Volume 11 - Issue 54
/ June 2022
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https:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2022.54.06.7
How to Cite:
Halian, I., Kurova, A., Semenov, O., & Semenova, N. (2022). Comparison analysis of the correlation between emotional stability
and mental health parameters in athletes of various skill levels. Amazonia Investiga, 11(54), 65-75.
https://doi.org/10.34069/AI/2022.54.06.7
Comparison analysis of the correlation between emotional stability and
mental health parameters in athletes of various skill levels
Взаємозв’язок емоційної стійкості спортсменів різного рівня кваліфікації з
параметрами психологічного здоров’я: порівняльне аналізування
Received: May 11, 2022 Accepted: June 30, 2022
Written by:
Ihor Halian29
https://orcid.org/0000-0002-7257-6477
Anastasiia Kurova30
https://orcid.org/0000-0001-6595-492X
Larysa Stepanenko31
https://orcid.org/0000-0002-2891-9006
Oleksandr Semenov32
https://orcid.org/0000-0002-3839-4725
Nataliia Semenova33
https://orcid.org/0000-0002-5247-7439
Abstract
The purpose of this research is to investigate the
correlation between emotional stability and the
following mental health parameters: personal
anxiety, self-regulation, neuroticism, and life
purpose in athletes of various levels of
qualification. Research methods: the study used
standardized valid methods including standard
questionnaires, r-Pearson correlation analysis, and
Student’s t-test to determine significant differences.
Results. The research was based on the idea of
athletes as self-organization and self-development
subjects. As athletes’ sports qualifications
increased, there was a statistically significant
decrease in personal anxiety, neuroticism, and an
improvement in self-regulation as predictors of
emotional stability (р<.05; р<.01). Diverse life
goals (.233; р<.05) and belief in their
implementation (.437; р<.01) were vital for
athletes’ dischargers. athletes of the highest level
were well aware (.501; р<.01) of the need for
diversity (.382; р<.05) and harmony (.434; р<.05)
of life purposes. Conclusions. The connection
between respondents’ emotional stability and
29
Doctor of Psychological Sciences, Full Professor of the Department Theoretical and Practical Psychology, Lviv Polytechnic
National University, Lviv, Ukraine.
30
Candidate of Psychological Sciences, Associate Professor of the Department of Psychology, National University “Odessa Law
Academy”, Odessa, Ukraine.
31
Candidate of Psychological Sciences, Associate Professor, Department of Psychology, SHEI “Donbas State Pedagogical
University”, Sloviansk, Ukraine.
32
Doctor of Pedagogical Sciences, Full Professor, Head of the Department of General Pedagogy and Preschool Education, Volyn
National University named after Lesia Ukrainka, Lutsk, Ukraine.
33
Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy, Volyn National University named after
Lesia Ukrainka, Lutsk, Ukraine.
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mental health was experimentally proven.
Emotional stability has been demonstrated to have
a positive impact on the development of
respondents’ sports qualifications. The level of
awareness of athletes’ life purposes – complex
dynamic formations that reflect the nature of
knowing their own life situation determined their
psychological well-being.
Key words: sports qualifications, mental health,
health-saving technologies, anxiety, neuroticism,
self-regulation.
Introduction
Emotions play both organizing and disorganizing
functions in human life (Izard, 2011). The
dominance of disorganized types of emotional
manifestations, such as confusion, affect
inadequacy, stiffness of posture, incoordination,
mental slowness, incontinence, and violence, can
be destructive to athletes’ psychological health.
Sports activities might increase the psychosocial
stressors to which the body and psyche will react
emotionally. In playing sports, a common
occurrence is the appearance of sudden changes
in the scenario, which necessitates a rapid
restructuring of the operational picture to help
manage activities in accordance with current
circumstances (Plokhikh, 2021; Plokhikh et al.,
2021).
There are enough studies of the human emotional
sphere in the sports science literature. The role of
temperament as a predictor of stress in general
(Cyniak-Cieciura, 2021) and during the COVID-
19 epidemic’s progression (Hudimova, 2021;
Hudimova et al., 2021; Kharytonov et al., 2021;
Mirucka et al., 2021) is worth investigating.
Anxiety and psychological stress are thought to
be linked to the feeling of life satisfaction and its
dangers, as well as the perception of risk. The
impact of athletes’ personal characteristics in the
development of mental burnout as a result of the
long-term COVID-19 epidemic has been
investigated. Significant differences in the level
of aspiration and self-esteem, as well as
excessive personal anxiety, have been discovered
to contribute to the onset of mental stress in many
athletes.
Sports activities are excessively intense due to
their competitive nature. Emotional stability is an
important component that helps the athlete in
overcoming stressful situations. That is a
personality feature that allows for extremely
successful activities and intentional human
action when faced with adversity. It is frequently
linked to mental states as transient actions of
mental life. All activities and behaviors are
accompanied by mental states, which offer
mental regulation and reflect the human reaction
to the influence of external and internal factors.
