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The aim of this paper is to present a viable, psychologically based framework designed for systematical promotion of the adolescents’ capacities for collaborative problem solving and possibilities for their cultivation through everyday school practice. Specifically, a model for designing teacher-training programs is proposed, wherein several elements of effective collaborative problem solving are drawn together. 9th International scientific conference Technics and informatics in education – TIE 2022 16-18 September 2022 Proceedings: [http://www.ftn.kg.ac.rs/konferencije/TIE2022/docs/Proceedings%20TIE2022.pdf]

Background Adolescents spend a lot of time listening to music. Music has various functions in their development, and one of the most important is the regulation of emotions (McFerran et al., 2012; Miranda, 2019; Saarikallio & Erkkilä, 2007). A theoretical model that describes mood regulation thru seven regulatory strategies (Diversion, Revival, Mental work, Discharge, Solace, Strong sensation and Entertainment) was developed by Saarikallio and associates (2008). Adolescents who spend more time listening to music and consider it important use these strategies more often than those who appreciate music less (Saarikallio, 2008). It has also been shown that girls use these strategies more frequently than boys, as well as older adolescents than younger. These differences are not found in adulthood, which implies that regulation increases during adolescence and stabilizes at its end (Saarikallio, 2008). Aims The main goal was to examine the factor structure of the Brief Music in Mood Regulation scale (B-MMR; Saarikallio, 2012) in Serbian adolescents and to relate obtained factors to music appreciation and time spent on music listening. Also, we investigated gender and age differences since it hasn’t been done in our milieu yet. Method The convenient sample consisted of 445 primary and secondary school students aged from 12 to 18 years. The online survey included demographic data, questions about the importance and frequency of listening to music, and, finally, B-MMR (Saarikallio, 2012) – a shorter version of a scale measuring the seven strategies for mood regulation by music. Results Factor analysis (PAF, Promax rotation) is conducted on B-MMR items regarding music function in mood regulation. Firstly, PAF extracted 3 factors explaining 63.5% of variance (KMO = .944, χ2(120) = 3822, p < .001): Regulation of emotions (composed of five out of seven originally conceptualized strategies), Strong sensation of music and Entertainment. Since the correlation between the first two factors was high (above .70), a number of factors was fixed on two. Strong sensation factor merged with the Regulation of emotions – explaining 48.8% of variance, and Entertainment, as the second factor, explains 8.4% of the variance. T-tests showed that adolescents who spend more time listening to music and consider it more important use music to regulate their mood more often than their peers who don’t appreciate music that much. It is shown that girls use Regulation of emotions (t(214) = 5.264, p = .000, d = 0.568) and Entertainment (t(167) = 4.918, p = .000, d = 0.564) more often than boys. Also, older adolescents use both strategies more frequently than younger (t(154) = -2.192, p = .030, d = 0.336; t(129) = -2.173, p = .032, d = 0.337). Conclusions The results confirm age and sex differences from the previous studies and the relation between music appreciation and its usage in mood regulation (Saarikallio, 2008). However, the factor structure of B-MMR is different, which questions the original model conceptualization. Namely, the Entertainment dimension seems to be qualitatively different from the others. The implications of the findings are further discussed, and suggestions for future research will be given.

У педијатријској примарној здравственој заштити једна од основних активности је превенција болести и стања која угрожавају квалитет живота детета и његово свакодневно функционисање у окружењу. Према подацима у свету око 17% деце има неке развојне тешкоће, а тек код 50% њих оне се открију пре пре поласка у школу. Циљ процене развоја је систематично и прецизно рано откривање одступања од нормативног развоја, правовремено предузимање одговарајућих интервенција, као и отклањања или ублажавања поремећаја. Истраживања су показала да је употреба инструмената повећала рано откривање развојних кашњења или поремећаја у развоју (на овај начин открива се 70-80% деце код које постоје развојни проблеми) и дала могућност за рану примену интервентних мера. Сет од 21 упитнка Ages & Stages Questionnaires ASQ-3, се користи више од 30 година у свету за скрининг и евалуацију развоја деце посматрањем начина на који деца напредују у важним областима као што су говор, физичка способност, социјалне вештине и вештине решавања проблема све деце узраста од 2 месеца до 5,5 година. Попуњавају га родитељи и враћају професионалцима, а они даље врше процену на основу јасног упутства о поступку уписивања резултата по доменима развоја, бодовања (графички и табеларно) тумачења и саопшавања, као и за обуку родитеља да стимулишу развој кроз игру, тј. како и шта да даље раде са детето родитеља да стимулишу развој кроз игру, тј. како и шта да даље раде са дететом. У претходних десет година Удружење педијатара Србије, заједно са партнерима, залаже за свеобухватну процену и праћење развоја деце употребом валидних инструмената у оквиру превентивних педијатријских прегледа. Низом пројеката у овој области, едукацијом педијатара и сарадника, применом у пракси, тестиран је и адаптиран а у 2019. години и стандардизован упитник ASQ-3, под називом ,,Узрасти и развој детета“ (УРД).

