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Graph 1 also includes the distribution of how students in the study evaluate their free time periods. According to the results of the analysis, 31.8% (n = 261) of the participants participate in home events by participating in domestic events, 32.1% (n = 264) by participating in physical activities, 18.4% (n = 151) to cultural or artistic events By joining 8.2%, 8.2% (n = 67) by participating in the activities made in the open area, 3,8% i (n = 31) by participating in tourist activities,

626 Posters 627 Graph 2. The views on recreative facilities of the participants’ universities provide t test scores according to the genders of the students in the study. According to the test results, accompanying women and men accomplish motivation to recreative activities (T.05; 2.232; p <0.05; 2.232; p <0.05), to know (T.05; 3.861; p <0.05), warning (T.05; 4.245; p <0.05) and In the sub-dimensions of identification (T.05; 2,859; p <0.05) showed significant differences. The success of men was significantly higher than the score of the sub-dimension score (3.557 ± 1,317) from women's score (3.489 ± 1,438). Women's sub-size (5.179 ± 1,253), alerting sub-size (4.928 ± 1.344) and identification sub-size (5.161 ± 1,344) and scores of the identification sub-size (4.816 ± 1.29) to know the sub-dimension (4.816 ± 1.29), stimulating sub-dimension (4.514 ± 1.308) and The identim sub-size was significantly higher than (4.884 ± 1,347) points (Chart 4). Graphic 4. T-test scores according to the gender of the participants Test scores according to gender Test scores Graph 3 also includes scores of the free-time motivation scale sub-dimensions in the study in the study. Accordingly, the highest score (4.97 ± 1323) received by the sample group (3.18 ± 1,549) in the lower dimension (3.18 ± 1.549) are the lower dimension of motivation (graph 3). 6 5 4 3 2 3.5 3,4 4,4 4,6 4,8 5,1 4,9 3,1 3,1 4,5 4,8 5,1 Male Female Graphics 3. Participants' szmö scores 1 0 Exerciser Ratings 1 0 Exercise Edit Know the Esk Uya Life Motiv ASY ASSPLESS AVAIL ASIM CONDUCTION Table 2 also includes the results of Anova test according to the students of the students in the study. According to the test results, Besio students achieve the motivations of participation in recreative activities according to the sections they have learned (F3,821; 3.973; p <0.05), to know (f3,821; 5.430; p <0.05), alerting (f3,821; 3.788; p < 0.05), motivation (F3,821; 7.326; p <0.05), import (f3,821; 5.870; p <0.05), and identification (f3,821; 3.370; p <0.05) showed significant differences in sub-dimensions, external In the sub-dimension of the regulatory, it did not differ significantly (F3,821; 1.483; p> 0.05). The second stage test results are the table (Table 2).

628 Posters 629 Table 2 According to Parts Anova Results Leisure Motivation Section N SS F P Points to achieve External Regulation Stimulating Motivational Powered Distance 212 3,401 1,35 Management 283 3,40 1, 283 3,61 1, 31 Recreation 92 3,67 1,49 Total 822 3,67 1,35 Teachers 212 4,43 1,25 Teachers 235 4,68 1,26 Administration 283 4,34 1,40 Recreation 92 4,75 1,28 Total 822 4,76 1,32 Teachers 212 4,76 1,38 Coaching 235 5,08 1,12 Management 283 4,83 1,32 Recreation 92 5,30 1,25 total 822 4,93 1,28 Teaching 212 4 48 1,35 Coaching 235 4,66 1,19 Management 283 4,64 1,36 Recreation 92 5,04 1,46 Typical 822 4,65 1,33 Teaching 212 3,37 1,46 Coach 235 2,91 1,56 Administration 283 3,40 1.51 Recreation 92 2,79 1,64 Total 822 3,18 1,54 Teachers 212 4,41 1,37 Coaching 235 4,60 1,22 Management 283 4,62 1, 23 Recreation 92 5,06 1,04 1,43,23 Difference Tukey 3,97,008 2-3 * 5,43,001 1-2 * 1-4 * 3,78,01 1-4 * 7,32,000 5,87,001 1 -2 * 1-4 * 1-4 * 2-4 * 3-4 * total 8 22 4,61 1,26 identim teaching 212 4,79 1,36 3,37,01 1-4 * Result Coaching 235 5,09 1,24 Management 283 4,92 1,34 Recreation 92 5,25 1,32 A total of 822 4,97 1,32 The findings obtained in this study show that the gender is the impact of the motivate level to recreative activities (p <0.05).

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