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An authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. The main aim of this paper is to examine the direct link as perceived by students between teachers’ disciplinary practices and bullying in school and students’ satisfaction with school. The indirect relationships are explored via the mediation of school belonging and the moderation of gender. High school students (N=860, 40.4% male students) completed the Delaware School Climate Survey, the Multidimensional Students’ Life Satisfaction Scale, and the Psychological Sense of School Membership Scale at a single time point. In general, teachers’ disciplinary practices have significant direct effects on perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect = .28, SE = .04, p < .001) and SEL techniques (direct effect = .22, SE = .04, p < .001) are related to bullying only among males, while punitive techniques are directly linked to school bullying unrelated to gender (b = .03, SE = .05, p = .50). Similarly, the effect of positive disciplinary (direct effect = .27, SE = .08, p < .001) and SEL (direct effect = .21, SE = .08, p < .01) techniques on satisfaction with school was significant only among males. A direct relationship between punitive disciplinary techniques and satisfaction with school was not recognized. The mediation analysis revealed the indirect effects of teachers’ disciplinary practices on the dependent variables via school belonging to be stronger among females. Teachers’ negative modeling through punitive disciplinary practices leads to more bullying. School belonging may serve as a protective factor related to the negative impact of teachers’ disciplinary practices on school bullying as well as satisfaction with school, especially among females. Interventions should be focused on fostering school belonging along with the development of positive genderspecific disciplinar

An authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. The main aim of this paper is to examine the direct link as perceived by students between teachers’ disciplinary practices and bullying in school and students’ satisfaction with school. The indirect relationships are explored via the mediation of school belonging and the moderation of sex. High school students (N = 860, 40.4% male students) completed the Delaware School Climate Survey, the Multidimensional Students’ Life Satisfaction Scale, and the Psychological Sense of School Membership Scale at a single time point. In general, teachers’ disciplinary practices have significant direct effects on perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect = .28, SE = .04) and SEL techniques (direct effect = .22, SE = .04) are related to bullying only among males, while punitive techniques are directly linked to school bullying unrelated to sex (b = .03, SE = .05). Similarly, the effect of positive disciplinary (direct effect = .27, SE = .08) and SEL (direct effect = .21, SE = .08) techniques on satisfaction with school was significant only among males. A direct relationship between punitive disciplinary techniques and satisfaction with school was not recognized. The mediation analysis revealed the indirect effects of teachers’ disciplinary practices on the dependent variables via school belonging to be stronger among females. Teachers’ negative modeling through punitive disciplinary practices leads to more bullying. School belonging may serve as a protective factor related to the negative impact of teachers’ disciplinary practices on school bullying as well as satisfaction with school, especially among females. Interventions should be focused on fostering school belonging along with the development of positive sex-specific disciplinary practices.

Emocionalna inteligencija (EI) poslednjih godina sve češće nalazi mesto u istraživanjima usmerenim na obrazovanje. U radu se razmatra povezanost crte EI i sagorevanja kod vaspitača, kao i veza ovih konstrukata sa dužinom radnog iskustva. Ispitanici su vaspitači (N = 64) zaposleni u sistemu predškolskog vaspitanja i obrazovanja u Beogradu. Podaci o crti EI dobijeni su putem Upitnika o emocionalnoj inteligenciji kao crti (Trait Emotional Intelligence Questionnaire – TEIQue), koji pruža uvid u pojedine faktore ovog konstrukta, a to su: Dobrobit, Samokontrola, Emocionalnost i Socijabilnost. Za procenu sindroma profesionalnog sagorevanja korišćen je Kopenhagenški inventar sagorevanja (Copenhagen Burnout Inventory – CBI), verzija prilagođena za vaspitače. Rezultati su ukazali na značaj Samokontrole kao EI faktora u predikciji profesionalnog sagorevanja, kao i na značajne razlike u faktoru crte EI Dobrobit, pri čemu su značajno niži skorovi uočeni u grupi vaspitača sa najviše radnog iskustva. Značajno viši skorovi su opaženi u grupi vaspitača sa najviše radnog isustva na skalama koje procenjuju sagorevanje u vezi sa poslom, sagorevanje u radu sa decom, kao i u pogledu ukupnog skora profesionalnog sagorevanja. Iako nije reč o longitudinalnoj studiji, nalazi sugerišu da se događa pad emocionalne dobrobiti (tj. pozitivnih emocija, optimizma i samopouzdanja) sa porastom radnog iskustva, pri čemu ostali domeni crte EI ostaju stabilni. Istovremeno, uočava se porast psihičkog i fizičkog umora i iscrpljenosti koji potiču od zahteva radnog mesta., Research in the field of education is increasingly recognizing the importance of emotional intelligence (EI). This paper analyses the connection between EI traits and burnout among preschool teachers, as well as the relationship between these constructs and the length of their work experience. Participants in the research were preschool teachers (N = 64) employed in the preschool education system in Belgrade, Serbia. Data on the EI trait were obtained through the Trait Emotional Intelligence Questionnaire (TEIQue), which provides insight into certain factors of this construct, namely: Well-Being, Self-Control, Emotionality and Sociability. The Copenhagen Burnout Inventory (CBI), a version adapted for preschool teachers, was used to assess professional burnout syndrome. The results indicated the importance of Self-Control as an EI factor in predicting professional burnout, as well as significant differences in the EI Well-Being trait factor, with significantly lower scores observed in the group of teachers with the most work experience. Significantly higher scores were observed in the group of teachers with the most work experience on the scales that assess burnout related to work, burnout in working with children, as well as in terms of the total score of professional burnout. Although not a longitudinal study, the findings suggest that emotional well-being (i.e., positive emotions, optimism, and self-confidence) declines with increasing work experience, while the other domains of trait EI remain stable. At the same time, there is an increase in mental and physical fatigue and exhaustion stemming from the demands of the workplace.

The research explores the impact of energy efficiency regulations on the author's custom-built database of over 200 ferries commuting in the Mediterranean Sea region (Mijatovic 2023) in order to address their near future and urge design adjustments. For that purpose, an attained and a required Energy Efficiency Existing Ship Index (EEXI) are calculated for each ship. The findings indicated that 172 ferries, or 87% of the ships, met IMO requirements as shown in Fig.1.The IMO's reduction factors for EEXI reveals a notable pattern. In most ship categories, these factors closely resemble the reduction factors employed during the second phase of Energy Efficiency Design Index (EEDI) implementation. However, this congruence doesn't extend to Ro-Pax ferries, where a distinct trend emerges. Specifically, it's intriguing to observe that for newly constructed vessels, the reduction factor stands at 20% (IMO 2021), while for existing ferries, it's a mere 5% (IMO 2021). This significant discrepancy prompted the decision to conduct also an EEDI calculation for the existing fleet of ferries. The aim was to gain valuable insights into how effectively the current design and inherent attributes of these ships align with the requirements set for newly built counterparts. While the EEDI calculation has primarily been applied to new ship designs, it has often served as the primary metric for evaluating energy efficiency in both new and existing vessels throughout the years.

