International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) <p><strong>Serial type:</strong> Journal</p> <p><strong>Format:</strong> Print and Electronic version</p> <p>ISSN 2334-847X (Printed)</p> <p>ISSN 2334-8496 (Online)</p> <p><strong>Web site:</strong> <a href=""></a></p> <p><strong>Editor:</strong> Dr. Lazar Stosic, PhD (Editor-in-Chief)</p> <p><strong>Frequency:</strong> 3 issues per year (April, August and December)</p> <p><strong>Start year:</strong> 2013.</p> <p><strong>The DOI prefix</strong> allotted for IJCRSEE is 10.5937</p> <p><strong>Content type:</strong> Academic/Scholarly</p> <p><strong>Language:</strong> English</p> <p><strong>Key features:</strong> Abstracted and Indexed, Refereed, Peer-reviewed.</p> <p><strong>Status:</strong> Active</p> <p><strong>Keywords: </strong>cognitive, science, cognitive science, artificial intelligence, linguistics, anthropology, education, pedagogy, psychology, neuroscience, philosophy, cognition.</p> <p><strong>Publisher:</strong> The Association for the Development of Science, Engineering and Education, Serbia, <a href=""></a></p> <p><strong>Co-publisher: </strong></p> <p>- <strong>Don State Technical University - DSTU, Rostov on Don, Russia</strong> - <a href=""></a></p> <p><strong>Licensing History:</strong><br /><img src="" width="296" height="107" /></p> <p>Creative Commons Attribution 4.0 International License (<a href="">CC BY</a>) has been used starting with Volume 8 Issue 2 2020, while previous issues of the journal were distributed under the terms of the Creative Commons Attribution-NonCommercial–NoDerrivatives 4.0 International License (CC BY-NC-ND).</p> <p><img src="" alt="" width="84" height="42" /></p> <p>In previous Volumes, till Volume 8 Issue 2 2020, we used Attribution-NonCommercial-NoDerivatives 4.0 International <a href="">CC-BY-NC-ND </a>.</p> <p><strong>Editorial description:</strong> </p> <p>International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) is an international, high quality, peer reviewed open access journal which publishes articles in all areas of cognitive science, perception, natural language understanding, inference, memory processes, learning, problem solving, planning, connectionism, and other areas of interdisciplinary concern related to education, pedagogy and psychology.</p> <p>The main objective of the Journal is to discuss global prospects and innovations concerning major issues of cognitive science, to publish new scientific results of cognitive science research, including the studies of cognitive processes, emotions, perception, memory, thinking, problem solving, planning, education and teaching, language and consciousness study, the results of studying man’s cognitive development and the formation of basic cognitive skills in everyday life. The Journal seeks to stimulate the initiation of new research and ideas in cognitive science for the purpose of integration and interaction of international specialists in the development of cognitive science as interdisciplinary knowledge.</p> <p>IJCRSEE particularly welcomes articles on the results of scientific research in various fields of cognitive science (psychology, artificial intelligence, linguistics, philosophy and neuroscience) catering for international and multidisciplinary audience. Readers include those in cognitive psychology, special education, education, adult education, educational psychology, school psychology, speech and language, and public policy.</p> <p>Highest priority is given to research reports that are specifically written for a multidisciplinary audience. The audience is primarily researchers in cognitive science and its associated fields, including anthropologists, education researchers, psychologists, philosophers, linguists, computer scientists, neuroscientists, and roboticists. The journal specializes in extensive articles that have a major impact on cognitive theory and provide new theoretical advances in cognitive research in education.</p> <p>International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE<strong>) is currently the only journal</strong> which focuses on the investigation of cognitive research in many areas primarily in education.