Ján Dvorský, Martin Čepel, Gabriela Sopková and Anna Kotásková
determinants of Entrepreneurial Startups in a Developing Country. Entrepreneurship and Regional Development, Vol. 20, pp. 111-124.
Okręglicka, M., Havierniková, K., Mynarzová, M., & Lemańska-Majdzik, A. (2017). Entrepreneurial intention creation of students in Poland, Slovakia and Czechia. Polish Journal of Management Studies, Vol. 15 (2), pp.162-172.
Palalić, R., Ramadani, V., Đilović, A., Dizdarević, A., Ratten, V. (2017), „Entrepreneurial intentions of universitystudents: a case-based study”, Journal of Enterprising Communities: People and Places in
S.M. Yasir Arafat, M A Al Mamun and Md. Saleh Uddin
depression literacy status among the first year universitystudents in a public university of Bangladesh. We conducted face to face interviews with D-Lit Bangla to collect data on depression literacy.
Study Subjects: We selected the first-year universitystudents who had completed 12 academic years. Respondents had basic education, were young, had not been in any specialized training, and thus, were unlikely to have an exposure to depression before.
Instrument and Assessment: Data were collected by administrating a semi-structured questionnaire comprising socio
. K., Kelly, S. J., Adams, C. E., & Glazebrook, C. (2013). A systematic review of studies of depression prevalence in universitystudents. Journal of Psychiatric Research, 47(3), 391-400.
Jones, C. N., You, S., & Furlong, M. J. (2012). A preliminary examination of covitality as integrated wellbeing in college students. Social Indicators Research, 111(2), 511-526.
Keyes, C. L. M. (2006). Subjective well-being in mental health and human development research worldwide: An introduction. Social Indicators Research, 77, 1-10. Retrieved from
The article focuses on exploring the way in which Slovakia is viewed as a multicultural society by sampling university students with a survey. For that reason, the aim was to examine the extent that participation in the educational process at university affects opinions held by the university students on the existence of a multicultural society in Slovakia. The theoretical part of the article defines basic key terms associated with the given issue. The aim of the article’s empirical examination is to analyse the formation of opinions of the surveyed students connected with the topic of a multicultural society in the educational process at universities. 200 university students participated in our empirical research. Data were collected in the course of April 2016 through a questionnaire prepared in advance. Processing and subsequent univariant, bivariant and multivariant analyses of the collected data were carried out using the statistical software SPSS 2.
Peter Bakalár, Martin Zvonar, Jaromir Sedlacek, Rut Lenkova, Peter Sagat, Lubos Vojtasko, Erika Liptakova and Miroslava Barcalova
direction of their physical education. In the academic year 2015/16, despite the long-term decreasing trend in the number of universitystudents, 149,031 citizens of the Slovak Republic (together with foreigners, it is 158,659 students) were studying at Slovak universities ( 7 ), accounting for about 2.8% of the whole Slovak population. University education is, for the majority of them, often the last formal learning environment in which they can acquire the knowledge and skills needed to lead an active lifestyle with lifelong positive health benefits ( 8 , 9 ). Research
Alena Cepková, Olga Kyselovičová, Oto Honz, Marián Uváček and Ján Žiška
The article dealt with the assessment of somatic changes of the students at the Slovak University of Technology (STU), Faculty of Mechanical Engineering (FME), specifically expressed by Body Mass Index (BMI) and Waist Hip Ratio (WHR) during the years 2007 and 2013. In total 2228 men were involved in the study and measured upon their entry at the university. It was found out that the values of BMI belonged to the category of average range measured for adults (from 22.96 kg.m-2 to 24.60 kg.m-2) and indicates standard values. Statistically significant differences (p<0.01) were discovered between the years 2011 (23.70 kg.m-2) and 2012 (24.60 kg.m-2), 2012 (24.60 kg.m-2) and 2013 (22.96 kg.m-2). In 2012 participants achieved in average the highest values (BMI = 24.60 kg.m-2), which borders with a moderate overweight. In the contrary, in 2013 the students achieved the lowest values of BMI (22.96 kg.m-2). A slight increase of average BMI values may be observed from the first test in 2007 until 2012. The predominance of standard weight was measured at 71% of the total number of monitored students and the predominance of overweight was measured at 22% of students from the total number of university students. The observation of WHR numbers makes us conclude that during our seven year study no significant differences were discovered in the first five years. The values were stable and from the mean point of view, they do not indicate the risk of development of diseases relating to overweight and obesity. In 2012 and 2013 a slight decrease of WHR values was detected < 0.85. Statistically significant differences (p<0.05) were discovered between the years 2010 (0.854) and 2011 (0.864), and also between 2011 (0.864) and 2012 (0.843). The lowest mean value of WHR was measured when performing the last test in the year 2013 (0.823). There was a statistically significant difference at p<0.05 within the years 2012 and 2013. The highest mean value was discovered in 2011 (0.864). However, the average values achieved in a group of students were lower than 1.0, which can be evaluated as a set with no risk of obesity and overweight disease development.