International Maritime Organization (IMO) and regional authorities have been gradually introducing decarbonization policies and regulations. Shipping sector’s primary response remains the reduction of the cruising speed. Other solutions can include hull optimization, application of energy saving devices, alternative fuels. Alternative fuels are still under the development and could significantly reduce emissions, through the application of batteries, hydrogen, ammonia, etc. However, domestic voyages by ferries have not been exposed to the regulations’ scrutiny. Nevertheless, in the regions such as the Bay of Kotor (Montenegro), protected by UNESCO, maritime transport is expected to follow environmental policies. In order to encourage the decarbonization of such regions, this paper offers a preliminary concept solution of an electric ferry for the Bay of Kotor with reduced onboard emissions. The concept is based on available data on the most energy demanding ferry in Bay of Kotor that has operated for the past decade. The ferry follows the short route suitable for the application of electric drive. Analysis of an operational profile and the ferry concept design parameters are presented, as well as the advantages and disadvantages of electric ferry proposal.

Introduction: Employability refers to the “capability to move self-sufficiently within the labor market to realize potential through sustainable employment”. Some authors analyze employability as an outcome in terms of a person’s subjective or objective chance of a job on the labor market, whereas others focus on employability as a set of individual and contextual antecedents of sustainable employment. In the last few decades, research on employability has blossomed, which resulted in a great volume of literature coupled with the variety of contexts and populations among which employability is studied. Among people with functional diversity, understanding factors that support or impede employability is a key element in promoting social inclusion. Aim: The aim of this study is to provide a systematic review of the individual and contextual factors that relate to employability of individuals with functional diversity. In addition, comparing the findings from multiple primary studies, the study contributes to explaining the current inconsistencies. Methods: We conducted a comprehensive search for relevant publications across different databases (i.e., PsycINFO, Web of Science, Business Source Premier). We used combinations of keywords pertinent to employability and functional diversity in order to perform a qualitative analysis of the key relationships. Results: Preliminary results show inconsistency in theorizing and measurement, as well as a lack of insight into the “how” of the theoretical framework. Moreover, individuals with functional diversity experience a range of barriers to employability, which vary depending on the context where studies are conducted. Finally, the results substantially vary depending on the specific conceptualization of employability, measurement, and functional diversity in question.Conclusion: We unpack the antecedents of employability, increasing insight into the complexity of its promotion among individuals with functional diversity. Fro

Nasilje nad decom predstavlja multifaktorski uslovljen fenomen, koji karakteriše traumatska interakcija između deteta i roditelja/staratelja, ili nepoznatih osoba, pri čemu određene karakteristike deteta (na primer, prisustvo razvojnih smetnji), mogu da predstavljaju značajan faktor rizika. Procenjuje se da je rizik za viktimizaciju u populaciji dece sa smetnjama u razvoju od 2 do 12 puta veći nego kod dece tipičnog razvoja, zbog čega je predmet ovog rada fokusiran na kontekst zlostavljanja i zanemarivanja ove populacije. Cilj je da se, analizom rezultata dostupnih istraživanja, istraži fenomenologija zanemarivanja i zlostavljanja kod dece sa smetnjama u razvoju. Pored podataka o učestalosti dat je i osvrt na prepreke u utvrđivanju tačne prevalencije viktimizacije u ovoj populaciji. Fenomen je analiziran i iz ugla pojedinačnih smetnji, kao i težine simptoma. Razmatrani su problemi identifikacije zlostavljanja i zanemarivanja dece sa izraženijim kognitivnim i jezičkim ograničenjima i ukazano je na značaj sistemske podrške porodici, koja bi trebalo da bude usmerena na podizanje roditeljskih kapaciteta., Violence against children includes various forms of physical, emotional and sexual abuse. There are numerous factors that can increase the risk of abuse and neglect, and the presence of developmental disabilities is one of them. Therefore, this paper aims to explore the phenomenology of neglect and abuse in children with developmental disabilities. The results of most studies on child abuse and neglect indicate that children with developmental disabilities are at greater risk for victimization than typically developing children. Risk estimates vary, which is a consequence of methodological differences and shortcomings in research designs. According to some findings, the risk of victimization is as much as four times higher compared to children with typical development, and it largely depends on the disability type. Among different types of disabilities, difficulties in emotional, behavioural and intellectual functioning and the presence of multiple disabilities bear the greatest risk for abuse and neglect. The nature of the relationship between disability and violence against children may also depend on the child’s functional level. Research findings indicate that the risk of maltreatment increases with the severity of behavioural problems, deficits in social skills and the presence of pronounced communication difficulties. For some types of disability, the risk for maltreatment is inversely proportional to the level of disability, e.g. children with mild intellectual disability are more often victimized than children with more pronounced difficulties in intellectual development. Indicators of abuse and neglect can be physical or behavioural and are essentially the same for children with developmental disabilities and typically developing children. However, in children with intellectual disabilities and autism, some maltreatment forms are more difficult to identify, and the possibilities of obtaining a verbal statement are limited. Due to problems with abstract thin

Modeli ometenosti su konceptualni okviri uz pomoć kojih se fenomen ometenosti istražuje i razume. Kao ključni u studijama ometenosti ističu se socijalni i medicinski model. Britanska sociološkinja Carol Thomas je u svojim radovima ponudila kritički osvrt na socijalni model ometenosti, kao i njegovu dopunu kojom je oblikovana nova konceptualizacija ometenosti nazvana socijalno-relacioni model. Nastojeći da prevaziđe isključivost dotadašnjih pristupa, suštinu ometenosti Thomas prepoznaje u zoni odnosa osoba sa i bez oštećenja, tragajući u tom domenu za ključnim činiocima ometenosti. Socijalno-relacioni model Thomas ponudio je perspektivu koja istovremeno uvažava telesne i socijalne aspekte oštećenja i omogućava analizu psiholoških implikacija iskustva oštećenja i ometenosti koja prevazilazi tradicionalne dihotomije medicinskog i socijalnog, zdravog i bolesnog. U ovom preglednom radu će u osnovnim crtama biti prikazani medicinski i socijalni model ometenosti, zatim ključni elementi i pojmovi socijalno-relacionog modela ometenosti iz originalnih publikacija Carol Thomas i drugih autora koji su se na njega oslanjali, kao i diskusija značaja socijalno – relacionog modela za studije ometenosti i srodne discipline., Disability models are conceptual frameworks used to understand and investigate the phenomenon of disability. Social and medical models stand out as key in disability studies. In her works, British sociologist Carol Thomas offered a critical review of the social model of disability and its supplement, which formed a new conceptualization of disability called the social-relational model. Aiming to overcome the exclusivity of previous approaches, Thomas recognizes the essence of disability in the relational area, between persons with and without impairment, where according to her are the key elements of disability. This model offers a perspective that makes room for both the physical and social aspects of impairment and enables the analysis of the psychological implications of the experience of impairment and disability that transcends the traditional dichotomies of medical and social, healthy and diseased. In this overview paper, the medical and social model of disability will be presented in basic terms, followed by the key elements and concepts of the socialrelational model of disability from the original publications of Carol Thomas and other authors who relied on it, as well as a discussion of the importance of the socialrelational model for disability studies and related disciplines.

