Zadovoljstvo različitim aspektima života i pozitivna očekivanja od budućnosti kod srednjoškolaca - specifičan značaj zadovoljstva školom

The existing empirical subject matter testifies to a significant correlation between life satisfaction and positive future expectations among high school students. However, there is a lack of research situating more concretely the role of satisfaction with various aspects of life in relation to positive future expectations. Hence, this research focuses on the importance of satisfaction with various aspects of life among Belgrade high school students for their positive future expectations, with a particular emphasis on examining the role of school satisfaction. This research was conducted during the second semester of the 2021/22 academic year, on a sample of 215 Belgrade high school students. The results indicate that satisfaction with different aspects of life and satisfaction with life in general, have significant positive correlations with positive future expectations. Positive future expectations have the strongest correlation with self-satisfaction, while their lowest correlation is with school satisfaction. Despite its weak correlation with positive future expectations, satisfaction with school has proven to be a significant moderator of the strongest relationship identified - self-satisfaction and positive future expectations. In other words, the findings reached in this research point to the conclusion that activities planned in the context of the development of school satisfaction can compensate for the negative impact of self-satisfaction, prompting more positive future expectations. Considering that empirical endeavors so far have focused mostly on identifying a link with positive developmental outcomes, this research can serve as a starting point for a more detailed understanding of the mechanisms for encouraging positive future expectations among high school students.Postojeća empirijska građa svedoči o značajnoj vezi zadovoljstva životom sa pozitivnim očekivanjima od budućnosti kod učenika srednjih škola. Međutim, u deficitu su istraživanja koja situiraju konkretniju ulogu zadovoljstva različitim životnim aspektima za pozitivna očekivanja od budućnosti. Stoga je ovo istraživanje usmereno na sagledavanje značaja zadovoljstva različitim aspektima života kod učenika beogradskih srednjih škola za njihova pozitivna očekivanja od budućnosti, s posebnim akcentom na ispitivanje uloge zadovoljstva školom. Istraživanje je sprovedeno tokom drugog polugodišta školske 2021/22. godine, na uzorku od 215 učenika beogradskih srednjih škola. Rezultati ukazuju na to da zadovoljstvo različitim aspektima života i zadovoljstvo životom generalno ostvaruju značajne pozitivne veze s pozitivnim očekivanjima od budućnosti. Najsnažnije veze pozitivna očekivanja od budućnosti ostvaruju sa zadovoljstvom sobom, dok se najslabija korelacija beleži sa zadovoljstvom školom. Uprkos slaboj povezanosti s pozitivnim očekivanjima od budućnosti, zadovoljstvo školom pokazuje se značajnim moderatorom najjače konstatovane veze - zadovoljstva sobom i pozitivnih očekivanja od budućnosti. Drugim rečima, nalazi dobijeni u ovom istraživanju upućuju na zaključak da planirane aktivnosti u kontekstu razvoja zadovoljstva školom mogu kompenzovati negativan uticaj zadovoljstva sobom i uticati na pozitivnija očekivanja od budućnosti. S obzirom na to da su dosadašnja empirijska stremljenja mahom bila fokusirana na utvrđivanje veze s pozitivnim razvojnim ishodima, ovo istraživanje može poslužiti kao polazna osnova za detaljnije sagledavanje mehanizama podsticanja pozitivnih očekivanja od budućnosti kod učenika srednjih škola

Repair and Strengthening of Timber Floors of Pančevo Diocese by Timber–Concrete Coupling Technique

The building of Diocese is located in the very center of Pančevo, at the very corner of the City Park. The object is of a great historic and cultural importance and it has been already in use for two centuries. The object was built in the masonry system, using stones and bricks for the walls, and timber for the floor and roof structure. This paper gives the description of repair and reconstruction of timber floors of 6,5m, by coupling timber and concrete technique. The detailed design concept is shown, based on the theory of coupling elasticity and the concepts of ultimate and serviceability limit state of timber structures (Eurocode 5). For the accepted design model, its numerical verification was carried out by the proper simulation in software ABAQUS 6.11. For timber, concrete and adopted fasteners for their coupling, certain laws of material behaving were adopted, as well as their evaluated and proved mechanical characteristics. All this was done to carry out design procedure. The obtained comparative results were presented, from the aspect of nonlinear stress strain analysis in characteristic sections and zones of applied design model. Finally, a short review of reconstruction based on the previous theoretical-analytical observations was given

