@article {1342,
	title = {ADOLESCENTS{\textquoteright} PREFERENCES FOR MEDIA CONTENT AND THEIR PERCEPTIONS OF DOMINANT VALUE ORIENTATIONS IN THE MEDIA},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {34-46},
	abstract = {Today, the media represent one of the main factors in the upbringing and education of adolescents due to the growing representation, availability of diverse content and more frequent use. In adolescence, the media have a special significance, because they greatly influence the preferences, attitudes, emotions, behavior, value orientations and the formation of adolescents{\textquoteright} identities. Starting from such an attitude, the preferences of upper-secondary school students for monitoring media content and their perceptions of value orientations that are promoted through the media were examined through the aim of the research. The media habits of adolescents and their perceptions of the value system in the media were determined through the survey technique. The study included 433 students from the Republic of Serbia. The results showed that there are significant differences in the preferences of adolescents in the choice of media content in relation to gender and type of school. A positive correlation was found in the monitoring of certain television content and values in the media, as well as in relation to musical affinities and values that are promoted through music videos. The results of research point out potential proposals for improving the media culture of adolescents and reducing the negative effects of the media. It is recognized as a potential solution in the development of media literacy of adolescents, i.e., the affirmation of their critical opinion about the messages and values that are promoted through the media.},
	keywords = {media literacy, media values, students{\textquoteright} media preferences, students{\textquoteright} perception, value orientations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.34},
	url = {http://oaji.net/articles/2021/457-1612638623.pdf},
	author = {Bisera Jevti{\'c} and Danijela Milo{\v s}evi{\'c}}
}
@article {883,
	title = {TEACHERS{\textquoteright} PEDAGOGICAL ACTIONS AFFECTING THE MORAL DEVELOPMENT OF PERSONALITY},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {67-81},
	abstract = {The methodology of pedagogical actions within the process of moral education of personality is a part of basic, theoretical and empirical researches in pedagogy. When it is referred to moral training, it is primarily referred to the moral aspect of pedagogical actions affecting the development of personality - the formation of moral awareness as a characteristic of a certain individual{\textquoteright}s values. Moral education of personality refers to the moral behaviour and action, the formation of attitudes and the development of moral reasonable interests, the introduction to the moral norms and demands, as well as the process of development of a personality{\textquoteright}s moral traits. Moral capacity is expressed through the evaluation of moral acts and through moral action while being in accordance with intellectual capability and developmental logic. The educational role of school can be discussed in general or in a more specific way, depending on the extent up to which the school can contribute to the process of moralisation of individuals and the accomplishment of tasks of moral education. Primary and secondary schools in Serbia do not have moral education as a separate subject, but the curriculum sets certain specific tasks which should be accomplished through classes and all extracurricular activities. In accordance with that, this paper focuses on the problematisation of analysing the role of a teacher in moral education and personality development, as well as the analysis of the attitudes of teachers about the necessity of a separate subject or, at least, a {\textquotedblleft}hidden curriculum{\textquotedblright} in schools which would refer to moral education. The factorisation of measurement variables shows that the awareness of teachers about techniques and methods of moral education and learning should be heightened, which provides a good direction towards a new research. The obtained results have helped us clarify the general problematisation of moral education, and it is believed that they will contribute to overcoming and advancing the existing situation of the school system in Serbia.},
	keywords = {moral education, moral judgement, pedagogical action},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.67},
	url = {http://oaji.net/articles/2014/457-1420361333.pdf},
	author = {Bisera Jevti{\'c}}
}
