KOMBINOVANI METODOLOŠKI PRISTUP U ISTRAŽIVANJU EMOCIONALNE PODRŠKE: INTEGRACIJA PERSPEKTIVA NASTAVNIKA I UČENIKA
Originalni naučni rad
Ključne reči:
emocionalna podrška, odnos nastavnika i učenika, kombinovani metodološki pristup, kvantitativna i kvalitativna analiza
Apstrakt
Cilj ovog istraživanja jeste ispitati i analizirati konstrukt emocionalne podrške kao dimenzije odnosa između nastavnika i učenika uključujući obe perspektive učesnika. Istraživanje je sprovedeno u tri osnovne škole grada Banja Luka. Kvantitativna faza obuhvatila je 72 nastavnika i 195 učenika, dok je kvalitativna faza uključila 8 nastavnika kroz polustrukturisane intervjue i 15 učenika u fokus grupama. Deskriptivna statistika sprovedena u kvantitativnoj fazi istraživanja ukazala je da nastavnici procjenjuju emocionalnu podršku višom (M = 3.74, SD = .56) nego učenici (M = 3.15, SD = .94), pri čemu je razlika statistički značajna (t(207.05) = 6.15; p < .001) uz veliki efekat uticaja (η² = .12). U kvalitativnoj fazi istraživanja sprovedena je tematska analiza sadržaja transkripata nastavnika i učenika, na osnovu koje su dobijena tri ključna aspekta emocionalne podrške. Dok su nastavnici naglašavali složenost učioničkih interakcija, kontinuiranu izgradnju povezanosti i profesionalni angažman, učenici su isticali osjećaj sigurnosti, prepoznavanje svojih potreba i uticaj podrške na motivaciju i samopouzdanje.Kombinacija nalaza omogućila je sveobuhvatnije razumijevanje fenomena i potvrdila koherentnost konstrukta emocionalne podrške, pružajući smjernice za unapređenje vaspitno-obrazovne prakse. Studija naglašava vrijednost kombinovanog pristupa u istraživanju složenih pedagoških fenomena i doprinosi razvoju teorijskih i praktičnih implikacija za unapređenje emocionalne podrške u odnosu nastavnika i učenika.
Reference
Agyekum, S. (2019). Teacher-Student Relationships: The Impact on High School Students. Journal of
Education and Practice, 10(14), 121-122. https://doi.org/10.7176/jep%2F10-14-15
Alrabai, F. & Algazzaz, W. (2024). The influence of teacher emotional support on language learners’
basic psychological needs, emotions, and emotional engagement: Treatment-based evidence.
Studies in Second Language Learning and Teaching, 14(3), 453-482.https://doi.org/10.14746/ssllt.39329
Azad, S., Tafiti, M. A. & Mohsenpour, M. (2024). Identifying the Dimensions of the Teacher-Student
Relationship Construct. Iranian Journal of Educational Sociology, 7(4), 176-185.
http://dx.doi.org/10.61838/kman.ijes.7.4.18
Bowlby, J. (1969). Attachment and loss: Volume I. Attachment. Basic Books.
https://mindsplain.com/wp-
content/uploads/2020/08/ATTACHMENT_AND_LOSS_VOLUME_I_ATTACHMENT.pdf
Branković, D. (2024). Izazovi perspektive metodologije pedagogije. Naša škola, 2(30), 37-51.
https://doi.org/10.7251/NSK2402037B
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Camp, M. D. (2012). The Power of Teacher-Student Relationships in Determining Student Success.
ProQuest.
Chen, S., & Huang, P. (2024). The Impact of Teacher Emotional Support on Students' Academic
Achievement: An Empirical Study from an Educational Psychology Perspective. Education
Insights, 1(1), 17-21. https://doi.org/10.70088/gypzp110
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Lawrence erlbaum
associates.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches -3rd
ed. SAGE.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research - 3rd
ed. SAGE. https://bayanbox.ir/view/236051966444369258/9781483344379-Designing-and-
Conducting-Mixed-Methods-Research-3e.pdf
Darke, P., Shanks, G. & Broadbent, M. (1998). Successfully Completing Case Study Research:
Combining Rigour, Relevance and Pragmatism. Infor- mation Systems Journal, 8(4), 273–289.
https://doi.org/10.1046/j.1365-2575.1998.00040.x
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for
educational practice of the science of learning and development. Applied developmental science,
24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
Domović, V. (2004). Školsko ozračje i učinkovitost škole. Nesklada slap.
