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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

The authors were engaged in creating activities for workshops in which sound improvisation was combined with artistic expression and introduced to a student-level classroom. The aim of this research is two-fold. The first aim was to examine how students experienced this type of work through workshops. The second was the analysis of students’ drawings following the sound improvisation performance. The workshops were attended by 135 students, aged 19 to 24, from three different faculties. The main research question was if art content can, through sound improvisation and image, significantly awaken positive emotions in students by means of two different mediums. Internalising and developing a positive self-image in students show that there is a correlation between the content of music and art, as well as their influence on the intensity of aesthetic experience. The results showed that the students felt relaxed during the workshop and that they were willing to once again participate in a similar activity. Additionally, the drawings they produced during the workshop were analysed. As a conclusion, it is desirable to integrate content in music and art classes as its aim is to intensify experience, process of development and creation of a safe and positive learning environment. This explorative research showed that it is essential to work on developing experiences of social and emotional content through sound and image, as well as mutual connection strategies of learning and emotionally-aesthetic expression. Key words: sound improvisation, drawing, artistic speech, intensity of feelings

During collaborative problem-solving (CPS), team members take on different roles in the group (Mercier et al., 2014). Among these roles, the leader role has been by far the most empirically investigated. Previous research focused on examining leader characteristics, leader-member relationships, and leader assignments during collaboration to identify leader-related factors that facilitate productive CPS. The present study examined the common understanding of the leader role among highschoolers, based on their previous involvement in CPS during school tasks and projects. Data were collected using a semi-structured interview on a sample of 31 students (17 f evoked using open questions focusing on their previous experiences with leadership during CPS, understanding of the leader role, and perceived (dis)advantages of leadership emergence during teamwork. Following the coding of interview transcripts, 60 coded segments were analyzed using thematic analysis. Almost all interviewed students (N = 28; 98%) reported an experience of having a team leader, which either spontaneously emerged during group-work or was teacher-appointed prior to group-work. Among 29 students answering questions about leadership, 17 (59%) asserted that teams should have a leader, stating the following reasons: coordination and monitoring (f = 10), authority over team functioning (f = 4), assuming responsibility for potential task failure (f = 2), conflict prevention (f = 1). Nine students (31%) uttered against leader establishment during CPS, because of their: negative experiences with authoritarian leaders (f = 4), high commitment to team member equality (f = 3), and conviction that it can weaken communication (f = 1) or deteriorate friendships (f = 1). The final three interviewees (10%) thought that having a leader can be beneficial (with similar reasons as the pro-leader group), but only if the leader is not too controlling. While describing their usual group leaders, students referred to peers w

Broadly speaking, collaborative problem solving (CPS) denotes a joint activity of a dyad or a small group which is directed toward performance or a desired goal state. CPS has been widely recognized as one of the essential 21st-century skills but is nevertheless rarely formally taught or modelled by educators. Thus, it seems that a more systematic approach for developing these skills, through regular curricula with appropriate support and scaffolding by teachers, is needed to produce positive effects on the achievement and social relations of students. The current study sought to investigate the common understanding of collaboration among highschoolers; current findings will serve as one of the inputs for the development of the PEER-model training at school. A total of 31 students (17 female) from six secondary schools in Belgrade were interviewed about experiences and attitudes relating to CPS. Several palpable misconceptions students generally acknowledged that collaboration, which encompasses idea-sharing and argumentation, is an important life skill. Nevertheless, their description of collaboration shows that this process is too often equated with an efficient division of tasks among team members. Next, although often accentuate the importance of organizational skills, capabilities, and knowledge of (in)formal group leaders. According to students, opposing views are a source of conflict that success. To follow, contrary to findings of extant research showing that teachers are indispensable in enhancing cognitive and group processes in CPS, students often marginalize assessment tasks. Finally, some participants see CPS as appropriate only for younger children or as a tool for fixing grades and earning good misconceptions of CPS could indeed pose barriers to successful collaboration, which is why any systematic attempt to train CPS skills in school needs to correct these first.

