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The importance of physical activity (PA) for the psychological well-being of children is well documented. COVID-19 lockdown implied a severe reduction in organized and unorganized PA. Our goal was to examine how parents perceive their children's PA and their own PA related behaviours during the first month of COVID-19 lockdown in Serbia compared to the usual circumstances, to investigate the relationship between parents' evaluations of PA and children's PA level during the lockdown, and to examine the relationship between children's PA level and changes in psychological well-being and daily routines. The sample included 127 parents of preschool and school children. We constructed a questionnaire assessing sociodemographic information, parents' ratings of children's PA, their own children's PA-related behaviours, their evaluations of children's PA engagement before and during the lockdown, and their perception of psychological well-being and daily routines of their children during the lockdown. Results showed that the amount of daily PA in children decreased during the lockdown, especially the organized forms, which indicated that online PA programs have failed to replace regular PE classes and sports training. Also, parents valued regular forms of organized PA more than their online counterparts. We confirmed the relationship between parental evaluations and children's PA and showed that it depends on the specific aspect of PA the parents valued. Parents perceived that changes in children's psychological well-being and daily routines during the lockdown were of moderate intensity. PA frequency was related to attention, mood swings and PC and TV use. Our study offers several practical recommendations for children's PA in restrictive circumstances.

Additional co-authors: Ivan Ropovik, Balazs Aczel, Lena F. Aeschbach, Luca Andrighetto, Jack D. Arnal, Holly Arrow, Peter Babincak, Bence E. Bakos, Gabriel Banik, Ernest Baskin, Radomir Belopavlovic, Michael H. Bernstein, Michal Bialek, Nicholas G. Bloxsom, Bojana Bodroža, Diane B. V. Bonfiglio, Leanne Boucher, Florian Bruhlmann, Claudia C. Brumbaugh, Erica Casini, Yiling Chen, Carlo Chiorri, William J. Chopik, Oliver Christ, Antonia M. Ciunci, Heather M. Claypool, Sean Coary, Marija V. Cˇolic, W. Matthew Collins, Paul G. Curran, Chris R. Day, Anna Dreber, John E. Edlund, Filipe Falcao, Anna Fedor, Lily Feinberg, Ian R. Ferguson, Maire Ford, Michael C. Frank, Emily Fryberger, Alexander Garinther, Katarzyna Gawryluk, Kayla Ashbaugh, Mauro Giacomantonio, Steffen R. Giessner, Jon E. Grahe, Rosanna E. Guadagno, Ewa Halasa, Rias A. Hilliard, Joachim Huffmeier, Sean Hughes, Katarzyna Idzikowska, Michael Inzlicht, Alan Jern, William Jimenez-Leal, Magnus Johannesson, Jennifer A. Joy-Gaba, Mathias Kauff, Danielle J. Kellier, Grecia Kessinger, Mallory C. Kidwell, Amanda M. Kimbrough, Josiah P. J. King, Vanessa S. Kolb, Sabina Kolodziej, Marton Kovacs, Karolina Krasuska, Sue Kraus, Lacy E. Krueger, Katarzyna Kuchno, Caio Ambrosio Lage, Eleanor V. Langford, Carmel A. Levitan, Tiago Jesse Souza de Lima, Hause Lin, Samuel Lins, Jia E. Loy, Dylan Manfredi, Łukasz Markiewicz, Madhavi Menon, Brett Mercier, Mitchell Metzger, Venus Meyet, Jeremy K. Miller, Andres Montealegre, Don A. Moore, Rafal Muda, Gideon Nave, Austin Lee Nichols, Sarah A. Novak, Christian Nunnally, Ana Orlic, Anna Palinkas, Angelo Panno, Kimberly P. Parks, Ivana Pedovic, Emilian Pekala, Matthew R. Penner, Sebastiaan Pessers, Boban Petrovic, Thomas Pfeiffer, Damian Pienkosz, Emanuele Preti, Danka Puric, Tiago Ramos, Jonathan Ravid, Timothy S. Razza, Katrin Rentzsch, Juliette Richetin, Sean C. Rife, Anna Dalla Rosa, Kaylis Hase Rudy, Janos Salamon, Blair Saunders, Przemyslaw Sawicki, Kathleen Schmidt, Kurt Schuepfer, Thomas Schultze, Stefan Schulz-Hardt, Astrid Schutz, Ani N. Shabazian, Rachel L. Shubella, Adam Siegel, Ruben Silva, Barbara Sioma, Lauren Skorb, Luana Elayne Cunha de Souza, Sara Steegen, L. A. R. Stein, R. Weylin Sternglanz, Darko Stojilovic, Daniel Storage, Gavin Brent Sullivan, Barnabas Szaszi, Peter Szecsi, Orsolya Szoke, Attila Szuts, Manuela Thomae, Natasha D. Tidwell, Carly Tocco, Ann-Kathrin Torka, Francis Tuerlinckx, Wolf Vanpaemel, Leigh Ann Vaughn, Michelangelo Vianello, Domenico Viganola, Maria Vlachou, Ryan J. Walker, Sophia C. Weissgerber, Aaron L. Wichman, Bradford J. Wiggins, Daniel Wolf, Michael J. Wood, David Zealley, Iris Žeželj, Mark Zrubka, and Brian A. Nosek

