Lenka Kollerová
Biographic Data
| ID | 2746441 |
|---|---|
| NAME | Lenka Kollerová |
| GIVEN NAMES | Lenka |
| FAMILY NAME | Kollerová |
| SIGNATURE | KOLLEROVÁ L |
| AFFILIATIONS | Czech Academy of Sciences |
| ORCID | 0000-0002-1050-454X |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Psychological capital in an integrative JD–R model of teacher burnout
Peer Dislike and Future School Adjustment in Early Adolescence
Recognizing and Combating Bullying
This study delves into the pivotal role of teachers in identifying and mitigating bullying incidents. Eleven educators, predominantly women, from a high school in central Italy, aged between 47 and 63, participated in the study. Using semi-structured interviews, the research aimed to explore insights, knowledge, and experiences pertaining to bullying and its management. Inductive thematic analysis was employed to discern primary themes and their …
Associations Between School Bullying or Victimization and Students’ Sleep Problems—A Systematic Review and Meta-Analysis
Students experiencing victimization and those bullying others may develop subsequent sleep problems and vice versa. The existing meta-analyses have focused only on cross-sectional associations or longitudinal links from victimization to sleep problems. Therefore, this study systematically reviewed the literature and conducted a meta-analysis of cross-sectional and bidirectional longitudinal associations between victimization or bullying and sleep…
How Affective Relationships and Classroom Norms Shape Perceptions of Aggressor, Victim, and Defender Roles
Reputational peer nominations are a common method for measuring involvement in aggression‐related behaviors, encompassing the roles of aggressor, victim, and defender, but may be influenced by students' affective (dis)liking relationships. This social network study investigated whether dyad‐ and group‐level (dis)liking relationships affect perceptions of classmates' involvement in physical aggression and explored the moderating roles of classroom…
Effectiveness of the KiVa anti-bullying program in the Czech Republic
Evaluation of effectiveness of anti-bullying programs could benefit from a more targeted fidelity assessment at the classroom or individual level and from distinguishing between the effects of the main components of the programs and the effects of monitoring. The promising yet non-significant intervention and fidelity effects suggest that schools may require enhanced support and longer implementation time frames than a single school year, especia…
Being disliked and bullied
To better understand chronic bullying, this school ethnographical case study mapped peer rejection processes that fuel bullying. The study focused on a case of a victimized 13‐year‐old girl and analysed observations of the classroom social interactions, interviews with teachers and students' essays. Thematic analysis elucidated how students, together with the class teacher, constructed the girl as having annoying personal characteristics, being a…
Teacher evaluations of interethnic bullying of an Arab student
Interethnic bullying that targets ethnic minority students has serious consequences for the lives of victimized students. Teachers’ evaluations of the bullying are critical because teacher intervention can stop bullying and improve the adjustment of victimized students. Because the literature has documented partially overlapping biases against people of Arab ethnicity and people with refugee backgrounds, this study investigated whether teachers’ …
Non-inclusive teaching of students with special educational needs in a socioeconomically disadvantaged neighbourhood
Teacher exhaustion
Exhaustion, as a key facet of burnout, is one of the most common risks that compromises teacher well-being and contributes to a shortage of teachers. While the school social environment has been identified as an influential context for teacher exhaustion, the relative importance of its different facets remains unclear. This study focused on the most proximal social environment in school and examined the role of teachers’ social experiences with s…
Teachers Can Make a Difference in Bullying
School bullying is a serious problem worldwide, but little is known about how teacher interventions influence the adoption of bullying-related student roles. This study surveyed 750 early adolescents (50.5% female; average age: 12.9 years, SD = 0.4) from 39 classrooms in two waves, six months apart. Peer ratings of classmates were used to categorize students to five different bullying-related roles (criterion: >1 SD ): bully, victim, bully-victim…
An experimental study of teachers' evaluations regarding peer exclusion in the classroom
BackgroundWhile research has documented negative social and academic consequences that occur when students experience peer exclusion, few studies have been conducted to investigate teachers' evaluations of peer exclusion.AimsThis study investigated whether ethnic and gender biases enter teachers' evaluations of classroom peer exclusion that met criteria for bullying.SampleTeachers (N = 740; 77% female) of early and middle adolescents participated…
They Think that I Should Defend”
Victimization and its associations with peer rejection and fear of victimization
BackgroundPast research has shown that peer victimization by bullying is associated with peer rejection and fear of victimization, but little is known about the interplay between victimization and other characteristics in the prediction of these experiences. We assume that the associations between victimization and peer rejection/fear of victimization are moderated by multiple characteristics, including aspects of peer ecology.AimsThe study teste…
They Think that I Should Defend”
Teachers Can Make a Difference in Bullying
School bullying is a serious problem worldwide, but little is known about how teacher interventions influence the adoption of bullying-related student roles. This study surveyed 750 early adolescents (50.5% female; average age: 12.9 years, SD = 0.4) from 39 classrooms in two waves, six months apart. Peer ratings of classmates were used to categorize students to five different bullying-related roles (criterion: >1 SD ): bully, victim, bully-victim…
Victimization and its associations with peer rejection and fear of victimization
BackgroundPast research has shown that peer victimization by bullying is associated with peer rejection and fear of victimization, but little is known about the interplay between victimization and other characteristics in the prediction of these experiences. We assume that the associations between victimization and peer rejection/fear of victimization are moderated by multiple characteristics, including aspects of peer ecology.AimsThe study teste…
