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Simić, N., Purić, D., & Stančić, M. (2018). Motivation for the Teaching Profession: Evaluation of the Orientation for Teaching Survey on In-service Teachers. Psihologija, 51(3), 309–331.
Živanović, M., Bjekić, J., & Opačić, G. (2018). Multiple solutions test Part I: Development and psychometric evaluation. Psihologija, 51(3), 351-375. https://doi.org/10.2298/PSI161031003Z
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Živanović, M., Vukčević Marković, M., & Bogunović, B. (2018). Structure of subjective experience of classical music. Psihologija, 51(4), 397-411. https://doi.org/10.2298/PSI170116009Z
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Simić, N., Jokić, T., & Vukelić, M. (2017). Personal Construct Psychology in Preservice Teacher Education: The Path Toward Reflexivity. Journal of Constructivist Psychology, 32, 1–17.
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Radišić, J., Videnović, M., & Baucal, A. (2015). Math Anxiety – Contributing School and Individual Level Factors. European Journal of Psychology of Education, 30, 1-20.
Bjekić, J., Lazarević, Lj., Živanović, M., & Knežević, G. (2014). Psychometric evaluation of the Serbian dictionary for automatic text analysis - LIWCser. Psihologija, 47(1), 5-32. https://doi.org/10.2298/PSI1401005B
Bodrožić, Z., & Stepanović, I. (2012). Creating organizational innovations in countries in transition using Finnish change laboratory: A case study from Serbia. Psihologija, 45(1), 71-94.
Stepanović Ilić, I., Baucal, A., & Bond, T. (2012). Parallel Serbian versions of Blot test: An empirical examination. Psihologija, 45(2), 121-137.
Simić, N., Savanović, Lj., & Jokić, T. (2012). Relationship between epistemological beliefs and motivational orientation among high school students. Psihologija, 45(4), 451–465.
Purić, D., Simić, N., Savanović, Lj., Kalanj, M., & Jovanović-Dačić, S. (2011). The impact of forced social comparison on adolescents' self-esteem and appearance satisfaction. Psihologija, 44(4), 325–341.
Videnović, M., Plut, D., & Pešić, J. (2010). Young people’s leisure time: gender differences. Psihologija, 3(2), 199-215.
Žeželj, I., Lazarević, Lj., & Pavlović, M. (2010). Test implicitnih asocijacija: teorijske i metodološke osnove. (Implicit Association Test: theoretical and methodological basis). Psihologijske teme, 1, 45-69.
Savić, M., Anđelković, D., Buđevac, N., & van der Lely, H. (2010). Phonological complexity and prosodic structure in assessment of Serbian phonological development. Psihologija, 43(1), 167-185.
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Anđelković, D., Krstić, N.,Savić, M.,Tošković, O., & Buđevac, N. (2007). Diagnostic assessment of children’s grammar comprehension: Adaptation of TROG for Serbian language. Psihologija, 40 (1), 111-133.
Stepanović, I. (2007). Porodica kao kontekst za razvoj formalnih operacija. Psihologija, 40(3), 417-430.
Baucal A., & Stepanović, I. (2006). Conservation or Conversation: A Test of the Repeated Question Hypothesis. Psihologija, 39(3), 257-275.
Stepanović, I. (2006). Roditeljsko podsticanje formalno-operacionalnog mišjenja: Jedan pokušaj operacionalizacije. Psihologija, 39(3), 313-326.
Savić M., & Anđelković, D. (2004). The Acquisition of Prepositions in Serbian: Factors and Mechanisms of Development. Belgrade. Psihologija, 37(4), 415-450.
Stepanović, I. (2004). Istraživanje formalno-operacionalnog mišljenja na uzrastu 14-19 godina. Psihologija, 37(2), 163-181.
Stepanović, I. (2004). Prikaz knjige "Applying the Rasch model: Fundamental measurement in the human sciences" autora Trevora G. Bonda i Kristin M. Foks. Psihologija, 37(2), 243-245.
Stepanović, I. (2004). Formalne operacije: Pijažeov koncept, istraživanja i najvažnije kritike. Psihologija, 37(3), 311-334.
Pavlović-Babić, D., Krnjaić, Z., Pešić-Matijević, J. i Gošović, R. (2001). Struktura sposobnosti i veština kritičkog mišljenja. Psihologija, 34(1-2), 195-208.
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Krnjaić, Z. (2000). Pijažeova teorija i intelektualna nadarenost. Psihologija, 33(3-4), 399-413.
Baucal, A., & Stepanovic, I., (1999). The Horizontal Decalage Hypothesis: An Empirical Evaluation. The Genetic Epistemologist, 27(2), 2-10.
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Stepanović-Ilić, I., Tošković, O., Krstić, K., & Videnović, M. (2020). Dropout at university level in Serbia: Analysis of measurement, research findings, services and prevention measures. Zbornik Instituta za pedagoska istrazivanja, 52(2), 479-519.
Dabic Boričić, M., Vulić, I., & Videnović, M. (2020). Mathematical literacy and assessment : differences between the PISA study paradigm and mathematics teachers’ conceptions. Malta Review of Educational Research, 14(S), 101-121.
Stepanović Ilić, I., Videnović, M., & Petrović, N. (2019). Leisure Patterns and Values in Adolescents from Serbia born in 1990s: An Attempt at Building a Bridge between the Two Domains. Serbian political thought, 66(4), 99-123.
Simić, N., Stančić, M., & Vranješević, J. (2019). Roma in Higher Education – Psychological and Social Capital as Factors of Academic Success. Andragoške studije 2019(2), 127-148.
Simić, N., Toković, M., & Đorđević, V. (2019). Zadovolјstvo poslom naučnica u kontekstu postsocijalističke transformacije Srbije. Etnoantropološki problemi, 14(1), 297–323.