Ecless, J. S., Midgley, C., Wigfield, A., Miller Buchanan, C., Reuman, D., Flanagan, C., & Mac Iver,
D. (1993). The Impact of Stage- Environment Fit on Young Adolescents' Experiences in Schools
and in Families. American Psychologist, 48(2), 90-101.
https://faculty.washington.edu/sunolen/Eccles%20et%20al%201993.pdf
Fauth, B., Decristan, J., Decker, A., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The Effects
of Teacher Competence on Student Outcomes in Elementary Science Education: The Mediating
Role of Teaching Quality. Teaching and teacher education 86.
http://dx.doi.org/10.1016/j.tate.2019.102882
Fredriksen, K., & Rhodes, J. (2004). The role of teacher relationships in the lives of students. New
Directions for Youth Development, (103), 45-54. http://dx.doi.org/10.1002/yd.90
Guetterman, T. C., Fetters, M. D., & Creswell, J. W. (2015). Integrating Quantitative and Qualitative
Results in Health Science Mixed Methods Research Through Joint Displays. The Annals of
Family Medicine, 13(6), 554-561. http://dx.doi.org/10.1370/afm.1865
Guo, W., Wang, J., Li, N., & Wang, L. (2025). The impact of teacher emotional support on learning
engagement among college students mediated by academic self-efficacy and academic resilience.
Scientific Reports, 15. https://doi.org/10.1038/s41598-025-88187-x
Hagenauer, G., & Volet, S. E. (2014). Teacher–student relationship at university: an important yet under-
researched field. Oxford Review of Education, 40(3), 370-388.
http://dx.doi.org/10.1080/03054985.2014.921613
Halmi, A. (2013). Kvalitativna istraživanja u obrazovanju. Pedagogijska istraživanja, 10(2), 203-218.
https://hrcak.srce.hr/file/191497
Hamre, B. K, Pianta, R. C, Downer, J., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L.,
Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A. (2013). Teaching
through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over
4,000 Classrooms. The Elementary School Journal, 13(4), 461-487.
https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1005&context=psy_fac
Hargreaves, A. (2000). Mixed emotions: teachers' perceptions of their interactions with students.
Teaching and Teacher Education, 16(8), 811-826.
https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=97eaf1b68983fbe91d0fe255
d01bd7627007e7e9
He, L, Feng, L., & Ding, J. (2024). The Relationship between Perceived Teacher Emotional Support,
Online Academic Burnout, Academic Self-Efficacy, and Online English Academic Engagement
of Chinese EFL Learners. Sustainabillity, 16(13). https://doi.org/10.3390/su16135542
Hebib, E. (2011). Saradnički odnosi u školi. Pedagogija, 66(1), 7-17.
https://reff.f.bg.ac.rs/handle/123456789/1174
Horvat, J. i Pavlinić, S. (1998). Pouzdanost upitnika za istraživanje potreba korisnika Gradske i
sveučilišne knjižnice Osijek. Ekonomski vijesnik, 1-2(11), 49–61. https://hrcak.srce.hr/206397
Hughes, J. N., Luo, W., Kwok, O. M. & Loyd, L. K. (2008). Teacher–Student Support, Effortful
Engagement, and Achievement: A 3-Year Longitudinal Study. Journal of educational
psychology, 100(1), 1-14.
https://pmc.ncbi.nlm.nih.gov/articles/PMC2705122/pdf/nihms83519.pdf
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm Whose
Time Has Come. Educational Researcher, 33(7), 14-26.
https://www.researchgate.net/publication/225083749_Mixed_Methods_Research_A_Research
_Paradigm_Whose_Time_Has_Come#:~:text=10.3102/0013189X033007014
Kelchtermans, G. (2009). Who I am in how I teach is the message: self-understanding, vulnerability and
reflection. Teachers and Teaching: theory and practice, 15(2), 257-272.
