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Peer Collaborative Problem Solving (CPS) can positively influence learning and development, in different domains and at different levels of education. Studying collaboration among adolescents is relevant for educational practice since it helps identify the conditions under which collaboration might be productive as well as the ways teachers could support students’ CPS in education. The aim of this systematic review was to identify and systematize research findings on training and scaffolding modalities enabling adolescents to engage in productive CPS. Following PRISMA guidelines we searched PsycInfo, WoS and ERIC databases and selected 5256 published abstracts in English. Six researchers screened the titles and abstracts of all identified papers (2 researchers per abstract) and selected 160 fully published papers for reflexive thematic analyses. Among 160 selected papers, there were 110 provided data on adult scaffolding or the contribution of teacher/researcher support. The results revealed that the quality of cooperation training itself was described in 17 papers (15.4%), while scaffolding was a much more common topic in the selected research (N = 78; 70.9%). We also selected papers that included both training and scaffolding (N = 13; 11.8%). Regarding the impact of this kind of support on collaborative problem solving, the majority of published papers reported positive effects (N = 60, 53.6%) and only a few of them found its effects to be negative (N = 7, 6.3%). The remaining 44 papers (40%) did not analyse an impact of training or scaffolding. Our thematic analyses found that in efforts to contribute to successful CPS, adults (teachers/researchers) can moderate peer interaction in three ways, by focusing on either cognitive processes (N = 82; 75%), group discussions (N = 73; 66%), or classroom management (N = 23; 21%). All characteristics that emerged in this review will be discussed and concluding remarks will be focused on educational implications.

The Theory of Planned Behavior suggests that parents’ perceived social norms and expectations regarding corporal punishment (CP) use might be linked to their attitudes and disciplinary choices. Research supports this prediction as so perceived norms regarding CP use are associated with parents’ attitudes. The focus of this study is mothers' discipline practice and its relation to perceived social norms of early childhood parenting. Other studies from Serbia show the first use of CP is around the child’s second year. Therefore, early childhood is a high time for prevention attempts toward changing parents’ attitudes and practices. The sample includes 413 mothers of 18-35 months old children from six Serbian municipalities. This research is a combination of qualitative and quantitative methodological approach. Mothers have reported which of 13 discipline practices, they used in the last month (for example, explaining, yelling, spanking, shaking) when children misbehave. Also, after a focus group with parents, we identified social norms of parenting practice during early development. A ten-items fivedegree scale was constructed to assess mothers’ perceived social norms of other parents and their agreement with them. Cluster analysis (Ward’s method, squared Euclidean distance) shows three existing clusters that fit with the data study of discipline practices. Chi-square analysis was used to define the extracted group. The first group of mothers used only explanations as discipline practice in the situation of misbehaving. Most of the respondents in the second group agreed with the statement that their child is too little for any form of discipline (64% compared to 6-3% in other groups). Finally, the third group used explanation but also inclined more than others toward violent verbal, such as yelling (93%) and physical disciplining, such as spanking (45%). These mothers perceived two descriptive norms as more available in their surrounding compared to the others: 1. the

This paper presents the rationale, main elements, and preliminary evaluation of a recently designed brief training in emotional intelligence (EI). The training was developed and delivered within Project PEERSolvers (https://peersolvers.f.bg.ac.rs/), as part of a broader program aimed at enhancing high school students’ teamwork and collaborative problem-solving capacities. The rationale for including EI as part of this program lies in the growing evidence from the fields of organizational and educational psychology, showing that EI contributes to the quality of interpersonal relations within the team, and thus, indirectly, to team effectiveness and productivity. The theoretical basis for developing the training was Mayer and Salovey’s four-branch model of EI: In other words, training activities were designed to support participants’ skills of perceiving, using, understanding, and managing emotions, with particular attention devoted to the latter two as the higher, “strategic” EI skills. In effect, the main part of the training consisted of solving and tweaking a series of three-piece “emotional puzzles”, drawing on the abilities to understand and regulate emotions. More specifically, participants were presented with a set of commonplace teamwork situations from the school context, all of which involved an emerging emotional problem (such as when students are working on a group project, but one team member is slacking off). Given this input as the first piece of the “emotional puzzle”, participants were asked to pair the situation with the most likely emotional reaction by its protagonists (e.g., being angry at the slacker), and infer the likely outcome for the team (e.g., conflict between team members and a failed project). Apart from being encouraged to see these cause-and-effect relations, participants were also prompted to consider how the same teamwork situation could be experienced differently by the “antagonist”, thus exercising their perspective-taking skills.