A process model of parental monitoring (PM) proposes that PM occurs in two distinct stages: before the adolescent goes out and when they return home. Parental and adolescent responses to monitoring interactions impact on future monitoring episodes. Research suggests that passive PM strategies (e.g. child disclosure) correlate with higher parental knowledge and less behavior problems. Self-reported measures were used on a sample of 507 Belgrade secondary school students (42.1% male) to examine the mediating effect (mediation analysis using JASP) of parental knowledge (the Scale of Parental Monitoring) on the relationship of PM strategies (Child Disclosure, Parental Solicitation and Parental Control) (the Scale of Parental Monitoring) with externalising problems (Aggressive and Rule-Breaking Behaviour) (ASEBA, YSR). The research results show that Parental Knowledge mediate the relation of Child Disclosure and RuleBreaking Behaviour (z = -6.544, p < .001) and Parental Control and Rule-Breaking Behaviour (z =-3.770, p< .001). No direct link between Parental Control and RuleBreaking Behavior, as well as Parental Solicitation and Rule-Breaking Behavior were established. Full mediation of the link between Child Disclosure and Aggressive Behavior by Parental Knowledge is found (total indirect effect z = -4.050, p < .001). The research results were discussed in the context of the relevance of the PM strategies for greater parental knowledge and prevention of externalising problems in adolescence.

A sense of school belonging is considered a protective and promotive factor for a wide range of academic and developmental outcomes of students. However, previous research efforts were overly focused on examining the factors and processes that underlie it, and the available literature identifies a lack of a clear model of action that school actors should apply in order to improve it and, consequently, enjoy its benefits. The main goal of this paper is the analysis of relevant literature, with the aim of identifying the factors that contribute to the development of a sense of school belonging among students. In accordance with the basic principles of the adapted Bronfenbrenner’s bio-psycho-socio-ecological model of school belonging, the findings of the conducted review indicate that the sense of school belonging is of a systemic nature, and that its development and intensity are determined by multiple experiences, interactions and factors that usually exist on the individual, school-relational and contextual level. Although the paper provides preliminary insights into the factors that contribute to the development of a sense of school belonging, further research into these factors, which will examine their predictive effect, provide the possibility of defining a clear model of action, and represent a starting point for designing adequate interventions, is necessary.

Aktuelna zdravstvena kriza značajno je izmenila procese nastave i učenja i bitno uticala na svakodnevno funkcionisanje studentske populacije. Brojna istraživanja ističu negativne efekte zatvaranja fakulteta i prelaska na onlajn nastavu na mentalno zdravlje studenata. Na uzorku od 233 studenta specijalne edukacije i rehabilitacije ispitan je doživljaj akademskog stresa, kao cilj ovog istraživanja. Primenjena je Skala opaženog akademskog stresa kojom se procenjuje doživljen stres u vezi sa akademskom samopercepcijom, fa- kultetskim obavezama i ispitima i akademskim očekivanjima. Poređenjem sko- rova na supskalama ovog instrumenta, uočeno je da studentima najznačajniji izvor stresa predstavljaju fakultetske obaveze i ispiti i brige u vezi sa uspe- hom u ovim obavezama. Osim toga, na osnovu odgovora na pojedinim tvrdnjama, zapaža se rizik od građenja negativne akademske samopercepcije što ukazuje na neophodnost prevencije u ovom domenu., Current health crisis has a significant impact on everyday lives of university students, and affected the processes of teaching and learning. Numerous studies indicate that closing the faculties and switching to online teaching had a negative impact on student’s mental health. The experience of academic stress was examined on a sample of 233 students of special education and rehabilitation. The Perceived Academic Stress Scale was applied to assess perceived stress in relation to academic self-perception, faculty obligations and exams, and academic expectations. Comparing the scores on the subscales of this instrument suggests that the most significant source of stress for students are the university obligations, exams and worries related to achieving results in them. In addition, based on the answers to certain items, the risk of building a negative academic self-perception is noticed and the necessity of prevention in this domain is pointed out.