http://dx.doi.org/10.1080/13540600902875332
Krstić, K. Lj. (2016). Socioemocionalni aspekti nastave i učenja. Nastava i vaspitanje, 65(3), 471-490.
https://doi.org/10.5937/nasvas1603471K
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional
competence of teachers: Effects on instructional quality and student development. Journal of
Educational Psychology, 105(3), 805–820. http://dx.doi.org/10.1037/a0032583
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Lobo, J. (2023). Teacher Emotional Support and School Engagement: The case of Physical Education
Teachers and Students in a Prominent Local College. Physical Culture and Sport Studies and
Research, 98(1), 57-66. https://doi.org/10.2478/pcssr-2023-0005
Lovrić, M., Komić, J., & Stević, S. (2006). Statistička analiza - Metodi i primjena. Ekonomski fakultet
Banja Luka.
Marković, M. (2018). Uloga nastavnika u stvaranju pozitivne klime u odeljenju. Godišnjak za
pedagogiju, 3(2), 45-56. https://doi.org/10.46630/gped.2.2018.04
Markulin, D. (2020). Umijeće nastavnika u poticanju uspješne nastavne klime. Foo2rama, 4(4), 45-60.
https://hrcak.srce.hr/file/365920
Maslow, A., & Lewis, K. J. (1987). Maslow's hierarchy of needs. Salenger Incorporated, 14(17), 987-
990. https://researchhistory.org/2012/06/16/maslows-hierarchy-of-needs/?print=1
Matović, N. (2015). Kombinovano istraživanje u pedagogiji: karakteristike, prednosti i teškoće u
primjeni. Zbornik Instituta za pedagoška istraživanja, 47(1), 7-
22.http://dx.doi.org/10.2298/ZIPI1501007M
McCrudden, М. Т., Marchand, G., & Schutz, P. A. (2020). Joint displays for mixed methods research in
psychology. Methods in Psychology, 5.https://doi.org/10.1016/j.metip.2021.100067
Nessle, C. N., Ghazal, L. V., Choi, S. W., & Fetters, M. D. (2023). Joint Display of Integrated Data
Collection for Mixed Methods Research: An Illustration From a Pediatric Oncology Quality
Improvement Study. Annals of Family Medicine, 21(4), 347-357.
https://doi.org/10.1370/afm.2985
Ninković, S., i Knežević Florić, O. (2022). Podrška nastavnika i povezanost učenika sa školom:
hijerarhijsko modelovanje. Zbornik Instituta za pedagoška istraživanja, 54(1), 41-59.
https://doi.org/10.3389/fpsyg.2021.652994
Nugent, T. (2009). The Impact Of Teacher-student Interaction On Student Motivation And Achievement
(The Doctoral Dissertation). University of Central Florida. https://stars.library.ucf.edu/etd/3860
Pallant, J. (2009). SPSS priručnik za preživljavanje: Postupni vodič kroz analizu podataka pomoću
SPSS-a za Windows (verzija 15) (3. izd., prev. M. Šućur). Mikro knjiga.
Partalo, D. (2025). Teorijske osnove i primjena studije slučaja u istraživanju nastave. Univerzitet u
Banjoj Luci, Filozofski fakultet.
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, Measurement, and Improvement of Classroom
Processes: Standardized Observation Can Leverage Capacity. Educational Researcher, 38 (2),
109-119.
Plano Clark, V. L., & Ivankova, N. V. (2017). Mixed methods research: A guide to the field. Sage.
https://doi.org/10.4135/9781483398341
Posavec, L., i Vlah, N. (2019). Odnos učitelj - učenik. Napredak, 160(1-2), 51-64.
https://hrcak.srce.hr/224380
Radojević, B., i Janković, J. (2023). Uloga nastavnika u kreiranju socio-emocionalne klime u odjeljenju.
Vaspitanje i obrazovanje, 48(2), 97-109.