Recent research findings have indicated that aerobic fitness and motor fitness are related to specific executive functions (EF). However, it is not clear whether the relationships of these fitness factors with executive functions are dependent on each other. The goal of this study was thus to investigate the relationship of aerobic fitness, motor fitness, and their interaction with EF in preadolescents. The sample consisted of 137 students (67 boys) aged 9-10 years. Physical fitness assessment included measures of aerobic fitness (20 m shuttle run test) and motor fitness (Hurdle and crawl test), while EF assessment encompassed measures of inhibition (Modified Stroop task), shifting (Smiley task) and updating (Letter memory task). The results showed that motor fitness was positively related to inhibition, r = .22, p lt .05, while aerobic fitness was positively related to shifting r = .22, p lt .05. Multiple regression and post hoc analyses indicated that aerobic fitness was positively related to shifting only when motor fitness was also high (beta = .44, p lt .01). This pattern of results could indicate the potential relevance of high levels of both motor and aerobic fitness for EF.

Students' attitude toward physical education (PE) is one of the important indicators of their involvement in PE classes as well as out-of- school physical activities. The main aim of this study was to examine the predictive value of sociodemographic and psychological characteristics of the students at early and middle adolescence for the formation of their attitude toward PE. The students' gender, age, academic self-concept in PE and the state anxiety in PE were examined. Additionally, the correlation between the students' attitudes toward PE and their performance in PE classes and out-of-school physical activities was also investigated. The sample included 251 primary and secondary school students, aged 13 to 17. The following instruments were applied in this research: the physical education attitude scale (PEAS), the Academic Self-Description Questionnaire (ASDQ II) and the Physical Education State Anxiety Scale (PESAS) including the following subscales: somatic anxiety, cognitive processes and worry, as well as an additional questionnaire containing questions about gender, age, PE marks and the students' engagement in out-of-school physical activities. The results have indicated a positive correlation between the students' attitudes toward PE and the academic self-concept in PE, whereas a negative correlation between the PE attitudes and all three components of the state anxiety in PE was determined. The results of a hierarchical multiple regression have indicated that the academic self-concept in PE and a somatic component of the state anxiety in PE are significant predictors of the students' attitude toward PE. It has also been shown that the students' attitudes correlated with their performance in PE and the success achieved in out-of-school physical activities as well. It has been concluded that it is necessary to enhance the students' academic self-concept in PE and create the classroom atmosphere which will provoke positive emotional experiences in students.