Uvod: Povezanost kvaliteta vezanosti i određenih aspekata regulacije emocija bila je predmet brojnih studija. Po nekim shvatanjima, i adaptivne i maladaptivne strategije prevladavanja se mogu posmatrati kao manifestacije sistema vezanosti. U okviru Grosovog modela regulacije emocija, suzbijanje ekspresije emocija se smatra maladaptivnom strategijom, koja je usmerena na emocionalni odgovor i u vezi je sa teškoćama u nekim psihosocijalnim domenima: sa intenzivnijim doživljavanjem negativnih emocija, problemima u interpersonalnoj sferi, nižom psihološkom dobrobiti, itd. Cilj: Cilj ovog istraživanja je da dodatno ispita povezanost između dimenzija vezanosti sa maladaptivnom regulacijom emocija. Metode: Dimenzije vezanosti su procenjene Upitnikom za procenu afektivnog vezivanja koji obuhvata 7 supskala: Korišćenje spoljašnje baze sigurnosti, Strah od gubitka spoljašnje baze sigurnosti, Nerazrešena porodična traumatizacija, Negativan model selfa, Negativan model drugih, Slaba regulacija besa i Kapacitet za mentalizaciju. Suzbijanje ekspresije emocija, koje predstavlja maladaptivnu strategiju regulacije emocija, procenjeno je Upitnikom o regulaciji emocija (Emotion Regulation Questionnaire). Iz inicijalnog uzorka (N=190) su izdvojene dve grupe: 1) ispitanici (N1=61) čiji su skorovi na skali Suzbijanje ekspresije emocija ispod prvog kvartila („nisko suzbijanje”) i 2) ispitanici (N2=62) sa skorovima iznad trećeg kvartila na istoj skali („visoko suzbijanje”). Učesnici u istraživanju su bili studenti specijalne edukacije i rehabilitacije sa Univerziteta u Beogradu. Rezultati: T-test za nezavisne uzorke je ukazao na značajno niže skorove na skalama Korišćenje spoljašnje baze sigurnosti (t=6,115; df=121; p<0,001) i Strah od gubitka spoljašnje baze sigurnosti (t=2,391; df=121; p<0,05), a povišene skorove na skalama Negativan model selfa (t=-3,543; df=121; p<0,001), Negativan model drugih (t=-2,871; df=121; p<0,01) i Slaba regulacija besa (t=-2,411; df=121; p<0,05) u grupi u kojoj, Introduction: The relationship between attachment quality and certain aspects of emotion regulation was demonstrated in numerous studies. By some evidence, both adaptive and maladaptive coping strategies may be viewed as manifestations of the attachment system. Within the Gross’ model of emotion regulation, suppression of emotion expression is considered to be a maladaptive response-focused emotion regulation strategy, associated with difficulties in certain psycho-social domains: higher levels of negative emotions, interpersonal dysfunction, less wellbeing, etc. Aim: The goal of this study was to further explore a link between attachment dimensions with maladaptive emotion regulation. Methods: Attachment dimensions were assessed by the Questionnaire for Attachment Assessment, comprising 7 subscales: Use of Secure Base, Anxiety about Losing Secure Base, Unresolved Family Traumatization, Negative Working Model of Self, Negative Working Model of Others, Poor Anger Regulation, and Capacity for Mentalization. Suppression of emotion expression as a maladaptive emotion regulation strategy was assessed using the Emotion Regulation Questionnaire. From the initial sample (N=190) two groups were formed: 1) respondents (N1=61) with scores on Suppression of emotion expression scale below the first quartile (“low suppression”) and 2) those (N2=62) with scores above the third quartile on the same scale of ERQ (“high suppression”). Subjects were special education and rehabilitation students from the University of Belgrade. Results: T-test for independent samples revealed significantly lower scores on the scales Use of Secure Base (t=6.115; df=121; p<.001) and Anxiety about Losing Secure Base (t=2.391; df=121, p<.05), and higher scores on Negative Working Model of Self (t=-3.543; df=121; p<.001), Negative Working Model of Others (t=-2.871; df=121; p<.01) and Poor Anger Regulation (t=-2.411; df=121; p<.05) in the “high suppression” group. Conclusion: According to the results, subjec

It is only relatively recent that the phenomenon of twice-exceptionality has become subject of interest for researchers and practitioners in the fields of psychology and special education. With the dismissal of the medical model of disability and the emergence of new conceptions of intelligence and giftedness, attention has also turned to individuals who, while having some form of impairment/disability, also possess highly developed abilities in one or several domains. Starting with the issue of defining twice-exceptionality, this paper gives an overview of key findings on the psychological characteristics of twice-exceptional individuals and presents the main challenges in their identification. With regard to the latter, several shortcomings of traditional cognitive assessment when testing persons with disabilities are pointed out, and it is argued that reliance on the discrepancy between ability and achievement is not a valid means of identifying twice-exceptional individuals. As an alternative to this approach, a wide range of other methods are discussed, including the application of dynamic assessment, using composite non-verbal tests of intelligence, drawing on multiple sources, and engaging in qualitative analyses of achievement patterns. It is concluded that, apart from a comprehensive idiographic assessment to identify both individual strengths and weaknesses, dealing with twice-exceptionality requires a dual expertise – in psychology as well as in special education – as a necessary prerequisite to arrive at a fuller understanding of gifted people with disabilities and provide them with adequate support., Kada su dve teže prepoznatljive od jedne: izazovi u razumevanju i identifikaciji dvostruke izuzetnosti Pojava dvostruke izuzetnosti relativno je skoro postala predmet interesovanja naučne i stručne javnosti. Napuštanje medicinskog modela ometenosti i plasiranje novih shvatanja inteligencije i darovitosti skre- nulo je pažnju i na osobe koje, pored izvesnih smetnji ili oštećenja, imaju vi- soko razvijene sposobnosti unutar jednog ili više domena. Polazeći od pitanja određenja dvostruke izuzetnosti, u ovom radu prikazujemo ključne nalaze o psi- hološkim specifičnostima tih osoba i razmatramo glavne izazove u njihovoj identifikaciji. Pri tom ukazujemo na mane tradicionalnog pristupa u proce- ni kognitivnih sposobnosti osoba sa ometenošću i utvrđujemo da oslanjanje na diskrepancu između sposobnosti i postignuća nije valjan način za prepoznavanje dvostruko izuzetnih pojedinaca. Umesto ovog, preporučujemo niz drugačijih pri- stupa, uključujući primenu elemenata dinamičke procene, zadavanje kompozit- nih neverbalnih testova sposobnosti, korišćenje višestrukih izvora procene i upuštanje u kvalitativnu analizu obrazaca postignuća. Zaključujemo da, osim obuhvatne idiografske procene kojom se može utvrditi individualni profil snaga i slabosti, razumevanje i prepoznavanje dvostruke izuzetnosti zahteva dvostruku ekspertizu – spoj defektoloških i psiholoških kompetencija – kao nužan uslov da se postigne celovit uvid u funkcionisanje ovih osoba i osmisle odgovarajuće intervencije i mere podrške.

Emocionalna inteligencija (EI) kao crta ličnosti poslednjih godina sve češće nalazi mesto u istraživanjima usmerenim na obrazovanje. Emocionalno zahtevne interakcije sa decom i odraslima koje se u ovom kontekstu podrazumevaju prepoznate su kao zona u kojoj EI i načini regulacije emocija igraju bitnu ulogu. Na uzorku vaspitača (N=64) ispitana je mogućnost predikcije sindroma profesionalnog sagorevanja putem faktora crte EI i strategija regulacije emocija iz Grosovog modela regulacije - ponovne procene i suzbijanja ekspresije emocija. Crta EI procenjena je putem srpske verzije Upitnika o emocionalnoj inteligenciji kao crti (Trait Emotional Intelligence Questionnaire -TEIQue). Na ovaj način su sagledana 4 faktora crte EI: dobrobit, samokontrola, emocionalnost i socijabilnost. Podaci o primeni ponovne procene i suzbijanja ekspresije emocija kao strategija regulacije emocija dobijeni su putem Upitnika o regulaciji emocija (Emotion Regulation Questionnaire - ERQ). Za procenu sindroma profesionalnog sagorevanja korišćen je Kopenhagenski inventar sagorevanja (Copenhagen Burnout Inventory - CBI) u verziji prilagođenoj za vaspitače, kojom je obuhvaćeno sagorevanje: na ličnom, na poslovnom i na planu rada sa klijentima. U ovom istraživanju korišćena je globalna mera profesionalnog sagorevanja. Testiran je hijerarhijski regresioni model sa faktorima crte EI (prvi set prediktora) i strategijama regulacije emocija (drugu set prediktora). Rezultati su ukazali na značaj samokontrole (0= -0,369) kao faktora EI u predikciji globalne mere profesionalnog sagorevanja (F(4,59)=2,870, p<0,05), dok ostali faktori crte EI nisu demonstrirali prediktivnu moć. Ovim setom prediktora objašnjeno je 16,3% varijanse u kriterijumskoj meri u drugom koraku faktori crte EI udruženi sa strategijama regulacije emocija ne uspevaju značajno da predvide kriterijumsku varijablu (F(6,57)=2,157, p>0,05). Ovakav nalaz ukazuje na izostanak inkrementalnog doprinosa ponovne procene i suzbijanja ekspresije emocija

