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Although there is a great number of researches about socio-behavioral correlates of sociometric status of students of typical development, there are few researches where this correlation was studied in students with intellectual disability, and which could point to the level of expectancy for the children with intellectual disability when interacting with other children. The lack of these researches is particularly noticeable in students with mild intellectual disability who attend schools for students with disabilities. Therefore, the aim of this study was to determine the relation between sociometric status and the profile of socio-behavioral functioning of students with intellectual disabilities in secondary schools for students with disabilities, as well as the relationship between the self-perception of socio-behavioral characteristics of students with intellectual disabilities and the perception based on the estimation of their peers and teachers. The final sample of the research included totally 159 secondary school students (83 boys and 76 girls), aged between 15 years and 2 months and 20 years and 10 months. The students were divided into two subsamples – a group of students with mild intellectual disability who attend the school for students with disabilities (N = 67) and a control group of students of typical development (N = 92). For gathering data about sociometric status, the corresponding sociometric questionnaire was used, according to the estimation to the type HIFTO. The following two criteria of sociometric choice were used concerning this estimation – socializing during the school break and working together during lessons. The data on socio-behavioral characteristics were gathered by the implementation of several instruments of estimation. For self-estimation, peers' and teachers' estimation of socio-behavioral characteristics of students, the instrument created according to the estimation of “Guess Who” type was used. Total of 12 socio-behaviora, Iako postoji veliki broj istraživanja o socio-bihevioralnim korelatima sociometrijskog statusa učenika tipičnog razvoja, malo je istraživanja u kojima je ispitivana ova veza kod učenika sa intelektualnom ometenošću, a koja bi mogla da ukažu na to koji nivo očekivanja imaju deca sa intelektualnom ometenošću kada stupaju u interakcije sa drugom decom, koja takođe imaju intelektualnu ometenost. Nedostatak ovih istraživanja posebno je primetan kada su pitanju učenici sa lakom intelektualnom ometenošću koji pohađaju škole za učenike sa smetnjama u razvoju. Stoga je cilj ovog rada bio da se utvrdi veza između sociometrijskog statusa i profila socio-bihevioralnog funkcionisanja učenika sa intelektualnom ometenošću u srednjim školama za učenike sa smetnjama u razvoju, kao i odnos između samopercepcije socio-bihevioralnih karakteristika učenika sa intelektualnom ometenošću i percepcije bazirane na proceni vršnjaka i nastavnika. Finalnim uzorkom istraživanja obuhvaćeno je ukupno 159 učenika srednjih škola (83 dečaka i 76 devojčica) uzrasta od 15 godina i dva meseca do 20 godina i 10 meseci. Ispitanici su podeljeni u dva poduzorka – grupu učenika sa lakom intelektualnom ometenošću koji pohađaju škole za učenike sa smetnjama u razvoju (N = 67) i kontrolnu grupu ispitanika tipičnog razvoja (N = 92). Poduzorci su bili ujednačeni prema polu, pri čemu je ujednačenost prema polu zabeležena i unutar poduzoraka. Podaci o polu, uzrastu, razredu, nivou intelektualnog funkcionisanja, školskom uspehu i broju izostanaka dobijeni su socio-demografskim upitnikom, posebno konstruisanim za potrebe ovog istraživanja. Za prikupljanje podataka o sociometrijskom statusu korišćen je odgovarajući sociometrijski upitnik konstruisan po uzoru na procenu tipa HIFTO (How I Feel Toward Others; Agard, Veldman, Kaufman, & Semmel, 1978, prema Morrison, 1981). U okviru ove procene upotrebljena su dva kriterijuma sociometrijskog izbora – druženje tokom odmora (,,Koliko bi voleo da se družiš tokom odmora u škol