Radović, V. Ž., Ovesni, K. Č., i Mihajlović, D. Z. (2018). Determinante nerazumevanja između učenika
i nastavnika. Nastava i vaspitanje, 67(1), 23-38. https://doi.org/10.5937/nasvas1801023R
Ristić, Ž. (2016). Objedinjavanje kvantitativnih i kvalitativnih istraživanja. ECPD.
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Yee Mikami, A., & Pianta, R. C. (2016). How
teacher emotional support motivates students: The mediating roles of perceived peer relatedness,
autonomy support, and competence. Learning and Instruction, (42), 95-103.
https://doi.org/10.1016/j.learninstruc.2016.01.004
Ryan, R. M. & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic
Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68-78.
https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf
Shen, S, Tang, T., Pu, L., Mao, Y., Wang, Z., & Wang, S. (2024). Teacher Emotional Support Facilitates
Academic Engagement Through Positive Academic Emotions and Mastery-Approach Goals
Among College Students. Sage Journals, 14(2). https://doi.org/10.1177/21582440241245369
Tashakkori, A., & Teddlie, C. (Eds.). (2010). SAGE handbook of mixed methods in social & behavioral
research (2nd ed.). SAGE Publications.
https://books.google.ba/books?id=v4wJF5hZhKgC&printsec=frontcover&hl=sr&source=gbs_g
e_summary_r&cad=0#v=onepage&q&f=false
Tisnés, H. M. (2023). Main recent study topics on teacher-student interaction. Interdisciplinaria,
40(2), 23-40. https://doi.org/10.16888/interd.2023.40.2.2
Vilig, K. (2013). Kvalitativna istraživanja u psihologiji. Clio.
Wang, F. (2024). The Relationship Between Students and Teachers and its Implications. Journal of
Education Humanities and Social Sciences, (29), 390-395.http://dx.doi.org/10.54097/rzvpb402
Wanders, F. H. K., Dijkstra, A. B., Maslowski, R., & van der Veen, I. (2020). The effect of teacher-
student and student-student relationships on the societal involvement of students. Research
Papers in Education, 35(3), 266-286. https://doi.org/10.1080/02671522.2019.1568529
Zrilić, S. (2010). Kvaliteta komunikacije i socijalni odnosi u razredu. Pedagogijska istraživanja, 7(2),
231-242. https://hrcak.srce.hr/118096
Zukorlić, M. S., i Popović, D. R. (2023). Pedagoške implikacije nastave kao interaktivnog procesa
između učenika i nastavnika. Baština, 61, 475-487. https://doi.org/10.5937/bastina33-47705
Ćosić, S., Čaušević, R., i Mihić, J. (2021). Utjecaj emocija na komunikacioni proces i interakciju između
učenika i nastavnika u školi. Educa, 14(14), 125-130.
https://openurl.ebsco.com/EPDB%3Agcd%3A5%3A14518837/detailv2?sid=ebsco%3Aplink%
3Ascholar&id=ebsco%3Agcd%3A154350878&crl=f&link_origin=www.google.com
Ševkušić, S. i Milošević, N. (2004). Da li uspešan nastavnik vaspitava kao dobar roditelj. Zbornik
Instituta za pedagoška istraživanja, 36, 188-203. https://doiserbia.nb.rs/img/doi/0579-
6431/2004/0579-64310436188S.pdf
Education and Practice, 10(14), 121-122. https://doi.org/10.7176/jep%2F10-14-15
Alrabai, F. & Algazzaz, W. (2024). The influence of teacher emotional support on language learners’
basic psychological needs, emotions, and emotional engagement: Treatment-based evidence.
Studies in Second Language Learning and Teaching, 14(3), 453-482.https://doi.org/10.14746/ssllt.39329
Azad, S., Tafiti, M. A. & Mohsenpour, M. (2024). Identifying the Dimensions of the Teacher-Student
Relationship Construct. Iranian Journal of Educational Sociology, 7(4), 176-185.
http://dx.doi.org/10.61838/kman.ijes.7.4.18
Bowlby, J. (1969). Attachment and loss: Volume I. Attachment. Basic Books.
https://mindsplain.com/wp-
content/uploads/2020/08/ATTACHMENT_AND_LOSS_VOLUME_I_ATTACHMENT.pdf
Branković, D. (2024). Izazovi perspektive metodologije pedagogije. Naša škola, 2(30), 37-51.
https://doi.org/10.7251/NSK2402037B
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Camp, M. D. (2012). The Power of Teacher-Student Relationships in Determining Student Success.
