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Although there were studies that investigated some aspects of remote education and educational experience of different stakeholders during the Covid-19 pandemic, there is a lack of data and studies that explored context and effects of organizational changes in education during the pandemic on gifted students. This paper is part of the wider qualitative study about the effects of the Covid-19 pandemic on schooling in Croatia, Serbia and Slovenia that specifically included gifted students (both from primary and high schools). In the first part of the paper, some basic characteristics of access to the gifted, identification procedures and support for gifted students in three countries are discussed, while in the second part organizational changes in emergency circumstances during the pandemic are considered. It is shown that, besides similarities and differences in approach, gifted students could be considered a vulnerable group in all three countries of the region., Iako su postojale studije koje su istraživale neke aspekte obrazovanja na daljinu i obrazovno iskustvo različitih učesnika obrazovnog procesa tokom pandemije Covid19, nedostaju podaci i studije koje su istraživale kontekst i efekte organizacionih promena u obrazovanju tokom pandemije na darovite učenike. Ovaj rad je deo šire kvalitativne studije o efektima pandemije Covid-19 na obrazovanje u Hrvatskoj, Srbiji i Sloveniji koja je posebno obuhvatila i darovite učenike (osnovne i srednje škole). U prvom delu rada razmatraju se neke osnovne karakteristike pristupa darovitim učenicima, postupci identifikacije i podrška za darovite učenike u tri zemlje. U drugom delu rada razmatraju se organizacione promene u vanrednim okolnostima tokom pandemije. Pokazalo se da se, pored sličnosti i razlika u pristupu, u sve tri zemlje regiona daroviti učenici mogu smatrati ranjivom grupom.

Although there have been many studies on the effects of the Covid-19 pandemic and emergency remote education (ERE) on students, there has not been enough research about gifted students’ experience. This paper aims to understand gifted students’ perceptions of effective and ineffective school practices during ERE. Gifted students were recruited on the recommendation of school counselors based on students’ demonstrated exceptional abilities and achievements in one or more areas. Thus, purposive homogeneous sample of gifted students in Serbia consisted of 19 gifted students from elementary schools and 11 secondary school students. The conducted semi-structured interviews covered various themes related to students' school and out-of-school life during the pandemic, but for this paper we focused on qualitative data analysis of effective and ineffective school practices Thematic analysis yielded six themes referring to effective, engaging practices and eight themes referring to ineffective, disengaging practices. Gifted students positively assessed additional educational support, video conferencing and using LMS. Additional support was in the form of additional group or individual classes (in-person or online) or posting additional materials in LMS. However, students reported that additional classes were closely tied to competitions and that they are not organized regularly throughout the school year even in regular circumstances. Disengaging factors were predominantly related to traditional teaching methods and lack of interaction, absence of additional educational support from the school, difficult monitoring of assessment, epidemiological measures and lack of individualization and differentiation during the regular classes. Yet, many students showed understanding for teachers and have not developed negative emotions due to insufficient enrichment and support. In addition, when students initiated contact - teachers responded effectively. As a compensatory mechanism, you

The aim of this work was to understand what education meant to students during the Covid-19 pandemic and in what context educational activities and organisational changes in schooling were mentioned spontaneously. This paper is a part of a broader qualitative study in which the students’ narratives about their experiences during the first year of the pandemic were collected online. From the initial sample, which consisted of 70 narratives, only those with educational content were selected for further analysis. Thus, the final sample included 34 narratives from 17 high school and 17 university students (5 male and 29 female participants) aged 15-25 (M=20). University students’ reports were more related to positive aspects of online learning and advantages of self-organising as well as concerns about the further education, while secondary school students referred more to difficulties arising from new practice which had significant impact on daily routines and social aspects., Cilj ovog rada je da steknemo uvid šta je obrazovanje značilo učenicima i studentima tokom pandemije kovida 19 i u kom su kontekstu obrazovne aktivnosti i organizacione promene u školovanju spontano pominjane. Ovaj rad je deo šire kvalitativne studije u kojoj su narativi učenika i studenata o njihovim iskustvima tokom prve godine pandemije prikupljani onlajn. Od inicijalnog uzorka, koji se sastojao od 70 narativa, za dalju analizu odabrani su samo oni sa obrazovnim sadržajem. Stoga su krajnji uzorak činila 34 narativa, koji potiču od 17 učenika srednje škole i 17 studenata (N=34, od toga 29 ženskog pola), uzrasta od 15 do 25 godina (M=20). Izveštaji studenata su se više odnosili na pozitivne aspekte onlajn učenja i prednosti samoorganizovanja, kao i na zabrinutost zbog daljeg obrazovanja, dok su učenici srednjih škola više naglašavali teškoće koje su poticale od novog načina rada, koji je značajno uticao na njihovu dnevnu rutinu i društveni život.