Montag, C., Davis, K., Lazarević, Lj. B., & Knežević, G. (2019). A Serbian version of the Affective Neuroscience Personality Scales (ANPS) including associations with the Five-Factor Model of personality as assessed with the NEO-PI-R.Open Psychology, 1,303-316.
Stankov, L., Knežević, G., Petrović, B., Međedović, J., & Lazarević, Lj. B. (2018). Assessing Militant Extremist Mindset in the Volatile Balkans Region: Serbs, Albanians and Bosnians.Journal for Deradicalization, 19, 185-218.
Videnović, M., Stepanović Ilić, I., & Krnjaić, Z. (2018). Dropping Out:What Are Schools Doing To Prevent It?. Serbian political thought, 17(1), 61-74
Vasojević, N., Krnjaić, Z., & Kirin, S. (2018). Stipendisti školovani u inostranstvu: povratnici u akademskoj zajednici u Srbiji. Sociološki pregled, 52(3), 938-959.
Stepanović Ilić, I. i Baucal, A. (2018). Dominantno-submisivni obrazac komunikacije u asimetričnim dijadama adolescenata: Kvalitativna studija. Zbornik instituta za pedagoška istraživanja, 50(2), 209-228.
Pešić, Ј., & Videnović, М. (2017). Slobodno vreme iz perspective mladih: kvalitativna analiza vremenskog dnevnika srednjoškolaca. Zbornik Instituta za pedagoška istrazivanja,, 49(2).
Stepanović Ilić, I., Blažanin, B., & Mojović, K. (2017). Public Figures as Role Models of Serbian Adolescents: Who Are Idols and Why? Serbian political thought, 15(1), 5-20.
Anđelković, D., Ševa, N., Savić, M., & Tutnjević, S. (2017). Empirically based solutions for the Serbian adaptation of a parent report inventory used in the assessment of child language development. Zbornik instituta za pedagoška istraživanja. 49(2), 147-169.
Bjekić, J., Živanović, M. i Žeželj, I. (2016). Odnos eksplicitnih i implicitnih mera stava prema homoseksualnosti i verbalne produkcije. Primenjena psihologija, 9(2), 141-161. https://doi.org/10.19090/pp.2016.2.141-161
Stepanović Ilić, I., Baucal, A., & Pešić, J. (2015). Asymmetrical peer interaction and formal operational development: Dialogue dimensions analysis. Zbornik instituta za pedagoška istraživanja. 47(1), 23-40.
Stepanović Ilić, I., Videnović, М., & Lazarević, Lj. (2015). Odustajanje od školovanja: Аnaliza studija slučaja iz ugla ekološkog pristupa. Nastava i vaspitanje, 64(3), 453-468.
Simić, N. (2015). Motivacija za izbor profesije nastavnik – Perspektiva budućih nastavnika, pripravnika i iskusnih predmetnih nastavnika. Zbornik Instituta za pedagoška istraživanja, 47(1), 199–221.
Orlić, A., & Lazarević, Lj. B. (2015). Moderatorska uloga pola u predikciji homofobije? (Moderating role of gender in prediction of homophobia) Primenjena psihologija, 8(4), 433-451.
Radovanović, J., Stepanović Ilić, I. i Sliško, J. (2014). Identifikovanje učeničkih alternativnih shvatanja o plivanju i tonjenju tela. Nastava i vaspitanje, 63(1), 83-94.
Živanović, M., Đokić, T., Lazarević, Lj., Orlić, A. i Bjekić, J. (2014). Konstrukcija i empirijska provera testa homofobije. Primenjena psihologija, 7(4), 581-598. https://doi.org/10.19090/pp.2014.4.581-598
Petrović, D., Popović, M., Vučković, A., & Jonjić, S. (2014). A dynamic personal medical record improvement: Pilot study for diabetes self-management in Serbia. Journal of Health Informatics in Developing Countries, 8(2), 73-92.
Stančić, M., Jovanović, O. i Simić, N. (2013). Perspektive o nastavi budućih nastavnika: U šta veruju, čemu bi težili i šta bi radili u nastavi. Andragoške studije, 1, 131–146.
Pešić, J., Videnović, M. i Plut, D. (2013). Кako srednjoškolci doživljavaju obrazovne aktivnosti - kvalitativna analiza vremenskog dnevnika. Nastava i vaspitanje, 62(3), 407-420.
Simić, N., Vukelić, M., & Đorđević, V. (2013). Self-presentation in “unsuitable” resumes: A case from Serbia. Sociologija, 55(4), 503-518.
Krnjaić, Z. (2013). Razvoj ekspertskog mišljenja: uloga ciljem usmerene prakse i uvežbavanja. Zbornik Instituta za pedagoška istraživanja, 45(2), 227-240.
Stepanović Ilić, I. (2012). Poređenje efekata samostalne konstrukcije formalnih operacija i asimetrične vršnjačke interakcije na njihov razvoj. Nastava i vaspitanje. 61(1), 141-155.
Lazarević, Lj. B., Petrović, B., & Damnjanović, K. (2012). Personality characteristics of gifted rhythmic gymnasts. Facta Universitatis Series: Physical Education and Sport, 10(2).
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Lazarević, D., Radisavljević-Janić, S., Milanović, I., & Lazarević, Lj. (2011). Physical self-concept of normal-weight and overweight adolescents: gender specificities. Zbornik Instituta za pedagoška istraživanja, 43, 347-368.
Krnjaić Z., Stepanović, I. i Pavlović Babić, D. (2011). Čitalačke navike srednjoškolaca u Srbiji. Zbornik Instituta za pedagoška istraživanja. 43(2), 266-282.
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