health psychology report · volume 4(3), 6 original article background Students are exposed to numerous stressors associated with their integration into their university education, their relationships with friends, and anxiety about the future. Given that stress may be related to university students' academic performance, understanding the coping strategies used by students may be important in facilitating a positive transition to a university setting. The aim of this study was to determine the gender-based variation of strategies for coping with stress used by students, as well as to determine the correlation between these strategies and the students' academic achievements. participants and procedureThe study design was cross sectional and included 376 first-year undergraduate students (227 men and 149 women) enrolled in the physical education and sport programme at the University of Physical Education in Warsaw. The Polish adaptation of Carver, Scheier and Weintraub's Multidimensional Inventory for Measuring Stress Coping -COPE and the mean grade from all first-year university courses (the indicator of academic achievements) were used. resultsMen definitely preferred task-oriented strategies, while women preferred to look for support (instrumental and emotional) and placed higher importance on the focusing on and venting of emotions. Academic achievement correlated positively with task-oriented strategies and negatively with avoidance-oriented strategies. These relationships were partly confirmed by regression analyses. conclusionsThe results of the study provide support for sex differences in the most frequently applied coping strategies. The results also suggest that avoidance-oriented strategies do not facilitate academic achievement, while active coping strategies correlate with greater success in studies.

Background: Achievements in sports shooting are associated with the level of attention and agitation control, which improve to a significant extent the effectiveness of shooters in sports competition. The purpose of this study was to analyse changes in the level of attention and activation in sports shooters after neurofeedback-EEG training. Material and methods:The study included students of the Military University of Technology (27 subjects). The Vienna Test System was used: a test for assessing attention (COG) and a test for assessing the functional activation (FLIM). The measurements were carried out before and after 20 neurofeedback-EEG training sessions oriented towards strengthening the beta frequency (12-22 Hz). To reduce any non-specific effects, investigators were informed not to motivate the subjects. All sessions consisted of 10 rounds. Results:The differences between the first and the second measurement show that the shooters included in the study improved their abilities in terms of the attention level. The subjects performed the task more quickly and accurately during the second measurement. No significant changes were observed in terms of the arousal level. Conclusions:Neurofeedback-EEG training improved the level of attention in shooters but it had no effect on the optimal arousal level in shooters.

backgroundThe aim of the study was to determine the level of self-esteem of physical education and sport students, its diversification according to sex, as well as relationships between self-esteem and the following variables: fluid intelligence, emotional intelligence, social intelligence, and academic performance. participants and procedureA total of 385 first-year undergraduates aged 18-26 years studying physical education and sport at the University of Physical Education in Warsaw participated in the study. The following research tools were used: the Multidimensional Self-Esteem Inventory, Raven's Standard Progressive Matrices Plus, the Emotional Intelligence Questionnaire, and the Social Competence Questionnaire. The average of marks obtained for all courses taken during the first year was adopted as an indicator of academic performance. resultsThe obtained results attest to the high self-esteem of the firstyear students. Male students gave higher ratings for their body appearance and body functioning, personal power and likeability, self-control, and competence. They also indicated a higher level of global self-esteem and identity integration. The highest number of significant positive correlations connected self-esteem and emotional intelligence; slightly fewer correlations existed between self-esteem and social competence. The lowest number of significant relationships was established for fluid intelligence. Only one positive predictor of average evaluations was established in male students (self-control) and female students (competence). conclusionsThe profile of self-esteem of physical education students demonstrates their high self-esteem, especially in areas related to their field of study. Some variations in the components of self-esteem of male and female students reflect the differences between sexes typical for the Polish adult population.key words self-esteem; students; physical education; sex differences; intelligence Self-esteem of physical education students: sex differences and relationships with intelligence corresponding author -Prof.

The purpose of this research was to determine the level of study competences among students of physical education� The study encompassed first-year students aged 18 to 26, who began their studies

psychologiczny portret studenta akademii wychowania fizycznego józefa piłsudskiego w warszawie 1 wprowadzenie Badania właściwości psychicznych studentów najczęściej koncentrują się na czterech kwestiach: 1) określenia właściwości psychicznych na tle populacji ogólnej; 2) ich zróżnicowania w zależności od płci, wieku, kierunku studiów, uczelni i tym podobnych; 3) zmian zachodzących w sferze psychicznej w czasie studiów; 4) związków pomiędzy właściwościami psychicznymi a powodzeniem w studiach. Przedmiotem zainteresowania są przy tym najczęściej cechy szeroko rozumianej osobowości oraz inteligencja jako potencjalne determinanty osiągnięć akademickich. Klasycznym już dziś przykładem mogą być badania studentów krakowskich uczelni 2. Także w Akademii Wychowania Fizycznego w Warszawie badania właściwości psychicznych, głównie osobowości studentów, mają długą tradycję 3. Badania tego typu były realizowane