Iako su postojale studije koje su istraživale neke aspekte obrazovanja na daljinu i obrazovno iskustvo različitih učesnika obrazovnog procesa tokom pandemije Covid19, nedostaju podaci i studije koje su istraživale kontekst i efekte organizacionih promena u obrazovanju tokom pandemije na darovite učenike. Ovaj rad je deo šire kvalitativne studije o efektima pandemije Covid-19 na obrazovanje u Hrvatskoj, Srbiji i Sloveniji koja je posebno obuhvatila i darovite učenike (osnovne i srednje škole). U prvom delu rada razmatraju se neke osnovne karakteristike pristupa darovitim učenicima, postupci identifikacije i podrška za darovite učenike u tri zemlje. U drugom delu rada razmatraju se organizacione promene u vanrednim okolnostima tokom pandemije. Pokazalo se da se, pored sličnosti i razlika u pristupu, u sve tri zemlje regiona daroviti učenici mogu smatrati ranjivom grupom., Although there were studies that investigated some aspects of remote education and educational experience of different stakeholders during the Covid-19 pandemic, there is lack of data and studies that explored context and effects of organizational changes in education during the pandemic on gifted students. This work is part of the wider qualitative study about the effects of the Covid-19 pandemic on schooling in Croatia, Serbia and Slovenia that specifically included gifted students (both from elementary and secondary schools). In the first part of the work, some basic characteristics of access to the gifted, identification procedures and support for gifted students in three countries are discussed. In the second part of the work, organizational changes in emergency circumstances during the pandemic are considered. It is shown that, besides similarities and differences in approach, gifted students can be considered a vulnerable group in all three countries of the region.

This study aimed to explore teachers' and gifted students' perspectives on the changes in academic motivation and school knowledge during the COVID-19 pandemic. It is part of the broader qualitative study about the effects of the pandemic on schooling in regional countries. Semi-structured interviews were conducted with 11 gifted secondary school students and their teachers (eight of them). A topic guide was designed, covering various themes related to students' school and out-of-school life during the pandemic. Teachers didn't recognize significant changes in gifted students’ academic motivation and their acquired knowledge. Students predominantly reported a decrease in their academic motivation and described negative effects on school knowledge (e.g., working less, postponement of school competitions), while some pointed out that they learnt more or they learnt in more convenient conditions. However, some students more often observed an increase in the knowledge and competencies unrelated to the school curriculum. Typically, these students stressed more free time for developing their specific interests as the positive side of the pandemic. Our results suggest that gifted students vary in the level of self-regulation and that teachers tend to overlook gifted students' academic needs in times of the crisis and provide those who are less self-regulated with adequate support.

