Audrone Dumciene

Burnout and Perceived Stress among University Coaches in Lithuania

Burnout and Perceived Stress among University Coaches in Lithuania: Romualdas Malinauskas, et al. Lithuanian Academy of Physical Education, Lithuania

Personality Traits and Exercise Capacity in Male Athletes and Non-Athletes:

To investigate the relationships between personality traits and athletic capacity, this study compared a sample of 376 young adult men (169 athletes, 207 non-athletes; M age = 23.8 yr., SD = 3.9). 26 lab-based exercise capacity parameters were measured, as well as the Big Five major personality traits using the NEO Five-Factor Inventory. The results indicated that athletes scored higher than non-athletes for Conscientiousness but scores were not statistically different between groups for other personality traits. Team sport athletes scored higher on Extraversion than endurance athletes. All the personality traits were associated with some of the exercise capacity indices; however, these correlations were rather weak (rs < .2).

Axiological logic in the means of e-teaching product interactivity

The aim of the present research was to analyze the methodological possibilities of axiological logic for the sustainability of e-teaching interactivity and manifestation of studentspsila value dispositions. In professional education, it is necessary to take into account value levels that are important for the development of personality individuality and social expression. We suggest a strategy for sustainability of interactivity in e-teaching technologies, applying the laws of axiological logic. Expert assessment of 26 e-teaching courses according to nine criteria is presented. It was established that e-teaching courses were best programmed with regard to realization of systemic approach to solving educational problem, quality of preparation of self-assessment tasks, logical structuring of the material and worse programmed in purposefulness and meaningfulness of the teaching media used in the course processes, value aspect of the course content (suitability and quality of interactivity realizing emotional (affective) educational goals, expressed in the form of affective educational goals), validity of methodology for holistic assessment of the acquired competencies.

The effects of a three-year integrated Olympic education programme on adolescents’ prosocial behaviours

Abstract The concept of Olympic education and its use of moral education to shape the development of personality have received insufficient empirical support. The aim of this study was to examine the effects of an integrated Olympic education programme on the development of prosocial behaviour in adolescents. A natural experimental research design was applied in this study. The pre-test sample included 411 adolescents (aged 13–14) who were randomly selected from schools that had begun to apply an integrated Olympic education programme, along with 430 adolescents from schools without an Olympic education programme. The post-test sample included 381 students from schools implementing the Olympic education programme and 402 students from schools without an Olympic education programme. The revised prosocial tendencies measure was administered to the participants at pre- and post-test time points to assess changes in prosocial behaviour and specifically on six types of prosocial behaviour: public, anonymous, dire, emotional, compliant, and altruistic. The analyses showed significant improvements in prosocial behaviour in adolescents from schools that had implemented an integrated Olympic education programme. Changes in prosocial behaviour following the implementation of an integrated Olympic education programme were observed for the compliant, altruistic, and dire types of prosocial behaviour. In conclusion, these findings suggest that an integrated Olympic education programme effectively encourages prosocial behaviour in adolescents. This study expands our understanding of the efficiency of implementing an Olympic education programme in schools. We suggest that future research should investigate the behavioural changes in students of different ages from perspective of both teachers and students.

Relationship Between Emotional Intelligence and Health Behaviours among University Students: The Predictive and Moderating Role of Gender

This study investigated the role of gender as a potential predictor of health behaviour and potential moderator of the relationship between emotional intelligence and health behaviour. This cross-sectional study included 1214 students (597 males and 617 females). Data were collected using the Schutte Self-Report Inventory and the Health Behaviour Checklist. Stepwise multiple regression analysis was executed with the components of health behaviour as the dependent variables to examine the predictive value of the emotional intelligence indicators as the independent variables. Gender predicted all categories of health behaviours. Only one indicator of emotional intelligence, appraisal, predicted the Accident Control and Traffic Risk Taking categories. The emotional intelligence indicator of social skills emerged only as a predictor of Wellness Maintenance and Enhancement in university students. Gender moderates the relationship between all emotional intelligence indicators and health behaviour components except the relationship between Appraisal and Substance Risk Taking and the relationship between Utilization and traffic risk taking.

Psychological wellbeing and self-esteem in students across the transition between secondary school and university: A longitudinal study

This longitudinal study investigated the psychological wellbeing and self-esteem of students during the transition between secondary school and university. The sample comprised 197 students (82 male; 115 female). The mean age of the students at the start of the study was 18.54 years (SD = 0.78). Students completed measures of psychological wellbeing (Ryff Psychological Wellbeing Scale) and self-esteem (Rosenberg Self-esteem Scale) during their final year of secondary school and again at the start of their university studies. Repeated measures (RM) multivariate analysis of variance (MANOVA) was used to investigate how transition status and gender affected aspects of psychological wellbeing and self-esteem. Multivariate analysis showed main effect of the transition from school to university on psychological wellbeing and self-esteem. Univariate analysis indicated that psychological wellbeing was higher at the start of university studies than during the final year of secondary school, but failed to confirm the effect of the transition on self-esteem. Gender by transition status interactions for two psychological wellbeing dimensions (autonomy and purpose in life) were found.

The aspects of e-learning products quality estimation

The purpose of the work is to estimate the courses of e-learning in the axiological and motivational aspects. It was noted that the estimating methodologies give too little emphasis on the values of training aspects. The quantitative assessments of the quality of the courses of the e-learning are presented, advanced by experts and the students, who used these courses. The expert and student estimation results did not differ significantly (p≫ 0.05). Students evaluated courses better on the aspects of the attention concentration, relevance, confidence than on the satisfaction by them.