</p> en-US (Lazar Stošić) (Aneta Barakoska) Wed, 20 Apr 2022 12:04:15 +0200 OJS 60 Encouraging the Motivation of Students in Primary School - A Case Study <p>The aim of the research is to examine the current practice of encouraging motivation for learning in the teaching process in the elementary school “Dr Boško Vrebalov” in Melenci from the perspective of teachers and students. The sample of students consisted of 22 teachers and 159 students. Two instruments, constructed in the form of a five-point Likert-type scale, were used in the research: the Instrument for Teachers and the Instrument for Students. The applied instruments collected data on the prevalence of procedures for stimulating students’ motivation to learn from the perspective of teachers and students. Also, the opinion of students on the motivational role of the observed procedures of the teaching process on the motivation to learn was examined. Motivational procedures included three segments: preparation and planning of the teaching process, activities of teachers during the teaching process and the use of information and communication technology (ICT) in teaching. The results presented in this paper showed that all the observed procedures during the planning of teaching and learning, as well as the procedures related to the application of ICT, are very common in the teaching process. With minor deviations, there is agreement between teachers and students on their representation. The lowest prevalence and the greatest disagreement in the opinion of teachers and students concernen the application of ICT in teaching. Teachers notice that students use ICT to a lesser extent in teaching in relation to students’ opinions. The obtained results showed that students assigned a high motivational role to all examined procedures, which suggests that students should be more stimulated to use computers in teaching and extracurricular activities for educational purposes.</p> <p><img src="" alt="" width="135" height="135" /></p> Stanislava Olić Ninković, Jasna Adamov, Natalija Makivić Copyright (c) 2022 Stanislava Olić Ninković, Jasna Adamov, Natalija Makivić Wed, 20 Apr 2022 00:00:00 +0200 The Role of Literary Texts in Relation to The Development and Respect of The Child’s Identity <p>Identity is a very complex structure. There are many aspects of identity and those start to form and develop in early childhood This study explores specific age-related characteristics of children which influence the forming and shaping of different layers of identity and points out the important role that legislature and various social environment factors have in this process. Special attention is dedicated to the positive influence that preschool teachers and institutions have and to a range of possibilities that literary texts offer in this whole process. Concrete examples illustrate how complex semantic structure of a literary text can initiate conversation about different layers of identity. The advantages of this kind of work are numerous and are reflected in the fact that the development and the strengthening of the identity is approached from an integrative standpoint, given the fact that we are simultaneously working on children’s speech development through reading activities and literary text analysis. The main implication of this study is 1) the need for conducting future research with the aim of identifying literary texts which, apart from their aesthetic quality, also possess semantic potential as a tool for learning about identity and 2) further work on strengthening the competences of preschool teachers so that they can integrate activities directed towards development of the child’s identity in all the areas of their educational activities within preschool institutions and carrying them out with continuity.</p> <p><img src="" alt="" width="135" height="135" /></p> Mirjana M. Stakić, Aleksandra V. Janković Copyright (c) 2022 Mirjana M. Stakić, Aleksandra V. Janković Wed, 20 Apr 2022 00:00:00 +0200 Modus of Killer Profiling in Nordic Crime Series <p>Criminal investigators, scientists, mental health experts, and the media have always studied serial killings. Since Jack the Ripper in the late 1800s, and even today, attempts have been made to understand the complex issues surrounding the investigation of serial murders and the motives for these horrific acts. The topics of serial killings are attracting too much attention from the media, academia, and the general public. Nordic crime series make a special contribution to identifying and analyzing many issues related to serial killings including common myths, definitions, typologies, pathology and causality, media role, prosecution issues, organization of investigations, and especially through the affirmation of forensic psychology and criminal profiling. We believe that scientific papers dealing with this topic can be useful in generating an effective response in identifying, investigating, and reaching verdicts, and strengthening the collective ability to understand, respond and act preventively to prevent these violent and serious crimes.