Individual personality traits and mental states are
inexorably connected. Individual and synthetic
features of mental activity are determined by the
sum of mental states and personal traits, not
merely the characteristics of its individual
elements, functions, or parties (Popovych et al.,
2021a; 2021b). As a result, it is critical in sports
to consider the unity of athletes’ mental states as
well as their individual characteristics.
Particularly for athletes who have not yet
developed stable personality traits and features.
The coach’s awareness of the pupil’s mental state
and personal characteristics allows them to
account for their variability or stability,
anticipate their development, and apply it to
sports and pedagogical activities (Blynova et al.,
2020b; Popovych et al., 2020c; Tsiuniak et al.,
2020). It’s difficult to account for the impact of
conditions on behavior, activities, and
interpersonal interactions because there isn’t
enough information.
Hypothesis. The authors suggest that emotional
resilience as a fundamental component of mental
health varies according to athletes’ ability levels.
We explain the proposed hypothesis by assuming
that the athlete has a unique set of personality
traits and mental states that will change
significantly depending on the level of
qualifications.
Purpose. The publication’s purpose is to
investigate the correlation between
the emotional stability of athletes of various skill
Halian, I., Kurova, A., Semenov, O., Semenova, N. / Volume 11 - Issue 54: 65-75 / June, 2022
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levels and the following psychological health
parameters: personal anxiety, self-regulation,
neuroticism, and life purpose.
Materials and methods
Methodology. The research was organized on the
understanding of athletes as subjects of self-
organization and self-development. The actions
with the use of psychodiagnostic methods
connected to emotional stability of the individual
formed the methodological basis of the empirical
study of emotional stability as a factor in the
psychological well-being of athletes. This
methodology has been tested in studies by
various authors who have studied the issues of
emotional stability (Halian et al., 2022;
Ivanchenko, 2020; McManama O’Brien et al,
2021), resource approach to stress management
(Blynova et al., 2020a; 2020c; Cyniak-Cieciura,
2021; Popovych et al., 2020e), mental and
emotional burnout (Burke & Greenglass, 1989;
Maslach, 1993; Raedeke & Smith, 2001; Tsaras
et al., 2018), assessing the mental state of
expectations in various activities (Popovych et
al., 2020a; 2020b; 2020d), the role of emotional
intelligence in human life in general (Baudry et
al., 2018; Laborde et al., 2016), activities of
coaches (Tait et al., 2020) and sports coaches
(Aronen et al., 2021). The study of self-efficacy
of future and professional athletes (Afanasieva et
al., 2021, Cheban et al., 2020); patterns of
educational process of respondents (Halian,
2019; Halian et al., 2020) and their value
orientations (Kononenko et al., 2020) were taken
into account. It’s interesting to investigate the
subject’s willingness to behave quickly in severe
conditions related with excessive situations in
various activities (Nosov et al., 2020; Zinchenko
et al., 2020). Stress, emotional resilience,
adaptation, burnout, emotional regulation,
motivation, and psychological well-being were
all addressed in these studies.
A complex of diagnostic methods was chosen
based on the research’s purpose and subject.
With their assistance, the properties of the
examined phenomena were diagnosed, and the
structure of the phenomena was established.
Theoretical analysis and correlation research
were used to fix the difficulties that have been
identified. This allowed us to establish a
connection between the investigated phenomena
and conclude that emotional stability contributes
to the development of mental health in athletes
while participating in sports.
Participants. The study involved (n = 116)
athletes with different levels of sports
qualifications: beginner athletes (n = 55), athletes
dischargers (n = 34) and athletes masters and
candidates for masters of sports (MS) (n = 27).
The average age of the sample was 19.93 years
(SD=3.12, the range of 12-27 years).
Organization of Research. Several
psychodiagnostic instruments were used to
diagnose the researched parameters during 2020
and 2021. Recorded indicators of emotional
expression of the subjects were such scales of 16
PF Cattell test (Cattell, 1973) as “Emotional
resilience” (C), “Cheerfulness” (F),
“Uncertainty” (O), and “Tension” (Q4). The
scale “Self-control” (Q3) of 16 PF Cattell test
and the scale “General level of self-regulation”
of the method “Style of self-regulation of
behavior” (“SSBM”) were used to assess the
subjects’ regulatory abilities (Morosanova,
2004). The “State-Trate Anxiety Inventory”
(“STAI”) (Spielberger, 1971) was used to
evaluate the rate of personal anxiety, and the
“Eysenck Personality Inventory” (“EPI”) was
used to determine the level of neuroticism
(Stolyarenko, 2000). The authors of the article
believe that athletes’ sense of their life’s purpose
is a good indicator of psychological health. The
diagnosed criteria were: high/low awareness of
life purposes, diversity/unidirectionality of life
purposes, belief in the implementation
(realization) of life purposes, and integrative
approach from the “Life Purpose” methodology
(Motkov, 1998).
