{"id":5441,"date":"2026-09-04T13:09:16","date_gmt":"2026-09-04T13:09:16","guid":{"rendered":"https:\/\/www.sedlresearch.cz\/?p=5441"},"modified":"2026-09-15T11:43:22","modified_gmt":"2026-09-15T11:43:22","slug":"eara-2026","status":"publish","type":"post","link":"https:\/\/www.sedlresearch.cz\/en\/eara-2026\/","title":{"rendered":"EARA 2026"},"content":{"rendered":"
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From August 18\u201321, 2026, the 20th Conference of the European Association for Research on Adolescence (EARA 2026) was held in Utrecht, with the theme Dynamics of Youth<\/em>. Our laboratory presented seven oral presentations at the conference. With this number of presentations, we made a significant contribution to the strong representation of Czech research in this year\u2019s program.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t

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Na\u0161e prezentace<\/h5>

Wednesday 19.8<\/em><\/p>

We kicked off the program on Wednesday with a presentation by Tereza Levkov\u00e1<\/strong> (Can sleep signal social trouble? Dynamic interplay between sleep and peer status<\/em><\/a>), which uses eight weeks of data from Fitbit watches and weekly sociometric nominations to examine the short-term dynamics between peer victimization and sleep among high school students and asks whether sleep can serve as an early warning sign of emerging victimization. In the afternoon, Ale\u0161 P\u0159ib\u00edk<\/strong> (Reciprocal effects between school belonging and positive affect: KiVa intervention<\/em><\/a>) examined whether school belonging and positive affect influence each other even at the level of changes in individual students and whether this relationship differs between regular schools and schools participating in the KiVa program.<\/p>

Thursday 20.8.<\/em><\/p>

Thursday was dedicated to bullying and victim defending. The head of the Department of Personality and Social Psychology Lenka Kollerov\u00e1<\/strong> (Social goals, norms, and support in defending across the school year<\/em><\/a>), demonstrated that peer normative pressure moderates how students\u2019 social goals translate into standing up for victims, and that these processes change over the course of the school year. Later that morning, Karol\u00edna Umov\u00e1<\/strong> (Stress & self-harming ideation<\/a><\/em>) examined self-blaming attributions and emotional self-efficacy as moderators of the relationship between accumulated stress and subsequent emotional experiences following the transition to high school.<\/p>

Na to nav\u00e1zala Jana Fikrlov\u00e1<\/strong> (Transitions among subgroups of bullying participant behaviours in Czech adolescents<\/em><\/a>identified three subgroups\u2014non-participants, victim-defenders, and bully-victim-defenders\u2014based on a sample of 1,996 adolescents, noting that the highest-risk subgroup was also the least stable. In the same session, Adam Klocek<\/strong> presented the YoungLink tool (Seeing the classroom through many eyes<\/em><\/a>) for digitally mapping peer relationships, power dynamics, and bullying in classrooms; based on data from numerous classrooms, the tool is designed to provide rapid feedback to prevention specialists.<\/p>

Friday 21.8.<\/em><\/p>

We concluded the conference on Friday with a presentation by Radek Rychl\u00edk<\/strong> (Beyond objective integration: how belonging shapes norm perception in peer networks<\/em><\/a>). He distinguishes between a subjective sense of belonging and an objective position within a class network, thereby paving the way for identifying \u201chidden vulnerable\u201d students, whose exclusion often goes unnoticed.<\/p>