Non-inclusive teaching of students with special educational needs in a socioeconomically disadvantaged neighbourhood
An experimental study of teachers' evaluations regarding peer exclusion in the classroom
BackgroundWhile research has documented negative social and academic consequences that occur when students experience peer exclusion, few studies have been conducted to investigate teachers' evaluations of peer exclusion.AimsThis study investigated whether ethnic and gender biases enter teachers' evaluations of classroom peer exclusion that met criteria for bullying.SampleTeachers (N = 740; 77% female) of early and middle adolescents participated…
Victimization and its associations with peer rejection and fear of victimization
BackgroundPast research has shown that peer victimization by bullying is associated with peer rejection and fear of victimization, but little is known about the interplay between victimization and other characteristics in the prediction of these experiences. We assume that the associations between victimization and peer rejection/fear of victimization are moderated by multiple characteristics, including aspects of peer ecology.AimsThe study teste…
They Think that I Should Defend”
An experimental study of teachers' evaluations regarding peer exclusion in the classroom
BackgroundWhile research has documented negative social and academic consequences that occur when students experience peer exclusion, few studies have been conducted to investigate teachers' evaluations of peer exclusion.AimsThis study investigated whether ethnic and gender biases enter teachers' evaluations of classroom peer exclusion that met criteria for bullying.SampleTeachers (N = 740; 77% female) of early and middle adolescents participated…
Teachers Can Make a Difference in Bullying
School bullying is a serious problem worldwide, but little is known about how teacher interventions influence the adoption of bullying-related student roles. This study surveyed 750 early adolescents (50.5% female; average age: 12.9 years, SD = 0.4) from 39 classrooms in two waves, six months apart. Peer ratings of classmates were used to categorize students to five different bullying-related roles (criterion: >1 SD ): bully, victim, bully-victim…
Teacher exhaustion
Exhaustion, as a key facet of burnout, is one of the most common risks that compromises teacher well-being and contributes to a shortage of teachers. While the school social environment has been identified as an influential context for teacher exhaustion, the relative importance of its different facets remains unclear. This study focused on the most proximal social environment in school and examined the role of teachers’ social experiences with s…
Effectiveness of the KiVa anti-bullying program in the Czech Republic
Evaluation of effectiveness of anti-bullying programs could benefit from a more targeted fidelity assessment at the classroom or individual level and from distinguishing between the effects of the main components of the programs and the effects of monitoring. The promising yet non-significant intervention and fidelity effects suggest that schools may require enhanced support and longer implementation time frames than a single school year, especia…
Being disliked and bullied
To better understand chronic bullying, this school ethnographical case study mapped peer rejection processes that fuel bullying. The study focused on a case of a victimized 13‐year‐old girl and analysed observations of the classroom social interactions, interviews with teachers and students' essays. Thematic analysis elucidated how students, together with the class teacher, constructed the girl as having annoying personal characteristics, being a…
Teacher evaluations of interethnic bullying of an Arab student
Interethnic bullying that targets ethnic minority students has serious consequences for the lives of victimized students. Teachers’ evaluations of the bullying are critical because teacher intervention can stop bullying and improve the adjustment of victimized students. Because the literature has documented partially overlapping biases against people of Arab ethnicity and people with refugee backgrounds, this study investigated whether teachers’ …
Non-inclusive teaching of students with special educational needs in a socioeconomically disadvantaged neighbourhood
Peer Dislike and Future School Adjustment in Early Adolescence
Recognizing and Combating Bullying
This study delves into the pivotal role of teachers in identifying and mitigating bullying incidents. Eleven educators, predominantly women, from a high school in central Italy, aged between 47 and 63, participated in the study. Using semi-structured interviews, the research aimed to explore insights, knowledge, and experiences pertaining to bullying and its management. Inductive thematic analysis was employed to discern primary themes and their …
Associations Between School Bullying or Victimization and Students’ Sleep Problems—A Systematic Review and Meta-Analysis
Students experiencing victimization and those bullying others may develop subsequent sleep problems and vice versa. The existing meta-analyses have focused only on cross-sectional associations or longitudinal links from victimization to sleep problems. Therefore, this study systematically reviewed the literature and conducted a meta-analysis of cross-sectional and bidirectional longitudinal associations between victimization or bullying and sleep…
How Affective Relationships and Classroom Norms Shape Perceptions of Aggressor, Victim, and Defender Roles
Reputational peer nominations are a common method for measuring involvement in aggression‐related behaviors, encompassing the roles of aggressor, victim, and defender, but may be influenced by students' affective (dis)liking relationships. This social network study investigated whether dyad‐ and group‐level (dis)liking relationships affect perceptions of classmates' involvement in physical aggression and explored the moderating roles of classroom…
Psychological capital in an integrative JD–R model of teacher burnout
Psychology (10 works) · Bullying, Victimization, and Aggression (9 works) · Developmental psychology (9 works) · Social Psychology (9 works) · Social Psychology (7 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Education Discipline and Inequality (4 works) · Peer group (4 works) · Poison control (4 works) · Political science (4 works)