With this paper, I want to point out the good cooperation between the publisher and the National Library of Serbia, which has lasted for a full thirty-five years. Thanks to the highly professional ...staff of the library, cataloging in publication has gained great trust among publishers, which can be seen by the growing number of processed publications, regardless of language and script.
The question of the time when the National Library of Serbia was founded is one of the most complex questions in the field of studying the historical development of this important institution. This ...issue has been addressed by many researchers, who presented various assumptions and conclusions in their works. This review paper will present the development of subject research in the mentioned field, with a special focus on scientific and professional papers in which some specific issues were considered, related to the acquisition of the first books (1830), the arrangement of the book fund at the state printing house (1831), the establishment of a legal deposit, the establishment of a library in the bookshop of Gligorije Vozarović (1832) and the formation of a unified book fund at the Ministry of Education (1838). Attention will also be pointed out to the attitude of researchers towards the scientific review of two key issues, the first of which refers to the creation of book collections that with its gradual unification, the original book collection of the National Library was created, while the second refers to the institutional formation of the library institution itself.
The transition from primary to secondary school is a highly stressful period for vocational school students because they need to adjust both to the school and their future vocation at the same time. ...The current study examines the relationship between the school climate, teacher support, school engagement and subsequent students’ school adjustment by testing a two-wave moderated mediation model. The study included 251 vocational secondary school first-year students from Serbia. A significant indirect effect of the perceived school climate on school adjustment through school engagement was determined. Teacher support had a moderating role on the relationship between school climate and school engagement. Students from Serbia reported lower school engagement and teacher support than their peers from other countries. The findings indicate that school engagement is a mechanism of adjusting to a new school environment and that teachers have a role as catalysts of that adjustment.
School burnout syndrome is typically defined through exhaustion from academic demands, cynicism toward school, and feelings of inadequacy as a student, identically as occupational burnout syndrome. ...This approach neglects the context of education, while equating it with formal employment, overlooking differences between the status of a student and a worker. Therefore, this study aimed at better understanding diverse aspects of school burnout and its contextual risk factors in order to provide a more comprehensive conceptualization of this phenomenon. Methodologically relying on the grounded theory approach and conceptually on Bronfenbrenner’s ecological model, we conducted and analyzed 25 semi-structured individual interviews with Serbian secondary school students that exhibited high scores on the School Burnout Inventory. Five interconnected main themes emerged: Loss of meaning, Intense emotional reactions and states, Perceived incompetence triggered by comparison with classmates, Guilt-induced withdrawal, and Impaired physical health. External factors included Unsupportive and pressuring family and Disengaged teachers. Finally, alongside advocating for preventative measures, such as educational policy and practice changes, we offer a novel theoretical conceptualization of school burnout syndrome. We also argue that the emergence of school burnout syndrome is not an individual’s collapse stemming from inner limitations, but a symptom of systemic deficiencies within the educational system.
The predictive factors of violence between married couples or adolescents are well-known. However, less is known about the factors relating to intimate violence among college students. This study ...examined sociodemographic variables (age, duration of relationship, and relationship satisfaction), impulsivity, and empathy as predictors of dating violence, using data from 474 female college students from the University of Mostar, Bosnia and Herzegovina. The sample completed online the Conflict Tactics Scale 2 Short Form, the Interpersonal Reactivity Index, and the Short Impulsive Behavior Scale. The results indicated a higher prevalence of victimization than perpetration for psychological aggression. The obtained data showed that younger women and those in longer relationships, as well as those unsatisfied with their relationship, are more prone to experience psychological victimization or perpetration. Relationship satisfaction was also shown to be a predictor of physical perpetration causing injury. Impulsivity facets were found to have a differential weight in explaining dating violence. Empathy was shown to be a significant predictor of dating victimization, specifically "perspective taking" for psychological victimization and empathic concern for sexual victimization. These results suggest the need to develop specific interventions and prevention programs focused on relationship satisfaction, impulsivity, and empathy.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The aim of this study was to validate the structure of the FIT-Choice scale on a Serbian sample of pre-service teachers, as well as to determine the motivations and beliefs about the teaching ...profession, and test if motivation differs across different groups of pre-service teachers. After prospective class and subject teachers (N = 433) filled in the FIT-Choice scale, the CFAs were performed. For Motivations, the adjusted 12-factor model fits the data best. Ten original factors were replicated, and Bludging and Time for family appeared as separate factors, like in the first version of the FIT-Choice model, while Transferability and Security merged into one. The six-factor Beliefs model with one item removed had the best fit indices. Intrinsic value, Social utility value and Perceived teaching ability were the highest rated motivations. Females and prospective class teachers were more motivated by altruistic motives and perceived the profession as more demanding than males and prospective subject teachers. The authors conclude that the FIT-Choice scale demonstrated acceptable structural and known-groups validity and reliability, and that the results on Motivations were similar to those obtained in Western countries.