</p> <p><img src="" alt="" width="135" height="135" /></p> Željko Bjelajac, Aleksandar Filipović Copyright (c) 2022 Željko Bjelajac, Aleksandar Filipović Wed, 20 Apr 2022 00:00:00 +0200 Parental Involvement in Education and Collaboration with School <p>This paper presents the results of the research which was aimed to examine the connection between the collaboration between family and school, and parental involvement in education. The sample included 198 parents of senior primary school students in South-Eastern Serbia. For the purposes of the research, a Questionnaire was designed which consisted of 30 items, grouped into two parts: the first part deals with forms of family and school cooperation, and the second focuses on parents’ perception of educational techniques. Chi-square test shows that the most common form of parental cooperation with school is parent meeting, and that mothers are more engaged than fathers when it comes to parent meetings and lectures for parents. Based on parents’ assessments of education techniques, understanding and support is the education technique that dominates parental involvement in children’s education, while high level of control had a lower score. There were differences observed in parents’ assessments of education techniques analysed by t-test, where more withdrawal from children, as well as less control in are shown more by fathers than by mothers. Examination of the predictive properties of independent variables was tested using linear regression. The obtained research results on the impact of certain forms of cooperation with school on parental involvement in education have shown that lectures for parents and conversations at the initiative of the class teacher are predictors in creating desirable patterns of parental behaviour by granting children the right to their opinion. Gaining empirical insight into the mentioned relations benefits future research and practice of education efforts of the family and school.</p> <p><img src="" alt="" width="135" height="135" /></p> Tatjana Milosavljević Đukić, Dragana S. Bogavac, Aleksandar M. Stojadinović, Petar Đ. Rajčević Copyright (c) 2022 Tatjana Milosavljevic Djukic Wed, 20 Apr 2022 00:00:00 +0200 Decline The Quality of Higher Education in Russia: Negative Consequences of Moving to Online Education <p>This article analyzes the possibility of online education to ensure the quality of higher education. A review of scientific literature led to the conclusion that in the Russian scientific discourse, the potential of online education to ensure the quality of higher education through the resource potential has not been studied. The goal is formulated as follows: to determine the sufficiency of online learning resources to ensure the expected quality of education in a social institution of higher education in Russia. The neo-institutional approach is the methodological basis. Before the empirical research, the basic concepts were operationalized: the quality of higher education, online education, quality resources of higher education. The operationalization resulted in the identification of two empirical indicators: 1) resources of students for obtaining quality education in the context of online education; 2) resources of professors to ensure the quality of education in environment of online education. They formed the basis for structuring the questionnaire. The same indicators are used to analyze the data obtained. The study found that the overwhelming majority of professors indicated a sharp decline in the effectiveness of their educational activities on the Teams or Zoom platforms. This includes a decrease in professional motivation and interest in the end result of work, mental detachment from students and indifference to them, increased anxiety due to fears of deteriorating health, indifference to professional development, loss of visual and non-verbal control over students, etc. The opinion of professors on the main positions is correlated with the point of view of students. However, there is a stable group of about 25% among learners that is focused on online education and demonstrates the belief that in the context of e-learning, resources for obtaining quality of education are increasing. We have formulated a proposal according to which this group of students should study in special online (digital) schools according to an abbreviated program, where accelerated vocational training is a priority.</p> <p><img src="" alt="" width="135" height="135" /></p> Alexander V. Dyatlov, Vitaliy V. Kovalev, Alexandra V. Latsveeva Copyright (c) 2022 Alexander V. Dyatlov, Vitaliy V. Kovalev, Alexandra V. Latsveeva Wed, 20 Apr 2022 00:00:00 +0200 Partnership of Parents of Children who Need Additional Support in Learning and Preschool Teachers in Preschool Institutions from the Perspective of the Integrated Approach to Learning <p>This research focuses on the collaboration between preschool teachers and parents of children who need additional support in learning in kindergarten through the prism of the integrated approach to learning. The research was based on a general assumption that the success of the cooperation between preschool teachers and parents of children who need additional support in learning is inconsistent and with varying efficacy. The research was conducted in the 2019/2020 school year, on a sample group of 52 preschool teachers. The data collected by the Scaler Family involvement questionnaire (<img src="" alt="alfa" width="5" height="6" /> = .086) were analysed using descriptive statistics that showed that there are significant differences in preschool teachers’ assessment of mutual information sharing and activities of parents within the family, while there are none regarding parents’ participation in kindergarten activities. The results of the research are presented in the form of the conclusion, with pedagogical implications provided alongside.