The current study integrates available findings on the relationship between the Big Five personality traits and collaborative problem solving (CPS), as a specific type of teamwork. Based on a systematic search and screening of the literature, 47 papers were reviewed. Having separately analyzed how individual and group-level traits relate to the processes and outcomes of CPS, we found several meaningful associations. Both individual-level and group-level Conscientiousness and Agreeableness were positively related to the quality of CPS. The former trait contributed more to the enactment of task roles/behaviors in CPS, to task-related team processes and team performance; the latter was dominantly related to the enactment of social roles/ behaviors, and to relationship-related team processes and emergent states. The role of the remaining traits in CPS depended on the level of analysis, with individual Extraversion being particularly important for within-group positioning, and group Emotional Stability affecting team cohesion. Unsurprisingly, the effects of group-level traits on CPS also depended on the method of aggregating individual trait scores. The hypothesis that some traits would relate more to CPS processes and others to its outcomes was partially confirmed, while the assumption that team processes would mediate the effects of group-level traits on CPS outcomes received substantial support., The current study integrates available findings on the relationship between the Big Five personality traits and collaborative problem solving (CPS), as a specific type of teamwork. Based on a systematic search and screening of the literature, 47 papers were reviewed. Having separately analyzed how individual and group-level traits relate to the processes and outcomes of CPS, we found several meaningful associations. Both individual-level and group-level Conscientiousness and Agreeableness were positively related to the quality of CPS. The former trait contributed more to the enactment of task roles/behaviors in CPS, to task-related team processes and team performance; the latter was dominantly related to the enactment of social roles/ behaviors, and to relationship-related team processes and emergent states. The role of the remaining traits in CPS depended on the level of analysis, with individual Extraversion being particularly important for within-group positioning, and group Emotional Stability affecting team cohesion. Unsurprisingly, the effects of group-level traits on CPS also depended on the method of aggregating individual trait scores. The hypothesis that some traits would relate more to CPS processes and others to its outcomes was partially confirmed, while the assumption that team processes would mediate the effects of group-level traits on CPS outcomes received substantial support.