Although there is a great number of researches about socio-behavioral correlates of sociometric status of students of typical development, there are few researches where this correlation was studied in students with intellectual disability, and which could point to the level of expectancy for the children with intellectual disability when interacting with other children. The lack of these researches is particularly noticeable in students with mild intellectual disability who attend schools for students with disabilities. Therefore, the aim of this study was to determine the relation between sociometric status and the profile of socio-behavioral functioning of students with intellectual disabilities in secondary schools for students with disabilities, as well as the relationship between the self-perception of socio-behavioral characteristics of students with intellectual disabilities and the perception based on the estimation of their peers and teachers. The final sample of the research included totally 159 secondary school students (83 boys and 76 girls), aged between 15 years and 2 months and 20 years and 10 months. The students were divided into two subsamples – a group of students with mild intellectual disability who attend the school for students with disabilities (N = 67) and a control group of students of typical development (N = 92). For gathering data about sociometric status, the corresponding sociometric questionnaire was used, according to the estimation to the type HIFTO. The following two criteria of sociometric choice were used concerning this estimation – socializing during the school break and working together during lessons. The data on socio-behavioral characteristics were gathered by the implementation of several instruments of estimation. For self-estimation, peers' and teachers' estimation of socio-behavioral characteristics of students, the instrument created according to the estimation of “Guess Who” type was used. Total of 12 socio-behaviora, Iako postoji veliki broj istraživanja o socio-bihevioralnim korelatima sociometrijskog statusa učenika tipičnog razvoja, malo je istraživanja u kojima je ispitivana ova veza kod učenika sa intelektualnom ometenošću, a koja bi mogla da ukažu na to koji nivo očekivanja imaju deca sa intelektualnom ometenošću kada stupaju u interakcije sa drugom decom, koja takođe imaju intelektualnu ometenost. Nedostatak ovih istraživanja posebno je primetan kada su pitanju učenici sa lakom intelektualnom ometenošću koji pohađaju škole za učenike sa smetnjama u razvoju. Stoga je cilj ovog rada bio da se utvrdi veza između sociometrijskog statusa i profila socio-bihevioralnog funkcionisanja učenika sa intelektualnom ometenošću u srednjim školama za učenike sa smetnjama u razvoju, kao i odnos između samopercepcije socio-bihevioralnih karakteristika učenika sa intelektualnom ometenošću i percepcije bazirane na proceni vršnjaka i nastavnika. Finalnim uzorkom istraživanja obuhvaćeno je ukupno 159 učenika srednjih škola (83 dečaka i 76 devojčica) uzrasta od 15 godina i dva meseca do 20 godina i 10 meseci. Ispitanici su podeljeni u dva poduzorka – grupu učenika sa lakom intelektualnom ometenošću koji pohađaju škole za učenike sa smetnjama u razvoju (N = 67) i kontrolnu grupu ispitanika tipičnog razvoja (N = 92). Poduzorci su bili ujednačeni prema polu, pri čemu je ujednačenost prema polu zabeležena i unutar poduzoraka. Podaci o polu, uzrastu, razredu, nivou intelektualnog funkcionisanja, školskom uspehu i broju izostanaka dobijeni su socio-demografskim upitnikom, posebno konstruisanim za potrebe ovog istraživanja. Za prikupljanje podataka o sociometrijskom statusu korišćen je odgovarajući sociometrijski upitnik konstruisan po uzoru na procenu tipa HIFTO (How I Feel Toward Others; Agard, Veldman, Kaufman, & Semmel, 1978, prema Morrison, 1981). U okviru ove procene upotrebljena su dva kriterijuma sociometrijskog izbora – druženje tokom odmora (,,Koliko bi voleo da se družiš tokom odmora u škol

Early school years represent a highly dynamic period of significant progress in development of numerous cognitive abilities and skills which are essential for adequate academic success. This is also a period when a number of children manifest learning difficulties. Considering the fact that there are different factors lying behind the learning difficulties, the aim of this disertation is to determine the relationship between developmental level of executive functions and learning difficulties in population of younger school-aged children. Sample consists of 114 students with typical intellectual development, of both gender, attending third (48,2%) and forth grade (51,8%) of primary school. The age of participants ranges between 8,7-10,8 years (M=9,80; SD=0,57). Analysis of various developmental abilities that are necessary for academic success, assessed by means of Acadia test with cutoff criteria of one standard deviation, showed that 18,4% of children have difficulties in various developmental areas. Analysis of developmental level of executive functions in children with learning difficulties, determined that they lag behind their peers in verbal planning skills. Their basic executive functions (verbal and nonverbal) are also lower, but only compared with children whose developmental achievements are in the range of upper level of average or