Although many studies addressed pandemic’s influence on youth well being related to the restricted contacts with peers, there is lack of data about students’ perception of diverse pandemic impacts on their social life. This research is aimed to identify various types of students’ experiences related to their relationship with peers in school and out of school context during COVID-19 pandemic. It is a part of broader qualitative study about schooling in Serbia in the time of pandemic including students of primary and secondary schools, their parents and teachers. Inductive thematic analysis was applied on students’ sample i.e., on the discussions of 27 focus groups from primary and secondary schools. Results show that negative experiences about social life during the pandemic prevail since 70% of coded segments (N = 260) belong to this broad category, while 21% represent positive and 9% neutral experiences. Social life was more affected in school context than in out of school, because students relate negative experiences more often to that context (153 coded segments) than to out of school (107 coded segments), while positive experiences are more often associated to out of school (59 coded segments) than to school context (20 coded segments). Negative experiences in school context are mostly described as longing for school mates due to lack of contacts during lockdown or measures in school (physical distance and division of a class into separate groups), and absence of school social events (excursions, school festivities, etc.). In an out of school context students missed going out with peers and complained about losing touch with them. Positive experiences in that context are dominantly related to socializing with peers despite measures against pandemic and to a lesser extent to online contacts via social networks. Positive experiences in school context students illustrate as a great joy being with school mates again when lockdown was over and insight about their im

U okviru razvojnih koncepcija darovitosti i talenta prepoznaje se značaj vršnjačke interakcije za (razvoj i) ostvarenje potencijala i dobrobiti dece i mladih. Posebno je značajna podrška grupe vršnjaka koji dele slična interesovanja i želju da uče (i deluju) okupljeni u istraživačkim zajednicama. Deca i mladi zainteresovani za nauku i naučnoistraživački rad mogu se okupljati u neposrednim obrazovnim i/ili istraživačkim aktivnostima i/ili biti deo šire mreže obrazovne istraživačke zajednice. Specijalizovani obrazovni programi osmišljeni i organizovani kao kontekst koji podržava kolaborativno (ko)konstruktivističko obrazovno iskustvo učenja i saznavanja pružaju posebne mogućnosti za razmenu ideja i okupljanje mladih oko zajedničkih interesovanja, vrednosti, načina provođenja slobodnog vremena i hobija, koji imaju važnu funkciju u pozitivnom razvoju mladih. Sve ovo značajno doprinosi dobrobiti, emocionalnoj regulaciji i izgradnji identiteta mladih, kao i njihovom zadovoljstvu životom., Within the developmental concepts of giftedness and talent, the importance of peer interaction for (development and) realization of potential and well-being of children and youth is especially recognized. The support and society of peers with whom children and young people share similar interests and a desire to learn in research communities is especially important. Young people interested in science can gather in direct educational and research activities and be part of a wider network of educational research communities. Specialized educational programs designed and organized as a context that supports collaborative (co) constructivist educational experience of learning provide special opportunities for exchanging ideas and gathering young people around common interests, values and ways of spending leisure time and hobbies, which play an important role in youth positive development. All this significantly contributes to the well-being, emotional regulation and identity building of young people, as well as their life satisfaction.

Samoregulacija razvoja darovitih obuhvata niz procesa i aspekata kao što su, na primer: identifikovanje interesovanja darovitih, procena sopstvenih sposobnosti, samoevaluacija tokom procesa učenja, uočavanje slabosti i teškoća pri učenju, planiranje (postupaka) rešavanja problema, procena efekata učenja i postignuća. U ovom radu posebno se razmatra procena sopstvenih sposobnosti darovitih, za nauku zainteresovanih srednjoškolaca, operacionalizovana kroz njihovu samoprocenu u pogledu tačnosti rešavanja testa inteligencije.Tačnost samoprocene sposobnosti može se tretirati kao jedan vid meta-evaluacije koja je od naročitog značaja za razvoj kritičkog odnosa individue, za njeno osvešćeno, refleksivno i odgovorno donošenje odluka važnih za dalje obrazovanje, upravljanje karijerom i ostvarivanje subjektivne psihološke dobrobiti. Samoprocena sposobnosti može biti veoma značajna za stvaranje rezilijentnosti na individualnom i društvenom planu u uslovima velike globalne krize.