The lockdown in Serbia imposed major challenges for parents to take on a 24/7 shift in caretaking, educating, and entertaining their children, while managing to complete the demands of their professional roles and everyday household functioning, along with the constant fear of the virus spreading and potential job loss. This study examines parenting practices (enriching activities, harsh parenting, daily structure, screen time and perception of the increase in screen time) during the COVID-19 lockdown in relation to the perceived parenting stress, parents’ socioeconomic status and their working conditions (i.e., without work obligation, working online, working from the workplace). The sample consisted of 1510 mothers of preschool children. Four socioeconomic clusters were identified using the relevant variables (education level, economic status and impact of the pandemic on the financial situation). The results showed that highly educated mothers who worked remotely during the lockdown experienced significantly higher stress of balancing working and parenting than other parents. Mothers who did not work during the pandemic spent more time in enriching activities (p<0.01) and maintained the daily structure better (p<0.01), while mothers who worked remotely perceived a larger effect of the pandemic impact on screen time. The results indicate that, in times of crisis, it is necessary to design the support for the parents of early-aged children corresponding to their specific financial and educational background., Tokom vanrednog stanja u Srbiji roditelji su se našli pred izazovom da 24 sata, sedam dana u nedelji preuzmu brigu o čuvanju, obrazovanju i zabavi svoje dece, dok ujedno odgovaraju na poslovne zahteve i vode računa o svakodnevnom funkcionisanju domaćinstva, uz stalni strah od virusa i potencijalnog gubitka posla. Ova studija ispituje povezanost između roditeljskih praksi (učestvovanje u razvojnopodsticajnim aktivnostima, disciplinovanje, uspostavljanje strukture dana, vreme koje detet provodi ispred ekrana, roditeljska percepcija povećanja tog vremena) u odnosu na roditeljski stres, socioekonomski status roditelja i uslove u kojima su radili (tj. bez radne obaveze, rad na daljinu, rad na random mestu) tokom izolacije COVID-19. Uzorak je činilo 1510 majki dece predškolskog uzrasta. Četiri socioekonomska klastera su identifikovana korišćenjem relevantnih varijabli (nivo obrazovanja, ekonomski status i uticaj pandemije na finansijsku situaciju porodice). Rezultati su pokazali da su visokoobrazovane majke koje su radile na daljinu tokom izolacije iskusile značajno veći stres zbog usklađivanja radnih i roditeljskih obaveza. Majke koje nisu radile tokom pandemije provodile su više vremena u razvojnopodsticajnim aktivnostima (p<0,01) i bolje su uspostavljale strukturu dana (p<0,01), dok su majke koje su radile na daljinu primetile veći efekat uticaja pandemije na povećanje vremena koje dete provdi ispred ekrana. Rezultati pokazuju da je u kriznim vremenima neophodno osmisliti individualizovanu podršku roditeljima dece ranog uzrasta uzimajući u obzir njihov ekonomski i obrazovni status.

Responsive care is the central domain of the Nurturing Care framework (WHO, 2018), because it permeates all other domains, i.e. different contexts and interactions. Responsiveness is the basis for recognising and responding to the child's signals - in relation to the child's health, nutrition, protection, developing trust and quality relationships with others, emotional well-being and learning opportunities. Results obtained in experimental studies indicate that a higher level of responsiveness achieves effects in terms of greater autonomy in problem solving, better speech-language development, cognitive skills and socioemotional skills. The aim of this research was to examine self-assessment of mothers' responsive involvement in child care. Furthermore, we investigated the correlation between mothers' responsiveness and certain socio-demographic variables. In the research, which is part of a larger study, 1084 mothers of children aged 0 to 36 months from several municipalities in Serbia participated. To examine responsiveness, the Survey questions on responsive interaction (F. Aboud, 2021) was used, which measures the responsiveness of parents in one of 3 different situations: play, reading or bathing. The scale has 14 items for each situation within 2 dimensions: cooperation and interference in activities with the child (Cronbach alpha on our sample is .70). The vast majority of mothers reported being responsive during playtime with their child. On average, the overall measure of responsiveness on a scale up to 5 was found to be 3.25, indicating relatively high selfassessment by parents regarding their responsiveness during play with their child. Additionally, the item-level analysis revealed that, for most parents, playing with their child does not cause significant stress. Also, mothers answer the child's questions during play (about 80%) and positively comment on the child's behavior during play (over 90%). However, between 25 and 30% of mothers are instructive

Project PEERSolvers aims at establishing a valid, evidence-based approach to building young people’s capacities for collaborative problem-solving (CPS). Specifically, the Project’s goal is to design and test an innovative training program based on the PEER model, i.e., targeting four elements of effective CPS: Personality, Exchange in dialogue, Emotional Intelligence, and Resources. In this paper, we outline the methodological framework for achieving this goal. Overall, the Project will employ a mixed-methods approach and include 600 participants. In the first phase, our objective is to develop a PEER model-based training for adolescents based on data about individual and group-level factors of (un)productive peer interaction; personal themes through which these factors appear in CPS; and adolescents’ past experiences with and attitudes towards CPS. These data will be collected in two qualitative studies, via individual interviews with participants and observations of their spontaneous behavior during CPS. In the second phase, our objective is to implement the PEER model-based training and test it in two intervention studies. The first study will examine the training’s effects on two group-level variables: quality of interaction during CPS; and quality of the solution to the presented real-world (complex) problems. Also, we will use the data from this study to make final adjustments to the PEER model-based training. The second intervention study will test the effects of the final version of the training on two individual-level variables: scientific and civic problem-solving competencies; and participants’ subjective experience of CPS. Both intervention studies will use an experimental design with repeated measures (pretest-training-posttest). The experimental group will receive the PEER model-based training and have the opportunity to practice CPS in triads with an experienced instructor providing scaffolding and digital media as resources; the control group will al

