređenjem promena u eksperimentalnoj i kontrolnoj grupi. Očigledno,
kada u eksperimentu imamo samo jednog ispitanika, nije moguće formirati više
grupa – tada isti ispitanik prolazi i kroz kontrolne i kroz eksperimentalne uslove,
te na taj način sam sebi predstavlja kontrolu. Ovaj pristup nije bez svojih izazova,
a upravo oni i načini njihovog prevladavanja predstavljaju centralnu temu ovog
udžbenika.
Uprkos sve češćoj upotrebi i nesumnjivom saznajnom potencijalu, metodologija
eksperimentalnih istraživanja na pojedinačnom slučaju se retko izučava na
akademskim studijama, i to nije slučaj samo na univerzitetima kod nas, već i
u inostranstvu. Stoga i ne čudi što veliki broj istraživača u oblasti društvenih
nauka ima samo grubu predstavu o tome šta ona podrazumeva, a ovaj udžbenik
nastaje iz potrebe da se taj jaz premosti.
Udžbenik je namenjen studentima svih nivoa studija, kao i praktičarima iz oblasti
specijalne edukacije i rehabilitacije i srodnih disciplina poput kliničke psihologije,
neurologije i psihijatrije. Zbog specifičnosti i relativne malobrojnosti populacija
klijenata sa kojima rade, ovi stručnjaci u svom istraživačkom radu često bivaju
suočeni sa izborom između dve metodološki nepovoljne opcije – grupnih istraživanja
niske
statističke
snage
i
idiografskih
istraživanja
ograničene
epistemičke
vrednosti.
Upravo
eksperimentalna
istraživanja
na
pojedinačnom
slučaju
predstavljaju
treći put pružajući metodološki okvir koji kombinuje prednosti pristupa
usmerenog na pojedinca sa zahtevima visoke naučne rigoroznosti
The effect of gestures on the communication and educational process
No full textA gesture is a mode of establishing communication. In order for a movement to be a gesture, it has to convey a message or a piece of information. Different designations of a gesture are linked to both verbal and nonverbal communication. A gesture conveys information either on its own or together with speech. The main goal of the study is to point to the characteristics of gestures, the acquisition of gestures, as well as to the effect of gestures on the communication and educational process through the overview of the available literature. The methods of the analysis and the evaluation of the available literature were applied. Data on the specific features in the development of gestures, the classification and the role of gestures in the communication process and the process of education was gathered. A gesture represents an initial communicative symbol, which is used at an early age so that a need or a meaning is expressed. The decoding of nonverbal signals or transferring of a part of communicative intention to the modality of a gesture can compensate for the unfamiliarity with vocabulary or an inability to produce speech. When complex notions are presented in concrete terms or when the significance of any topic is emphasised, gestures and body language play a key part in the educational process. Gestures have a significant effect on the process of learning new terms as well as on the process of communication, thinking, learning and education
IDEAL CONNECT: Podrška u učenju osobama sa autizmom putem digitalnih alata
No full textDigitalni alati su često dizajnirani za opštu populaciju bez uzimanja u obzir potreba
osoba sa autizmom sa višim stepenom potrebe za podrškom. Stoga su potrebni alati
prilagođeni kognitivnim potrebama takvih pojedinaca kroz ugradnju lako čitljivih tekstova
i korišćenje piktograma i grafičkih resursa. Druga važna prepreka je nedostatak veština za
korišćenje i upravljanje digitalnim tehnologijama od strane stručnjaka koji ih upotrebljavaju,
za šta je takođe potrebna prilagođena obuka. U tom smislu, osobe sa autizmom na drugom
nivou potrebe za podrškom treba da unaprede svoje digitalne veštine kako bi premostile
ovaj jaz i uspešno koristili digitalne resurse i tehnologije. Podrška porodicama i obuka za
porodice su takođe od suštinskog značaja. Kako bi se eliminisao digitalni jaz koji trpe osobe
sa autizmom, omogućavanjem autonomnog i jednakog pristupa digitalnim alatima kojim bi
se obezbedio kontinuitet njihovog učenja, društvenog i ličnog razvoja, u okviru Erasmus+
projekta „IDEAL: Inclusive Digital Education for Autistic People Learning” razvijena je
IDEAL CONNECT - interaktivna platforma sa repozitorijumom digitalnih aplikacija za
podršku učenju kod osoba sa autizmom.