Upotreba digitalnih materijala u obrazovanju i njihovo poređenje sa tradicionalnim su predmet brojnih istraživanja (Daniel & Woody, 2013; Van Horne et al., 2016; Woody et al., 2010). Ivić (2019) ističe da još nema dovoljno saznanja i praktičnih iskustava kako bismo doneli pouzdan sud o vrednosti elektronskih materijala. To posebno važi za njihovu primenu kod najmlađih učenika jer su istraživanja uglavnom ispitivala studente. XXVI Nаučnа konferencijа „Pedаgoškа istrаživаnjа i školskа prаksа“

Spare time is a significant social context that may promote adolescents’ positive development and prevent risk behaviour. This research is aimed to identify patterns of adolescents' behaviour during spare time and groups of adolescents clustered by similar preferences related to their leisure activities and interests. The sample consisted of 1349 first and third grade secondary school students (56% female, 51% first grade) from 10 different cities in Serbia. The questionnaire was distributed to students in schools and included groups of closed-type questions, mainly with 5-point scale, related to: hobbies, different themes/shows in media, listening to music, going out, attending cultural and sports events, activities on Internet and social network usage. The Principal axis factoring with Varimax rotation was applied on 49 items and based on the extracted factors a Hierarchical cluster analysis (Ward’s method) was conducted consequently. The KMO and Bartlett’s test of sphericity verified the sampling adequacy (KMO = .822 χ 2 (1176) = 18712, p = .001). The ten factors solution explaining 54.5% of variance was chosen (according to eigenvalues, scree-plot and interpretability) including following factors: IT, Pop culture, Reflective & Complex music, Intense & rebellious music, Science and culture, Politics, Going out, Sports, Films and TV shows, Online communication. Obtained factor composite scores were generated and used in following cluster analysis, which revealed 5 groups of adolescents. The first Up to date cluster (13%) includes adolescents interested in science, culture and politics who prefer Reflective & Complex music. In the second cluster (21%) are adolescents prone to Mainstream culture following pop culture and watching films and TV shows. Sport fans are in the third cluster (25%). IT "nerds" is the fourth group (11%) which practices IT and listens to Intense & Rebellious music. The fifth and the largest group of adolescents (30%) are Typical adolescents, who do and like everything young people prefer, but nothing in particular. They follow pop culture, more than politics or science, prefer pop music than other genres, go out, watch films and series, and spend time on online communication. Similar to previous studies, fun, unstructured and passive activities are the most prominent in the leisure time of adolescents. The results are discussed in the light of possible consequences on adolescents’ development and wellbeing.

Kao mera borbe protiv pandemije izazvane virusom COVID-19 tokom marta, aprila i maja meseca 2020-te proglašeno je vanredno stanje, zatvoreni su vrtići. Kao posledica ovakve odluke, mnoge porodice su se suočile sa izazovima proisteklim iz potrebe da se adaptiraju na iznenadne promene. Balans između posla i roditeljske uloge predstavlja značajan aspekt savremenog roditeljstva. Pretpostavka je da je grupa roditelja koja je morala da radi tokom vanrednog stanja nailazila na donekle različite probleme u odnosu na one koji nisu. Takođe, prelazak na rad od kuće zahteva novu vrstu organizacije unutar porodice i može biti značajan izvor stresa. Cilj ovog istraživanja je bio da se odgovori na pitanje šta je roditeljima dece vrtićkog uzrasta bilo najteže tokom vanrednog stanja kao i da li su se i kako izazovi razlikovali s obzirom na to da li je roditelj radio tokom ovog perioda ili ne. Istraživanje je organizovano onlajn u periodu neposredno po završetku vanrednog stanja (od 5. do 28. maja) i bilo je namenjeno roditeljima dece koja pohađaju vrtić ili predškolsko obrazovanje. Uzorkom je obuhvaćeno 1578 roditelja, pre svega majki (92%). Odgovori ispitanika su podvrgnuti tematskoj analizi. Izdvojeno je induktivnom analizom dvadeset manifestnih obrazaca značenja na osnovu kojih je pristupljeno kodiranju odgovora. Rezultati istraživanja ukazuju da postoji čitava lepeza psihološki različitih teškoća sa kojima su se suočile porodice tokom vanrednog stanja. Većina roditelja izdvaja, što govori u prilog tome da je ovaj period bio stresan za funkcionisanje porodice. Raznolikost izvora teškoća upućuje da je potrebno organizovati sistemsku i sveobuhvatnu podršku porodici kako bi posledice pandemije bile što manje.