Grounded in ‘expectancy-value’ theory, this paper reports on the psychometric properties of an instrument intended to measure students’ motivation in mathematics. The participants were 2045 third-, fourth- and fifth-grade students from Estonia, Finland, Norway, Portugal, Serbia and Sweden. The Expectancy-Value Scale (EVS) was found to be suitable for early grades of primary education in measuring competence self-perceptions and subjective task values relative to the mathematics field. The results indicate a good model fit aligned with the expectancy-value theory. The EVS dimensions showed good reliability, and scalar invariance was established. However, findings also indicated high correlations between some of the EVS dimensions, which is well documented for students at this age. The findings are discussed relative to the ‘expectancy-value’ theory framework and students’ age.

Adolescence and emerging adulthood are recognized as transitional periods in which exploration and development of the self take place. Times of crises, such as the current COVID-19 pandemic, bring about additional challenges for this primary psychosocial task. Everyday lives of young people have been radically altered by the current pandemic, from schools and universities closing, to social distancing measures that affected their social lives in particular. The aim of our study was to give youth a voice in order to understand the impact of the COVID‐19 pandemic on their lives, and particularly, their sense of self. In line with our aim, we asked participants to write their own accounts of the pandemic and the consequences it had on their lives in the form of narratives. We collected written narratives from 70 young people from Serbia aged 14-26 (Mage = 20.1; Sd = 2.9, 85.7% female) via an online form. Thematic analysis was used in order to analyse the qualitative data. In total, 86 coded segments from 46 youth narratives refer to the view of one’s self. Thematic analysis revealed several major themes that refer to (1) the pandemic as an opportunity for personal growth; (2) changes in perspective on life brought about by the pandemic; (3) (in)essentiality of others for one’s sense of self; (4) adverse effect of the pandemic on one’s sense of self and (5) irrelevance of the pandemic for one’s sense of self. The results reveal the varied effects of pandemic on youth’s sense of self, shaking its foundations for some, while leaving others impervious. Some young people choose to highlight the positive impact of the pandemic, helping them mature and take on more personal responsibilities and become “the best versions of themselves”. It also brought insights about the “importance of appreciating the little things in life”, as well as teaching them that there are things that are out of their control and that they cannot constantly live in fear. The importance of others in de

The outbreak of the Covid-19 pandemic at the beginning of 2020 brought great changes in the daily lives of people of all ages. The initial empirical research conducted during the pandemic in many countries indicated an increased tendency of young people to develop psychological problems. This research aimed to shed additional light on young people's perspectives on the crisis and give them the opportunity to share their experiences of the pandemic. Through online form we collected 70 written narratives of adolescents and young people aged 14-26 (Mage = 20.1; SD = 2.9; 85.7% female). Collected narratives differed in length, coherence, valence, and content, which reflected young people's complex and diverse experiences during this pandemic crisis. In total, 755 segments were coded. Thematic analysis revealed eight major themes, with several subthemes within each. These major themes referred to 1) Sense of self, 2) Coping strategies, 3) Positive experiences, 4) Negative experiences, 5) Negative mental states, 6) Fears & anxieties, 7) Nostalgia & longing, and 8) Public attitudes. These findings can help us to "hear their voice" and gain a better understanding of adolescents’ perspectives and experiences during the pandemic.

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.