Through an atmosphere of fairness to safer schools

In the post-Columbine era, schools worldwide have come to view school safety through a school security lens. After the recent school shooting in Serbia, we seem to be inclined to repeat the same pattern here, even though it has been shown that formal control in schools (e.g., surveillance measures) is not effective in reducing misconduct, or at least not as effective as a positive school climate might be (Fisher et al., 2019; King & Bracy, 2019; Tanner-Smith et al., 2018). Authoritative discipline theory suggests (Gregory & Cornell, 2009) that schools that set high expectations for behavior (e.g., fairness of school rules) and promote warm support (e.g., good teacher-student relationships) increase school safety and reduce the likelihood of students violating school rules (Bear et al., 2014). Findings indicate that a positive school climate is closely related to greater school safety (Cornell, 2021; Kutsyuruba et al., 2015) and less school victimization, including bullying (Gutvajn et al., 2021) and cyberbullying (Yang et al., 2021). The fairness of school rules is usually considered to be an indicator of informal social control, effective in maintaining school safety (Fisher et al., 2019).Book of Proceedings: The 29th International Scientific Conference “Educational Research and School Practice“ Towards a More Equitable Education: From Research to Change,1. December, 202

Primerjava linearne in nelinearne seizmične interakcijske analize predor-tla

In order to study the effects of a seismically induced tunnel–ground interaction, two-dimensional numerical analyses are performed using the sofware ANSYS. The study employs a coupled beam–spring model subjected to earthquake loading that is simulated under pure shear conditions and determined by a free-field ground-response analysis using the code EERA. The properties of the soil material are considered as both linear and nonlinear. The results obtained by linear dynamic analyses are compared with state-of-practice analytical elastic solutions. A comparison of the results of both linear and nonlinear analyses is also performed, and significant differences, as well as important factors influencing the tunnel–ground interaction for both cases, are evaluated.Članek preučuje potresne učinke na interakcijo predor-tla. Za to so bile izvedene dvodimenzionalne numerične analize s pomočjo programa ANSYS. V študiji je uporabljen potresno obremenjen združeni model nosilec-vzmet, ki je simuliran pod čistimi strižnimi pogoji in določen z analizo odziva tal s prostim poljem z uporabo programske kode EERA. Lastnosti materiala tal so obravnavane tako linearno kot nelinearno. Rezultati, dobljeni z linearnimi dinamičnimi analizami so primerjani z v praksi znanimi analitičnimi elastičnimi rešitvami. Primerjani so tudi rezultati linearnih in nelinearnih analiz, za oba primera so ovrednotene pomembne razlike ter pomembni dejavniki, ki vplivajo na interakcijo predor-tla

Relevance of parental monitoring strategies in explanation of externalising behaviour problems in adolescence: Mediation of parental knowledge

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

Tunnel–ground interaction analysis: discrete beam–spring vs. continuous FE model

U cilju istraživanja interakcije tunela s okolnim tlom, provedene su dvodimenzijske linearne numeričke analize primjenom softvera ANSYS. Istraživanja su obuhvatila diskretni model s oprugama i kontinuirani model s konačnim elementima, kako bi se ispitala njihova sposobnost u simuliranju efekata interakcije konstrukcije i tla, s posebnim osvrtom na dinamičke analize, imajući u vidu da su ovi efekti posebice izraženi u seizmičkim uvjetima. Utjecaj potresa, simuliran u uvjetima čistog smika, određen je jednodimenzijskom analizom seizmičkog odgovora tla primjenom softvera EERA. Rezultati dobiveni pojednostavljenim dinamičkim analizama upoređeni su s najčešće primjenjivanim analitičkim rejšenjima, uz sagledavanje najznačajnijih faktora koji karakteriziraju interakciju tunelske konstrukcije s okolišem. U cilju razvoja što realnijih i relevantnijih modela, analizama su također obuhvaćeni i početni statički uvjeti.For the purpose of studying the soil–tunnel structure interaction, a number of two-dimensional linear numerical analyses has been performed with the aid of the software package ANSYS. The present study employs both discrete beam–spring and continuous FE models, in order to estimate their ability to simulate the soil–structure interaction effects. Since these effects are particularly pronounced during seismic events, the main attention has been focused on dynamic analyses. The earthquake loading is simulated under pure shear conditions and determined by the one-dimensional free-field ground response analysis using the code EERA. Results obtained by simplified dynamic analyses are compared with state-of-practice closed-form elastic solutions and significant factors influencing the tunnel–ground interaction are evaluated. In addition, with the author’s aim to develop more realistic and relevant models, effects of initial static conditions are also considered in the analyses

Relevance of parental monitoring strategies in explanation of externalising behaviour problems in adolescence: Mediation of parental knowledge

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

Relevance of parental monitoring strategies in explanation of externalizing behaviour problems in adolescence: Mediation of parental knowledge

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.Knjiga sažetaka: Savremeni trendovi u psihologiji 2023, Novi Sad, 26-28. oktobar 202