Introduction. Quality of life is a broad and complex construct. World Health Organization refers to it as an “individual’s perception of their position in life (…) in relation to their goals, expectations, standards, and concerns”. Reduced visual functions have a negative impact on the overall individual’s functioning. Difficulties in accessing visual information and problems in orientation and mobility create significant limitations in performing daily activities and lead to diminished opportunities for education, work, social participation, and leisure. Limited participation in the aforementioned areas with lower social interactions have a negative impact on the individual’s quality of life. However, it is unclear whether this construct of people with visual impairment is compromised due to reduced ability to perform daily activities or due to difficulties in establishing social interactions. Objectives. In an effort to indicate the consequences of visual impairment on quality of life, the goal of this research was to determine the objective quality of life in adults with different visual status when controlling the age. Methods. The Comprehensive Quality of Life Scale was used to evaluate the quality of life. The sample consisted of 175 people – 92 participants with visual impairment and 83 participants without structural or functional problems in the visual system. Results. Results of eight one-way ANCOVAs indicated a significant effect of visual status on Objective quality of life in total (p < .001) and on its four domains: Material well-being, Health, Productivity, Place in Community. Conclusion. The effects of different visual status on the observed construct revealed when age as a variable is controlled, Uvod: Kvalitet života je širok i složen konstrukt. Svetska zdravstvena organizacija ga definiše kao „percepciju pojedinca o sopstvenom položaju u životu (...) u odnosu na njegove ciljeve, očekivanja, standarde i interesovanja“. Snižene vidne funkcije imaju negativan uticaj na celokupno funkcionisanje osobe. Teškoće u pristupu vizuelnim informacijama i problemi u orijentaciji i kretanju stvaraju značajna ograničenja u obavljanju svakodnevnih aktivnosti i dovode do smanjenih mogućnosti za obrazovanje, rad, učešće u društvu i aktivnostima slobodnog vremena. Ograničeno učešće u navedenim oblastima zajedno s nižim socijalnim interakcijama ima negativan uticaj na kvalitet života pojedinca. Međutim, nejasno je da li je ovaj konstrukt kod osoba sa oštećenjem vida kompromitovan zbog smanjene sposobnosti obavljanja svakodnevnih aktivnosti ili zbog poteškoća u uspostavljanju socijalnih interakcija. Cilj: U nastojanju da se ukaže na posledice oštećenja vida na kvalitet života, cilj ovog istraživanja je bio utvrditi objektivan kvalitet života odraslih osoba s različitim vizuelnim statusom, kada se kontroliše starost. Metode: Za procenu objektivnog kvaliteta života korišćena je Sveobuhvatna skala kvaliteta života. Uzorak je činilo 175 odraslih osoba, od toga 92 ispitanika sa oštećenjem vida i 83 ispitanika bez strukturalnih ili funkcionalnih problema u vizuelnom sistemu. Rezultati: Rezultati osam ANCOVA analiza ukazali su na značajan uticaj vizuelnog statusa na objektivni kvalitet života u celini (p < .001) i na njegova četiri domena: materijalno blagostanje, zdravlje, produktivnost i mesto u zajednici. Zaključak: Prisutni su efekti različitog vizuelnog statusa na posmatrani konstrukt kada se kontroliše starost kao varijabla.

Na nesvesnim nivoima, u svima nama više ili manje je aktivan mehanizam pounutrenja predrasuda o grupi kojoj pripadamo, kao da su one istine o nama samima. U slučaju negativno obojenih predrasuda o manjinskim grupama, koje su uglavnom udružene sa diskriminacijom, ovaj proces naziva se internalizovana opresija. Cilj ovog rada je prikaz teorijskih razmatranja internalizovane opresije iz ugla socijalno-relacionog modela ometenosti Kerol Tomas. U radu su kao opšte metode korišćene analiza i sinteza empirijskih i teorijskih nalaza pomoću pretraživanja radova kroz različite naučne baze. Mitovi o tome kakve su osobe sa ometenošću, koji se perpetuiraju kroz izostanak pozitivnih modela u filmovima, medijima, kulturnoj i sportskoj sferi, kao i kroz nasilan jezik, podsmešljive poštapalice, poslovice, izreke i viceve, dodatno potvrđuju da je mnogo razloga da se osoba sa ometenošću oseti, i kontinuirano oseća, bespomoćno i obespravljeno i da će vremenom poverovati u poruke koje dobija od okruženja. Psihoanaliza, u domenu teorije objektnih odnosa, internalizovanu opresiju opisuje kroz mehanizam projekcije sa neometenih na one sa ometenošću, koji su konstituisani kao Drugi, na taj način sugerišući da je ona neizbežno iskustvo za sve osobe sa ometenošću. Tomasova donekle preispituje ovo stanovište, ističući da osobe sa ometenošću nisu homogena grupa, te da sklonost internalizaciji opresije može varirati u odnosu na to da li je ometenost stečena ili prisutna od rođenja, odlike ličnosti, kontekst. Antropološka literatura sugeriše i značajne razlike u odnosu na kulturu, jer postoje zajednice koje ne isključuju osobe sa ometenošću. Uprkos tome što je veoma široko rasprostranjen i ugrožavajući, fenomen internalizovane opresije ostao je relativno zanemaren u studijama ometenosti. Posledice internalizovane opresije prepoznatljive su u poteškoćama da se izgradi i održi samopoštovanje i nivo aspiracije koji odgovara ličnim snagama i potencijalima. Shodno tome, za kvalitetan i celovit rad def