</p> <p><img src="" alt="" width="135" height="135" /></p> Biljana Jeremić, Živorad Milenović, Jelena Petrović, Zagorka Markov Copyright (c) 2022 Biljana Jeremić, Živorad Milenović, Jelena Petrović, Zagorka Markov Wed, 20 Apr 2022 00:00:00 +0200 Criterion-Based Review of Teachers’ Classroom Performance in The Philippine School in Dubai: Administrators’ Perception vs. Teachers’ Self-Review <p>Many Philippine schools overseas encounter unyielding challenges, with the irresistible majority of teachers getting outstanding ratings, making it challenging to classify which teachers are genuinely exceptional. In specific instances, the evaluation of teachers’ classroom performance validates the organizational policies of classroom management. Otherwise, the effect of poor classroom performance is immense, predominantly on the part of students. It is because of this motivation that the authors utilized a quantitative research design to examine the level of teachers’ classroom performance using the criterion-based review model on various criteria. The measure is based on weighing the perspectives of purposely selected school administrators and teachers at The Philippine School in Dubai. This paper also explored the significant relationship between the teachers’ profile and classroom performance, and the difference between the perspectives of school administrators and teachers’ self-review to facilitate and impede meaningful performance review. The results adhere to continuing practices that will increase knowledge, enable impactful learning, develop critical thinking skills, improve problem-solving ability, and equip teachers with pedagogical competence. The findings revealed that both school administrators and teachers shared realistic feedback about teachers’ classroom performance.</p> <p><img src="" alt="" width="135" height="135" /></p> Arturo Basbas, Buenaventurada Libot Copyright (c) 2022 Arturo Basbas, Buenaventurada Libot Wed, 20 Apr 2022 00:00:00 +0200 The Quality of Online Higher Education Teaching During the Covid-19 Pandemic <p>This paper presents a study of online teaching in higher education during the 2021/2022 school year, during the Covid 19 pandemic. The theoretical foundation of this research is Community of Inquiry (CoI) framework, according to which online teaching is realized through social presence (students’ interaction), teaching presence (student-teacher interaction) and cognitive presence (student-content interaction). This quantitative research was conducted in six countries: Serbia, Croatia, Bosnia and Herzegovina, Slovenia, Romania and Russia, and the answers were received from 808 students. At all participating faculties, online teaching was applied during the observed period, and in almost 80% of cases it was realized in full or to a greater extent than in in-person classes. The aim was to determine CoI presences and to identify possible differences among countries. The obtained data was processed with quantitative descriptive analysis and Kruskal–Wallis H test. The highest values of CoI presence were noted in Russia and Romania, then Slovenia and Croatia, and the lowest in Bosnia and Herzegovina and Serbia. In the whole sample, teaching presence has been most represented, followed by social presence, while the cognitive presence has been scored the least. Entire CoI presence was assessed as partially represented, as well as its three elements, the lowest of which is cognitive presence. In order to improve the online teaching process, in this paper technological and pedagogical training of teachers for online teaching, support for students for the use of digital tools for online learning and the provision of IT experts as necessary technical support are recommended.</p> <p><img src="" alt="" width="135" height="135" /></p> Jasmina Arsenijević, Alla Belousova, Yulia Tushnova , Gabriela Grosseck, Angela Mesaroš Živkov Copyright (c) 2022 Jasmina Arsenijevic, Alla Belousova, Yulia Tushnova , Gabriela Grosseck, Angela Mesaroš Živkov Wed, 20 Apr 2022 00:00:00 +0200 Time Perception and Time Management during COVID-19 Pandemic Lockdown <p>Our perception of time changes with age, but it also depends on our emotional state and physical conditions. It is not necessarily mental disorders that distort human’s time perception, but threatening or dangerous situations, induced fear or sadness trigger psychological defensive mechanism that speeds up or slows down the rate of the internal clock. Fear distorted time is caused by higher (slower) pulse rate, increased (decreased) blood pressure and muscular contraction. The given research is aimed at improving our understanding of the mechanism that controls this sense, opening the way for new forms of time management. Our perception of time is dependent on our emotional state, temporal distortion caused by emotion is not the result of a malfunction in the internal biological clock, but, on the contrary, an illustration of its remarkable ability to adapt to events around us. Development of time sensitivity is very important for timing, time perception, time-management and procrastination problem solution.