The presented thesis deals with precieved quality of life among university students, specifically with satisfaction and factors that influence it in subjective evaluation. The aim of the diploma thesis is to find out how the students of the University of South Bohemia in České Budějovice evaluate their quality of life. The research was carried out using the SEIQoL method and a semi-structured interview was chosen as an additional method. The criteria for choosing the respondents was intentional, in this case students of bachelor study of the Faculty of Education, specialization Health Education. The thesis is divided into theoretical and practical part. The theoretical part of the thesis deals mainly with the quality of life, happiness and well-being. The thesis briefly describes the lifestyle and young adulthood period and its characteristics. The practically oriented part is devoted to the research. The resulting data point to the fact that students evaluate their lives positively. The average quality of life index of these students is 72.8 % and the overall satisfaction rating is 72.6 %. From interviews with students I found out which of these life goals are important for the respondents. Respondents mentioned health and healthy lifestyle as the most important goal. All respondents mentioned...

<p>Gifted elementary students in a congregated educational program (n = 165) were compared to gifted peers in regular programming (n = 49) in an urban, Western-Canadian, public, school division. Mean scores on measures of self-concept (Multidimensional Self Concept Scale), classroom environment (Classroom Environment Scale), and student life satisfaction (Multidimensional Student Life Satisfaction Scale) were analyzed. MANOVAs revealed main effects of educational programming and no mediating effects of gender or grade level. Students in the congregated program had lower academic self-concept than students in regular programming, replicating the commonly found Big-Fish-Little-Pond Effect (Marsh, 1987). There was also some weak indication that students in the specialized program had lower satisfaction with "self" than those in the regular program. In contrast, students in the specialized program thought their programming to be more innovative relative to how the other group perceived theirs was. However, all differences were of small-to-moderate magnitude (.5 SDs). Moreover, all scores for all measures were at, or slightly above, levels typically found in normally developing peers. </p>

<p>Gifted elementary students in a congregated educational program (n = 165) were compared to gifted peers in regular programming (n = 49) in an urban, Western-Canadian, public, school division. Mean scores on measures of self-concept (Multidimensional Self Concept Scale), classroom environment (Classroom Environment Scale), and student life satisfaction (Multidimensional Student Life Satisfaction Scale) were analyzed. MANOVAs revealed main effects of educational programming and no mediating effects of gender or grade level. Students in the congregated program had lower academic self-concept than students in regular programming, replicating the commonly found Big-Fish-Little-Pond Effect (Marsh, 1987). There was also some weak indication that students in the specialized program had lower satisfaction with "self" than those in the regular program. In contrast, students in the specialized program thought their programming to be more innovative relative to how the other group perceived theirs was. However, all differences were of small-to-moderate magnitude (.5 SDs). Moreover, all scores for all measures were at, or slightly above, levels typically found in normally developing peers. </p>