During the past and the current school year, educational systems worldwide have faced the challenge of COVID-19 virus pandemic. Schools, their employees, students and parents had a common task adapting to the new situation. The main change that lockdown brought was the relocation of teaching from school buildings to student’s homes. Our research aimed to examine how students’ learning experiences have changed, and the most significant challenges they have faced. For that purpose, we adapted the OECD questionnaire from PISA 2022 Global Crises Module (OECD, 2020). The questionnaire contains 62 questions, and 8 of them are focusing on challenges and difficulties with distance learning in the lockdown situation. Students were asked to report how often they had specific problems with completing schoolwork (e.g., “Problems with Internet access”; “Problems with finding a quiet place to study”) while the school building was closed due to COVID-19. The sample collected by the snowball method was convenient, comprising 192 primary school students - 5th to 8th grade (64% of girls; Mage = 14; SDage = 3.284), and 152 high school students of all four grades from Serbia (70% of girls; Mage = 17; SDage = 4.444), who took part in an online survey. Conducted ANOVA showed statistically significant differences between primary school and high school students regarding challenges in distance learning. High school students are reporting more problems in understanding school assignments (F (1, 342) = 7.315, p = .007; MHS = 2.48, SDHS = .976; MPS = 2.21, SDPS = .251) and low motivation to do schoolwork (F (1, 342) = 9.860, p = .002; MHS = 2.97, SDHS = 1.067; MPS = 2.60, SDPS = 1.097). Problem with motivation for distance learning have proved to be the biggest challenge for both groups of students. It suggests that students from all educational levels need help to raise learning motivation within an online learning context. The results are further discussed considering other scales and questions from the OECD questionnaire and compared with the results of the other research that examined this topic.

This work is a part of a broader study dealing with adolescents' leisure time. Research confirms that music plays a vital role in adolescents' everyday life and suggests that they are exposed to music almost all the time and in a variety of situations using the Internet (North, & Hargreaves, 2008). Adolescents also differ significantly in their musical preferences. This study aims to identify typical patterns of adolescents' musical preferences and practices during leisure. The sample comprised 1358 secondary school students (56% of whom are female) from different school types in 10 Serbian cities; 51% of the interviewees are in the first and 49% in the third grade. From the questionnaire about adolescents' leisure habits, that included closed questions, we selected 20 items related to various music activities and habits. Those items can be classified in the following categories: music as an extracurricular activity, music as a hobby, listening to different music genres and following music themes via various media (Internet, TV, magazines). Explanatory factor analysis (Oblimin rotation) was performed on these items. Results revealed five extracted factors, which explain around 50% of the data variance. The first factor (18.4% of variance explained) represents a pattern of preference for listening to pop and rock music vs. folk music. The second factor (9.9% of variance explained) describes a habit of following musical themes in media and on the internet, including following musical idols and famous figures. The third factor has all negative loadings, regarding listening to any modern music, like techno, electro, and house (8.8% of explained variance). The next one represents an "old fashion" pattern -listening to the classical, jazz or rhythm & blues music and the last factor represents a pattern of musical behavior, which includes besides listening to the music, music as a hobby, or music as an extracurricular activity (6.8% and 6.6% of variance, respectively). The paper discusses the meaning of different identified patterns as a tool for describing musical preferences of today’s youth and the importance of music in youth leisure time. M 34 Saopštenje sa međunarodnog skupa štampano u izvodu

