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The relationship between student engagement in school and teachers’ disciplinary techniques
No full textAngažovanost učenika u školi je multidimenzionalni konstrukt, koji uključuje bihejvioralnu, emocionalnu i kognitivnu komponentu. Ovaj konstrukt se, pored brojnih drugih faktora, povezuje sa nizom pozitivnih razvojnih ishoda koji mogu biti u funkciji prevencije različitih vidova problema u ponašanju. U skladu sa tim, savremena naučna nastojanja usmerena su na identifikovanje faktora koji mogu doprineti unapređenju angažovanosti učenika u školi, među kojima posebno mesto zauzimaju tehnike disciplinovanja koje nastavnici koriste. Stoga je osnovni cilj ovog istraživanja ispitivanje povezanosti tehnika disciplinovanja koje nastavnici koriste i nivoa angažovanosti
učenika u školskim aktivnostima. Uzorak je činilo 860 učenika oba pola iz šest srednjih škola sa teritorije grada Beograda. Za prikupljanje podataka korišćene su dve skale – Skala angažovanosti učenika i Skala pozitivnih i kažnjavajućih tehnika disciplinovanja, koje su deo obuhvatnog instrumenta „Delaver skala školske klime“. Rezultati pokazuju da nivo školske angažovanosti učenika obuhvaćenih uzorkom varira u zavisnosti od tehnika disciplinovanja koje učenici ocenjuju da ih nastavnici koriste, odnosno utvrđena je snažna povezanost između percepcije primene pozitivnih tehnika disciplinovanja i višeg nivoa angažovanosti učenika, te nešto slabija povezanost između primene kažnjavajućih tehnika disciplinovanja i nižeg nivoa angažovanosti učenika. Pored navedenog, utvrđeno je da su tehnike disciplinovanja značajan prediktor nivoa angažovanosti učenika u školi. U skladu sa dobijenim nalazima, u zaključku su izvedene preporuke za unapređenje nivoa angažovanosti učenika u školskim aktivnostima, i to u kontekstu prevencije problema u ponašanju učenika.Student engagement in school is a multidimensional construct that includes behavioral, emotional, and cognitive components. This construct, alongside numerous other factors, is associated with a range of positive developmental outcomes that can serve to prevent various behavioral problems. Accordingly, contemporary research focuses on identifying factors that may enhance student
engagement in school. One of the most important among these factors are the techniques the teachers use to instil and maintain discipline. The primary aim of this research is to examine the relationship between these disciplinary techniques and the level of student engagement in school activities. The sample consisted of 860 students of both genders from six secondary schools in Belgrade. Data collection used two scales: the Student Engagement Scale and the Scale of Positive and Punitive Disciplinary Techniques, which are part of the comprehensive Delaware School Climate Survey. The findings indicate that the level of student engagement in school varies depending on the disciplinary techniques that students perceive teachers are using. Specifically, a strong correlation was found between the perception of positive disciplinary techniques and higher levels of student engagement, while a somewhat weaker correlation was identified between punitive disciplinary techniques and lower levels of engagement. Furthermore, disciplinary techniques were identified as significant predictors of student engagement in school. Based on these findings, recommendations for improving the level of student engagement in school activities are provided in the conclusion, particularly for the purpose of preventing student behavioral problems
The level of knowledge about autism among healthcare professionals and their confidence in working with autistic patients
No full textPractical impact: This research shows that specific training of healthcare professionals can improve access to health care and the quality of treatment of autistic patients, making a profound impact on the length and quality of their lives.
Abstract body: Autistic individuals face considerable challenges in accessing healthcare, primarily due to the insufficient training of healthcare professionals. This study aimed to examine the relationship between autism education and the confidence of healthcare professionals in treating autistic patients. A total of 237 healthcare professionals from Serbia, North Macedonia, Spain, and Cyprus participated in an online questionnaire designed to assess their prior education on autism and their confidence levels when working with autistic individuals, measured using a five-point Likert scale. The study evaluated nine specific areas, including conducting assessements, communicating with patients, collaborating with parents, and utilizing visual aids. The results revealed that most respondents (N=109) possessed only basic knowledge of autism acquired during their studies. Only 17 participants (7.2%) reported having comprehensive knowledge, while 47 had informal training, and 64 (27%) indicated no knowledge of autism at all. ANOVA analysis showed that healthcare professionals with a deeper understanding of autism displayed significantly higher confidence levels in treating autistic patients. Tukey's post hoc test indicated marked differences between those with comprehensive knowledge and those with none across all assessed areas. Furthermore, respondents with extensive education exhibited greater confidence in six items compared to those with basic education, while three items showed differences between those with extensive versus informal education. These findings highlight the urgent need for future healthcare professionals to receive thorough training on autism characteristics and the unique support needs of autistic patients during their education, reinforcing the necessity for ongoing quality autism training.