</p> <p><img src="" alt="" width="135" height="135" /></p> Elena A. Makarova, Elena L. Makarova, Iakoov S. Korovin Copyright (c) 2022 Helen Makarova, Elena L. Makarova, Iakoov S. Korovin Wed, 20 Apr 2022 00:00:00 +0200 Motivations for Choosing a Career and the Expectations of Serbian and Slovenian Preschool Teachers of Their Own Career Development <p>Studying motivations of teaching professionals for their profession is an important area of research. Knowing motivations is relevant to both school policy and teacher educators in order to tailor initial and further training accordingly, thus enabling individuals to be best equipped to meet the challenges of their careers. In the present article, we were interested in why Slovenian and Serbian preschool teachers choose their profession, how the preschool teachers with different motivations for their choice perceive their profession as a career, what factors they consider to have an impact on their career development, and what expectations they have in relation to it. The study was based on a survey approach and included 289 preschool teachers from Serbia and Slovenia. The results show that among preschool teachers in both countries intrinsic and altruistic motives prevail in their choice of the preschool teaching profession and that their importance increases as the importance of motives of a simplistic view of studies and work decreases. The results indicate that the predominant motivation for choosing preschool teaching as a career plays an important role in the preschool teachers’ views of their profession, their identification of the career development factors, and their career expectations and plans. The implications of these findings for preservice and inservice preschool teacher education are discussed.</p> <p><img src="" alt="" width="135" height="135" /></p> Mojca Žveglič Mihelič, Marina Stančić Nosonjin, Aleksandra Gojkov Rajić, Milena Valenčič Zuljan Copyright (c) 2022 Mojca Žveglič Mihelič, Marina Stančić Nosonjin, Aleksandra Gojkov Rajić, Milena Valenčič Zuljan Wed, 20 Apr 2022 00:00:00 +0200 Conceptual Predictors of The Adolescents With Different Cognition Types Intellectual Activity <p>Such predictors of intellectual activity as categoric, conceptual and semantic ones are analyzed in the article; the analysis is aimed at defining structural peculiarities of the adolescents’ conceptual predictors exemplified by the adolescents with open-minded, closed-minded and neutral (mixed) cognition. Design of the research can be defined as a deductive-correlated one. The research is based on mixed-method studies, containing qualitative and quantitative methods of the data processing and interpreting. Principal Component analysis (PCA) as well as the Kruskal-Wallis rank sum test (IBM SPSS Statistics) allowed us to find out peculiarities of the adolescents with different cognition types intellectual activity conceptual predictors. The average value of the factor structures summary dispersion and differences in predictors significance values from p≤0.01 to p≤0.05 reflects the veracity of the research results. The research proves that adolescents with open-minded cognition are characterized by well-developed long-term semantic memory, i.e. they are able to generate more ideas (H<sub>emp.</sub> = 12.082, р≤0.01), their categoric abilities are highly developed (H<sub>emp.</sub> = 13.764, р≤0.01). Factor structure in this group of adolescents is a sign of conceptual abilities and conceptual predictors systems integration. The level of cognition openness is one of the basic characteristics of intellectual success. The attained statistic results prove that there are great differences between structural peculiarities of the adolescents with different cognition types intellectual activity conceptual predictors; the results of the research are as well indicatives of the fact that intellectual activity of adolescents with different cognition types is conditioned by the conceptual predictors structure.</p> <p><img src="" alt="" width="135" height="135" /></p> Irina Kibalchenko, Tatiana Eksakusto, Oksana Istratova Copyright (c) 2022 Irina Kibalchenko Wed, 20 Apr 2022 00:00:00 +0200 Editorial <p>Editorial</p> Dr. Lazar Stošić Copyright (c) 2022 Dr. Lazar Stošić Wed, 20 Apr 2022 00:00:00 +0200