The aim of the research was to examine the prevalence of unpleasant emotional states among students. An online survey was conducted in the month of April, 2023, and the participants were students of public universities in Bosnia and Herzegovina (N=170). Among the measuring instruments used was the DASS-21questionnaire (The Depression, Anxiety and Stress Scale-21, Lovibond and Lovibond 1995) and a sociodemographic questionnaire, constructed for the purposes of this research. It is expected that students will experience unpleasant emotional states such as anxiety, depression and stress, and that there will be certain differences in the manifestation of symptoms with regard to gender and age. The obtained findings showed that 34.3% of the subjects are in the category of moderate, severe and extremely severe depressive symptoms, then 49,9% of the subjects feel moderate, severe or extremly severe anxiety, while 38.2% of the subjects show moderate, severe and extremly severe symptoms of stress. As for gender and age differences, the results show that female students are more susceptible to the prevalence of unpleasant emotional states, while the hypotesis related to age differences was not confirmed. Namely, the findings indicate that there are no age differences in the manifestation of unpleasant emotional states. Considering the obtained findings, we believe that it is necessary to raise awareness about the significant growing problems of mental health among students and to highlight the need for preventive and intervention programs at universities.

This research aimed to examine the experiences of students about the phenomenon of procrastination, investigating the following questions: Are students familiar with this phenomenon and do they report forms of behavior that can be characterized as procrastination? What are the reasons for such behavior? How does procrastination affect their emotions? Does procrastination negatively affect their psychophysical health? And finally, how do they deal with the negative consequences of procrastination? The study included 35 students from the Faculty of Teaching, University "Džemal Bijedić" in Mostar. Qualitative research was carried out to obtain answers to the questions posed. Through focus groups with students, the following topics were brought up to date: sources of procrastination, the consequences of such behavior on the psychophysical health of students, and the adaptation of students to such behavior. The results showed that students tend to procrastinate. The sources of procrastination were mainly the lack of motivation for work, poor organization of time, preoccupation with other, more interesting things, fatigue, tasks that were too easy, as well as the flexibility of professors to extend the deadlines for the completion of the tasks. Also, students reported that such behavior negatively affected their psychophysical health, however, despite this, they are not motivated to change it.

Equity in the academic context is an important construct that affects the cognitive, emotional, and behavioral reactions of an individual. The study of fairness in the work context is extremely important, considering that a person spends a lot of time in the workplace during his life. Several studies so far have shown that affecting one's perception of equity can affect the individual itself- improving one's productivity, satisfaction, and such. (Galinec 2017). Distributive equity is based on Adams' (1965) equity theory, more specifically on its assumption that people do not care as much about the absolute outcome, compared to the equity of the outcome itself. Regarding stress, the academic staff in Slišković (2012) explored different sources of stress that result in reduced productivity. Some of the universal sources of stress, such as inadequate compensation and recognition within an organization, are linked to distributive equity. The goal of the research was to show if distributive inequity exists within an academic environment and if that inequity reflects stress levels inside that environment. The academic workers who took part in this research are employees of the following higher education institutions: the University of Zenica, the University of Sarajevo, the University “Džemal Bijedić” in Mostar, and the University of Bihać. The inventory contains 21 items. The research took place in July 2022. The descriptive method was used as a scientific research method. The results show that academic workers perceive distributive inequity in certain situations, and it correlates with an increase in their stress levels.

People face various evaluative situations in which their abilities, skills, traits, knowledge and the like are tested throughout their lives. Since school success, employment opportunities, and career advancement are almost always dependent on success in various test types, many of those evaluations have serious consequences for people’s lives and future. Most people have a specific type of anxiety present in evaluative situations, also known as test anxiety. The aim of this review article is to provide an overview of knowledge about test anxiety, its structure, many causes and risk factors, various symptoms and consequences, and preventive measures and interventions that are commonly applied in practice. Since test anxiety is most prevalent in pupils and students, the last part of the article provides guidelines for pupils, students, and teachers on how to lower the test anxiety level

When it comes to providing support to children with disabilities, this role is primarily taken over by the family, and above all by the parents. The research was conducted to determine which protective factors of mental health for parents of children with disabilities facilitate their parenting role. The sample consisted of 17 participants, parents of children with various disabilities who filled out an online questionnaire designed for the needs of the research. The questionnaire was intended to assess the protective factors of the mental health of parents of children with disabilities. The results showed that parents experience moderate to high levels of stress when it comes to their parental role, while they emphasize child care as the main source of stress related to the parental role. They point out social support as one of the leading sources of support, much more often relying on informal sources (family members, friends, neighbors). In addition to social support, significant protective factors include faith in God and personality traits such as patience (calmness), perseverance, strength (resilience), optimism, and hope. Destigmatization also stands out as a significant protective factor, ie the parental role is facilitated by the complete acceptance of the child by the environment. Based on the findings, guidelines and recommendations can be formulated for planning and creating a program to provide support to parents of children with disabilities. In this context, various psychosocial support programs aimed at strengthening parental competencies and protective factors that play an important role in preserving the mental health of parents of children with disabilities would be significant.