Studiju „Obrazovanje tokom pandemije Kovid-19 u Srbiji: kvalitativna studija“ realizovao je Institut za psihologiju Filozofskog fakulteta u Beogradu, uz finansijsku podršku UNICEF kancelarije u Beogradu, i podršku Ministarstva prosvete Republike Srbije. Radi se o kvalitativnoj studiji o obrazovnim iskustvima tokom pandemije koja je obuhvatila fokus grupne diskusije sa preko 400 učenika osnovnih i srednjih škola u Srbiji, kao i intervjue sa 90 učenika iz osetljivih grupa, njihovim roditeljima i nastavnicima. Stoga, ova studija pruža jedinstven uvid u kvalitet i pravednost nastavnog procesa, kvalitet vršnjačkih odnosa, kao i ulogu porodice u obrazovanju tokom pandemije Kovid-19 u Srbiji. Nalazi ovog sveobuhvatnog istraživanja predstavljaju oslonac za planiranje mera za kompenzovanje negativnih posledica obrazovanja tokom pandemije u Srbiji, ali i mera kojima se pozitivni efekti pandemije mogu učiniti održivim. Istovremeno, nalazi istraživanja pružaju uvid u protektivne i riziko faktore za učenje i razvoj učenika tokom pandemije, što je polazište za aktivnosti usmerene na unapređivanje otpornosti obrazovnog sistema Republike Srbije u nekim narednim kriznim situacijama. Imajući u vidu da je istraživanje sprovedeno kao deo regionalne inicijative koju je pokrenuo Institut za društvena istraživanja iz Zagreba, uz učešće istraživačkih timova Instituta za psihologiju, Filozofskog fakulteta u Beogradu i Pedagoškog fakulteta iz Ljubljane –studija će omogućiti komparativno sagledavanje rezultata i iskustava.

The Covid-19 pandemic has significantly affected everyday life activities, relations, experiences and well-being of students. This paper is a part of a broader study in which the adolescents’ narratives about their experiences during the pandemic were collected online. Adolescents were asked to write about their experiences during the pandemic. Unlike studies that explicitly deal with the interruption of formal schooling caused by pandemic, the aim of this work is to investigate if and in what context adolescents spontaneously mention organizational changes in schooling during pandemic. From the initial sample which consisted of 70 adolescents’ narratives, only those which contained educational experiences were selected for further analysis. Thus, the final sample included 36 participants (5 male and 31 female) aged 14-25 (M =20), both high school (18) and university students (18). Writing about their different experiences participants cited benefits of online study / teaching related particularly to organizational changes in schooling such as reduced amount and complexity of school requests, more efficient studying (e.g. enough time for preparation, higher grades), more comfort (e.g. taking online exams). Thus, they emphasized having more free time for non-formal learning, hobby practicing, reading, watching TV. Focus on education was also a coping strategy they used for dealing with uncertainty and disruption caused by pandemic. Only one student mentioned on-line schooling as protection from Covid-19. However, negative estimation of organizational changes in schooling were more prominent in adolescents’ narratives. Participants reported that online learning was more stressful, complicated and demanding due to online communication, lack of teachers' skills and too compressed timetable of exams. They also reported problems with concentration and selfefficiency as well as grief about missed opportunities, worry about the future of their education and lack of company

This research aimed to explore why academically motivated adolescents engage in certain hobbies and what they mean to them. The empirical findings of a broader study about the everyday life of adolescents in Serbia showed a positive connection between adolescents' hobby engagement and academic achievements and motivation. Therefore, the sample of this research consisted of selected academically-oriented secondary school students, participants of the extracurricular educational program in Petnica Science Center. A Focus group was conducted with a whole psychology program group (12 female, 2 male; average age 17) in February 2020. The semi-structured discussion about hobbies was encouraged and the answers were categorized into 222 codes in consensus of two researchers. The thematic analysis revealed six major themes concerning hobbies: 1. Personal growth, 2. Professional development, 3. Factors supporting engagement, 4. Dedicated time, 5. Managing resources, 6. Promoting products. The benefits of the hobbies were recognized in emotional regulation, fun, health, improving memory and concentration, identity and skills development. For some, hobbies were a source of early incomes and preparation for future profession. Intrinsic motivation, creativity, facultative nature of hobbies, and talent were recognized as the most important factors of engagement and perseverance in these activities. Furthermore, most participants had started practicing hobbies in childhood, and according to their experiences, it was more important what hobby meant to them than how often or regularly they practiced it. Participants recognized that required resources for practicing hobbies depend on the type of the activity and could be managed or compensated in accordance with motivation. Finally, social media and public appearances were predominantly used for product promotion, exchange of ideas, and feedback. The most important outcome of group discussion was the co-construction of the definition

