Events

The SELFID Lab actively contributed to the 2026 Biennial Meeting of the International Society for Research on Identity (ISRI) through research presentations and international collaboration initiatives. 

Daria Dodan presented "Science Identity in Early Adolescence: Adaptation and Validation of Two Measures for Personal and Social Science Identities" (with Prof. Dr. Oana Negru-Subțirică)

Andreea Florea presented "Who Is in Charge? The Longitudinal Interplay of Academic Achievement, Ease and Difficulty Mindsets, and Effort Beliefs" (with Negru-Subțirică, Prof. Daphna Oyserman, and Dodan). 

Additionally, Prof. Dr. Negru-Subțirică co-facilitated the pre-conference workshop "No Man Is an Island: International Collaborations and Networking" with Prof. Kazumi Sugimura (Hiroshima University), focused on building cross-cultural research partnerships.

The LEARN workshop, "Educational Inequalities Across Europe and Policy-Related Challenges During Acute Social Crises and a Changing Political Environment," brought together researchers, educators, and policymakers over two days to discuss findings from the European LEARN project and their implications for policy and practice.

Hosted by Babeș-Bolyai University's Department of Psychology and organized by the UBB LEARN team (Prof. Dr. Oana Negru-Subțirică, Dr. Renata Heilman, Res. Dr. Raluca Diana Szekely-Copîndean, and PhD Candidate Daria Dodan), the workshop emphasized that reducing educational inequalities requires coordinated action at both policy and community levels.

The event reflects the mission of the Self and Identity Development Laboratory, led by Prof. Dr. Oana Negru-Subțirică, to connect research on identity development with real-world educational practice and policy.

In November 2019 the Self and Identity Development Lab attended the first transnational meeting of the PROMIS project in Warsaw, Poland. The project is coordinated by Babeș-Bolyai University (project director associate professor Oana Negru-Subtirica). Seven partner organizations from 6 countries took the first steps towards elaborating research-based instruments that will help students better understand what social inclusion is and how they can develop their competences when interacting with marginalized groups.

Starting from the need to guide youth in the “post-truth” world they live in, one in which they increasingly rely on information from unverified and often undocumented sources, the partnership will develop:

• The BUILD curriculum, addressing social inclusion skills and competences in students;
• A gamification manual of the BUILD curriculum;
• A gamified online e-learning platform, as a hub for the project curriculum and online course;
• A modular online course, eBUILD, integrated in the e-learning platform.

The project partners are: Babeș-Bolyai University (coordinator), University of Bologna (Italy), University of Bordeaux (France), Cardinal Stefan Wyszyński University in Warsaw (Poland), Kaunas University of Technology (Lithuania), Utrecht University (Netherlands), and eLearning & Software (Romania).

With more than 140 participants from over 30 countries and the scientific committee formed from the top researches of the field, the three-day event was a great opportunity for the dissemination of the latest studies in identity and self in emerging adulthood research.  The conference included two days of conference and one day of post-conference master workshops. Activities included events as a key-note address, master lectures, round table, panel discussion, and a special event (i.e., “Ask Arnett”). For more information please visit http://ssea.org/conference/Identity

Through this webinar we aimed to address how the development of vocational identity in adolescence and vocational skills influence one another, and how these two processes closely support each other as young people prepare to enter the workforce. We have emphasized the ways in which the knowledge in the literature related to the field of identity development and career guidance can be implemented in practice, offering concrete, evidence-based strategies for teachers, school counselors, and parents who support adolescents through this important developmental stage.

The purpose of this event was to make the results of our research known to our collaborators (teachers, school counselors, psychologists) and to create a favorable framework for linking scientific research to everyday reality. We brought together practitioners and researchers to openly discuss how our findings on identity and self-development can be translated into concrete, practical tools for classrooms, counseling sessions, and everyday work with children and adolescents, while also fostering real dialogue between academic research and everyday practices today.

Through this workshop, we aimed to facilitate the career development process through interactive self-knowledge activities. Thus, we have tried to be more aware of the values and interests that guide our career path and how we can relate career goals to these values and interests. Participants engaged in guided reflection exercises and group discussions designed to help them identify what matters most, and to translate that self-awareness into concrete, achievable career goals through practical, hands-on activities and honest group discussions during the workshop.