Rasprostranjenost i posledice koje negativna iskustva u detinjstvu i zavisnost od psihoaktivnih supstanci ostavljaju na individualnom, porodičnom i socijalnom planu, pozicioniraju ove društvene probleme na sam vrh društvenih zabrinutosti. Određena istraživanja pokazuju da je prekomerno konzumiranje alkohola odgovorno za preko 200 različitih bolesti i zdravstvenih stanja i 2,8 miliona preranih smrti godišnje, dok je upotreba ilegalnih psihoaktivnih supstanci povezana sa 11,8 miliona smrti na godišnjem nivou, globalno posmatrano. Višedecenijska empirijska građa ukazuje na visoku rasprostranjenost negativnih iskustava u detinjstvu u populaciji osoba koje su zavisne. Cilj rada je analiza Teorije samolečenja kao korisnog okvira za tumačenje odnosa negativnih iskustava u detinjstvu i zavisnosti od PAS, kroz povezivanje sa aktuelnim empirijskim nalazima o odnosu ova dva prevalentna problema. U radu su kao opšte metode korišćene analiza i sinteza empirijskih i teorijskih nalaza pomoću pretraživanja radova kroz različite naučne baze. Težeći humanizaciji etiološkog promatranja razvoja zavisnosti, Teorija samolečenja ide u pravcu dekonceptualizacije pogleda na zavisnost u okviru kog je dominiralo shvatanje zavisnosti kao ličnog izbora, slabe volje i hedonističkih težnji pojedinca. Negativna iskustva u detinjstvu, naročito kroz kumulativni efekat su prediktori rane upotrebe, zloupotrebe i zavisnosti od psihoaktivnih supstanci, te su povezana i sa rizičnijim načinom upotrebe i težim problemima koji proizlaze iz zavisničkog ponašanja. Kroz upotrebu psihoaktivnih supstanci pojedinci teže da prevaziđu različita negativna ili konfuzna afektivna stanja kao rezultat traume, da kontrolišu ili da osete emocije koje se ne mogu doživeti bez efekata konkretne supstance. Zavisničko ponašanje se posmatra kroz prizmu neadekvatne strategije prevazilaženja unutrašnjih stanja i problema koja je generator dalje emocionalne patnje. Teorija samolečenja počiva na pitanju koje se interesuje za to šta

Research suggests the differences between parenting boys and girls related to externalising behaviour problems. Self-reported measures were used on a sample of 507 Belgrade secondary school students (42.1% male) to examine the moderating effect of gender on the relationship of parental monitoring (the Scale of Parental Monitoring), parental attachment (the Inventory of Parents and Peer Attachment, IPPA), and parental practice (the Alabama Parenting Questionnaire) with externalising problems (aggressive and rule-breaking behaviour) (ASEBA, YSR). The research results show gender differences in rule-breaking behaviour, externalising problems and some parenting variables. Hierarchical regression analyses revealed significant predictors of aggressive behaviour, rule-breaking behaviour and externalising problems, whereby poor monitoring displayed the strongest relations with all of the criteria. The moderating effect of gender was identified in explaining the links between communication with the mother, positive parenting and trust in the father with rule-breaking behaviour. The research results were discussed in the context of the protective relationship in the father-son and mother-daughter dyads for rule-breaking behaviour. The practical implications of differentiation between the relevance of mothers’ and fathers’ parenting for adolescent adjustment in terms of gender are provided.

The quality of education dictates the stability of social development and global economic competitiveness of a country. Namely, “the measure of success for any education and training system should be what people actually learn from it, and how effectively” (Jessup, 1991: 2). Educational standards constitute one of the solutions for raising the quality of education. Uncontestably, they bear immense importance for the general improvement of an education system. However, they are no less crucial for achieving excellence and providing equal opportunities to all students. Likewise, it should be emphasized that educational standards represent a distinctive feature of what is known as the new concept of education or education based on standards. This manner of organizing primary and secondary education originated in America. More specifically, it emerged in the USA, Great Britain, and Australia, but was soon adopted by many countries (e.g., China,India, South Korea, Brazil, Germany, France, and Russia) In fact, over the past three decades, the application of educational standards has spread across the world.

Research suggests the differences between parenting boys and girls related to externalising behaviour problems. Self-reported measures were used on a sample of 507 Belgrade secondary school students (42.1% male) to examine the moderating effect of gender on the relationship of parental monitoring (the Scale of Parental Monitoring), parental attachment (the Inventory of Parents and Peer Attachment, IPPA), and parental practice (the Alabama Parenting Questionnaire) with externalising problems (aggressive and rule-breaking behaviour) (ASEBA, YSR). The research results show gender differences in rule-breaking behaviour, externalising problems and some parenting variables. Hierarchical regression analyses revealed significant predictors of aggressive behaviour, rule-breaking behaviour and externalising problems, whereby poor monitoring displayed the strongest relations with all of the criteria. The moderating effect of gender was identified in explaining the links between communication with the mother, positive parenting and trust in the father with rule-breaking behaviour. The research results were discussed in the context of the protective relationship in the father-son and mother-daughter dyads for rule-breaking behaviour. The practical implications of differentiation between the relevance of mothers’ and fathers’ parenting for adolescent adjustment in terms of gender are provided., Istraživanja ukazuju da su razlike u odgoju dječaka i djevojčica povezani s eksternalizacijom problema u ponašanju. Samoprijavljene mjere koristile su se na uzorku od 507 beogradskih učenika srednjih škola (42,1% dječaka) kako bi se istražili moderacijski učinci roda na odnos između roditeljskog nadzora (Skala roditeljskog nadzora), privrženost roditeljima (Inventar privrženosti roditeljima i vršnjacima) i roditeljske prakse (Upitnik roditeljstva iz Alabame) i problema eksternalizacije (agresivno ponašanje i kršenje pravila). Rezultati istraživanja ukazuju na rodne razlike u kršenju pravila, eksternalizaciji problema i nekim varijablama roditeljstva. Analize hijerarhijske regresije otkrivaju značajne pokazatelje agresivnog ponašanja, kršenja pravila i eksternaliziranja problema, dok slab nadzor ima najveću povezanost sa svim kriterijima. Moderacijski učinak roda identificiran je u pojašnjenju veza između komunikacije s majkom, pozitivnog roditeljstva i povjerenja u oca s kršenjem pravila. Rezultati istraživanja raspravljaju se u kontekstu zaštitničkog roditeljstva u dijadama otac-sin i majka-kći za kršenje pravila. Navode se praktične implikacije razlikovanja značaja roditeljstva majki i očeva za prilagodbu adolescenata u pogledu roda.

In order to address the environmental concerns and reduce the air pollution from traditional diesel engines, maritime authorities have been gradually introducing the energy efficiency requirements for ships. Mostly, the shipping sector response consists of measures such as power reduction, application of various energy saving devices and alternative fuels. The latter presents the radical and an efficient way to almost completely reduce onboard emissions, by installing the propulsion systems powered by batteries (electric drive), hydrogen, ammonia, or other “carbon-free” sources of energy. Therefore, this paper presents an early-stage design of the electrification concept of the ferry regularly navigating in the Bay of Kotor between the ports of Kamenari and Lepetani. Such short-routed operation can be practical for the application of electric drive with batteries, as a sole source of power. Preliminary design methodology for the calculation of the ship’s operational profile is presented, along with the electrification concept for the ferry on the specific route. Findings showed that the proposed design can be viable for the small-scale Ro-Ro navigation in the Bay of Kotor aquatorium, especially given the UNESCO World Heritage site status of the area.