The coping styles mature throughout adolescence, representing one of the indicators of positive psychological well-being. Previous research has shown that adolescents use a variety of coping strategies to face both everyday stressors and major life events. The COVID-19 pandemic could be considered a prolonged crisis, which entails a critical initial event, followed by daily hassle after an adaptation period. The Response to Stress Model proved to be a useful framework for understanding the coping process during the pandemic, distinguishing between primary (altering the situation) and secondary (adapting to a situation) engagement/approach coping versus disengagement/avoidance coping. This study aimed to identify adolescents’ adaptive coping strategies, following their cognitive appraisal of experiences during the COVID-19 pandemic. They were asked to write about their experiences during the pandemic and the narratives obtained online were subsequently organised using thematic analysis. The initial sample consisted of 70 adolescents’ narratives. However, only those who unambiguously reported using a coping strategy were selected for the analysis. The final sample included 50 participants (7 male and 43 female) aged 14-25 (M = 20), both high school and university students. Participants recognised various aspects of the pandemic as challenging: fear of infection, difficulties regarding online school, curfew and lockdown, missing experiences, peer isolation, family quarrels, worsening of the pandemic, other peoples’ suffering, and inconsistent media reports. They experienced worry, fear, sadness, frustration, fatigue, helplessness, anxiety, confusion, or distrust, which consequently activated various coping strategies. Thematic analysis was conducted on a total of 132 coded segments, guided by both an inductive and a deductive approach, based on the Response to Stress Model. Coping strategies identified in the narratives were sorted into seven main themes (frequencies r

Cilj ovog rada je da ukaže na važnost i mogućnosti razvoja kreativnosti i kreativnog mišljenja u nastavi matematike. Jedan od ključnih zadataka vaspitno-obrazovnog procesa, u školi, jeste podsticanje i razvoj stvaralačkih sposobnosti učenika. Stvaralačke sposobnosti učenika i divergentni oblici rada sa njima nisu ekskluzivno u vezi sa pojedinim oblastima i područjima ljudskih delatnosti, već se radi o specifičnostima i osobenostima razvoja kreativnosti i kreativnog izražavanja u pojedinim područjima, odnosno nastavnim predmetima. U radu se razmatraju potreba i mogućnosti razvijanja kreativnog mišljenja kod dece na osnovnoškolskom uzrastu i u okviru nastave matematike u prvom i drugom ciklusu osnovnog obrazovanja, jer kreativnost nije isključivo u vezi sa umetnošću ili pojedinim oblastima ili nastavnim predmetima, niti je privilegija samo darovite i talentovane dece i učenika., Cel' dannoj stat'i - ukazat' na važnost' i vozmožnosti razvitiâ kreativnosti i kreativnogo myšleniâ v processe prepodavaniâ matematiki. Odnoj iz klûčevyh zadač obrazovatel'no-vospitatel'nogo processa âvlâetsâ pooŝrenie i razvitie tvorčeskih sposobnostej učaŝihsâ. Tvorčeskie sposobnosti učaŝihsâ i različnye formy raboty s nimi ne svâzany isklûčitel'no s opredelennymi oblast'âmi i sferami čelovečeskoj deâtel'nosti. Zdes' reč' idet o specifike i osobennost'âh razvitiâ tvorčeskih sposobnostej i kreativnogo samovyraženiâ v opredelennyh sferah, to est' učebnyh predmetah. V dannoj stat'e rassmatrivaetsâ neobhodimost' i vozmožnosti razvitiâ kreativnogo myšleniâ u detej mladšego škol'nogo vozrasta, a takže v ramkah prepodavaniâ matematiki na pervom i vtorom cikle načal'nogo obrazovaniâ, poskol'ku kreativnost' ne svâzana isklûčitel'no s iskusstvom, otdel'nymi oblastâmi ili učebnymi predmetami, a takže ne âvlâetsâ privilegiej tol'ko odarennyh i talantlivyh detej i učenikov., This paper aims to highlight the importance and the possibilities of developing creativity and creative thinking in mathematics instruction. One of the key tasks of the educational process in schools is the stimulation and development of students' creative abilities. Students' creative abilities and divergent forms of working with them are not restricted to specific areas and fields of human activity; rather, it is a matter of the specific and distinctive qualities of the development of creativity and creative expression in certain areas, or school subjects. The paper examines the need and the possibilities of developing creative thinking in children of primary school age and in mathematics instruction in the lower and upper grades of primary school, since creativity is not linked exclusively to art or certain fields or school subjects, nor is it the privilege only of gifted and talented children and students.

