<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Haris Memisevic</style></author><author><style face="normal" font="default" size="100%">Inga Ibralic</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCHOOL BULLYING AS A MODERATOR OF GENDER DIFFERENCES IN MATHEMATICS ACHIEVEMENT: EVIDENCE FROM TIMSS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Bosnia and Herzegovina</style></keyword><keyword><style  face="normal" font="default" size="100%">gender</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics</style></keyword><keyword><style  face="normal" font="default" size="100%">school bullying</style></keyword><keyword><style  face="normal" font="default" size="100%">TIMSS</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4771004</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The Trends in International Mathematics and Science Study (TIMSS) provides internationally comparable data on students’ mathematics and science outcomes. The present study examines whether school bullying moderates gender differences in outcomes on the TIMSS mathematics test among fourth-grade students in Bosnia and Herzegovina. The sample consisted of 3,324 fourth-grade students (1,654 girls and 1,670 boys). Mathematics achievement was assessed using TIMSS plausible values, and analyses accounted for the complex survey design using the student sampling weights. Results showed a significant negative association between school bullying and mathematics achievement for both genders, as well as a significant gender × bullying interaction. Boys achieved higher scores at low and moderate levels of bullying, whereas girls outperformed boys under high bullying exposure. This pattern was consistent across all plausible mathematics values. The results suggest that efforts aimed at improving school social climate and reducing bullying may play an important role in promoting both students’ academic achievement and their well-being. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">157-167</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Haris Memisevic</style></author><author><style face="normal" font="default" size="100%">Inga Biscevic</style></author><author><style face="normal" font="default" size="100%">Selmir Hadzic</style></author><author><style face="normal" font="default" size="100%">Azur Kuduzovic</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPLORING CURRENT TRENDS IN EDUCATION: A REVIEW OF RESEARCH TOPICS IN THE PROBLEMS OF EDUCATION IN THE 21ST CENTURY JOURNAL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">content analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></keyword><keyword><style  face="normal" font="default" size="100%">research topics</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific journals</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1683097746.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Scientific journals play a critical role in disseminating knowledge, and staying up to date with research findings in a particular field can be challenging given the vast number of journals and research topics available. Therefore, there is a need for researchers to occasionally summarize the main research topics in order to help fellow researchers navigate the contents more effectively. In this context, this article aims to review the research topics published in the Problems of Education in the 21st Century journal between 2018 and 2022. A total of 285 abstracts were retrieved from the Web of Science database and analyzed to identify the most common research topics and the contributing countries. The top 10 research topics identified were self-efficacy, distance education, professional development, critical thinking, foreign language, thinking skills, Covid-19, academic achievement, emotional intelligence, and special education. The authors of the papers came from 62 countries, with most of the papers coming from Türkiye, South Africa, Indonesia, Brazil, Slovakia, Czech Republic, Malaysia, Sweden, Lithuania, and Serbia. In conclusion, this study highlights the relevance and diversity of research topics in the Problems of Education in the 21st Century journal, underscoring the need for a nuanced, context-specific approach to education research. The findings of this study have important implications for researchers, policymakers, and educators seeking to address the key challenges and opportunities facing education in the 21st century.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">258-268</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marija Slavkovic</style></author><author><style face="normal" font="default" size="100%">Haris Memisevic</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COMPARISON OF SPECIAL EDUCATION PRESCHOOL PROGRAM AND INCLUSIVE PRESCHOOL PROGRAM FOR MATH ACHIEVEMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">children with intellectual disability</style></keyword><keyword><style  face="normal" font="default" size="100%">inclusive education preschool programs</style></keyword><keyword><style  face="normal" font="default" size="100%">math abilities</style></keyword><keyword><style  face="normal" font="default" size="100%">quasi-experimental design</style></keyword><keyword><style  face="normal" font="default" size="100%">school readiness</style></keyword><keyword><style  face="normal" font="default" size="100%">special education preschool programs</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1550425490.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Transition period from preschool years to school years is a time of rapid changes in children’s development. Children with intellectual disability lag behind their peers without disabilities in their school readiness skills, especially in math skills. Thus, there is a great importance of school preparation programs for children with intellectual disability in improving their math abilities. The aim of the present research was to compare the effectiveness of two preschool programs in improving math abilities of children prior to their enrollment in elementary schools. The sample for this research comprised 90 children aged 60-72 months. Of those, there were 60 children with intellectual disability and 30 typically developing children. Math abilities were assessed with a subscale from Peabody Individual Achievement Test. The results of this research indicated that children with intellectual disability attending special education preschool program achieved significantly better math results than children with intellectual disability attending inclusive preschool program. Some suggestions to preschool teachers on how to improve the effectiveness of their work with children with intellectual disability were given. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">156-164</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Inga Biscevic</style></author><author><style face="normal" font="default" size="100%">Arnela Pasalic</style></author><author><style face="normal" font="default" size="100%">Haris Memisevic</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF EXECUTIVE FUNCTIONS AND THEORY OF MIND ON SEMANTIC FLUENCY IN PRESCHOOL CHILDREN</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">executive functions</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool children</style></keyword><keyword><style  face="normal" font="default" size="100%">semantic fluency</style></keyword><keyword><style  face="normal" font="default" size="100%">theory of mind</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1519987908.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">76</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Semantic fluency (SF) is a suitable indicator of preschool verbal abilities and can be used as a predictor of later school success. This research examined the effects of executive functions (EF) and theory of mind (TOM) on semantic fluency in preschool children. Dimensional Card Sorting test was used as an instrument of executive functions and the Sally-Anne test was used as a measure of theory of mind. The sample for this research comprised 116 preschool children, 60 boys, 56 girls, aged 38-72 months. The results of this research revealed a statistically significant effect of EF on SF (p=.03). The effect of TOM on SF was statistically non-significant, although approaching statistical significance (p=.06). There were no interaction effects of EF and TOM on SF. Findings of this research strongly suggest the need for EF training activities in preschool children. Preschool institutions of 21st century need to have curricula aimed at fostering EF skills. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">21-28</style></section></record></records></xml>