In PISA 2012 cycle, the focus was on the mathematics literacy. Data collected in PISA survey in Serbia on 4684 respondents show that students on average have significantly lower performance compared to average OECD performance. The aim of the study was to explore student (variables at the first level) and school level predictors (variables at the second level) of the PISA mathematics literacy using multi-level modelling. The most important finding is that student and school level variables are explaining variability in PISA mathematics performance almost equally. Results show that on the student level, significant predictors are gender, noncognitive characteristics (mathematics anxiety, mathematics self-efficacy, mathematics self-concept, openness for problem-solving), student perceived teaching quality and studying habits. Results also indicate that several school-level variables have direct effects on the PISA math performance and that several school-level variables moderate the relationship between student characteristics and PISA performance.

Shnabel and Nadler (2008) assessed a needs-based model of reconciliation suggesting that in conflicts, victims and perpetrators have different psychological needs that when satisfied increase the chances of reconciliation. For instance, Shnabel and Nadler found that after a conflict, perpetrators indicated that they had a need for social acceptance and were more likely to reconcile after their sense of social acceptance was restored, whereas victims indicated that they had a need for power and were more likely to reconcile after their sense of power was restored. Gilbert (2016), as a part of the Reproducibility Project: Psychology (RP:P), attempted to replicate these findings using different study materials but did not find support for the original effect. In an attempt to reconcile these discrepant findings, we conducted two new sets of replications—one using the RP:P protocol and another using modified materials meant to be more relatable to undergraduate participants. Teams from eight universities contributed to data collection ( N = 2,738). We did find moderation by protocol; the focal interaction from the revised protocol, but not from the RP:P protocol, replicated the interaction in the original study. We discuss differences in, and possible explanations for, the patterns of results across protocols.

Across three studies, LoBue and DeLoache (2008) provided evidence suggesting that both young children and adults exhibit enhanced visual detection of evolutionarily relevant threat stimuli (as compared with nonthreatening stimuli). A replication of their Experiment 3, conducted by Cramblet Alvarez and Pipitone (2015) as part of the Reproducibility Project: Psychology (RP:P), demonstrated trends similar to those of the original study, but the effect sizes were smaller and not statistically significant. There were, however, some methodological differences (e.g., screen size) and sampling differences (the age of recruited children) between the original study and the RP:P replication study. Additionally, LoBue and DeLoache expressed concern over the choice of stimuli used in the RP:P replication. We sought to explore the possible moderating effects of these factors by conducting two new replications—one using the protocol from the RP:P and the other using a revised protocol. We collected data at four sites, three in Serbia and one in the United States (total N = 553). Overall, participants were not significantly faster at detecting threatening stimuli. Thus, results were not supportive of the hypothesis that visual detection of evolutionarily relevant threat stimuli is enhanced in young children. The effect from the RP:P protocol ( d = −0.10, 95% confidence interval = [−1.02, 0.82]) was similar to the effect from the revised protocol ( d = −0.09, 95% confidence interval = [−0.33, 0.15]), and the results from both the RP:P and the revised protocols were more similar to those found by Cramblet Alvarez and Pipitone than to those found by LoBue and DeLoache.

Athletes' coping strategies are important factors that contribute to competitive achievement and psychological well-being. The first aim of the current study was to explore the direct and interactive effects of Five Factor personality dimensions on dispositional coping strategies. The second aim was to test the second-order factorial structure of the Dispositional Coping Inventory for Competitive Sport (DCICS). The sample included 166 female volleyball players of mean age 15.01 years (SD=.87), and mean sports experience of 4.81 years (SD=1.85). They completed the NEO-FFI inventory and DCICS. Explorative factor analyses indicated two second order solutions with high reliability coefficients: task- and emotion-oriented coping strategies. The Paired samples t-test showed that young female athletes more often apply task-oriented strategies than emotion-oriented strategies. The regression analysis showed that some Five-Factor personality dimensions independently predicted the use of higher order coping dimensions. Conscientiousness was the only positive predictor of task-oriented strategies. Neuroticism was positive and agreeableness is a negative predictor of emotion-oriented coping strategies. No interaction effects of personality dimensions on dispositional coping were founded. These findings suggest that the Five-Factor personality model can predict the coping strategies that athletes frequently use. Findings also emphasize the need for more studies aimed to investigate this complex relationship including potential moderator effects of different variables such as gender, sport experience, competitive achievement, and different sports disciplines.