How adolescents spend their leisure time has proven to be important for their well-being. The aim of this work was to determine if there are connections between certain patterns of leisure time behaviors and specific aspects of well-being. The sample included 1358 secondary school students. Seven leisure time patterns were extracted and latent variables interpreted as an orientation towards Pop Culture, Culture/Art/Music, Films/TV-Shows/Internet, Science/ Politics, Information Technologies, Going Out, and Sports. Well-being scales include the following five aspects: Engagement (E), Perseverance (P), Optimism (O), Connectedness (C), and Happiness (H). Although small, significant positive correlations were found between Pop Culture and P, O, C, H; b) Culture/Art/Music and E; c) Films/TV-Shows/Internet and E; d) Science/Politics and P, O; e) IT and E, P; f) Going Out and O, C, H; g) Sports and E, P, O, H. Pop Culture, Going Out, and Sports contributed most to the total well-being variance and might be proven overall beneficial. Orientations towards science, politics, and IT are considered more serious activities that require perseverance over time. Only for perusing Culture/Art/Music negative correlations were found, indicating lower degrees of connectedness and happiness. In conclusion, certain leisure time behavior patterns are related to different aspects of adolescents’ well-being.

Previous findings from a broader study about adolescents’ leisure activities in Serbia show that few adolescents pursue hobbies, while online social networks (OSNs) usage is widespread. Results also suggest that two types of OSNs could be distinguished: (1) oriented towards personal communication and exchange (e-mail, Viber, WhatsApp, Skype, & Snapchat); (2) reflects presence in the public domain, and is used to provoke a reaction (YouTube, Twitter, Instagram, Facebook). This work aimed to determine if there are connections between certain hobbies (8 distinguished) and mentioned OSNs. On 17 items selected in the applied questionnaire, adolescents estimated how often they engage in specific hobbies and how active they are on mentioned OSNs. Results indicate that some hobbies do not require activity on OSNs at all, while some are connected to particular (types of) OSNs. Different types of OSNs, according to their capacity for personal exchange and public exposure and reaction, could be upholding for practicing different hobbies, especially graphic design and computerrelated activities. OSNs might also represent a supportive tool in practicing hobbies, concerning the nature of the specific hobbyrelated activity and purpose, mostly because hobbies and OSN activities are chosen following adolescents’ interests, abilities, knowledge, and resources.