Project PEERSolvers aims at establishing a valid, evidence-based approach to building young people’s capacities for collaborative problem-solving (CPS). Specifically, the Project’s goal is to design and test an innovative training program based on the PEER model, i.e., targeting four elements of effective CPS: Personality, Exchange in dialogue, Emotional Intelligence, and Resources. In this paper, we outline the methodological framework for achieving this goal. Overall, the Project will employ a mixed-methods approach and include 600 participants. In the first phase, our objective is to develop a PEER model-based training for adolescents based on data about individual and group-level factors of (un)productive peer interaction; personal themes through which these factors appear in CPS; and adolescents’ past experiences with and attitudes towards CPS. These data will be collected in two qualitative studies, via individual interviews with participants and observations of their spontaneous behavior during CPS. In the second phase, our objective is to implement the PEER model-based training and test it in two intervention studies. The first study will examine the training’s effects on two group-level variables: quality of interaction during CPS; and quality of the solution to the presented real-world (complex) problems. Also, we will use the data from this study to make final adjustments to the PEER model-based training. The second intervention study will test the effects of the final version of the training on two individual-level variables: scientific and civic problem-solving competencies; and participants’ subjective experience of CPS. Both intervention studies will use an experimental design with repeated measures (pretest-training-posttest). The experimental group will receive the PEER model-based training and have the opportunity to practice CPS in triads with an experienced instructor providing scaffolding and digital media as resources; the control group will al

Supportive, warm, and psychologically stimulative interactions between caregivers and children are very important factors of the child’s development and represent an indicator of care quality. However, there are no direct or self-reported instruments for estimating the quality of early childhood stimulation in Serbia. This research aims to (1) determine psychometric and descriptive properties of the constructed instrument, and (2) investigate the correlation between the frequency of these activities, socioeconomic status, and the developmental status of the child. Based on the Early Learning and Developmental Standards for children in Serbia, the Inventory of Stimulative Activities for Child Development (ISCAD) was constructed. The obtained results indicate good psychometric characteristics of the new instrument. A significant correlation with the developmental status of the child is observed. No significant correlations were found with the mother’s education or economic status.

U našem istraživanju pošli smo od glavne hipoteze da postoji Opšti faktor ličnosti HEXACO instrumenta (Musek, 2007; Saucier & Goldberg, 2003). S obzirom na to da su nalazi prethodnih studija oprečni postavljena je i alternativna hipoteza da se odbacuje pretpostavka o postojanju Opšteg faktora ličnosti (Ashton et al., 2009). Pored toga, bavili smo se pitanjem povezanosti identiteta, samopoštovanja i osobina ličnosti. Hipoteze u istraživanju su izvedene na osnovu pretpostavki iz prethodnih studija o postojanju jednog faktora ličnosti i relacija identiteta, samopoštovanja i crta ličnosti. Glavni empirijski podsticaj za identifikovanje Opšteg faktora ličnosti proizilazi iz opservacije da crte ličnosti međusobno koreliraju, a glavni problem u vezi sa Opštim faktorom ličnosti jeste njegova interpretacija. Za analizu relacija identiteta, samopoštovanja i osobina ličnosti koristili smo kanoničku korelacionu analizu. U našem istraživanju učestvovalo je 623 ispitanika, koji su popunili tri instrumenta: Instrument za procenu četiri statusa identiteta, Instrument samodopadljivosti i samoefikasnosti i HEXACO-PI-R instrument za procenu karakteristika ličnosti. Na osnovu indeksa podesnosti modela zaključili smo da je model sa šest dimenzija ličnosti najpodesniji, ali nije potvrđeno postojanje jednog Opšteg faktora ličnosti. S obzirom na to da šest dimenzija predstavljaju osnovu u objašnjenju ličnosti i ponašanja individue, bavili smo se relacijama osobina ličnosti, samopoštovanja i identiteta. Procenat objašnjene varijanse crtama ličnosti je veći za dimenzije samopoštovanja u odnosu na statuse identiteta, a određene crte ličnosti koje imaju najviše relacije sa dimenzijama samopoštovanja i identiteta jesu: Ekstraverzija, Savesnost, Otvorenost ka iskustvu i Emocionalnost. Najviše relacije su uočene između Ekstraverzije i Samodopadljivosti, Savesnosti i Samoefikasnosti. Postoje i korelacije između specifičnih podcrta ličnosti, statusa identiteta i dve dimenzije samopoštovanja. Rezult, The main hypothesis of our research is that there is a General Personality Factor of the HEXACO instrument (Musek, 2007; Saucier & Goldberg, 2003). Given that the findings of previous studies are contradictory, an alternative hypothesis has been set to reject the assumption of the existence of the General Personality Factor (Ashton et al., 2009). In addition, we dealt with the problem of the relationship between identity, self-esteem and personality traits. The hypotheses in the research were derived on the basis of assumptions from previous studies on the existence of one personality factor and the relations of identity, self-esteem and personality traits. The main empirical incentive for identifying the General Personality Factor stems from the observation that personality traits correlate with each other, and the main problem with the General Personality Factor is its interpretation. We used canonical correlation analysis to investigate the relations of identity, self-esteem, and personality traits. In our research participated 623 respondents, who completed three instruments: Extended Objective Measure of Ego Identity Status, Self-Liking Self-Competence Scale Revised Version, and the HEXACO-PI-R for assessing personality characteristics. Based on the model fit indices, we concluded that the model with six personality dimensions has the highest goodness of fit, and the existence of one General Personality Factor has not been confirmed. Since the six dimensions represent the basis in explaining the personality and behavior of an individual, we have dealt with the relations of personality traits, self-esteem and identity. The percentage of explained variance by personality traits is higher for the dimensions of self-esteem in relation to identity status, and certain personality traits that have the highest relations with the dimensions of self-esteem and identity are: Extraversion, Conscientiousness, Openness to experience and Emotionality. The highest relations we