ProQuest.
Chen, S., & Huang, P. (2024). The Impact of Teacher Emotional Support on Students' Academic
Achievement: An Empirical Study from an Educational Psychology Perspective. Education
Insights, 1(1), 17-21. https://doi.org/10.70088/gypzp110
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Lawrence erlbaum
associates.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches -3rd
ed. SAGE.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research - 3rd
ed. SAGE. https://bayanbox.ir/view/236051966444369258/9781483344379-Designing-and-
Conducting-Mixed-Methods-Research-3e.pdf
Darke, P., Shanks, G. & Broadbent, M. (1998). Successfully Completing Case Study Research:
Combining Rigour, Relevance and Pragmatism. Infor- mation Systems Journal, 8(4), 273–289.
https://doi.org/10.1046/j.1365-2575.1998.00040.x
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for
educational practice of the science of learning and development. Applied developmental science,
24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
Domović, V. (2004). Školsko ozračje i učinkovitost škole. Nesklada slap.
Ecless, J. S., Midgley, C., Wigfield, A., Miller Buchanan, C., Reuman, D., Flanagan, C., & Mac Iver,
D. (1993). The Impact of Stage- Environment Fit on Young Adolescents' Experiences in Schools
and in Families. American Psychologist, 48(2), 90-101.
https://faculty.washington.edu/sunolen/Eccles%20et%20al%201993.pdf
Fauth, B., Decristan, J., Decker, A., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The Effects
of Teacher Competence on Student Outcomes in Elementary Science Education: The Mediating
Role of Teaching Quality. Teaching and teacher education 86.
http://dx.doi.org/10.1016/j.tate.2019.102882
Fredriksen, K., & Rhodes, J. (2004). The role of teacher relationships in the lives of students. New
Directions for Youth Development, (103), 45-54. http://dx.doi.org/10.1002/yd.90
Guetterman, T. C., Fetters, M. D., & Creswell, J. W. (2015). Integrating Quantitative and Qualitative
Results in Health Science Mixed Methods Research Through Joint Displays. The Annals of
Family Medicine, 13(6), 554-561. http://dx.doi.org/10.1370/afm.1865
Guo, W., Wang, J., Li, N., & Wang, L. (2025). The impact of teacher emotional support on learning
engagement among college students mediated by academic self-efficacy and academic resilience.
Scientific Reports, 15. https://doi.org/10.1038/s41598-025-88187-x
Hagenauer, G., & Volet, S. E. (2014). Teacher–student relationship at university: an important yet under-
researched field. Oxford Review of Education, 40(3), 370-388.
http://dx.doi.org/10.1080/03054985.2014.921613
Halmi, A. (2013). Kvalitativna istraživanja u obrazovanju. Pedagogijska istraživanja, 10(2), 203-218.
https://hrcak.srce.hr/file/191497
Hamre, B. K, Pianta, R. C, Downer, J., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L.,
Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A. (2013). Teaching
through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over
4,000 Classrooms. The Elementary School Journal, 13(4), 461-487.
https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1005&context=psy_fac
Hargreaves, A. (2000). Mixed emotions: teachers' perceptions of their interactions with students.
Teaching and Teacher Education, 16(8), 811-826.
https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=97eaf1b68983fbe91d0fe255
d01bd7627007e7e9
He, L, Feng, L., & Ding, J. (2024). The Relationship between Perceived Teacher Emotional Support,
Online Academic Burnout, Academic Self-Efficacy, and Online English Academic Engagement
of Chinese EFL Learners. Sustainabillity, 16(13). https://doi.org/10.3390/su16135542
Hebib, E. (2011). Saradnički odnosi u školi. Pedagogija, 66(1), 7-17.