School in the modern society should provide an environment for students to feel safe and motivated for learning. There should be an optimal student workload with the schoolwork as well as with the homework. Unfortunately, student overload at all levels of education has been evident. Their overloaded schedule presents a significant challenge and may cause fatigue, exhaustion, distraction, mope, high levels of stress, apathy, superficially and campaign learning, and general lack of motivation. Due to the topicality of the issue, the authors of this paper have tried to offer a review of the sources of the student overload. Different sources, as well as negative consequences of student overload have been determined based on a significant number of empirical works so far. The article also suggests measures to relieve students. Psychologists, in cooperation with the students’ parents and experts from other branches of the education sector, can contribute in finding a way to prevent and reduce consequences of the overload. Empirical studies about sources of student overload are also necessary to determine evidence based guidelines for the education reform.

Identifying psychosocial factors that are related to students’ adaptation to studies is one of the most important steps in the planning and implementing of interventions aimed at supporting and assistingstudents during their studies (Krumrei et al., 2013).In accordance with the above within conductedresearch, the contribution of some sociodemographic features and psychosocial factors was examined(gender, academic year, family incomes, self-efficacy, self-esteem, locus of control, optimism, perceivedsocial support by family, friends and other significant persons, separation from family home, trust and alienation from parents and time pressure and stress) in explaining personal-emotional adaptation of students to studies. Students of the first, second and third year of the first cycle of studies from differentfaculties of the University of Sarajevo participated in this research. The total number of participants isN=650 (N=357 girls and N=293 youngster), average age 21.6 (SD=2.18). The following instrumentswere applied: General Self-Efficacy Scale, Rosenberg Self-Esteem Scale, Externality Scale, Optimism Scale, Multidimensional Scale of Perceived Social Support, The Inventory of Parent and PeerAttachment, Time Pressure and Stress Assessment Scale, Student Adaptation to College Questionnaire and Questionnaire of sociodemographic features designed for the purpose of this research. The results of the complete regression analysis indicate that in the explanation of the results of the criterion measure, the personal-emotional adaptation to the studies, significant contribution have following predictors: time pressure and stress, self-esteem and gender. The regression model explains about 47% of the variance of the criterion measure personal - emotional adaptation (R=.68; R2=.47; F=32.22; p<.001). The largest contribution in explaining the personal-emotional adaptation of students has a predictor of time pressure and stress (β =- 530; p<.001), then self-esteem (β =.161; p<.001) and the smallest, but statistically significant result has a predictor variable of sex (β =-.132; p<.001).Therefore, the obtained results indicate that for the personal-emotional adaptation to the studies is extremely significant the extent to which the student is exposed to time pressure and stress.Personal-emotional adaptation is an indicator of mental and physical health of a student, but time pressure and stress most endanger the health of an individual. Students with a higher level of self-esteem and girls achieve better personal-emotional adaptation to studies.

In this paper basic characteristics of stress and professional burnout are depicted, especially regarding the stress of teachers and professional burnout of teachers in higher education. We operatioanlised the most common terms in the respective field of research and disscussed the factors which play a major role in onset and prevention of the work-related burnout. Regarding prevention the authors emphasised that it is more important to identify, and if it is possible to prevent and/or to eliminate the causes of professional burnout than to treat the burnout-syndrome after its outbreak. Prevention being the operative word here, and it is possible to realise it on both organisational and individual level, we offer guidelines and elucidate the activities within the prevention of professional burnout of teachers employed in institutions of higher education.

This research examined the differences in student evaluations of importance of teacher characteristics accross gender and different years of study. The research was implemented on a sample of N=197 students of the second and fourth year (i.e. first year of the second cycle) of study at the Faculty of Criminal Justice and Security and the Faculty of Philosophy of the University of Sarajevo. The Questionnaire on the evaluation of desireable characteristics and behaviors of teachers in the teaching process, containing 83 items, was used as a research tool. Results of ANOVA showed statistically significant difference between students of different years of study on a small number of items (N=15), while number of items with significant statistical differences between genders was much larger (N=45). Implications of these findings for student evaluations of teachers and improvement of teacher quality are reviewed. Results of these and other simillar researches can be important source of informations that could be useful for teachers in better understanding students needs and improving their work.