Plain English version: Healthcare professionals do not always have enough theoretical or practical knowledge on how to deal with autistic patients. This situation can cause insecurity or discomfort among health care professionals, which makes it even more difficult for autistic people to access quality health care.
In this research, the relationship between health professionals’ self-confidence to work with autistic patients and their knowledge about autism was assessed. The research was conducted in four European countries with 237 healthcare workers using an online questionnaire.
The obtained data indicate that most respondents have only basic knowledge about autism, while just 7.2% of them show more advanced knowledge of this condition. It is interesting that those healthcare professionals who know more about autism feel significantly more confident and competent in working with autistic patients.
These findings highlight the importance of training healthcare professionals about autism, the needs of autistic patients and how professionals should deal with them. Improving the educational content available to healthcare professionals would contribute to the reduction of obstacles in providing quality healthcare to autistic people
The Importance of Pride When Learning Math: The Influence of Academic Emotions and Motivation on Mathematics Achievement
No full textEmotions and motivation are important in students’ learning and achievement. This study explored how discrete positive and negative emotions, alongside motivational beliefs such as intrinsic value, utility, and perceived competence, relate to students’ performance in mathematics. A total of 644 Serbian high school students completed questionnaires on their emotional and motivational experiences in mathematics. Hierarchical regression analysis showed that positive emotions, particularly pride, were strong predictors of achievement,
while negative emotions had little effect. When motivation was considered, pride and perceived
competence emerged as the most important factors, while the impact of enjoyment declined. These results show the close connection between how students feel and their confidence in their abilities. They also point to the need
for more focus on positive emotions like pride, which may encourage deeper engagement and better performance in school. Understanding how these emotions develop in the classroom could help teachers better support their
students' success
Основи кривичног права
No full textРукопис обрађује основне институте из општег и посебног дела
материјалног кривичног права, те састоји се из две кључне целине
подељене у одговарајућа поглавља. Приказ института утемељен је
на важећем Кривичном законику Републике Србије, као и на осталим
изворима
који
чине
позитивно
законодавство
Републике
Србије
у
области
кривичноправне
реакције.
Аутор
је
настојао
да
излагања
обогати
релевантним
случајевима
из
новије
судске
праксе.
Имајући у
виду
обим и
карактер
излагања,
рукопис
је
посвећен
како
читаоцима
који у
оквиру
студијских
програма
изучавају
кривично
право,
тако и
стручној и
широј
јавности
Školska klima kao prediktor samoefikasnosti nastavnika u školama za učenike sa smetnjama u razvoju
No full textSamoefikasnost nastavnika značajna je za kvalitet i ishode obrazovanja i pozitivno utiče na blagostanje učenika i nastavnika u školskom okruženju. Među brojnim faktorima koji se dovode u vezu sa samoefikasnošću nastavnika, važnu ulogu ima školska klima. Cilj ovog istraživanja je utvrđivanje povezanosti školske klime i samoefikasnosti nastavnika koji rade u školama za učenike sa smetnjama u razvoju i invaliditetom. Uzorak čini 150 nastavnika iz pet srednjih škola za učenike sa smetnjama u razvoju iz različitih gradova Srbije. Podaci su prikupljeni primenom Revidiranog upitnika o školskom okruženju (engl. Revised School Level Environment Questionnaire – Revised SLEQ) i Skale efikasnosti nastavnika Države Ohajo (engl. Ohio State Teacher Efficacy Scale – OSTES). Rezultati poka zuju da je regresioni model značajan i da objašnjava 13,0% varijanse (R2 = 0,13, F (4, 139) = 5,19, p = 0,001). Odnosi sa učenicima su izdvojeni kao jedini značajan prediktor samoefikasnosti nastavnika (β = 0,24, p = 0,004). Dobijeni nalazi doprinose razumevanju povezanosti između pojedinih domena školske klime i samoefikasnosti nastavnika. U diskusiji su razmotrene implikacije ovih nalaza za stručno usavr šavanje nastavnika u školama za učenike sa smetnjama u razvoju
