The result of studying the ability to affect the anxiety of the out in Etugen University

Abstract

Background: The aim is to determine the student”s level of anixity and ability to selt-regulate their motivation,find out the relationship between lifestyle and habits, and investigate the influencing factors. Aim: An observational study was conducted using a single-mpment design. Materials and Methods: 1. Information was collected by converting the survey card with a questionnaire that studies mental behavior into electronic form. It includes: General information such as age, gender, primary administration, and current addressInformation on identifying risk factors for healthy life, movement, bad habits, and how you spend your free time 2. 40-item anxiety test developed by Spielberg Hanin, 3. A.V. Zverkova, E.V. Scale B, a 30-item covert questionnaire designed to assess the ability to self-regulate self-motivation developed by Eidmana et al. Has a total score of 0-24. In the subscale, a score of 0-16 represents assertiveness and a score of 0-13 represents self-management. 4. Rate your evaluation of 30 narratives on motivation to participate in physical education lessons on a scale of 5 points.5. Data was collected by determining the time spent on mobile phone use, tobacco use, how often alcohol is used, and the time spent on physical activity. Results: 1. Personal anxiety low 4.3%(58), moderate 62.3%(845), high 33.4%(453), situational anxiety 4.2%(57) low anxiety, 42.4% (575) moderate, 53.4% (724) have high anxiety, 69.9% (948) low, 23.4% (317) below average, 5.6% (76) average, 1.1% (15 ) was defined as above average or high, respectively.There is a moderate direct relationship between students’ personal anxiety and situational anxiety (r=0.630**), no relationship between self-regulation of motivation (r=-0.031), and a weak inverse relationship between achievement motivation (r=-0.076**). is relevant 2. Age (p<0.01), mobile phone use (p<0.01), personal anxiety (p<0.01), participation in sports club skits (p<0.003), situational anxiety, love and friendship (p<0.03) mental illness (p<0.03), mobile phone use (p<0.02), participation in sports clubs (p<0.05), attitude to physical activity (p<0.03), personal anxiety (p<0.00), student The ability to self-regulate one’s motivation is influenced by love, friendship (p<0.01), and the level of motivation to achieve success (p<0.00). 3. According to the personal analysis, the student’s age (B=-1.256; 95%CI -1.881; P<0.001) or an increase in age by one year, the situational anxiety will decrease by -1.256 times, and the absence of mental illness (B= -5.464 95%CI --8.127; P<0.001) or not suffering from mental illness reduced situational anxiety by -5.464 times, and physical activity tendency (B=1.361 95%CI -0.459; P<0.003) or situational anxiety by Conclusion: 62.3% (845) of moderate students’ congenital anxiety level:; 33.4% (453) at a high level of anxiety; situational anxiety 42.4% (575); moderate, 53.4 (724); high anxiety and student success motivation level 69.9% (948); 23.4% (317) were identified as below average. As students advance in their studies and age, there is a tendency to decrease in natural anxiety (p<0.01), situational anxiety (p<0.05), and the ability to self-regulate anxiety caused by family relationships. Age (p<0.01), mobile phone use (p<0.01), natural anxiety (p<0.01), sports club participation (p<0.003), situational anxiety (p<0.03) in student anxiety. mental illness (p<0.03), use of mobile phones (p<0.02), participation in sports club section (p<0.05), attitude to physical activity (p<0.03), natural anxiety (p<0.00) and self-regulation of students’ motivation There is a linear relationship between ability, love, friendship (p<0.01), and the level of motivation to achieve success (p<0.00).