Responses to the COVID-19 pandemic have put the schools and their staff in the frontlines, creating a long list of new stressors for teachers to deal with. Respecting the challenges of pandemic education, a group of researchers conducted a survey on a sample of 817 elementary school teachers with the aim of assessing teachers’ coping strategies regarding the pandemic and their connections to fear of COVID-19 and their mental wellbeing. Data were collected during April and May 2021, through an online questionnaire. Coping strategies were measured with Brief-COPE, consisting of 14 scales, covering a wide range of coping strategies that can be grouped into approach strategies – those that actively work to change the stressor or accept its presence in one’s life and avoidant coping strategies – that tend toward more dysfunctional responses such as denial, distraction, or substance use. Fear of COVID-19 Scale and Warwick-Edinburg Mental Well-being Scale were also used. Research results show that teachers use more actively approach strategies (M = 37.52, SD = 6.01), than avoidant strategies (M = 23.41, SD = 4.75) (t(757) = 64.73, p = .000). Fear of COVID-19 correlates positively with both clusters, but more significantly with avoidance strategies (r = .46, p < .001) than approach strategies (r = .25, p < .001). Teachers’ mental wellbeing correlates mildly positively (r = .14, p < .001) with approach strategies, but correlates moderately negatively with avoidant strategies (r = -.31, p < .001). These results confirm the negative correlations between avoidant strategies and teachers’ mental wellbeing, as well as its stronger connection with the fear of COVID-19, suggesting that teachers’ tend to choose avoidant strategies if they are more negatively influenced by the pandemic.

Uvod: Tokom perioda produžene krize javnog zdravlja doživljavamo različita negativna osećanja i primenjujemo široki spektar adaptivnih i maladaptivnih strategija prevladavanja. Najčešće manifestacije maladaptivnog prevladavanja su poricanje, povlačenje i zloupotreba supstanci sa ciljem redukovanja stresa. Od posebnog značaja je ispitivanje reakcija i maladaptivnih strategija kod studentkinja specijalne edukacije i rehabilitacije, s obzirom na to da se radi o budućim pružaocima profesionalne podrške osetljivim grupama. Cilj: Cilj aktuelne studije je istraživanje prediktivne uloge maladaptivnih strategija prevladavanja u doživljavanju različitih negativnih emocija tokom pandemije COVID-19. Metod: Učesnici u ovom onlajn istraživanju su studentkinje specijalne edukacije i rehabilitacije (N=222) na Univerzitetu u Beogradu. Podaci o doživljenom strahu, hostilnosti, krivici i tugi, dobijeni su putem skale osnovnih negativnih emocija Inventara za procenu pozitivnog i negativnog afekta (Positive and Negative Affect Schedule - Expanded Form). Maladaptivne strategije prevladavanja (Upotreba supstanci, Poricanje i Povlačenje) procenjene su inventarom COPE. Rezultati: Testirana su četiri linearna regresiona modela sa maladaptivnim strategijama prevladavanja kao prediktorima i negativnim emocijama (hostilnost, strah, krivica i tuga) kao kriterijumskim varijablama. U prvom modelu, Hostilnost [F(3,218)=4,036; p<0,01] se predviđa putem Upotrebe supstanci (3=0,183; t=2,710; p<0,01); u drugom se Poricanje (3=0,203; t=2,831; p<0,01) izdvaja kao prediktor Straha [F(3,218)=4,215; p<0,01]; u trećem i Upotreba supstanci (3=0,262; t=4,072; p<0,001) i Povlačenje (3=0,149; t=2,142; p<0,05) predviđaju Krivicu [F(3,218)=12,255; p<0,001]; i u četvrtom modelu, Tugu [F(3,218)=5,222; p<0,01] takođe predviđaju Upotreba supstanci (3=0,165; t=2,466; p<0,01) i Povlačenje (3=0,144; t=1,992; p<0,05). Zaključak: Rezultati potvrđuju pozitivnu vezu između intenziteta negativnih osećanja i korišćenja maladap, Introduction: During the period of prolonged public health crisis, one can experience various negative emotional states and apply a wide range of different adaptive and maladaptive coping strategies. The most frequent maladaptive coping manifestations are denial, behavioral disengagement and substance abuse to reduce distress. Since they are the future supporters of the vulnerable, it is of particular interest to examine the reactions of special education students, and the strategies they use to cope with stress in a maladaptive way. Aim: The aim of the present study was to explore predictive roles of maladaptive coping strategies in different negative emotional states throughout the COVID-19 pandemic. Method: Participants in this online research were 222 special education and rehabilitation female students from the University of Belgrade. Data on fear, hostility, guilt and sadness was collected using negative emotion scales of Positive and Negative Affect Schedule - Expanded Form. Maladaptive coping strategies (Substance use, Denial and Behavioral disengagement) were assessed by COPE Inventory. Results: Four linear regressions were performed, with the maladaptive coping strategies as the predictor set, and negative emotional states (hostility, fear, guilt and sadness) as criteria. In the first one, Hostility (F(3,218)=4.036; p<.01) was predicted by Substance use (£=.183; t=2.710; p<.01); in the second, Denial (£=.203; t=2.831; p<.01) stood out as a predictor of Fear [F(3,218)= 4.215; p<.01], in the third both Substance use (£=.262; t=4.072; p<.001) and Behavioral disengagement (£=.149; t=2.142; p<.05) predicted Guilt [F(3,218)=12.255; p<.001] and in the fourth Sadness [F(3,218)= 5.222; p<.01] was also predicted by Substance use (£=.165; t=2.466; p<.01) and Behavioral disengagement (£=.144; t=1.992; p<.05). Conclusion: The results confirm positive correlation between maladaptive coping strategies and negative emotions and reveal different roles maladaptive coping st

From the postmodern theorists point of view, disabled bodies primarily are objects of performing the power, in several ways: from "staring" as the act of labeling, to medicalization, rehabilitation and "normalization". Feminist theory of disability tends to combine gender and disability and to perceive them together as social construction products which "deviate from standards". In postmodern theories of gender, primarily in the works of Judith Butler and Elizabeth Grosz, there is a noticeable tendency to attach a dynamic, relational characteristic to gender, and to observe gender differences in the process of intersecting all other binary differences. In addition, in order to deconstruct sex/gender differences, an increasing emphasis is put on the body as a field for inscribing culturally constructed distinctions. This paper explores the possibility of synthesizing knowledge in the field of postmodern gender theories and postmodern understanding of disability. It examines how gender binarism intersects with binarism "disability - nondisability," and whether, at the level of "disabled" bodies, gender differences become invisible.