© 2018 American Psychological Association. Which is more enjoyable: trying to think enjoyable thoughts or doing everyday solitary activities? Wilson et al. (2014) found that American participants much preferred solitary everyday activities, such as reading or watching TV, to thinking for pleasure. To see whether this preference generalized outside of the United States, we replicated the study with 2,557 participants from 12 sites in 11 countries. The results were consistent in every country: Participants randomly assigned to do something reported significantly greater enjoyment than did participants randomly assigned to think for pleasure. Although we found systematic differences by country in how much participants enjoyed thinking for pleasure, we used a series of nested structural equation models to show that these differences were fully accounted for by country-level variation in 5 individual differences, 4 of which were positively correlated with thinking for pleasure (need for cognition, openness to experience, meditation experience, and initial positive affect) and 1 of which was negatively correlated (reported phone usage). ispartof: Journal of Personality and Social Psychology vol:117 issue:5 pages:E71-E83 ispartof: location:United States status: published

A positive attitude towards physical education (PE) is an important component of students’ engagement in classes and extracurricular physical activities. Relying on students’ interests when planning the class work can contribute to the formation of such an attitude. The research was aimed at verifying the effects of the experimental programme “Inclusion of music in Physical Education classes” on the formation of students’ attitude towards PE. An experiment with parallel groups that lasted for 26 classes was applied in the research on the sample of 141 primary school students attending the seventh grade. In the initial and final testing two instruments for measuring the attitudes were applied: the Students’ Attitudes toward Physical Education - SATPE and the Connotative Differential (CD-15). In the final testing, the experimental group also completed the questionnaire on students’ assessment of classes with and without music. The analysis of variance has shown that the experimental group achieved considerably higher scores at the final testing compared to the initial on the cognitive and conative subscales of the CD-15 instrument. This change was not linked to gender, PE grade and involvement in music. It has been shown that students in the experimental group assessed more positively the classes accompanied by music compared to the classes without music, measured by the questionnaire on students’ assessment of classes with and without music. It can be concluded that the application of music has influenced the development of a more positive attitude towards PE, observed via the cognitive and conative dimension, which points to the fact that it is justifiable and desirable to use music in PE education. [Projekat Ministarstva nauke Republike Srbije, br. 179018 i br. 47015]

The aim of the present study was to examine the effects of affective valence and arousal on the reasoning process. Reasoning was measured using a semantic verification task and the influence of valence and arousal was tracked using the affective priming paradigm. Primes were photographs varied on two dimensions - emotional valence (positive, neutral, negative) and arousal (high, low). Forty-nine psychology students participated in the experiment. Results showed that reaction time needed for semantic verification was significantly faster for positive-high arousing in comparison to positive-low arousing condition and for neutral high arousing in comparison to neutral-low arousing condition, but there were no significant differences in negative low and high arousing conditions. Also, significant differences were found among all three valences in high arousing conditions and there were no such differences in low arousing conditions. These results reveal the importance of both arousal and valence in the research on the influence of emotions on the reasoning process. [Projekat Ministarstva nauke Republike Srbije, br. 179033]