https://reff.f.bg.ac.rs/handle/123456789/1174
Horvat, J. i Pavlinić, S. (1998). Pouzdanost upitnika za istraživanje potreba korisnika Gradske i
sveučilišne knjižnice Osijek. Ekonomski vijesnik, 1-2(11), 49–61. https://hrcak.srce.hr/206397
Hughes, J. N., Luo, W., Kwok, O. M. & Loyd, L. K. (2008). Teacher–Student Support, Effortful
Engagement, and Achievement: A 3-Year Longitudinal Study. Journal of educational
psychology, 100(1), 1-14.
https://pmc.ncbi.nlm.nih.gov/articles/PMC2705122/pdf/nihms83519.pdf
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm Whose
Time Has Come. Educational Researcher, 33(7), 14-26.
https://www.researchgate.net/publication/225083749_Mixed_Methods_Research_A_Research
_Paradigm_Whose_Time_Has_Come#:~:text=10.3102/0013189X033007014
Kelchtermans, G. (2009). Who I am in how I teach is the message: self-understanding, vulnerability and
reflection. Teachers and Teaching: theory and practice, 15(2), 257-272.
http://dx.doi.org/10.1080/13540600902875332
Krstić, K. Lj. (2016). Socioemocionalni aspekti nastave i učenja. Nastava i vaspitanje, 65(3), 471-490.
https://doi.org/10.5937/nasvas1603471K
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional
competence of teachers: Effects on instructional quality and student development. Journal of
Educational Psychology, 105(3), 805–820. http://dx.doi.org/10.1037/a0032583
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Lobo, J. (2023). Teacher Emotional Support and School Engagement: The case of Physical Education
Teachers and Students in a Prominent Local College. Physical Culture and Sport Studies and
Research, 98(1), 57-66. https://doi.org/10.2478/pcssr-2023-0005
Lovrić, M., Komić, J., & Stević, S. (2006). Statistička analiza - Metodi i primjena. Ekonomski fakultet
Banja Luka.
Marković, M. (2018). Uloga nastavnika u stvaranju pozitivne klime u odeljenju. Godišnjak za
pedagogiju, 3(2), 45-56. https://doi.org/10.46630/gped.2.2018.04
Markulin, D. (2020). Umijeće nastavnika u poticanju uspješne nastavne klime. Foo2rama, 4(4), 45-60.
https://hrcak.srce.hr/file/365920
Maslow, A., & Lewis, K. J. (1987). Maslow's hierarchy of needs. Salenger Incorporated, 14(17), 987-
990. https://researchhistory.org/2012/06/16/maslows-hierarchy-of-needs/?print=1
Matović, N. (2015). Kombinovano istraživanje u pedagogiji: karakteristike, prednosti i teškoće u
primjeni. Zbornik Instituta za pedagoška istraživanja, 47(1), 7-
22.http://dx.doi.org/10.2298/ZIPI1501007M
McCrudden, М. Т., Marchand, G., & Schutz, P. A. (2020). Joint displays for mixed methods research in
psychology. Methods in Psychology, 5.https://doi.org/10.1016/j.metip.2021.100067
Nessle, C. N., Ghazal, L. V., Choi, S. W., & Fetters, M. D. (2023). Joint Display of Integrated Data
Collection for Mixed Methods Research: An Illustration From a Pediatric Oncology Quality
Improvement Study. Annals of Family Medicine, 21(4), 347-357.
https://doi.org/10.1370/afm.2985
Ninković, S., i Knežević Florić, O. (2022). Podrška nastavnika i povezanost učenika sa školom:
hijerarhijsko modelovanje. Zbornik Instituta za pedagoška istraživanja, 54(1), 41-59.
https://doi.org/10.3389/fpsyg.2021.652994
Nugent, T. (2009). The Impact Of Teacher-student Interaction On Student Motivation And Achievement
(The Doctoral Dissertation). University of Central Florida. https://stars.library.ucf.edu/etd/3860
Pallant, J. (2009). SPSS priručnik za preživljavanje: Postupni vodič kroz analizu podataka pomoću
SPSS-a za Windows (verzija 15) (3. izd., prev. M. Šućur). Mikro knjiga.
Partalo, D. (2025). Teorijske osnove i primjena studije slučaja u istraživanju nastave. Univerzitet u
Banjoj Luci, Filozofski fakultet.