The concept of emotional intelligence (EI), defined both as an ability and as a personality trait, has been supported as meaningful by numerous studies in the field of psychology of emotions. Both ability and trait EI have demonstrated predictive validity regarding criteria from different psychological domains. Still, investigating the effect of the two EIs on ongoing (vs. retrospectively reported) emotional experience and reactions would additionally contribute to their behavioral validation. Specifically, the question may be raised whether ability and trait EI predict emotional reactivity in emotionally disturbing situations, and how they relate to the use of adaptive and maladaptive emotion regulation strategies. Two studies have been conducted: the first included 306 and the second 190 predominantly female participants. In both studies participants were divided into two groups. The first group was exposed to stimuli designed to provoke negative emotions in view of the pervasive threat of skin cancer (i.e., self-related distress), whereas the second was presented stimuli which induce negative emotions as a result of learning about somebody else’s suffering from the illness (i.e., empathy-driven distress). The two studies differed in the format of the stimuli: the first used video clips, and the second employed newspaper articles. Emotional reactivity was operationalized in two ways: 1) as the difference in the intensity of negative affect before and after stimuli exposure; and 2) as the pattern of change in both positive and negative affect, identified by cluster analysis. Data on ability and trait EI, the basic personality traits, as well as a on wide range of (mostly cognitive) emotion regulation strategies were also collected..., Brojna istraživanja u oblasti psihologije emocija opravdavaju upotrebu koncepta emocionalne inteligencije (EI), operacionalizovane i kao sposobnosti i kao crte ličnosti. Oba konstrukta su dobila potvrdu o prediktivnoj valjanosti u različitim psihološkim domenima. Ispitivanjem povezanosti različitih operacionalizacija EI sa emocionalnim doživljavanjem i reagovanjem u realnim kontekstima bi se dodatno doprinelo njihovoj bihejvioralnoj validaciji. Konkretnije, postavlja se pitanje mogućnosti EI kao sposobnosti i kao crte da predvidi emocionalnu reaktivnost u situaciji indukovanog afekta, kao i povezanosti ovih varijabli sa korišćenjem adaptivnih i maladaptivnih strategija regulacije emocija. Sprovedene su dve studije: prvom je bilo obuhvaćeno 306, a drugom 190 ispitanika pretežno ženskog pola. U obe studije su ispitanici bili podeljeni u dve grupe. Prva grupa je bila izložena stimulusima dizajniranim tako da izazovu osećanje uznemirenosti za sebe, u vidu strepnje za sopstveno zdravlje, dok je kod ispitanika iz druge grupe nastojano da se izazove osećanje uznemirenosti za druge, poput saosećanja sa zdravstvenim stanjem drugih. Razlika između prve i druge studije se ogledala u formatu stimulusa: u prvoj studiji su korišćeni videoklipovi, dok su okviru druge ispitanici čitali novinske članke. Emocionalna reaktivnost je operacionalizovana dvojako: 1) u vidu razlike u intenzitetu negativnog afekta pre i posle izlaganja stimulusa, i 2) putem obrazaca reaktivnosti kojima su obuhvaćena i pozitivna i negativna osećanja, a koji su izdvojeni klaster analizom. Prikupljeni su podaci o crtama ličnosti, emocionalnoj inteligenciji kao crti i kao sposobnosti, kao i o širokom spektru pretežno kognitivnih strategija regulacija emocije...

Brojna istraživanja u oblasti psihologije emocija opravdavaju upotrebu koncepta emocionalne inteligencije (EI), operacionalizovane i kao sposobnosti i kao crte ličnosti. Oba konstrukta su dobila potvrdu o prediktivnoj valjanosti u različitim psihološkim domenima. Ispitivanjem povezanosti različitih operacionalizacija EI sa emocionalnim doživljavanjem i reagovanjem u realnim kontekstima bi se dodatno doprinelo njihovoj bihejvioralnoj validaciji. Konkretnije, postavlja se pitanje mogućnosti EI kao sposobnosti i kao crte da predvidi emocionalnu reaktivnost u situaciji indukovanog afekta, kao i povezanosti ovih varijabli sa korišćenjem adaptivnih i maladaptivnih strategija regulacije emocija. Sprovedene su dve studije: prvom je bilo obuhvaćeno 306, a drugom 190 ispitanika pretežno ženskog pola. U obe studije su ispitanici bili podeljeni u dve grupe. Prva grupa je bila izložena stimulusima dizajniranim tako da izazovu osećanje uznemirenosti za sebe, u vidu strepnje za sopstveno zdravlje, dok je kod ispitanika iz druge grupe nastojano da se izazove osećanje uznemirenosti za druge, poput saosećanja sa zdravstvenim stanjem drugih. Razlika između prve i druge studije se ogledala u formatu stimulusa: u prvoj studiji su korišćeni videoklipovi, dok su okviru druge ispitanici čitali novinske članke. Emocionalna reaktivnost je operacionalizovana dvojako: 1) u vidu razlike u intenzitetu negativnog afekta pre i posle izlaganja stimulusa, i 2) putem obrazaca reaktivnosti kojima su obuhvaćena i pozitivna i negativna osećanja, a koji su izdvojeni klaster analizom. Prikupljeni su podaci o crtama ličnosti, emocionalnoj inteligenciji kao crti i kao sposobnosti, kao i o širokom spektru pretežno kognitivnih strategija regulacija emocije..., The concept of emotional intelligence (EI), defined both as an ability and as a personality trait, has been supported as meaningful by numerous studies in the field of psychology of emotions. Both ability and trait EI have demonstrated predictive validity regarding criteria from different psychological domains. Still, investigating the effect of the two EIs on ongoing (vs. retrospectively reported) emotional experience and reactions would additionally contribute to their behavioral validation. Specifically, the question may be raised whether ability and trait EI predict emotional reactivity in emotionally disturbing situations, and how they relate to the use of adaptive and maladaptive emotion regulation strategies. Two studies have been conducted: the first included 306 and the second 190 predominantly female participants. In both studies participants were divided into two groups. The first group was exposed to stimuli designed to provoke negative emotions in view of the pervasive threat of skin cancer (i.e., self-related distress), whereas the second was presented stimuli which induce negative emotions as a result of learning about somebody else’s suffering from the illness (i.e., empathy-driven distress). The two studies differed in the format of the stimuli: the first used video clips, and the second employed newspaper articles. Emotional reactivity was operationalized in two ways: 1) as the difference in the intensity of negative affect before and after stimuli exposure; and 2) as the pattern of change in both positive and negative affect, identified by cluster analysis. Data on ability and trait EI, the basic personality traits, as well as a on wide range of (mostly cognitive) emotion regulation strategies were also collected...