The work deals with comparison of idol preferences between 2 generations of adolescents. The data were gathered within 2 research waves, in 2007 and 2018. The survey included 1283 secondary school students (1st and 3rd grade) from 26 schools in 10 Serbian cities in the first wave, and 1358 students from the same grades, schools and cities in the second. The idols and reasons for their appreciation were categorized in the same way and in accordance with previous studies (Stepanović et al., 2009, 2017). However, in 2007 students stated their reasons while in 2018 they estimated given reasons on the 5-point scale. More students from the second wave have idols (61.9%) than those from the first (48.9%) (χ² = 45.575, df=1, Cramer’s V = 0.13, p =.0,00). Ana Ivanović is the most popular person in the first wave, appreciated by 2.6% of students who have idols. Novak Đoković is the most popular role model in the second wave (6.9%). Idols preferences differ in 2 waves modestly (χ² = 16.576, df = 6, Cramer’s V = 0.10, p = .0,11; with Bonferoni method adjustments). Students from the first wave prefer sportsmen more than those from the second, while those from the second admire show business stars and fictional characters more. Students from the second wave prefer foreign idols to domestic, while such difference is not spotted in the first wave (χ² = 9.632, df = 1, Cramer’s V = 0.082, p < .01). Moreover, they prefer male idols over female and such a trend did not exist in the first wave (χ² = 11.064, df = 1, Cramer’s V = 0.088, p < .01). Factor analysis (Promax rotation) was performed on reasons students gave in 2007 and those estimated by students in 2018. For 2007, 3 factors were extracted, explaining 22% of variance: 1) professional success; 2) fame, wealth and physical appearance; 3) social power and personal traits. Three factors are extracted for 2018 (49% of variance): 1) fame, wealth, physical appearance and social power; 2) personal traits and professional success; 3) humanity and communicativeness. A growing number of adolescents who have idols and higher appreciation of show business and fictional characters in the second wave, as well as further analyses regarding show business subcategory, indicate influence of Internet and social media on the younger generation having in mind that generation tested in 2007 was not exposed to social media at that time.

The aim of the research was to assess psychometric characteristics of the Early Development Standards Scale, constructed to identify children at risk or with developmental delay. Based on the Early Development Standards (Baucal et al., 2012), eight scales were constructed, covering ages from 1 to 60 months. In total, 1388 parents from Serbia participated. Relatively high mean scores were obtained at all ages. The instrument has good metric characteristics. The results of Rasch analysis showed that the scale is a reliable instrument (reliability for respondents is about 0.8 and for items 0.98), it measures one phenomenon (outcomes in early childhood development) and it has a small number of items with poor metric characteristics. There are significant correlations between scores on the Early Development Standards Scale and Ages & Stages Questionnaires across all ages. Gender differences were obtained at 9-12 months, 14-18 months and 30-36 months, indicating higher scores for girls.

Dropping out of higher education is a global phenomenon which affects virtually all universities. The main aim of this research is to determine the factors which have the most predictive value for students’ satisfaction with their studies and dropout intentions. The research was conducted on the sample of 673 students who completed a self-description questionnaire which included 22 dimensions of students’ perceptions of their studies. Based on a two-step cluster analysis, we have identified the group of students at risk of dropout. ANOVA has shown that the two groups differ on almost all investigated dimensions. Individual-related factors, developed in a specific context, are the main predictors of students’ dropout from higher education. Understanding of these factors can improve the system of early detection of students at risk of dropping out.

The capacity of parents to create learning opportunities and stimulate the development of a child is now considered as one of the key factors of care quality. The aim of this paper is to examine the extent to which parents of children in Serbia support and stimulate their development through everyday activities. The total sample consisted of 1388 parents of children aged 2 to 60 months. Parents' encouragement scale was designed for 8 ages (from 2 to 60 months) based on the Early Learning and Developmental Standards (Baucal et al., 2012), precisely based on the content of the items. Questions have been formulated about how many parents, or other adults taking care of the child, engage with the child in interaction in their daily activities, or in certain activities that are assumed to be developmentaly stimulating. The reliability of these scales, expressed by Kronbach's alpha coefficient was from 0.77, which is considered to be an acceptable value, up to 0.97 which is considered to be an excellent indicator of the reliability of the instrument. The minimum score on the Parents' encouragement scale was 0.96, and the maximum 5. The mean (M) was relatively high and was 4.10 (SD = 0.55) for the total sample. The mean was the lowest when it comes to the age of 14 months (M = 3.76, SD = 0.40), 18 months (M = 3.76, SD = 0.46), 48 months (M = 3.76, SD = 0.50) and 60 months M = 3.76, SD = 0.42). Individual items with lower means were: "How often have you checked the picture books with the baby in the last 15 days"; "How often have you, in the past 15 days, shown the baby what kind of sounds are common household items (spoons, mugs, etc.) and allowed the baby to study, cuddle or shake" (at the age of 6 months) and "How often are you in for the last 15 days, has encouraged the child to use crayons and wrap around paper" (at the age of 10 to 14 months) and playing roles at the age of 12 to 18 months. The highest means were obtained at 4 months (M = 4.65, SD = 0.34) and 2 months of age (M = 4.44, SD = 0.42). The distribution being curved towards higher scores is probably due to the characteristics of the sample itself, since it was relatively high number of parents with a high education, which is probably reflected in the way they support the early development of children. However, there was no correlation with parents' education and socioeconomic status. About 14% of the children surveyed were below one standard deviation compared to the mean, while under 2 standard deviations were only 2.5% of the respondents. The obtained data indicate a relatively small number of children living in nonstimulative environment, although one should not ignore the fact that every fourteenth child is in the enviroment in which adults could support their development in a better way.