above average (for a given sample). In the domain of nonverbal planning skills, their scores are also lower, but only compared with children with highest developmental achievements..., Rani osnovnoškolski uzrast predstavlja izrazito dinamičan period u kome se odigrava značajan napredak u razvoju brojnih kognitivnih sposobnosti i veština koje su neophodne za adekvatan školski uspeh. To je ujedno i period kada izvestan broj dece ispoljava smetnje u učenju. S obzirom na to da se u osnovi teškoća u učenju nalaze različiti faktori, cilj ove disertacije je utvrđivanje odnosa između nivoa razvoja egzekutivnih funkcija i smetnji u učenju kod dece mlađeg školskog uzrasta (III i IV razreda). Uzorak istraživanja čini 114 učenika tipičnog intelektualnog razvoja, oba pola, koji pohađaju treći (48,2%) i četvrti razred (51,8%) osnovne škole. Uzrast ispitanika se kreće u rasponu od 8,7-10,8 godina (AS=9,80; SD=0,57). Analizom različitih razvojnih sposobnosti koje su preduslov razvoja akademskih veština, primenom Akadija testa i kriterijuma odstupanja za jednu i više standardnih devijacija, utvrđeno je da teškoće u različitim oblastima ispoljava 18,4% dece. Analizom nivoa razvoja egzekutivnih funkcija kod dece sa smetnjama u učenju, utvrđeno je da su oni znatno lošiji u domenu verbalnog planiranja. Nivo razvoja bazičnih egzekutivnih funkcija (i verbalnih i neverbalnih) kod ove dece je takođe niži, ali samo u odnosu na decu čija su postignuća na Akadija testu u ravni gornje granice ili iznad proseka (za dati uzorak). Ostvaruju i znatno niža postignuća u domenu neverbalnog planiranja, ali samo u odnosu na decu koja ostvaruju najbolja postignuća na Akadija testu...

Early school years represent a highly dynamic period of significant progress in development of numerous cognitive abilities and skills which are essential for adequate academic success. This is also a period when a number of children manifest learning difficulties. Considering the fact that there are different factors lying behind the learning difficulties, the aim of this disertation is to determine the relationship between developmental level of executive functions and learning difficulties in population of younger school-aged children. Sample consists of 114 students with typical intellectual development, of both gender, attending third (48,2%) and forth grade (51,8%) of primary school. The age of participants ranges between 8,7-10,8 years (M=9,80; SD=0,57). Analysis of various developmental abilities that are necessary for academic success, assessed by means of Acadia test with cutoff criteria of one standard deviation, showed that 18,4% of children have difficulties in various developmental areas. Analysis of developmental level of executive functions in children with learning difficulties, determined that they lag behind their peers in verbal planning skills. Their basic executive functions (verbal and nonverbal) are also lower, but only compared with children whose developmental achievements are in the range of upper level of average or above average (for a given sample). In the domain of nonverbal planning skills, their scores are also lower, but only compared with children with highest developmental achievements..., Rani osnovnoškolski uzrast predstavlja izrazito dinamičan period u kome se odigrava značajan napredak u razvoju brojnih kognitivnih sposobnosti i veština koje su neophodne za adekvatan školski uspeh. To je ujedno i period kada izvestan broj dece ispoljava smetnje u učenju. S obzirom na to da se u osnovi teškoća u učenju nalaze različiti faktori, cilj ove disertacije je utvrđivanje odnosa između nivoa razvoja egzekutivnih funkcija i smetnji u učenju kod dece mlađeg školskog uzrasta (III i IV razreda). Uzorak istraživanja čini 114 učenika tipičnog intelektualnog razvoja, oba pola, koji pohađaju treći (48,2%) i četvrti razred (51,8%) osnovne škole. Uzrast ispitanika se kreće u rasponu od 8,7-10,8 godina (AS=9,80; SD=0,57). Analizom različitih razvojnih sposobnosti koje su preduslov razvoja akademskih veština, primenom Akadija testa i kriterijuma odstupanja za jednu i više standardnih devijacija, utvrđeno je da teškoće u različitim oblastima ispoljava 18,4% dece. Analizom nivoa razvoja egzekutivnih funkcija kod dece sa smetnjama u učenju, utvrđeno je da su oni znatno lošiji u domenu verbalnog planiranja. Nivo razvoja bazičnih egzekutivnih funkcija (i verbalnih i neverbalnih) kod ove dece je takođe niži, ali samo u odnosu na decu čija su postignuća na Akadija testu u ravni gornje granice ili iznad proseka (za dati uzorak). Ostvaruju i znatno niža postignuća u domenu neverbalnog planiranja, ali samo u odnosu na decu koja ostvaruju najbolja postignuća na Akadija testu...