Mothers’ Experiences in Accessing Early Intervention Services for Children with Developmental Disabilities
No full textChildren with developmental disabilities (DD) require early and coordinated services, yet parents often face obstacles in accessing adequate support. This study examined parents’ experiences with early intervention in Serbia to identify barriers, supports, and context-specific challenges. Semistructured interviews were conducted with 15 parents of children aged ≤ 6 years. Interviews (30–50 min) were audio-recorded, transcribed verbatim, and thematically analyzed in line with the Consolidated Criteria for Reporting Qualitative Studies. Seven themes emerged: recognition of concerns, first steps in seeking help, complexity of procedures, information gaps, emotional and practical challenges, collaboration with professionals, and recommendations for improvement. Parents typically noticed developmental delays, especially in language and motor skills, by age two but encountered lengthy and fragmented referral pathways, long waiting lists, and insufficient guidance. Parents emphasized the value of empathetic professionals and peer networks while also reporting stigma and social isolation. This study contributes new evidence on how structural barriers and cultural attitudes in Serbia shape families’ access to early intervention. Findings highlight the need for streamlined referral systems, transparent and accessible information for families, and interdisciplinary training for professionals. Addressing these issues could reduce delays, alleviate parental stress, and promote better developmental outcomes for children with DD
CHARACTERISTICS OF VISUAL FUNCTIONING IN INDIVIDUALS WITH PROPIONIC ACIDEMIA: A CASE STUDY
No full textPropionic acidemia is a rare autosomal recessive metabolic disorder caused by a deficiency of the enzyme propionyl-CoA carboxylase, leading to the accumulation of toxic levels of propionic acid in the blood. This accumulation can result in life-threatening metabolic crises and a wide range of systemic and neurological complications. In individuals with propionic acidemia, recurrent metabolic decompensations, altered neurological status, developmental delays, and psychomotor retardation are commonly observed, with significant variability in their clinical presentation. Visual impairment in propionic acidemia may arise due to the impact of these associated systemic and neurological disturbances on the optic nerve, visual pathways, and cortical visual processing areas, potentially leading to cerebral visual impairment. This case study presents the visual functioning
of a seven-year-old girl with a confirmed diagnosis of propionic acidemia. It highlights her specific visual profile and describes individually designed adaptations that support visual access and processing. Observations over time in different settings revealed patterns such as delayed visual responses, fluctuations in visual performance depending on the time of day, color preferences,
difficulties in object recognition within visually cluttered scenes, and stronger responses to moving versus static visual stimuli. Based on these findings, a targeted visual stimulation and (re)habilitation program was created, along with an individualised adaptation plan to enhance visual learning and interaction with the environment
Oralno zdravlje osoba sa autizmom - Prikaz edukativnog modula
No full textU poređenju sa osobama iz neurotipične populacije, osobe sa autizmom imaju
veću učestalost dentalnog plaka, karijesa, gingivitisa, bruksizma i malokluzije. Razloge za
to možemo tražiti u selektivnoj izhrani, teškoćama u komunikaciji, senzornoj obradi,
otporu prema promenama, nuspojavama određenih lekova, kao i u nepovoljnim uslovima
okruženja koje stvara prepreke u procesu ostvarivanja prava na zaštitu oralnog zdravlja.
Kako bi se unapredile zdravstvene usluge za osobe sa autizmom, u okviru Erasmus+
projekta „HeAlth: Improving access to health care services for people with autism”
kreirano je osam modula obuka namenjenih zdravstvenim radnicima, od kojih je jedan
modul posvećen oralnom zdravlju.
Cilj ovog modula obuke je da poboljša kompetencije zdravstvenih radnika u
oblasti stomatološke nege osoba sa autizmom. Modul obuhvata tri velike teme – 1) oralno
zdravlje osoba sa autizmom, 2) barijere i faktori rizika u zaštiti oralnog zdravlja osoba sa
autizmom i 3) praktični pristupi za efikasnu komunikaciju i izvođenje stomatoloških
procedura.