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, Measurement, and Improvement of Classroom
Processes: Standardized Observation Can Leverage Capacity. Educational Researcher, 38 (2),
109-119.
Plano Clark, V. L., & Ivankova, N. V. (2017). Mixed methods research: A guide to the field. Sage.
https://doi.org/10.4135/9781483398341
Posavec, L., i Vlah, N. (2019). Odnos učitelj - učenik. Napredak, 160(1-2), 51-64.
https://hrcak.srce.hr/224380
Radojević, B., i Janković, J. (2023). Uloga nastavnika u kreiranju socio-emocionalne klime u odjeljenju.
Vaspitanje i obrazovanje, 48(2), 97-109.
Radović, V. Ž., Ovesni, K. Č., i Mihajlović, D. Z. (2018). Determinante nerazumevanja između učenika
i nastavnika. Nastava i vaspitanje, 67(1), 23-38. https://doi.org/10.5937/nasvas1801023R
Ristić, Ž. (2016). Objedinjavanje kvantitativnih i kvalitativnih istraživanja. ECPD.
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Yee Mikami, A., & Pianta, R. C. (2016). How
teacher emotional support motivates students: The mediating roles of perceived peer relatedness,
autonomy support, and competence. Learning and Instruction, (42), 95-103.
https://doi.org/10.1016/j.learninstruc.2016.01.004
Ryan, R. M. & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic
Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68-78.
https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf
Shen, S, Tang, T., Pu, L., Mao, Y., Wang, Z., & Wang, S. (2024). Teacher Emotional Support Facilitates
Academic Engagement Through Positive Academic Emotions and Mastery-Approach Goals
Among College Students. Sage Journals, 14(2). https://doi.org/10.1177/21582440241245369
Tashakkori, A., & Teddlie, C. (Eds.). (2010). SAGE handbook of mixed methods in social & behavioral
research (2nd ed.). SAGE Publications.
https://books.google.ba/books?id=v4wJF5hZhKgC&printsec=frontcover&hl=sr&source=gbs_g
e_summary_r&cad=0#v=onepage&q&f=false
Tisnés, H. M. (2023). Main recent study topics on teacher-student interaction. Interdisciplinaria,
40(2), 23-40. https://doi.org/10.16888/interd.2023.40.2.2
Vilig, K. (2013). Kvalitativna istraživanja u psihologiji. Clio.
Wang, F. (2024). The Relationship Between Students and Teachers and its Implications. Journal of
Education Humanities and Social Sciences, (29), 390-395.http://dx.doi.org/10.54097/rzvpb402
Wanders, F. H. K., Dijkstra, A. B., Maslowski, R., & van der Veen, I. (2020). The effect of teacher-
student and student-student relationships on the societal involvement of students. Research
Papers in Education, 35(3), 266-286. https://doi.org/10.1080/02671522.2019.1568529
Zrilić, S. (2010). Kvaliteta komunikacije i socijalni odnosi u razredu. Pedagogijska istraživanja, 7(2),
231-242. https://hrcak.srce.hr/118096
Zukorlić, M. S., i Popović, D. R. (2023). Pedagoške implikacije nastave kao interaktivnog procesa
između učenika i nastavnika. Baština, 61, 475-487. https://doi.org/10.5937/bastina33-47705
Ćosić, S., Čaušević, R., i Mihić, J. (2021). Utjecaj emocija na komunikacioni proces i interakciju između
učenika i nastavnika u školi. Educa, 14(14), 125-130.
https://openurl.ebsco.com/EPDB%3Agcd%3A5%3A14518837/detailv2?sid=ebsco%3Aplink%
3Ascholar&id=ebsco%3Agcd%3A154350878&crl=f&link_origin=www.google.com
Ševkušić, S. i Milošević, N. (2004). Da li uspešan nastavnik vaspitava kao dobar roditelj. Zbornik
Instituta za pedagoška istraživanja, 36, 188-203. https://doiserbia.nb.rs/img/doi/0579-
6431/2004/0579-64310436188S.pdf
Objavljeno
16. 06. 2026.
Broj časopisa
Sekcija
ČLANCI