Background Music plays an important role in adolescents’ leisure time concerning the time they spend in listening to music, following music themes in media and engaging themselves in extra-curricular music activities and hobbies (playing, composing, singing) (Schwartz & Fouts, 2003). From a socio-cultural perspective, music represents a significant cultural tool for personal development, especially in the domains of values and aesthetic standards (North, & Hargreaves, 2008). Some authors claim that the present adolescent generation differs from the previous generations in terms of music preferences and practices concerning new types of music and new media (Petrović & Kuzmanović, 2009). Aims Our main goal was to detect adolescents’ groups regarding their interests and engagement in music activities. Method The sample includes 1358 secondary school students. From the questioner, developed for the wider study of free time of adolescents, 23 items related to music preferences and activities (extracurricular, hobbies) were selected. Results Cluster analysis was used in order to identify adolescent groups on the basis of their preferences, engagement with music and following of music themes in different media. Analysis identified 4 groups of youngsters that were interpreted through 3 statistically significant discriminative functions, and 80% of the respondents were classified correctly. The first adolescent group prefers metal, punk and rock music, don’t listen to folk music and don’t play music (15% of the sample). 184 Psihologija i muzika • Psychology and Music PAM – IE Conference, 24–26. October 2019, Belgrade The second group listens to folk music and do not prefer techno, electro and hip-hop music (24%). The third group prefers folk music and follows musical themes on media (27%). Finally, the largest fourth group (32% of the sample) doesn’t listen to folk music, doesn’t follow musical themes and, besides that, does not have any clear musical tendencies and preferences. Conclusions Our results show that it is possible to differentiate adolescents regarding their music orientations unlike some predictions about the lack of various preferences within the new young generation (Petrović & Kuzmanović, 2009). It is obvious that two groups of respondents incline toward folk music and that one of them follows themes about music in media. This implies the strong media influence on adolescents’ preferences, which is in accordance with youth idols research results (Stepanović, Blažanin & Mojović, 2017), and raises a question about the quality of contents in contemporary media. One-third of adolescents is not interested in music. Besides, our data show that adolescents rarely take part in activities and hobbies related to music which leaves no space for the development of interests and engagement that could be associated with the concepts of positive development and structurally founded leisure time activities (Larson, 2000; Stebbins, 1997). M 34 Saopštenje sa međunarodnog skupa štampano u izvodu

Higher education is an influential factor supporting socio-cultural and economic development of both individuals and societies. Lowering the drop-out rate among HE students is one of the main goals of the EU strategy for jobs and growth (Europa 2020). Dropping out from HE is universal problem having significant economic and academic consequences, at the individual, institutional, and societal levels. For drop out as a complex and multifactorial problem, there is no one solution that can be applied in all situations and in all HE institutions. Research presented here is a part of a large, international project SunStar, focused on development of online learning platform as a support for students at risk of dropping out. The aim of this study is to determine which factors have the most predictive value for students' study satisfaction and drop out intentions in Serbian context. For purpose of this study a sample of 673 students (mean age 21.39, 79% females) participated in an online survey which included several aspects of students' evaluation of their university and study. Multiple regression model showed that 72% of study satisfaction was explained by following dimensions: study organisation, self-evaluation certainty, emotional positivity, intrinsic motivation, intellectual development, relevance to practice and living conditions. Similarly, 39% of drop out intentions can be explained by dimensions: helpseeking, self-efficacy, attainment, emotional positivity, emotional support, self-evaluation certainty, living conditions, grades and funding. Those dimensions refer to both institutional and individual factors. The role of students' socio-demographic characteristic and types of study programs will be also discussed