The syllabus of the track and field subject at the Faculty of Sport and Physical Education includes cross-country running - running in nature. The main objective of this study was to determine the structure and intensity of students' attitude toward the cross-country running. Besides, the objective was to check the connection of the students' attitude towards the cross-country running and the achieved results of cross-country running, as well as of doing sport and recreational running. The sample comprised 69 students of the second year of studies who attended the cross-country running classes. For measuring the attitude toward the cross-country running, the Connotative differential instrument was used consisting of 15 pairs of opposite adjectives presented in a form of seven-part bipolar scale grouped into three dimensions: affective, cognitive and conative. This instrument was applied within an extensive questionnaire which included questions about doing sports, jogging, as well as the results of cross-country running at the end of the teaching period. The descriptive analysis has shown that students have a positive attitude of moderate intensity toward cross-country running, observed through all three dimensions of attitude. The correlation analysis between the dimensions of attitude toward cross country running and the results achieved at cross country running showed that the correlations are negative and statistically significant, suggesting that if the result of running is better, the students' attitude toward cross country running is more positive. Competitive sport is not connected with the quality of attitude toward cross-country running. The results obtained by the study give grounds for assuming that, given that attitudes are an important component of the motivational aspect of personality, it can be expected that the students' positive attitude toward cross country running would contribute to cross country running application in their future professional activity and encourage this form of physical activity.

The aim of this study was to investigate the relationship between cognitive processing of affective verbal material and the basic personality structure. For the purposes of research a new experiment was created, where affective priming was measured in a lexical decision task. The term affective priming stands for facilitation in recognition of the stimuli that comes after the presentation of stimuli of the same valence. In this experiment, two words were presented on a screen in front of the subject (stimuli-prime and stimuli-target). Those two words were of the same or different affective valence, and the subject's were instructed to respond whether the second word on the screen had a meaning or not. The basic personality structure was defined by the 'Big five' model and the Disintegration model and measured by NEO PI-R and Delta 10 questionnaires. The results of the affective priming experiment indicated a strong effect of positive facilitation and much weaker effect off negative facilitation. Two significant functions were extracted by quasicanonical correlation analysis. The first function showed correlation between the effect of positive facilitation and all of the subscales of Neuroticism, Extraversion and Conscientiousness (NEO PI-R), as well as all sub dimensions of Disintegration (DELTA 10). The second one indicated to a correlation between the negative facilitation effect and some subscales of Neuroticism, Extraversion and Agreeableness (NEO PI-R), as well as all subscales of Disintegration (DELTA 10).

Positive attitude towards inclusion of children with disabilities in Physical Education (PE) classes is one quite important factor for successful implementation of inclusive education. The aim of this study was to examine the predictors of attitude of the students as future PE teachers towards inclusion in PE. In this study, the predictors in the field of personality, professional competences for working with children with disabilities and certain personal characteristics (gender) were included. The sample included 221 students of the final year of studies at the Faculty of Sport and Physical Education in Belgrade, Nis and Novi Sad. In order to measure the attitude towards inclusion in PE, the instrument of Attitude Toward Inclusive Physical Education was used. In the field of personality, a trait of openness to experience was examined, which was measured using the HEXACO PI-R instrument. An additional questionnaire was also designed by which the students were asked to indicate their gender and professional competences for working with children with disabilities: their average mark during the studies, subjective assessment of the level of knowledge and skills required for working with children with disabilities acquired in the course of their studies (self-assessment of professional competence) and experience in working with children with disabilities during their professional practice. The results of multiple regression analysis showed that openness to experience, self-assessment of professional competence and gender were significant predictors. The results indicate that, during the training for teaching profession, it is necessary to develop students' specific competences required for the work in inclusive education as well as to create the teaching atmosphere which will enhance inquisitiveness and creativity as significant determinants of the trait of openness to experience.

Some authors state that one of the functions of explicit homophobia is defensive, and that it has roots in latent attraction towards same sex. Large body of evidence suggests that implicit techniques enable assessment of those cognitions hidden from conscious awareness. Sample of 277 heterosexuals completed several implicit (Implicit Association Test-IAT and Affective Priming-AP) and explicit measures of attitude (Test of homophobia and Connotative differential). Multi-group SEM analysis was done to investigate cross-sample stability of the model postulating influence of IAT and AP factors on latent explicit factor. Analyses suggest that both in males and females IAT latent factor predicts negative explicit attitude. Results revealed that explicit homophobia is related to implicit, negative attitude toward homosexuals and not to implicit attraction towards same sex. [Projekat Ministarstva nauke Republike Srbije, br. 179018 i br. 179033]