The increasing interest in collaboration as an educational competence important for successful schooling and a productive adult professional and civic life can be seen in the expanding literature and research evidence (e.g. Rychen & Salganik, 2003; National Research Council, 2011). Collaboration is marked as one of the social and emotional skills on the 2030 education development agenda, defined by the intergovernmental Organisation for Economic Co-operation and Development (OECD, 2019). Collaborative problem solving (CPS) is an umbrella term for a variety of pedagogical models that enable students to learn by engaging in joint activities, relying on each other, integrating individual knowledge, skills, and efforts (Lai, 2011). With appropriate support and scaffolding, CPS could have a greater positive effect on student achievement, and peer social relationships than competitive and individual learning (e.g. Gillies, 2016; Johnson & Johnson, 2002). The focus of this study is on students experience with CPS as simetric peer interaction during the regular school classes. These perceptions and experiences represented a base for examining how CPS is applying in context of secondary schools in Serbia. The research suggests that a productive collaboration requires both cognitive skills (e.g. Campbell, 2021; Shi et al, 2021), as well as social and emotional skills (e.g. Newman, 2016; Rogat & Adams-Wiggins, 2015). That is why we paid attention how students have reported about cognitive (e.g, argumentation, consideration and evaluation of various perspectives...) and social and emotional aspects (group cohesion, tolerance, atmosphere...) of collaborative work. Analysing student responses to semi-structured interviews showed that, with certain inconsistencies and overlaps, two models of cooperation are clearly differentiated, presented here by key features. Model 1 is oriented towards an efficient use of resources, including time, with a dominant utilitarian goal - getting th

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.

During the COVID-19 pandemic lockdown, the education system moved to an online format. Parents of pre-schoolers therefore became the primary educators responsible for the sustainability of their children’s education. Communication with teachers was the only available support resource. The present study aimed to investigate the relationship between preschool teacher-parent communication (frequency, content of exchange, and satisfaction with the teacher’s support) and parental engagement in home-learning activities. An online questionnaire was sent to 1646 parents of children attending preschools. Multiple regression analysis indicated that the communication frequency between parents and preschool teachers was a significant predictor of parent engagement in home-learning activities, but the effects were small. Unexpectedly, parents more engaged in face-to-face home-learning activities were less satisfied with the teacher support. The study suggests that one-way digital communication with a clear role division between experts and parents has a limited effect on the parents’ engagement and sustainability of preschool education in times of crisis.

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

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

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

Grejova Teorija osetljivosti na potkrepljenje nalaže da je sistem bihejvioralne inhibicije (BIS) zadužen za regulaciju anksioznosti i straha kao odgovora na spoljne stimuluse, dok je sistem bihejvioralne aktivacije (BAS) zadužen za obradu pozitivnih znakova kao što su nagrade. Dikmanov model razlikuje disfunkcionalnu impulsivnost (DI), koju karakteriše nepromišljeno donošenje odluka, od funkcionalne impulsivnosti (FI), koja odražava sklonost ka donošenju brzih odluka kada je to povoljno. Cilj ove studije je da ispita potencijal BIS/BAS i DI/FI da objasne varijansu crta Mračne trijade. Uzorkom je obuhvaćeno 318 prigodno regrutovanih ispitanika (Muzrast = 28.67, SDuzrast = 8.95; 75.2% ženskog pola) koji su popunili BIS/BAS skale (BIS, BAS Traženje zabave, BAS Osetljivost na nagradu i BAS Nagon), Dikmanov Inventar Impulsivnosti i Kratku Mračnu Trijadu (Makijavelizam, narcizam i psihopatija). BAS Osetljivost na nagradu i BAS Nagon su bili značajni prediktori Makijavelizma, što je ukazalo da pojedinci sa visokim skorovima na ovoj crti mogu biti osetljivi na pozitivno potkrepljenje. BIS, BAS Traženje zabave i DI su bili značajni prediktori psihopatije, dok su BIS, sve BAS skale i FI bili značajni prediktori narcizma. Ovi rezultati sugerišu da su slaba inhibicija, niska kontrola impulsa i jaka sklonost ka aktivnostima usmerenim na zadovoljstvo faktori koji značajno doprinose objašnjenju površine psihopatije, i mogu se smatrati posebno važnim za maladaptivno ponašanje. Sa druge strane, pojedinci sa visokim narcizmom mogu biti osetljivi na pozitivno potkrepljenje, usmereni na ciljeve i ispoljavati funkcionalnu impulsivnost, što im omogućuje da iskoriste prilike., Gray’s Reinforcement Sensitivity Theory postulates that the behavioral inhibition system (BIS) is responsible for regulating anxiety and fear in response to external stimuli, while the behavioral activation system (BAS) is responsible for processing positive cues such as rewards. Dickman’s model distinguishes dysfunctional impulsivity (DI), characterized by non-reflective decision-making, from functional impulsivity (FI), which reflects the propensity of making quick decisions when advantageous. The aim of this study is to investigate the potential of the BIS/BAS and DI/FI to explain the variance in the Dark Triad traits. The sample included 318 convenient-recruited participants (Mage = 28.67, SDage = 8.95; 75.2% females) who completed the BIS/BAS scales (BIS, BAS Fun Seeking, BAS Reward Responsiveness, and BAS Drive), Dickman’s Impulsivity Inventory and Short Dark Triad (Machiavellianism, narcissism, and psychopathy). BAS Reward Responsiveness and BAS Drive were significant predictors of Machiavellianism, which indicated that individuals high on this trait could be sensitive to positive reinforcement. BIS, BAS Fun Seeking, and DI were significant predictors of psychopathy, while BIS, all BAS scales, and FI were significant predictors of narcissism. These results suggest that poor inhibition, low impulse control, and a strong tendency to approach pleasure-oriented activities are the factors that significantly contribute to explaining the surface of psychopathy, and they could be seen as particularly important for maladaptive behavior. On the other hand, individuals with high narcissism may be sensitive to positive reinforcement, goal-oriented, and exhibit functional impulsivity, which allows them to capitalize on opportunities.

