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  The Study was made for the purpose of defining what kind of effects social athletics give to humanity formation and what is the superior character of humanity in participant groups.
  The study stands on the principle that the formation and rariation of personality changes and develops due to circumstances. for the study, 8 groups were selected, which were composed of 436 participants and 427 non-participants in socal Athletics.
  The tool is the humanity-checking list for elementary, school highschool, University and general public, reated by Prof. Jeong, Bum Mo.
  The list was checked thru self-administration methods entry.
  The study was concluded as follows.
  1) With comparison of Male elementary school participant groups there appears a very high significance(P＜.001)in Dominance, stability discretion and Sociality, In activity there appears no significant difference, while participant groups are slightly high. On the other hand, in impulsiveness non-participant groups show a high significance(p＜.01)
  2) With comparison of Female Elementary school participant groups there appears a very high significance(p＜.001) in fields such as Dominance, stability, discretion, and sociality. In activity and impulsiveness there is no significant difference, while in activity participant group, but in impulsiveness non participant groups, shows a slightly high significance respectively.
  3) With comparison of male adult groups, in stability and impulsiveness there appears a high significant difference(P＜.001), while in stability participant groups, but in impulsiveness non participant groups show a high significance respectively. Indiscretion non-participant groups show a higher significance (P＜.01). And in activity, Dominance, Sociality there is no significant difference, while in activity and Dominance non-participant groups but in sociality participant groups show a slightly high significance.
  4) With comparison of female adult groups, in activity, stability and impulsiveness there appears a high significant difference(P＜.001), while participant groups in activity and stability as well as non-participant groups in impulsiveness show a higher significance respectively. In sociality participant groups show a high significant difference(P＜.01) while no significant difference in Dominance and discretion appears but participant groups show a slightly high signficance.
  5) With Comparison of 4 elementary school groups, in Dominance, stability, discretion, and soiality 2 participant male and female groups show a significant difference(P＜.001).
  In impulsiveness male participant groups show a lower significant difference(P＜.01). In activity no signficant difference appears.
  6) With comparison of 4 adult groups, in stability all of male and female participant groups show a high significant difference, while in impulsiveness 2 non-participant male and female groups show a high significant difference. In activity also there appears a significant difference(P＜.001) with a low significance in female non-participant groups. In the rest groups there is no significant difference. And in Dominance, discretion and sociality there appears a significant difference (P＜.05). In Dominance and sociality female non-participant groups show a significant difference, while in discretion male non-participant groups show a significant difference.
  7) With comparisom of 4 participant groups. in stability there appears a significant difference(P＜.001), but there is no significant difference between female elementary school children and male adults. In Dominance, impulsiveness, discretion there appears a significant difference(p＜.01).
  In Dominance there is a difference between elementary school children and adults. In impulsiveness, there is no difference

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