The present study aimed to investigate motivations for the dual career of European student-athletes living in countries providing different educational services for elite athletes: State-centric regulation-State as sponsor/facilitator (State), National Sporting Federations/Institutes as intermediary (Federation) and Laisser Faire, no formal structures (No Structure). Therefore, the European Student-athletes' Motivation towards Sports and Academics Questionnaire (SAMSAQ-EU) was administered to 524 European student-athletes. Exploratory Factor Analysis, and Confirmatory Factor Analysis were applied to test the factor structure, and the reliability and validity of the SAMSAQ-EU, respectively. A multivariate approach was applied to verify subgroup effects (P ≤ 0.05) according to gender (i.e., female and male), age (i.e., ≤ 24 years, > 24 years), type of sport (i.e., individual sport and team sport) and competition level (i.e., national and international). Insufficient confirmatory indexes were reported for the whole European student-athlete group, whereas distinct three factor models [i.e., Student Athletic Motivation (SAM); Academic Motivation (AM); Career Athletic Motivation (CAM)] emerged, with acceptable reliability estimates, for State (SAM = 0.82; AM = 0.75; and CAM = 0.75), Federation (SAM = 0.82; AM = 0.66; and CAM = 0.87) and No Structure (SAM = 0.78; AM = 0.74; and CAM = 0.79) subgroups. Differences between subgroups were found only for competition level (P < 0.001) in relation to SAM (P = 0.001) and CAM (P < 0.001). For SAM, the highest and lowest values emerged for Federation (national, 5.1 ± 0.5; international, 5.4 ± 0.5) and State (national, 4.5 ± 0.9; international, 4.8 ± 0.7). The opposite picture emerged for CAM (Federation: national, 3.3 ± 0.7; international, 3.5 ± 0.9; State: national, 5.0 ± 0.8; international, 5.0 ± 0.9). Therefore, despite SAMSAQ-EU demonstrated to be a useful tool, results showed that European student-athletes' motivation for dual career has to be specifically investigated according to social contexts.

Health literacy, a more complex concept than knowledge, is a required capacity to obtain, understand, integrate and act on health information [1], in order to enhance individual and community health, which is defined by different levels, according to the autonomy and personal capacitation in decision making [2]. Medium levels of Health literacy in an adolescent population were found in a study conducted in 2013/2014, being higher in sexual and reproductive health and lower in substance use. It was also noticed that the higher levels of health literacy were in the area adolescents refer to have receipt more health information. The health literacy competence with higher scores was communication skills, and the lower scores were in the capacity to analyze factors that influence health. Higher levels were also found in younger teenagers, but in a higher school level, confirming the importance of health education in these age and development stage. Adolescents seek more information in health professionals and parents, being friends more valued as a source information in older adolescents, which enhance the importance of peer education mainly in older adolescents [3]. As a set of competences based on knowledge, health literacy should be developed through education interventions, encompassing the cultural and social context of individuals, since the society, culture and education system where the individual is inserted can define the way the development and enforcement of the health literacy competences [4]. The valued sources of information should be taken into account, as well as needs of information in some topics referred by adolescents in an efficient health education. Schizophrenia is a serious and chronic mental illness which has a profound effect on the health and well-being related with the well-known nature of psychotic symptoms. The exercise has the potential to improve the life of people with schizophrenia improving physical health and alleviating psychiatric symptoms. However, most people with schizophrenia remains sedentary and lack of access to exercise programs are barriers to achieve health benefits. The aim of this study is to evaluate the effect of exercise on I) the type of intervention in mental health, II) in salivary levels of alpha-amylase and cortisol and serum levels of S100B and BDNF, and on III) the quality of life and selfperception of the physical domain of people with schizophrenia. The sample consisted of 31 females in long-term institutions in the Casa de Saúde Rainha Santa Isabel, with age between 25 and 63, and with diagnosis of schizophrenia according to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). Physical fitness was assessed by the six-minute walk distance test (6MWD). Biological variables were determined by ELISA (Enzyme-Linked Immunosorbent Assay). Psychological variables were assessed using SF-36, PSPP-SCV, RSES and SWLS tests. Walking exercise has a positive impact on physical fitness (6MWD -p = 0.001) and physical components of the psychological test...