This paper is engage in issues the properties of motivational factors in the process of mastering of natural and social contents in school. The overall objective of this research relates to the determination of the connection between factors which are the sources of motivation and academic performance of students with mild intellectual disabilities to acquire the syllabus of the subject of the nature of society. Student sample of this study includes 120 respondents of both sexes. Criteria for selection included following: IQ characteristic for students with mild intellectual disability, which ranged from 51 to 69, with calendar age from 12 to 15 years and 11 months (for each year were examined thirty children), school age which involved students from fifth to eighth grade (for each class were examined thirty students), and the absence of neurological, psychiatric, sensory, expressed emotional and multiple disturbance. In this study, the following instruments were used: Academic Self-Regulation Questionnaire) (Deci, Hodges, Pierson, & Tomassone, 1992), Prosocial Self-Regulation Questionnaire (Ryan and Connell, 1989), Social Status of the Family Questionnaire (Đigić, 2007), The Problems in Schools Questionnaire (PIS), Deci, Schwartz, Sheinman, & Ryan, 1981), Perceptions of Parents Scales (Grolnick, Deci , & Ryan, 1997) and Criterion Test of Knowledge for Subject of Nature and Society, which is specifically designed for this research. There were presented the results of explorative study for basic characteristics of students motivation, then the quality of curricular content for subject of nature and society ,and the type of connection of motivational variables (academic self-regulation, prosocial self-regulation, teacher support, parental support and socio-economic and cultural status of the family) with the relevant variables of school achievement Summary (mastering subject of nature and society is presented in five areas - geography, biology, history, physics, and c, Ovaj rad se bavi pitanjima svojstva motivacionih činilaca u procesu školskog savladavanja prirodnih i društvenih sadržaja. Opšti cilj ovog istraživanja se odnosi na utvrđivanje povezanosti faktora koji čine izvore motivacije i školskog postignuća učenika s lakom intelektualnom ometenošću u savladavanju programskih sadržaja nastavnog predmeta Priroda i društvo. Uzorak učenika ovog istraživanja uključuje 120 ispitanika, oba pola. Kriterijumi za izbor ispitanika podrazumevali su: količnik inteligencije učenika karakterističan za laku intelektualnu ometenost, koji se kretao u okvirima od 51 do 69, kalendarski uzrast od 12 godina do 15 godina i 11 meseci (za svaku kalendarsku godinu ispitano je po tridesetoro dece), školski uzrast koji je podrazumevao uključivanje učenika od V do VIII razreda (za svaki razred je ispitano po tridesetoro učenika) i odsustvo neuroloških, psihijatrijskih, senzornih, izraženih emocionalnih i višestrukih smetnji. U ovom istraživanju korišćeni su sledeći instrumenti: Upitnik akademske samoregulacije (Academic Self-Regulation Questionnaire) (Deci, Hodges, Pierson, & Tomassone, 1992), Upitnik prosocijalne samoregulacije (Prosocial Self-Regulation Questionnaire) (Ryan and Connell, 1989), Upitnik o socijalnom statusu porodice (Đigić, 2007), Upitnik problema u školi (The Problems in Schools Questionnaire (PIS), Deci, Schwartz, Sheinman, & Ryan, 1981), Skala procene roditeljske podrške (Perceptions of Parents Scales) (Grolnick, Deci, & Ryan, 1997) i Kriterijumski test znanja iz nastavnog predmeta Priroda i društvo, koji je posebno konstruisan za potrebe ovog istraživanja. Prikazani su rezultati eksplorativnog istraživanja osnovnih karakteristika motivacije učenika, potom kvaliteta savladanosti programskih sadržaja nastavnog predmeta Priroda i društvo i načini povezanosti Rezime motivacionih varijabli (akademska samoregulacija, prosocijalna samoregulacija, podrška nastavnika, roditeljska podrška i socio-ekonomski i kulturni status porodice) sa relevan