Prezentace labu SATIS<\/h5>

Researchers from the SATIS lab, with whom we collaborate closely, also presented their findings in Utrecht.\u00a0Tom\u00e1\u0161 Lintner\u00a0<\/strong>(Does peer exclusion predict seclusion into generative AI among adolescents?)\u00a0<\/em>examined whether adolescents who are excluded are more likely to seek help from AI. Another presentation by Mark\u00e9ta \u017d\u00e1kov\u00e1<\/strong> and Veronika Tesa\u0159ov\u00e1\u00a0<\/strong>(Academic motivation in adolescent peer networks: the role of teacher support)\u00a0<\/em>used network models to analyze the interrelationships between declines in academic motivation, socioeconomic status, and friendships.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Ve dnech 18.\u201321. srpna 2026 se v Utrechtu konala 20. konference Evropsk\u00e9 asociace pro v\u00fdzkum adolescence (EARA 2026) s t\u00e9matem Dynamics of Youth. Na\u0161e laborato\u0159 zde p\u0159edstavila sedm \u00fastn\u00edch p\u0159\u00edsp\u011bvk\u016f. T\u00edmto po\u010dtem jsme se v\u00fdrazn\u011b pod\u00edleli na siln\u00e9m zastoupen\u00ed \u010desk\u00e9ho v\u00fdzkumu v leto\u0161n\u00edm programu. Na\u0161e prezentace St\u0159eda 19.8. Program jsme zah\u00e1jili ve st\u0159edu p\u0159\u00edsp\u011bvkem Terezy Levkov\u00e9 (Can sleep signal social trouble? Dynamic interplay between sleep and peer status), kter\u00fd na osmit\u00fddenn\u00edch datech z Fitbit hodinek a t\u00fddenn\u00edch sociometrick\u00fdch nominac\u00edch sleduje kr\u00e1tkodobou dynamiku mezi vrstevnickou viktimizac\u00ed a sp\u00e1nkem u st\u0159edo\u0161kol\u00e1k\u016f a pt\u00e1 se, zda m\u016f\u017ee sp\u00e1nek fungovat jako v\u010dasn\u00fd sign\u00e1l vznikaj\u00edc\u00ed viktimizace. Odpoledne se pak Ale\u0161 P\u0159ib\u00edk (Reciprocal effects between school belonging and positive affect: KiVa intervention) v\u011bnoval tomu, zda se \u0161koln\u00ed belonging a pozitivn\u00ed afekt ovliv\u0148uj\u00ed navz\u00e1jem i na \u00farovni zm\u011bn u jednotliv\u00e9ho \u017e\u00e1ka a zda se tento vztah li\u0161\u00ed mezi b\u011b\u017en\u00fdmi \u0161kolami a \u0161kolami zapojen\u00fdmi do programu KiVa. \u010ctvrtek 20.8. \u010ctvrtek pat\u0159il \u0161ikan\u011b a obran\u011b ob\u011bt\u00ed. Vedouc\u00ed odd\u011blen\u00ed Psychologie osobnosti a soci\u00e1ln\u00ed psychologie Lenka Kollerov\u00e1 (Social goals, norms, and support in defending across the school year) dolo\u017eila, \u017ee vrstevnick\u00fd normativn\u00ed tlak moderuje, jak se soci\u00e1ln\u00ed c\u00edle \u017e\u00e1k\u016f prom\u00edtaj\u00ed do zast\u00e1v\u00e1n\u00ed se ob\u011bt\u00ed, a \u017ee se tyto procesy v pr\u016fb\u011bhu \u0161koln\u00edho roku prom\u011b\u0148uj\u00ed. Dopoledne t\u00e9ho\u017e dne pak Karol\u00edna Umov\u00e1 (Stress & self-harming ideation) testovala sebeobvi\u0148uj\u00edc\u00ed atribuce a emo\u010dn\u00ed sebe\u00fa\u010dinnost jako moder\u00e1tory vztahu mezi kumulovan\u00fdm stresem a n\u00e1sledn\u00fdm pro\u017e\u00edv\u00e1n\u00edm po p\u0159echodu na st\u0159edn\u00ed \u0161kolu. Na to nav\u00e1zala Jana Fikrlov\u00e1 (Transitions among subgroups of bullying participant behaviours in Czech adolescents), kter\u00e1 na vzorku 1 996 adolescent\u016f identifikovala t\u0159i podskupiny \u2013 nezapojen\u00e9, victim-defenders a bully-victim-defenders, p\u0159i\u010dem\u017e nejrizikov\u011bj\u0161\u00ed z nich byla z\u00e1rove\u0148 nejm\u00e9n\u011b stabiln\u00ed. Ve stejn\u00e9 sekci p\u0159edstavil Adam Klocek n\u00e1stroj YoungLink (Seeing the classroom through many eyes) pro digit\u00e1ln\u00ed mapov\u00e1n\u00ed vrstevnick\u00fdch vztah\u016f, moci a \u0161ikany ve t\u0159\u00edd\u00e1ch, kter\u00fd na datech z mnoha t\u0159\u00edd c\u00edl\u00ed na rychlou zp\u011btnou vazbu pro preventivn\u00ed specialisty. P\u00e1tek 21.8. Konferenci jsme uzav\u0159eli v p\u00e1tek p\u0159\u00edsp\u011bvkem Radka Rychl\u00edka (Beyond objective integration: how belonging shapes norm perception in peer networks). Ten odli\u0161uje subjektivn\u00ed pocit soun\u00e1le\u017eitosti od objektivn\u00ed pozice v t\u0159\u00eddn\u00ed s\u00edti a otev\u00edr\u00e1 tak cestu k identifikaci \u201eskryt\u011b zraniteln\u00fdch\u201c \u017e\u00e1k\u016f, jejich\u017e vylou\u010den\u00ed m\u016f\u017ee z\u016fst\u00e1vat \u010dasto nepov\u0161imnuto. Prezentace labu SATIS V Utrechtu tak\u00e9 prezentovali sv\u00e9 v\u00fdstupy v\u00fdzkumn\u00edci z labu SATIS, se kter\u00fdm \u00fazce spolupracujeme.\u00a0Tom\u00e1\u0161 Lintner\u00a0(Does peer exclusion predict seclusion into generative AI among adolescents?)\u00a0se v\u011bnoval tomu, zda vy\u010dle\u0148ovan\u00ed adolescenti \u010dast\u011bji vyhled\u00e1vaj\u00ed pomoc AI. Dal\u0161\u00ed p\u0159\u00edsp\u011bvek Mark\u00e9ty \u017d\u00e1kov\u00e9 a Veroniky Tesa\u0159ov\u00e9\u00a0(Academic motivation in adolescent peer networks: the role of teacher support)\u00a0pak rozeb\u00edral pomoc\u00ed s\u00ed\u0165ov\u00fdch model\u016f, jak spolu souvis\u00ed poklesy akademick\u00e9 motivace, socioekonomick\u00fd status a vz\u00e1jemn\u00e1 p\u0159\u00e1telstv\u00ed.<\/p>","protected":false},"author":3,"featured_media":5450,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[39,37,36,16,38],"class_list":["post-5441","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-39","tag-adolescence","tag-eara","tag-konference","tag-utrecht"],"yoast_head":"\nEARA 2026 - SEDL<\/title>\n<meta name=\"description\" content=\"Ve dnech 18.\u201321. srpna 2026 se v Utrechtu konala 20. konference Evropsk\u00e9 asociace pro v\u00fdzkum adolescence (EARA 2026) s t\u00e9matem Dynamics of Youth. 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