Analyzing the level of mindfulness and entrepreneurship of the university students

Abstract

The aim of this study is to analyze mindfulness and entrepreneurial orientation of university students. The sample of the study involves 534 people in total, 364 of them are males and 170 are females, who studied in Bartın University, School of Physical Education and Sports in 2015-2016 academic year. "Mindfulness Attention Awareness Scale", which has been developed by Brown and Ryan (2003) and adopted into Turkish by Özyeşil et al. (2011) and "Entrepreneurship Scale for University Students" developed by Yılmaz and Sümbül (2009) have been used in the study. Shapiro Wilks normality test has been applied as to whether or not the data demonstrated normal distribution and accordingly as the data was in compliance with the non-parametric test conditions, Mann-Whitney U and Kruskall Wallis tests have been applied. No significant difference has been found between the mindfulness and entrepreneurship orientations of the students according to their genders. However, mindfulness and entrepreneurship scores of female students are higher than those of male students. No significant difference has been found between the mindfulness and entrepreneurship orientations of the students according to their age range. According to the department variable, there is a significant difference between the mindfulness and entrepreneurship orientation of the students who study in the recreation department and other departments (p<0.05). As a result, we can conclude that mindfulness and entrepreneurship level of the female students are higher than those of male students and that age factor is not influential on mindfulness and entrepreneurship orientation, that mindfulness and entrepreneurship orientation of the students of recreation department are higher than those who study in other departments.

The effect of mindful attention awareness on ruminative thought styles: Physical education and sports teacher candidates

“…There are many studies in the literature on mindful attention awareness (Celik, & Cetin, 2014;Cengiz, Serdar & Donuk, 2016;Gulum, 2017;Saricali & Satici, 2017;Kara & Ceyhan, 2017;Deniz, Erus & Buyukcebeci, 2017;Meiklejonh et al, 2012;Schonert-Reichl & Lawlor, 2010;Sample, 2010) and ruminative thought styles (Graham et al, 2018;Gustavson et al, 2018;Robinson & Alloy, 2003;Topcu, 2014;Cilali, 2015;Onayli, 2019;Aksoz-Efe, 2018). When the information above is evaluated as a whole, it is observed that the concepts of mindful attention awareness and ruminative thought can be effective in different areas of life to various extents.…”