It is scientifically proven that developmental screening improves care quality of an infant in early childhood (Macy, 2012). The aim of this research was to identify the number of children in Serbia who are developing typicaly, the number of children who need monitoring and the number of children who need further referral to the assessment. The total sample consisted of 1388 parents of children from 2 to 60 months. The Ages and Stages Questionnaire was used. The questionnaire covers 13 ages - from 2 months to 60 months, and each describes the skills in the following domains: communications, gross motor, fine motor, problem solving and personal/ social abilities. Each domain consists of six activities. For each activity, the parent assessed whether the child is performing regularly (10 points), sometimes (5 points) or not yet (0 points). The child's profile is obtained by summarizing points for each domain. Total number of points in each domain, indicates the typical development, the need for monitoring or the need for further referral to the assessment. The results obtained in the communication domain showed that 8.45% of the children in the total sample are those who need monitoring, while 4.95% of the children belong to the group that needs further referral. The highest percentage of children who need further monitoring in the communication domain was at the age of 24 months, where there are activities related to showing and naming objects in the environment, responding to simple tasks and using pronouns, while the highest percentage of children who need referral to was at the age of 2 months. In the domain of gross motor, 9.8% of children have need for monitoring, while 4.87% of children have need for further referral. The highest percentages of children who need monitoring were at the age of 6 months (17%), 30 months (15.4%) and 48 months (16.5%). In the domain of fine motor, 12.78% of children have a need for monitoring, and 4.68% of children have a need for further referral. The highest percentage of children who need monitoring was at the age of 24 months (17%), where there are activities such as stringing of pearls or macaroni on the rope, which is a potential activity that does not have every child in the experience, and at the age of 30 months (18.4%), where activities are related to drawing and pulling lines with a pen. When it comes to problem solving, 11.78% of children belong to the monitoring group, and 4.65% of children in the group for further referral. Finally, in the domain of personal/social abilities, 11.52% of children have a need for monitoring, and 4.35% have the need for further referral. The highest percentage of children in the monitoring group was at the age of 30 months, where there are activities related to independence - feeding, dressing, etc. According to the obtained results, the guidelines for strengthening the capacities of parents to encourage child development in these domains were discussed.

The idols categorization offers an insight into adolescents’ values. It is also interesting to track changes in the certain categories preferences and to identify new categories. Hence, our research aim is to classify adolescents’ idols and to determine their preferences, to compare that categorization with previous research (Lin & Lin, 2007; Popadic, 2003; Stepanovic et al., 2009, 2017) and to relate idols preferences with socio-demographic variables. The sample includes 1383 secondary school students (1st and 3rd grade) from 10 Serbian towns. Adolescents (60% of the sample) named 431 public persons. The main idols’ categories are show business stars, sportsmen, artists and scientists, entrepreneurs, politicians and fictional characters. The categorization is same as in the recent research (Stepanovic et al., 2017) and similar to the others (Lin & Lin, 2007; Stepanovic et al., 2009). Additional subcategories are identified within show business class: fashion models and reality stars, which appeared in the previous study (Stepanovic et al., 2017) but their popularity now rises (reported by percentage of respondents who admire these subcategories), and the new subcategory of social media influencers. The admiration of show business models is higher while sportsmen are less preferred than earlier. However, Novak Đokovic is the most popular role model appreciated by 3.6% of students. Politicians, artists and scientist are rarely admired, as in the previous studies. The preferences of entrepreneurs and fictional characters are stable and low. There are no significant differences among 1st and 3rd graders regarding idols’ preferences, while gender and school type matters. Grammar school students admire scientists, artists and entrepreneurs more than vocational school students who prefer sportsmen and fictional characters (χ² = 19.134, df = 5, Cramer’s V = 0.12, p = .002). Gender is strongly associated with idol’s gender preference (χ² = 340.715, df = 1, Cramer’s V = 0.64, p = .000). Boys almost always name male idols (96%), while 34% of girls have male idols. Gender differences exist also regarding idols’ categories preferences (χ² = 110.146, df = 5, Cramer’s V = 0.37, p = .000). Girls admire show business stars, artist and scientist more than boys. Boys, more than girls prefer sportsmen, politicians, rulers and entrepreneurs. The results suggest strong and growing influence of the contents presented on the Internet and social networks on adolescents’ idols preferences.