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.

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

SummaryStudy aim: The aim of the study was to investigate the relationship between attention and physical endurance (running) and anthropometric parameters of athletes.Material and methods: The study examined 61 students aged 19 to 25 years, divided into two groups: athletes (33 participants) and non-athletes (28 participants). We employed anthropometric measurements and the Vienna System Test, including tools to measure focused attention, such as LVT (visual orientation performance test) and DAUF (test for examination of sustained attention) and the Cooper test to measure endurance.Results: Analysis of the results demonstrated a relationship between attention and physical endurance with median time from LVT (r = –0.552). A relationship was also found between the Cooper test results and the mean time to incorrect answer (r = –0.900).Conclusions: The analysis demonstrated a relationship between attention, physical endurance and anthropometric parameters of athletes.