Broad Autism Phenotype (BAP) represents a group of personality traits expressed in limitations in social relations and pragmatic speech dimension, and rigid behavior. The Broad Autism Phenotype Questionnaire (BAPQ) measures personality traits which are crucial in defining the BAP. In the present research, three studies were conducted with the general aim to create a short form of the BAPQ. Study 1 was carried out to determine the factor structure of the BAPQ in a sample of 501 students and to select items for the short form. Obtained components: Aloofness, Rigidity, and Pragmatics, corresponding to the structure of the instrument proposed by authors, accounted for 26.61% of variance. Study 2 was conducted to examine factor structure of the BAPQ short form (BAPQ-SF), in a sample of 298 students. This solution explained 45.76% of the total variance. The aim of Study 3 was to determine psychometric characteristics of the BAPQ-SF in a sample of students (N = 294). Three-factor model of the BAPQ-SF was confirmed. Correlations of the BAPQ-SF with the Autism-Spectrum Quotient (AQ) and the Delta 10 suggest convergent and discriminant validity of the BAPQ-SF.

The paper describes the construction of a new religious motivation questionnaire. The construction was proceeded by an analysis which revealed that the existing instruments for assessing religious motivation have deficiencies and, most importantly, may not be suitable for use with persons in adolescence or younger. In the first phase of the questionnaire construction, a semi-structured interview was used on a sample of 111 respondents aged 10-25 from Belgrade. The interview findings suggested the presence of religious motivation dimensions which are not contained in the existing instruments. In the second phase, an initial pool of items, formulated based on interview answers, was administered to a sample of 354 secondary school and university students from Belgrade. Principal component analysis revealed five dimensions of religious motivation measured by the constructed questionnaire: religion as ultimate value; religion as a means of wish-fulfillment; religion as a source of emotional well-being; ideals and morality; religion as a part of tradition; and tendency to meet social expectations regarding religion. The questionnaire scales show excellent reliability

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Internet addiction has gained increased scientific attention during the last decades. However, theoretical models explaining mechanisms underlying Internet addiction are scarce, impeding further development of prevention and treatment approaches.In the present study, we applied the principles of Rational Emotive and Cognitive Behavior Therapy (RE&CBT) to gain insight into relevant predictors of Internet addiction. We hypothesized that irrational beliefs are positively, and rational beliefs negatively related to Internet addiction, and that these relationships are mediated by psychopathological tendencies. A sample of 300 adolescents (151 girls and 149 boys, age range 15-18 years, M = 16. 21, SD = 1. 03) completed the following questionnaires: Internet Addiction Test, Serbian Version of the General Attitude and Belief scale, and Symptom Checklist-90-Revised. Irrational beliefs were positively correlated with Internet addiction, while rational beliefs were unrelated to Internet addiction. The relationship between irrational beliefs and Internet addiction was partially mediated through phobic anxiety and obsessive-compulsive tendencies. The results suggest that the RE&CBT approach might be useful in the prevention and treatment of Internet addiction.

The educational context has been disrupted by the ongoing COVID-19 pandemic. The aim of the study was to explore attitudes of pupils in Serbia toward distance education during the pandemic. Specifically, we aimed to explore the cognitive component of pupils? attitudes through their perception of positive and negative aspects of distance education, the motivational component based on the expressions of how distance education affects pupils? motivation to learn, and emotional component through verbal expressions of emotions toward distance education. The sample for the study included 110 pupils attending primary (5th to 8th grade) and secondary schools in Serbia. A semi-structured interview was employed. Data were analysed using qualitative content analysis. The findings suggest that majority of pupils have negative attitudes toward distance education and that they find insufficient interaction between teachers and pupils to be the major shortcoming of distance education. Positive aspects of distance education which could be preserved after the pandemic according to the participants? views are: communication between teachers and pupils using information technologies (IT), technical possibilities for a better presentation of learning topics and permanent availability of learning materials on online platforms. The study revealed the lack of intrinsic learning motivation and deficiencies in pupils? self-regulation of learning which are important to be overcome as they impede pupils? academic development both in distance and in classroom education.