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

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.

Corporal punishment (CP) is a widely spread disciplining practice among parents and caregivers globally. Our paper aimed to explore the relationship between the parental attitudes towards CP, expected outcomes of CP, and parenting practices on one hand, with the reported dysfunctions of their children, on the other. Additionally, we aimed to explore the relationship between the use of CP and the reported academic, developmental, and psychological–emotional dysfunctions of their children. The present study involved a nationally representative sample of 1186 parents in Serbia, who had at least one child aged 0–18 years at the moment of interviewing. The parents filled out a series of questionnaires on their attitudes towards CP, expectations of CP outcomes, and their parental practices. Findings indicate that parents that report having a child with dysfunctions have positive attitudes towards CP and expect positive outcomes of CP. These parents also report using more CP as a disciplining method, as well as other harsh disciplining practices. We also identified parental positive expectations of CP, use of physical assault, psychological aggression, neglect as significant predictors of reported child dysfunctions severity. Having all the results in mind, we can assume that children with health-related and school-related issues might be at potential risk of further maltreatment.

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.

U radu su analizirane aktivnosti kojima se mladi u Srbiji bave tokom radnih dana, sa posebnim fokusom na strukturisane aktivnosti koje se tiču učenja. Početkom 2018. godine sprovedeno je obimno istraživanje čiji su učesnici bili učenici prvog i trećeg razreda 26 srednjih škola u Srbiji, a rezultate smo poredili sa prethodnim istraživanjem iz 2007. godine u kojem su učestvovali učenici istih škola. U oba istraživanja primenjivan je metod budžeta vremena: u retrospektivnom 24-časovnom vremenskom dnevniku ispitanici su opisivali aktivnosti u koje su bili uključeni, mesta na kojima su se aktivnosti obavljale i osobe s kojima su učestvovali u interakciji. Cilj istraživanja bio je poređenje količine vremena koje su provodili u obrazovnim aktivnostima srednjoškolci 2007. u odnosu na srednjoškolce 2018. godine, odnosno pre i nakon pojavljivanja društvenih mreža. Rezultati pokazuju da učenici iz novijeg istraživanja u proseku provode manje vremena u učenju (M = 70.01min; SD = 80.57) u odnosu na srednjoškolce koji su učestvovali u istraživanju 2007. godine (M = 93.66 min; SD = 84.33; t (876) = 5.451, p < .01). Treba napomenuti da postoji razlika i u broju učenika koji nisu navodili učenje kao jednu od aktivnosti tokom dana (25% u 2007. i 37% učenika u 2018. godini), kao i da 4% učenika u talasu iz 2018. godine navodi da uči dok su istovremeno na društvenim mrežama. Kada su u pitanju ostale strukturisane aktivnosti povezane sa učenjem, nema značajnih razlika između učesnika dva talasa istraživanja u vremenu provedenom u vannastavnim aktivnostima, pohađanju privatnih časova i treniranju. Manje ukupnog vremena provedeno u učenju, najzastupljenijoj mentalno angažujućoj aktivnosti, govori u prilog tome da je svakodnevica današnjih srednjoškolaca okrenutija pasivnim i relaksirajućim aktivnostima nego što je to bio slučaj pre deset godina. Korišćenje društvenih mreža - nova aktivnost koja se pojavila u vremenskim dnevnicima učenika u novijem istraživanju u odnosu na staro, spominje, The study aimed to compare the time spent in educational activities between 2007 and 2018 or before and after the advent of social networks. Participants in both studies were high school students (1st and 3rd grade) from the same 26 schools. The 24-hour time diary method was used: students described the activities they were involved in during the day, the places where they were engaged, and the people they interacted with. The results show that students in recent research spent on average less time in learning (M=70.01min; SD=80.57) than 2007 survey participants (M=93.66min; SD=84.33; t(876)=5.45, p<0.01). Around every third student (38%) reported using social networks (on average 27 minutes) while 4% used social networks while learning. The results are compared considering other changes in the structure of adolescents’ everyday life.