Osnovni cilj ovog istraživanja bio je ispitati povezanost obrade emocionalno obojenog materijala i bazične strukture ličnosti. Za potrebe istraživanja konstruisana su tri eksperimenta u kojima je ispitivano afektivno primovanje u zadatku evaluativne odluke. Pod afektivnim primovanjem se podrazumeva facilitacija odgovora na neki stimulus ako mu prethodi stimulus iste afektivne valence i/ili inhibicija ukoliko mu prethodi stimulus suprotne afektivne valence. Ispitanicima su na ekranu računara jedan za drugim prikazivana po dva stimulusa iste ili različite afektivne valence (stimulusprim i stimulus-meta), a njihov zadatak je bio da prtiskom na jedan od tastera odgovore da li je drugi stimulus u paru afektivno pozitivan ili negativan. U prvom eksperimentu je korišćen isključivo vizuelni materijal (složene fotografije), u drugom su kao stimulusiprimovi korišćene fotografije, a kao stimulusi-mete reči i u trećem je korišćen samo verbalni materijal (imenice). Vizuelni stimulusi izabrani su iz baze International Affective Picture System (Lang et al, 2008), a verbalni iz baze Konotativni rečnik (Janković, 2000). Bazična struktura ličnosti definisana je modelom Velikih pet (Costa & McCrae, 1985), Dezintegracije (Knežević et al, 2005), Amorala (Knežević, 2003) i Kibernetičkog modela intelektualnog funkcionisanja (Wolf et al, 1992), a operacionalizovana inventarima NEO PI-R, DELTA 10, AMRL 15 i KOG 9. Rezultati analize varijanse su pokazali da se struktura efekta afektivnog primovanja razlikuje u zavisnosti od modaliteta prikazanih stimulusa. U eksperimentu u kome je korišćen isključivo vizuelni materijal dobijen je samo efekat facilitacije negativnih stimulusa. U eksperimentu u kome su kombinovani vizuelni i verbalni stimulusi dobijen je efekat facilitacije za pozitivne stimuluse, kao i efekti inhibicije i za pozitivne i za negativne stimuluse. U eksperimentu u kome je korišćen isključivo verbalni materijal efekti primovanja nisu bili značajni. Rezultati regresione analize su pokazali da postoji povezanost efekata afektivnog primovanja i pojedinih dimenzija bazične strukture ličnosti. Efekat facilitacije negativnih stimulusa u eksperimentu u kome je korišćen vizuelni materijal je povezan sa crtom dezintegracije, a efekat facilitacije pozitivnih stimulusa sa opštim intelektualnim sposobnostima. U eksperimentu u kome je kombinovan verbalni i vizuelni materijal facilitacija negativnih stimulusa je povezana sa dimenzijama amorala i otvorenosti (Velikih pet). I, na kraju, dimenzija otvorenosti je povezana sa kraćim vremenom reakcije na afektivno obojene stimuluse u sva tri eksperimenta. Rezultati su diskutovani u svetlu teorija o procesiranju afektivno obojenog materijala i mehanizama njegove povezanosti sa prostorom bazične strukture ličnosti. The main goal of this research was to examine the relationship between processing of affective material and basic personality structure. We constructed three experiments in which we investigated affective priming in an evaluative decision task. Affective priming is consisted of response facilitation to a certain stimulus if it was subsequent to a stimulus of the same affective valence and/or response inhibition if it was subsequent to a stimulus of the opposite affective valence. Subjects were presented on a computer screen with pairs of stimuli which appeared one after another (stimulusprime and stimulus-target) with either the same or the opposite affective valence. Their task was to determine whether the second stimulus is affectively positive or negative by clicking the appropriate key. In the first experiment, only visual material was used (complex images), in the second experiment photographs were used as stimuli-primes and words as stimuli-targets, whilst in the third experiment only verbal material was used (nouns). Visual stimuli were selected from International Affective Picture System (Lang et al, 2008), and verbal stimuli from Connotative Dictionary (Janković, 2000). Basic structure of personality was defined by the Five-Factor model (Costa & McCrae, 1985), Disintegration, (Knežević et al, 2005), Amorality (Knežević, 2003) and the Cybernetic model of intellectual functioning (Wolf et al, 1992), and operationalized by using inventories NEO PI-R, DELTA 10, AMRL 15 and KOG 9. Results of analysis of variance showed that the structure of affective priming effect differs depending on the sensory modality of presented stimuli. In the experiment in which only visual stimuli were used, only the facilitation effect for negative stimuli proved significant. In the experiment in which visual and verbal stimuli were combined, facilitation effect for positive stimuli and inhibition effects for both positive and negative stimuli were all statistically significant. In the experiment in which only verbal stimuli were used, no priming effects reached statistical significance. Results of regression analysis showed that there is a correlation between affective priming effects and certain dimensions of basic personality structure. In the first experiment in which only visual material was used, facilitation effect for negative stimuli correlates to Disintegration trait and facilitation effect for positive stimuli with intellectual abilities. In the second experiment in which both verbal and visual material was used, facilitation effect for negative stimuli correlates with Amorality and Openness to Experience (Five-Factor model). And, finally, dimension Openness to Experience correlates with shorter reaction time to affective stimuli in all three experiments. Results are discussed in light of theories of affective material processing and mechanisms of its relation to basic personality structure.