Cilj ove platforme je da ponudi prilagođen sistem upravljanja učenjem, prateći
zahteve pristupačnosti za učenike sa autizmom u kontekstu učenja, kao i metodologiju za
digitalnu obuku osoba sa autizmom, njihovih porodica i stručnjaka. Navedena platforma,
putem kreiraja jedinstvenih profila i ostvarivanje komunikacije na registrovanoj platformi,
omogućava interakcije između stručnjaka, članova porodice i samih osoba sa autizmom.
Platformu, njen sadržaj i njene funkcionalnosti predstavićemo tokom radionice,
nakon uvodne sesije o projektu IDEAL i obrazlaganja motivacije da se ovakva platforma
kreira. Potom ćemo predstaviti proces kreiranja jedinstvenih profila i metodologiju rada na
plaformi prikazom video tutorijala. Zatim će, kroz organizovan praktični deo, učesnici imati
prilike da kreiraju profile i testiraju mogućnosti platforme i postave eventualna pitanja. S
obzirom na način organizovanja praktičnog dela radionice, optimalan broj učesnika je 50.
Znanja i veštine koje će polaznici steći ili unaprediti tokom radionice odnose se na
veću informisanost, motivisanost i povećanje kompetencija stručnjaka za korišćenje
digitalnih alata za učenje, kao i osnaživanje stručnjaka za saradnju sa porodicama osoba sa
autizmom kroz interakciju na platformi, a u cilju podrške učenja na daljinu kod osoba sa
autizmom
Procena ključnih aspekata kreativnosti učenika sa lakom intelektualnom ometenošću u odnosu na pol
No full textKreativnost se definiše kao sposobnost stvaranja novih ideja koje omogućavaju rešavanje
problema na inovativne načine. Dva ključna aspekta kreativnosti su originalnost, koja se odnosi
na stvaranje jedinstvenih i novih ideja, i fluentnost, koja označava sposobnost generisanja velikog
broja različitih ideja. Cilj izvedenog istraživanja bio je da se ispita uticaj pola na ispoljavanje
kreativnih sposobnosti učenika sa lakom intelektualnom ometenošću, fokusirajući se na
dimenzije originalnosti i fluentnosti. Uzorak je obuhvatio 58 ispitanika s lakom intelektualnom
ometenošću, uzrasta od devet do 12 godina (AS = 10,4, SD = 1,19), od kojih je 33 devojčica
(56,9%) i 25 dečaka (43,1%). Istraživanje je realizovano u osnovnim školama u Srbiji koje
pohađaju učenici sa teškoćama u mentalnom razvoju. Dimenzije kreativnosti procenjene su
korišćenjem Testa alternativnih upotreba, koji je razvijen kao prototip testa divergentnog
mišljenja. Kao stimulusi korišćene su ilustracije poznatih svakodnevnih predmeta (cigla,
automobilska guma, bure, olovka i cipela), prikazane na A4 papiru. Analiza distribucije rezultata
za pojedine reči ukazuje na razlike između polova u ispoljavanju kreativnih dimenzija fluentnosti
i originalnosti. Ispitanici ženskog pola su, u proseku, ostvarili više odgovora u kategoriji
fluentnosti, dok su rezultati u kategoriji originalnosti bili niži kod oba pola, uz varijacije u
zavisnosti od zadate reči. Iako devojčice beleže nešto veće prosečne vrednosti u obe dimenzije,
Mann-Whitney U test je pokazao da razlike između polova nisu statistički značajne. Primenom
Testa alternativnih upotreba moguće je identifikovati specifične karakteristike kreativnog
mišljenja kod učenika sa IO, čime se omogućava razvoj obrazovnih strategija koje podstiču
kreativnost i inovativno rešavanje problema. Dalja istraživanja ovog tipa mogu doprineti boljem
razumevanju faktora koji utiču na kreativni potencijal učenika sa intelektualnom ometenošću,
čime bi se unapredili pristupi u obrazovanju