There are numerous risk/protective factors for developing mental disorders in older people. This study examined the contribution of lifestyle (physical activity, sedentary behavior, smoking habits, ...and alcohol consumption) and psychosocial resources (optimism, resilience, social support, and frequency of social contacts) to older people’s mental health. We conducted the study on a community-dwelling sample of 780 persons (58% women) aged 65–98 from different geographical regions of the Republic of Croatia. We administered the questionnaires, including relevant instruments, individually. We found no differences in mental health regarding smoking habits. On the other hand, individuals who consumed alcohol had better mental health than those who did not drink alcohol, primarily because of gender differences in alcohol consumption and mental health. Physical activity was significantly positively associated with mental health. The regression analysis results showed that psychological resources (optimism and resilience) were significantly better predictors of mental health than lifestyle factors and social resources. The study’s results emphasize the importance of psychological resources as protective factors for older people’s mental health.
Lucidni su snovi hibridni fenomeni između spavanja i budnosti, s velikim terapijskim potencijalom. Tako je
moguće proučavati kontinuitet psihopatologije i emocionalne regulacije u budnosti i snovima ...putem obrambenih
mehanizama. Dosadašnja malobrojna istraživanja potvrđuju da multidimenzionalan pristup lucidnom sanjanju
posljedično ima drugačije implikacije u objašnjenju (mal)adaptivnosti ovog fenomena za psihičko zdravlje. Cilj
ovog istraživanja bio je ispitati odnose pojedinih dimenzija lucidnog sanjanja s varijablama psihopatološkog
distresa. Upitnik obrambenih stilova (DSQ-40), Kratki inventar simptoma (BSI) te Upitnik frekvencije i intenziteta
lucidnosti (FILD) primijenjeni su u online uzorku od 665 sudionika. Prvi put primijenjen na hrvatskom uzorku,
FILD upitnik je pokazao zadovoljavajuće psihometrijske karakteristike. Sukladno hipotezi kontinuiteta, utvrđene
su značajne pozitivne povezanosti negativnih emocija, broja buđenja, tehnika indukcije te frekvencije lucidnosti
sa simptomima psihopatologije. Štoviše, dobivene su negativne značajne povezanosti kvalitete spavanja, želje za
novim lucidnim snom, pozitivnih emocija te intenziteta lucidnosti sa ispitanim simptomima, kao i različiti obrasci
povezanosti obrambenih mehanizama s dimenzijama lucidnosti u snovima. Dobiveni rezultati pokazuju kako su,
pored kvalitete spavanja, broja buđenja i želje za novim lucidnim snom, emocionalnost i tehnike indukcije važne
odrednice psihološke dobrobiti lucidnih sanjača. Ovo ja bitan pomak u dosadašnjim istraživanjima i razumijevanju
višedimenzionalnosti lucidnog sanjanja.
Motivation is highly important for participation in musical activities and musical achievement. In the context of higher music education (HME) in Serbia, we sought to examine the relationship between ...students’ solo performance opportunities and two key components of the Self-Determination Theory (STD) – basic psychological needs (Competence, Relatedness and Autonomy) and motivational regulation styles (Amotivation, External, Introjected negative, Introjected positive, Identified, Intrinsic). The convenient sample of 197 HME students (performing modules; Mage = 23.88, SD = 3.4) completed two inventories: Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS; Chen et al., 2015) and Relative Autonomy Index Questionnaire (RAI-SRQ; Sheldon et al., 2017); they also provided data on the frequency of solo performances during HME. The results indicate that our participants’ basic psychological needs are highly met, with the need for Relatedness being significantly less satisfied and the need for Autonomy significantly more frustrated than the remaining two needs. The motivation for participation in music activities in our sample could be described as predominantly autonomous – Identified or Intrinsic. Fulfilment/frustration of basic psychological needs and motivational regulation styles predicted the likelihood of public solo performances, with Amotivation and External motivation being significant predictors. Our findings suggest that students with higher external motivation for participation in musical activities are more likely to have solo performances. In line with STD’s postulates, our findings are seen as a reflection of the dominant approaches to music education in Serbia, and are discussed as such.
Relying on Bronfenbrenner's ecological model, this paper attempts to identify school-level factors that contribute to effective implementation of inclusive education. We also explored how government ...policy, with emphasis on individual education plans, school teams, Roma assistants and inter-sectorial committees, is implemented at the school level. Qualitative data were collected from various informants (students, parents, teachers, school associates, Roma assistants and local community representatives) in five schools selected on the basis of regional distribution and success in supporting diverse student needs. Two core categories of school-level facilitators were generated: inclusive practices and inclusive culture. Within the first category, which refers to concrete actions and relationships in the school and local community, five themes emerged: individualisation and use of individual education plans; cooperation between teachers and school inclusive education expert team; cooperation with internal and external specialists; cooperation with parents, and cooperation with the local community. The second category, which reflects beliefs, values and implicit school norms, was further divided into five subcategories: willingness for life-long learning; proactive stance; sense of teamwork; sophisticated personal philosophies of development and learning; and acceptance of difference. We concluded that successful schools have developed into professional learning communities. Finally, recommendations for improving relevant practices were provided.
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