Although male or female characteristics are traditionally attributed to some sports, contemporary trends are going in the direction of changing gender inequality in sport and physical education. The aim of this research was to investigate the relationship between motor and musical abilities of students, attitudes towards rhythmic gymnastics, their success in mastering the program contents of the theory and methodology of rhythmic gymnastics (T&M RG) and genders. The sample consisted of 104 subjects, third year students of the Faculty of Sport and Physical Education in Belgrade. Motor and musical abilities were made operational by the scores on tests that are an integral part of the qualifying exam on the FSPE: the test of general motor abilities, the test of specific motor abilities with the ball, and the test for assessing the sense of movement and rhythm and checking musicality, and the success in mastering the content of T&M RG by the grade from this subject. Subjects' attitudes were measured by the Connotative differential instrument, which includes three dimensions of an attitude: affective, cognitive and conative. In addition, the data on school achievement of subjects were collected. The results showed that the subjects of female and male gender did not differ in their achievements in the test for assessing the sense of rhythm and movement and musicality, as well as in their achievements in T&M RG. Also, it is shown that this test is predictive for the assessment in the subject T&M RG. Although the attitudes of both genders were very positive, it was shown that women had slightly more positive attitudes than men. The subjects' attitudes towards rhythmic gymnastics were positively correlated with the grade in T&M RG. The results indicated that students of both genders in their future pedagogical practice would be ready to equally successfully apply rhythmic gymnastics as one of the physical education program contents.

Large body of evidence suggests that two processes influence attitudes formation, implicit and explicit. On a sample of 70 heterosexual students of Belgrade University, several implicit and explicit measures were collected in order to assess attitudes towards homosexuality. To asses implicit processes Implicit Association Test (IAT) and Affective Priming (AP) were used, while Homophobic Attitude Scale (HAS), and Connotative differential (CD) were used as explicit measures. IAT and AP were based on the same stimuli. SEM-model was designed to investigate the influence of implicit latent factors on the explicit latent factor of the attitude. The model had excellent fit:□2(32) = 32.11, p = 0.46; RMSEA = 0.007 (90% CI RMSEA 0.0–0.089), SRMR = 0.071, and CFI = 0.99. Analyses suggest that IAT latent factor influences negative explicit attitude. Results revealed that latent AP factor interpreted as arousal on heterosexual stimuli, does not correlate neither with IAT nor explicit attitude. Theoretical and methodological ramifications of the results are discussed.