In this research adolescents’ leisure activities were investigated in the context of positive youth development. The sample included 1358 secondary school students, first and third grade (56% girls). This work concerns activity on different social networks, precisely following platforms: Facebook, Instagram, Twitter, You Tube, Viber, WhatsApp, Skype, and Snapchat. Among other questions in applied questionnaire about leisure activities, students estimated how active they are on mentioned networks (scale 1-6) and answered about their well-being on the EPOCH scale (scale 1-5). The EPOCH scale includes 20 items, 4 for each of the following aspects: Engagement, Perseverance, Optimism, Connectedness and Happiness. The aim of this work is to investigate if there are correlations between the activity of adolescents on certain social networks and 5 aspects of well-being. The results show that adolescents who are more active on social networks have higher scores on well-being in general (r=.170, p<.01) while Instagram, Viber and WhatsApp explain most of the variance. Higher activity on social networks is also positively connected to all particular aspects of well-being separately. Certain highest correlations, among others, between activity on specific networks and well-being aspects are established (p<.01, for all): a) Facebook and: Perseverance (r=.072), Happiness (r=.098); b) Instagram and: Optimism (r=.118), Connectedness (r=.246), Happiness (r=.176); c) Twitter and: Engagement (r=.080); d) You Tube and: Engagement (r=.076), e) Viber and: Perseverance (r=.124), Connectedness (r=.127), Happiness (r=.131); f) WhatsApp and: Perseverance (r=.074), Optimism(r=.074), Connectedness (r=.149), Happiness (r=.110); g) Skype and: Engagement (r=.079); h) Snapchat and: Connectedness (r=.155), Happiness (r=.082). Higher activity on social networks is positively connected to well-being of adolescents. Instagram, Viber and WhatsApp are the most significant contributors, and with Sna

Rad se bavi našim visokoobrazovnim kadrovima koji su se kao stipendisti postakademskih studija usavršavali u inostranstvu, a potom vratili i zaposlili u Srbiji. Cilj rada je da sagleda kako ova grupa povratnika zaposlenih na fakultetima i naučnim institutima u Srbiji procenjuju svoje iskustvo usavršavanja u inostranstvu. U anketnom istraživanju prikupljeni su podaci o procenama povratnika o tome u kojoj meri smatraju da im je to što su se školovali u inostranstvu značilo da se zaposle u Srbiji, koliko imaju prilike da primene stečena znanja i učestvuju u odlučivanju na svom radnom mestu i koliko se osećaju drugačijim od svojih kolega koji su se školovali i sve vreme radili u zemlji. Kako bi potpunije sagledali položaj povratnika, posebnim upitnikom prikupljene su i procene njihovih kolega o ovim pitanjima., This paper deals with our highly educated professionals who studied abroad as scholarship holders at post-academic studies and then returned and found employment in Serbia. The aim of this paper is to examine how this group of returnees employed at faculties and scientific institutes in Serbia assess their experience of studying abroad. The assessments of the returnees were gathered through a questionnaire. These assessments were on the extent to which the returnees felt their education abroad influenced their employment in Serbia, the opportunities to apply the acquired knowledge and to participate in decision-making at the workplace, and, finally, on how different they felt from their colleagues who acquired all their education and work experience in their own country. To better understand the situation of returnees, a special questionnaire also gathered the assessments of their colleagues on these issues.

Rad se bavi našim visokoobrazovnim kadrovima koji su se kao stipendisti postakademskih studija usavršavali u inostranstvu, a potom vratili i zaposlili u Srbiji. Cilj rada je da sagleda kako ova grupa povratnika zaposlenih na fakultetima i naučnim institutima u Srbiji procenjuju svoje iskustvo usavršavanja u inostranstvu. U anketnom istraživanju prikupljeni su podaci o procenama povratnika o tome u kojoj meri smatraju da im je to što su se školovali u inostranstvu značilo da se zaposle u Srbiji, koliko imaju prilike da primene stečena znanja i učestvuju u odlučivanju na svom radnom mestu i koliko se osećaju drugačijim od svojih kolega koji su se školovali i sve vreme radili u zemlji. Kako bi potpunije sagledali položaj povratnika, posebnim upitnikom prikupljene su i procene njihovih kolega o ovim pitanjima., This paper deals with our highly educated professionals who studied abroad as scholarship holders at post-academic studies and then returned and found employment in Serbia. The aim of this paper is to examine how this group of returnees employed at faculties and scientific institutes in Serbia assess their experience of studying abroad. The assessments of the returnees were gathered through a questionnaire. These assessments were on the extent to which the returnees felt their education abroad influenced their employment in Serbia, the opportunities to apply the acquired knowledge and to participate in decision-making at the workplace, and, finally, on how different they felt from their colleagues who acquired all their education and work experience in their own country. To better understand the situation of returnees, a special questionnaire also gathered the assessments of their colleagues on these issues.