This paper is engage in issues the properties of motivational factors in the process of mastering of natural and social contents in school. The overall objective of this research relates to the determination of the connection between factors which are the sources of motivation and academic performance of students with mild intellectual disabilities to acquire the syllabus of the subject of the nature of society. Student sample of this study includes 120 respondents of both sexes. Criteria for selection included following: IQ characteristic for students with mild intellectual disability, which ranged from 51 to 69, with calendar age from 12 to 15 years and 11 months (for each year were examined thirty children), school age which involved students from fifth to eighth grade (for each class were examined thirty students), and the absence of neurological, psychiatric, sensory, expressed emotional and multiple disturbance. In this study, the following instruments were used: Academic Self-Regulation Questionnaire) (Deci, Hodges, Pierson, & Tomassone, 1992), Prosocial Self-Regulation Questionnaire (Ryan and Connell, 1989), Social Status of the Family Questionnaire (Đigić, 2007), The Problems in Schools Questionnaire (PIS), Deci, Schwartz, Sheinman, & Ryan, 1981), Perceptions of Parents Scales (Grolnick, Deci , & Ryan, 1997) and Criterion Test of Knowledge for Subject of Nature and Society, which is specifically designed for this research. There were presented the results of explorative study for basic characteristics of students motivation, then the quality of curricular content for subject of nature and society ,and the type of connection of motivational variables (academic self-regulation, prosocial self-regulation, teacher support, parental support and socio-economic and cultural status of the family) with the relevant variables of school achievement Summary (mastering subject of nature and society is presented in five areas - geography, biology, history, physics, and c, Ovaj rad se bavi pitanjima svojstva motivacionih činilaca u procesu školskog savladavanja prirodnih i društvenih sadržaja. Opšti cilj ovog istraživanja se odnosi na utvrđivanje povezanosti faktora koji čine izvore motivacije i školskog postignuća učenika s lakom intelektualnom ometenošću u savladavanju programskih sadržaja nastavnog predmeta Priroda i društvo. Uzorak učenika ovog istraživanja uključuje 120 ispitanika, oba pola. Kriterijumi za izbor ispitanika podrazumevali su: količnik inteligencije učenika karakterističan za laku intelektualnu ometenost, koji se kretao u okvirima od 51 do 69, kalendarski uzrast od 12 godina do 15 godina i 11 meseci (za svaku kalendarsku godinu ispitano je po tridesetoro dece), školski uzrast koji je podrazumevao uključivanje učenika od V do VIII razreda (za svaki razred je ispitano po tridesetoro učenika) i odsustvo neuroloških, psihijatrijskih, senzornih, izraženih emocionalnih i višestrukih smetnji. U ovom istraživanju korišćeni su sledeći instrumenti: Upitnik akademske samoregulacije (Academic Self-Regulation Questionnaire) (Deci, Hodges, Pierson, & Tomassone, 1992), Upitnik prosocijalne samoregulacije (Prosocial Self-Regulation Questionnaire) (Ryan and Connell, 1989), Upitnik o socijalnom statusu porodice (Đigić, 2007), Upitnik problema u školi (The Problems in Schools Questionnaire (PIS), Deci, Schwartz, Sheinman, & Ryan, 1981), Skala procene roditeljske podrške (Perceptions of Parents Scales) (Grolnick, Deci, & Ryan, 1997) i Kriterijumski test znanja iz nastavnog predmeta Priroda i društvo, koji je posebno konstruisan za potrebe ovog istraživanja. Prikazani su rezultati eksplorativnog istraživanja osnovnih karakteristika motivacije učenika, potom kvaliteta savladanosti programskih sadržaja nastavnog predmeta Priroda i društvo i načini povezanosti Rezime motivacionih varijabli (akademska samoregulacija, prosocijalna samoregulacija, podrška nastavnika, roditeljska podrška i socio-ekonomski i kulturni status porodice) sa relevan