Cilj ovog istraživanja je bio da se ispitaju odnosi između roditeljskog i dečijeg straha od COVID-19, roditeljskih dispozicija (emocionalne regulacije, samoefikasnosti, anksioznosti kao crte) i njihovog distresa (usled pandemije, vanrednog stanja i policijskog časa) i kako ove varijable doprinose kvalitetu roditeljskih praksi koje se odnose na pandemiju, tokom vanrednog stanja u Srbiji proglašenog zbog širenja COVID-19. Onlajn upitnike je popunilo 376 roditelja i po jedno njihovo dete uzrasta od 7 do 19 godina. Analiza puta je korišćena za analizu podataka. Viši nivo kognitivne preformulacije i doživljaja samoefikasnosti roditelja direktno doprinose boljem kvalitetu roditeljskih praksi koje se odnose na pandemiju. Indirektno, roditeljski strah, distres usled pandemije i kognitivni simptomi anksioznosti kod roditelja podižu nivo kvaliteta roditeljskih praksi koje se odnose na pandemiju. Ukazujući kako na protektivne, tako i na faktore rizika koji mogu delovati na roditeljstvo tokom pandemije i vanrednog stanja, kao i na mehanizme njihovog delovanja, naši nalazi ukazuju na važnost sposobnosti roditelja da upravljaju negativnim emocijama i efekat koji strah dece može imati na kvalitet specifičnih roditeljskih praksi koje se odnose na pandemiju., The aim of our study was to explore relations between parents' and children's fear of COVID-19, parents' dispositions (emotion regulation, self-efficacy, the anxiety trait) and their distress (due to the pandemic, the national state of emergency [NSE] and curfews) and how these variables have been affecting the quality of parental pandemic practices during the COVID-19 NSE in Serbia. Our online questionnaire was filled in by 376 parents and one of their children aged 7 to 19 years. Path analysis was used to analyze data. Higher levels of cognitive reappraisal and self-efficacy directly contribute to a higher quality of parental pandemic practices during NSE. Indirectly, parents' fear, pandemic distress, and parents' cognitive anxiety symptoms increase children's fear, consequently raising the quality of parental pandemic practices. Pointing out protective and risk factors that may affect pandemic parenting during NSE as well as mechanisms of their contributions, our findings draw attention to the importance of parents' negative emotions regulation and the effects of children's emotions on the quality of parental pandemic practices during an ongoing pandemic.