In providing opportunities for the positive development it is important to stimulate various creative activities in adolescents. The aim of the work is to determine the connection between the frequency of practicing hobbies within adolescents, and their worries and risky behaviors in which they engage. The work is part of a larger study, conducted by a questionnaire about leisure time of adolescents, on a sample of 1403 adolescents (419 seventh grade, primary schools; 420 second grade, secondary vocational schools; 564 second year; high school) in five cities in Serbia. Adolescents estimated how often they engage in 9 hobbies: blog writing; creative writing; drawing/painting; graphic design; composing and playing music; making jewelry and decorative objects; computer programming; collecting postcards, stickers, stamps etc; photography. They also estimated how often they worry and engage in risky behaviors (given options at the multiple choice scale). Adolescents who are more engaged in hobbies have more worries, the correlations are statistically significant (p<.001) for following worries: sadness, depression, dissatisfaction with themselves (r=.121); lack of free time (r=.113); pressures by peers (r=.102); physical appearance (r=.099); love problems (r=.099); quarrels with parents (r=.095). Qualitative analysis of open questions has led to the formation of new categories of worries related to health, employment and sport. The results of correlation between risky behaviors and frequency of practicing hobbies confirm previous findings that adolescents who practice hobbies more also engage less in risky behaviors. Statistically significant values of those correlations (p<.000) are: going to the bookies (r=- .179); withdrawal (r=.146); drinking (r=-.123); gambling (r=-.108); driving without a license (r=-.106); participation in fights (r=-.100); the tendency to selfinjury (r=.099). The results, therefore, suggest that adolescents who practice individual creative activi

Ovaj rad bavi se ranom etapom ekspertize koja se odvija u okviru profesionalnih aktivnosti početnika kroz upotpunjavanje i primenu akademskih znanja i povezivanje teorijskih, 'knjiških' znanja s praktičnim znanjima. Reč je o situacijama u kojima se početnik, na kraju osnovnih akademskih studija, po završetku školovanja, suočava s problemima čije rešavanje iziskuje povezivanje konkretnih, specifičnih podatka s teorijskim naučnim konstruktima koji su izgrađeni tokom studija. Zbog toga je stručnjacima, na početku profesionalnog razvoja, neophodno omogućiti prilike u kojima će sticati iskustva potrebna za obavljanje budućeg posla. Teorijska i empirijska saznanja o ekspertizi ukazuju na to da se ona razvija kroz sistematski vođene aktivnosti u kojima se grade, primenjuju i upotpunjuju sve specijalizovanija znanja i veštine. Ova saznanja o razvojnim procesima koji slede tok rastuće specijalizacije i fleksibilnosti znanja imaju značajne praktične implikacije za organizovanje prakse (praktičnog rada) stručnjaka na pragu njihove profesionalne karijere. Ona ukazuju na to da su stručnjacima početnicima, naročito studentima akademskih studija, neophodne prilike za obavljanje stručne prakse kako bi koristili i gradili sve specijalizovanija znanja stičući pritom uvid o različitim područjima primene tog znanja., The paper deals with the early stage of expertise that takes place during the professional activities of beginners through enhancing and applying academic knowledge and linking theoretical knowledge obtained from books with practical knowledge. These are the situations when a beginner, at the end of bachelor studies and upon graduation, faces the problems whose solving demands linking concrete, specific data with theoretical scientific constructs built up during studies. That is why at the beginning of their professional development the experts need to have an opportunity to acquire experience necessary to perform their future job. Theoretical and empirical findings have pointed out that expertise develops through systematically guided activities, in which specialised knowledge and skills are built up, applied and enhanced. The findings about the developmental processes that accompany increased specialisation and knowledge flexibility have significant practical implications for organising practical training of experts at the beginning of their professional career. These also suggest that expert beginners, especially undergraduate students, need opportunities for practical training in order to use and acquire more and more specialised knowledge, at the same time gaining an insight into different fields where this knowledge can be applied.