Las universidades, en su rol de formadoras, deben proporcionar un ambiente académico que favorezca la calidad de vida (CV) de los estudiantes. Objetivo: Determinar los factores que se relacionan con la CV y Satisfacción en estudiantes de Enfermería. Material y método: Investigación transversal, descriptiva y correlacional. Realizada en estudiantes de Enfermería, Universidad de Concepción, Chile, año 2009. La muestra formada por 228 estudiantes. Se aplicó Cuestionario Calidad de Vida y Satisfacción (Q-LES-Q) y cuestionario con variables académicas y extraacadémicas, previo consentimiento informado. Se utilizó estadística descriptiva, coeficiente r de Pearson, regresión lineal; ANOVA de un factor, con prueba post-hoc hSD de Tukey, y prueba t de Student. Resultados: Los estudiantes mostraron niveles buenos y muy buenos de CV y Satisfacción (90,4%), pero refirieron baja percepción en apoyo docente, flexibilidad malla curricular (ambos con 35,9%), y discriminación de la comunidad académica (37,7%), aunque ninguna se relacionó con el nivel de CV y Satisfacción. El análisis bivariado mostró relación estadísticamente significativa entre CV y Satisfacción y las variables: éxito académico, roles del estudiante, relaciones sociales y apoyo familiar. Conclusión: Existen factores académicos y extraacadémicos presentes en la CV y Satisfacción de los estudiantes. La variable roles del estudiante presentó relación inversa a la esperada, donde el grupo con multirroles presentó mejor CV y Satisfacción que los grupos birrol remunerado, no remunerado y unirrol.

This article aims to analyse the motivational factors, which influence students to study abroad, taking as a case study the student flows directed to the University of Coimbra in Portugal and the University of Groningen in Netherlands. The theoretical framework is complemented by a push-pull factors model of both cities and universities. The paper uses a quantitative approach based in a questionnaire survey of a sample of 507 students. The motives for studying abroad are different according to University and type of student registration. There are no significant differences between attractiveness factors of the two cities but there are significant differences when the global indexes of attractiveness of the universities are compared. This data provides empirical evidence that can be used by higher education institutions, local and central governments in the development of educational and touristic strategies.

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Enquadramento: apesar da prática regular de atividade física influenciar positivamente a saúde emocional e física dos estudantes do ensino superior, a prevalência de inactividade física é elevada. Objetivos: realizar diagnóstico de situação relativamente à atividade física da comunidade académica; planear e implementar intervenções de promoção da atividade física mediante diagnóstico realizado; reduzir o sedentarismo na comunidade académica. Metodologia: investigação-ação desenvolvida numa Escola Superior de Saúde da região centro de Portugal. Amostragem não probabilística por conveniência. Este artigo descreve o 1º Ciclo desta investigação, no qual se realizou o diagnóstico de situação de prática de atividade física, com questionário de caraterização sociodemográfica, Questionário Global da Atividade Física e Focus Grupo. Elaborou-se um plano estratégico de promoção de atividade física e iniciou-se a implementação. Análise dos dados quantitativos através do Statistical Package for the Social Sciences, dos qualitativos seguiu-se os pressupostos de Bardin. Resultados: 53,52% dos participantes eram ativos insuficientes, 24,65% inactivos; com média de tempo sentados 6,86 horas. No Focus Grupo sugeriram implementação de atividades em grupo e do “Gymbreak”. Conclusão: a conceção do plano assentou nos eixos de intervenção integrados na estratégia nacional para actividade física, respondendo às recomendações da Direção-Geral da Saúde e envolvendo ativamente a comunidade académica.

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We hypothesized that student-athletes’ athletic identity and motivation are influenced by their own institutions sport policies. The aim of the study is twofold: a) to validate a measure of athletic identity among Portuguese college students; b) to analyze the effects of 3 different types of college policies on identity and motivation. This study used a quantitative design. 201 Portuguese student-athletes answered to two questionnaires, BIMS (Baller Identity Measurement Scale) and SAMSAQ (Student Athletes Motivation towards Sports and Academics Questionnaire). To comparative purposes, three types of university were considered according to their institutions’ sport policies: type 1 (i.e sport organized exclusively by higher education institutes (HEIs)), type 2 (i.e organized by HEIs and/or student associations) and type 3 (i.e organized outside the HEIs). The CFA showed the adjustment of the model of BIMS with two factors for Portuguese student-athlete (emotions and exclusivity) (CFI: 0.918, RMSEA: 0.123) and the SAMSAQ with three factors (academic motivation, motivation to be a studentathlete, motivation for a sports career) (CFI: 0.933, RMSEA: 0.106). This was the first time that these instruments were combined to analyze the Portuguese reality. The findings show that the micro and meso environment of the university seems to shape the perceptions and feelings of the students about their participation in sport. An important practical implication is that the higher expression of satisfaction came from universities where the students had a stronger implication in the activities´ organization and management. For policy makers this is a significant contribution for decision making about dual career.