The present study is couched within Rachman's three-pathway theory of fear acquisition (Rachman, 1977, 1991). Besides the direct contact with the objects of fear, this model also includes two indirect pathways to fear acquisition: negative information transmission and modeling. The study aims to explore the contribution of these three factors to the level of children's fear of COVID-19. The sample consisted of 376 children (59.6% girls), aged 7-19 (M-age = 12.77, SDage = 3.57), and one of their parents (M-age = 42.88, SDage = 6.00). The survey was conducted online during the COVID-19 national state of emergency in the Republic of Serbia. The children assessed their fear of COVID-19, general fearfulness, negative information transmission, and modeling by their parents, as well as the level of exposure to negative information outside their home. The parents assessed their own fear of COVID-19 and trait anxiety. Parents' anxiety, children's age, and children's general fearfulness were used as covariates. The results of our path analysis provide support for Rachman's notion of indirect pathways. The more the parents were afraid of COVID-19, the more they expressed this (either verbally or through their behavior), which in turn led to an increase in the children's fear of COVID-19. Furthermore, children's exposure to negative information related to COVID-19, provided by their teachers and peers or stemming from the media, directly contributed to the level of children's fear. The results of the study emphasize the importance of caregivers' behavior during global health crises and provide some clues as to what caregivers may do to protect their children's mental health in such circumstances.

Although previous meta-analytic evidence supports the existence of parochialism in cooperation among adults, the extent to which children and adolescents are more willing to incur a personal cost to benefit ingroups, compared to outgroups, is not yet clear. We provide the first meta-analysis on the existence and magnitude of parochialism in cooperation among pre-adults. Based on 20 experimental economics studies (k = 69, N = 5268, age = 3-19, 12 countries, published 2008-2019), a multilevel meta-analytic model revealed a small overall effect size indicating that children and adolescents were more cooperative towards ingroups (d = 0.22, 95% CI [0.07, 0.38]). A series of single-moderator analyses tested for the following conditions: participant age and sex; game type ([mini-]dictator game, prisoner's dilemma, public goods dilemma, trust game, ultimatum game); outcome interdependence; membership manipulation (between- vs. within-subjects); group type (natural vs. experimental); reward type (monetary vs. non-monetary); and country of the participant. Parochial cooperation did not vary with participants' age. Parochialism was larger in non-interdependent (dictator-type) compared to interdependent (bargaining and social dilemma) games. There were no moderating effects of group type, membership manipulation or reward type. To provide more data on how parochialism develops, primary studies should report age ranges more precisely and use more restricted age groups.

The Supplementary Material for this article can be foundonline at: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.635952/full#supplementary-material

Dropout in higher education attracts great attention due to serious effects on an individual and on society. This is an exploratory study aimed at: analysing dropout measurement and tracking in the Serbian higher education, reviewing studies on dropout causes, and identifying available services and prevention measures. Various techniques are used to achieve these goals (statistics analysis, literature review, qualitative content analysis). Our results show that: 1. There are no accepted dropout definitions nor official statistics, but some rate estimate could be given; 2. Research is not systematic, but covers three major dropout factors (individual, socio-demo-graphic, studying conditions); 3. Services are sporadic and not visible enough; 4. Legislation reveals state interest in promoting higher education, but implemented measures are not adequate enough. We see establishment of the Unified Education Information System as an important step in precise dropout measurement. There is a need for flexible studying routes and increased financial support orientated more towards vulnerable student groups. International studies highlight the importance of intensification of teacher-student and peer interaction built in modern student-centred teaching practice. At the end, we advocate creating a new educational policy by combining two major frameworks in this field and relying on inclusive research.