Studies of informal learning at universities have indicated that social online network Facebook is used for learning purposes. Understanding of self-regulated academic learning processes in which students and their instructors are involved is very important for successful application and use of online social networks in university teaching and learning. This aims to reveal the learning that takes place in online social networks beyond the boundaries of universities such as Facebook, Instagram, Linkedin and related. Research object is the conditions and strategies of self-regulated learning of university students. Research question in this study is the following: “What situations, actions, interactions and consequences construct the content of self-regulated learning in a social network account?” The methodology of constructivist Grounded theory was implemented in the study. The theoretical sampling was conducted in order to involve the research participants into the study and receive the answers to the research question. For data collection were used the individual semi-structured interviews. Convergence of the virtual and the living realities is the core of university student’s self-regulated learning within the virtual space. In total in the study participated 12 research participants. Findings showed that convergence of the virtual and living realities explains university students’ self-regulated learning within the two contexts: the first, academic communication and the second, virtual learning. Self-regulated learning is affected and formed by the learner dependent and the organization dependent conditions. Two learning contexts emerged from analysis of our research data: virtual learning and academic communication. University students SRL strategies can be separated into two categories: self- oriented strategies and strategies, oriented towards others. The research findings revealed four types of intervening factors: technological, image formation, personal and psychosocial. By concluding it could be highlighted that professors and instructors are important players in the process of self-regulated learning of university students. The data grounded in the voices of academics, instructors and administrative staff can provide a deeper understanding of students’ self-regulated learning and enrich the learning results.
Robert Podstawski, Piotr Żurek, Cain C.T. Clark, Ferenc Ihash, Zhanneta Kozina and Aneta Omelan
Introduction. The aim of this study was to evaluate sex differences in anthropometric indicators, body composition, physical fitness, and physiological parameters in young women and men performing extremely strenuous exercise during the 3-Minute Burpee Test (3-MBT). Post-exercise recovery during a 6-minute break was determined in the tested subjects.
Material and methods. Ninety-six university students volunteered to take part in this study (45 women aged 20.05 ± 1.81 years and 51 men aged 20.20 ± 2.71 years). Endurance-strength abilities were determined during the 3-MBT motor fitness test, and body composition was determined with an InBody720 analyser. Data were analysed using a Mann-Whitney U test, with statistical significance accepted at p ≤ 0.05.
Results. The anthropometric indicators, body composition parameters, physical fitness levels (47.22 cycles/3 min), and physiological parameters measured during the 3-MBT were significantly higher in men (VO2avg – 41.57 mL/kg/min, VO2max – 49.67 mL/kg/min, EPOCavg – 11.02mL/kg, and EPOCpeak – 27.84mL/kg) than in women. Women were characterised by significantly higher (p < 0.05) body fat mass (BFM = 18.80 kg) and percent body fat (PBF 28.26%) than men.
Conclusions. Male subjects were characterised by higher values of anthropometric indicators, body composition parameters (excluding body fat), motor fitness levels, and physiological parameters than women, and endurance-strength abilities were 23.75% higher, on average, in men than women.
Pavel Šmela, Petra Pačesová, Stanislav Kraček and Nina Halačová
The aim of the Study was to broaden the findings regarding the performance motivation of the students of the universities in Bratislava segmented according to university type. The research sample comprised 248 undergraduates (males: n = 141; 22.40 years of age ± 1.62 and females: n = 107; 21.78 years of age ± 1.49). A standardised performance motivation questionnaire (PMQ) was used to measure performance motivation (Pardel, Maršálová & Hrabovská 1992). The Kolmogorov-Smirnov test was used to evaluate data normality, while the Kruskal-Wallis test and Mann-Whitney test were used to test the significance of the differences between individual independent selections. The results revealed significant differences in performance motivation (H(5) = 76.730, p = .000, η2 = .307), anxiety inhibiting performance (H(5) = 128.270, p = .000, η2 = .591) and anxiety supporting performance (H(5) = 95.754, p = .000, η2 = .331) among undergraduates of various types of schools. The students of the Faculty of Physical Education and Sport of Comenius University in Bratislava show significant differences (p < .001) in all of three dimensions of performance motivation in comparison with all of the other undergraduates segmented in accordance with various school types. Our findings can be explained by the more intensive sporting activity of the students of the Faculty of Physical Education and Sport, Comenius University.
Ivana Simic Vukomanovic, Sanja Kocic, Svetlana Radevic, Snezana Radovanovic, Dragan Vasiljevic, Vladimir Djordjevic and Slavica Djukic Dejanovic
, Butchart A, Scott J, Vos T. The Long-Term Health Consequences of Child Physical Abuse, Emotional Abuse, and Neglect: A Systematic Review and Meta-Analysis. Plos Med 2012;9(11):e1001349.
5. Nguyen HT, Dunne MP, Le AV. Multiple types of child maltreatment and adolescent mental health in Viet Nam. Bull World Health Organ 2010;88(1):22-30.
6. Simic Vukomanovic I. Assessment of mental health and prevention of mental disorders among Universitystudents (disertation). Kragujevac: Faculty of Medical sciences University of Kragujevac, 2016.
7. Beck AT, Steer RA