Obukom su predviđeni sledeći materijali – interaktivna prezentacija u kojoj su
predstavljeni svi ključni koncepti nabrojanih tema, priručnici za stomatologe i roditelje,
dva video-materijala u kojima stomatolog i farmaceut govore o oralnom zdravlju osoba
sa autizmom, studija slučaja i evaluacioni test.
Ovaj modul obuke predstavlja ključni korak ka inkluzivnijem pristupu u
stomatološkoj nezi, čime se unapređuje kvalitet života osoba sa autizmom i njihovih
porodica. Razvijeni sadržaj može se adaptirati i proširiti za druge specifične potrebe u
zdravstvenoj praksi
The Effect of Cognitive Reserve on the Cognitive Status of Persons With Multiple Sclerosis
No full textThis literature review examined publications on cognitive reserve and multiple
sclerosis cognitive function. Educational attainment proxied cognitive reserve. Google
Scholar and KoBSON were used for the literature review. Twelve publications were
examined. Cognitive reserve improves multiple sclerosis patients’ cognitive functions,
according to selected literature. Higher education, as a measure of cognitive reserve,
protects the population under investigation against cognitive decline and disability.
Cognitive performance is also linked to education quality, cognitive enrichment, and years of
education. Regular exercise, reading, and hard work can help low-educated people protect
their cognitive reserve. As more research demonstrates that cognitively stimulating activities
outside of formal education can improve cognitive function in people with multiple sclerosis,
the reviewed studies underscore the need for additional research into parameters influencing
cognitive reserve
The role of depression and quality of life in psychological flexibility among patients with epilepsy
No full textAims: To assess symptoms of depression and quality of life (QoL) as predictors of psychological flexibility in patients with epilepsy. Specifically, the study aims to explore how depressive symptoms and different dimensions of QoL can affect the ability of epilepsy patients to adapt to challenges and engage in flexible thinking and behavior.
Method: Patients were recruited during their regular appointments at the Department for Epilepsy and Clinical Neurophysiology of the Institute of Mental Health in Belgrade (N = 104, M age = 39.84, SD = 13.60, 66.3% were female, 33.7% were male). The study utilized several self-assessment instruments, including the Psychological Flexibility in Epilepsy Questionnaire (PFEQ), the Neurological Disorders Depression Inventory for Epilepsy (NDDI-E), and the Quality of Life in
Epilepsy Inventory (QOLIE-31). Sociodemographic and clinical data were collected via interviews and patient records.
Results: To test the predictions, a hierarchical multiple regression was conducted, with two blocks of predictors and one criterion being psychological flexibility. The first block included subscale scores from QOLIE-31. In block two, symptoms of depression in patients with epilepsy were included as predictors. The model including both sets of predictors (QOLIE31 subscales and NDDI-E depression scale) was statistically significant, F(8, 95) = 138.93, p < .001, accounting for 41.8%
of the variance in psychological flexibility scores (R² = .418). Among the QOLIE-31 subscales, only Seizure Worry (β = -0.24, p < .05) and Social Functioning (β = -0.38, p < .01) were significant negative predictors of psychological flexibility. Depression symptoms showed a positive relationship with psychological (in)flexibility (β = 0.21, p < .05). However, the inclusion of depression symptoms contributed a small additional variance of 2.8% to the model (ΔR² = 0.028), indicating a modest incremental effect on the prediction of psychological flexibility.
Discussion: Concerns about seizures and diminished functioning in the social sphere have been identified as significant factors contributing to a decrease in psychological flexibility. Furthermore, patients with more severe depressive symptoms experience greater difficulty in fully engaging with the present moment and exhibit a more rigid dominance of certain psychological processes. Therefore, a psychological approach that promotes acceptance, mindfulness, and value-based actions may play a significant role in adopting a new perspective on seizures, improving social life, and alleviating depressive symptoms, such as Acceptance and Commitment Therapy (ACT), thereby enhancing psychological flexibility.
Conclusions: Quality of life and depression play a significant role in predicting psychological flexibility in patients with epilepsy