Procedures. The experiment has been conducted
in the form of an observational experiment.
Emotional stability’s role in the mental health of
athletes has been investigated. Personal anxiety
(“STAI”), neuroticism (“EPI”), and self-
regulation (“SSBM”) were three components that
affect emotional resilience and have been found
and characterized. The 16 PF Cattell test (2014)
identified emotional stability as an important
feature of personality as well as other elements
that express the emotional component of
personality. The “Life Purpose” methodology
(Motkov, 1998) was used to diagnose life
purpose as a mental health indication. The α-
Cronbach index was determined for all
psychodiagnostic methods, and it was found to
be within the average (.8) and at high levels (.9)
for all of them.
Statistical Analysis. The statistical processing of
empirical data and the graphical presentation of
results were accomplished with the statistical
programs “SPSS” v. 26.0 and “MS Excel”. The
correlation coefficient r-Pearson and the
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Student’s t-test were chosen since the acquired
data tend to a normal distribution.
Results
Table 1 presents descriptive statistics of
characteristics that influence the emotional
stability of respondents with varying levels of
sports qualifications.
Table 1.
Descriptive statistics of factors influencing emotional stability in athletes.
Scale
BA (n=55)
AD (n=34)
MS (n=27)
PA
S-R
NT
PA
S-R
NT
PA
S-R
NT
M
50.934
27.913
14.97
48.1739
32.196
13.250
41.8043
37.283
12.850
Min
34.00
21.000
12
17.00
25.000
9
30.00
31.00
9
Max
62.00
35.000
18
61.00
39.000
17
60.00
44.000
17
SD
6.36798
3.154
1.487
7.37354
3.060
2.099
6.1268
3.067
2.059
A
-.450
-.450
.011
-1.599
-.0475
-.178
.733
.0153
.062
E
-.233
-.183
-.079
1.129
.013
-.424
1.333
-.477
-.244
Source: Personal elaboration, 2020-2021.
Note: M – arithmetic mean; Min – minimum; Max – maximum; SD – standard deviation; A – asymmetry;
E – excess; BA – beginner athletes; AD – athletes dischargers; MS – masters of sports and candidate for
masters of sports; PA – personal anxiety; S-R – self-regulation; NT – neuroticism; CM – competitive
motivation; RI – resistance to interference.
We state that the asymmetry (A) data were in the
range from A = -1.599 to A = .733 and excess (E)
were in the range from E = -. 477 to E = 1.333.
This indicates that the data obtained has had a
normal distribution (Gaussian curve). If there is
a tendency toward a normal distribution, there
are parametric values, and the Student’s t-test can
be used.
Table 2 shows indicators of the level of statistical
differences in the elements that affect the
emotional stability of athletes of various levels of
sports qualifications, as determined by the
Student’s t-test.
Table 2.
Indicators of the level of statistical differences of the studied factors of respondents.
Scale
Criterion
Significance
BA & AD (n=89)
BA & МS (n=82)
AD & МS
(n=61)
p≤.05
p≤.01
PA
tSt
1.99
2.63
1.2; р>.05
5.1; р<.01
2.9; р<.01
S-R
tSt
1.99
2.63
5.1; р<.01
8.4; р<.01
3.3; р<.01
NT
tSt
1.99
2.63
2.1; р<.05
6.8; р<.01
2.6; р<.05
Source: Personal elaboration, 2020-2021.
Note: tSt – Student’s t-test; BA – beginner athletes; AD – athletes dischargers; MS – masters of sports and
candidate for masters of sports; PA – personal anxiety; S-R – self-regulation; NT – neuroticism; CM –
competitive motivation; RI – resistance to interference.
As expected, the most significant differences in
all analyzed parameters existed between
beginners and masters of sports (BA & MS) at
the level (p <.01), while the differences between
athletes dischargers and masters of sports (AD &
MS) at the level (p <.05; p <.01) were no less
substantial.
Table 3 presents generalized indicators of the
linear correlation between emotional stability
and the factors that shape it.
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Table 3.
Indicators of linear correlation of emotional stability of athletes and key factors.
16 PF Cattell
Factors
PA
NT
S-R
Emotional Stability
(С)
-.494***
-.512***
.235**
Source: Personal elaboration, 2020-2021.
Note: PA – personal anxiety; NT – neuroticism; S-R – self-regulation; * – р<.05; ** – р<.01; *** – р<.001.
The obtained correlation values of emotional
stability were significant (p <.001) and had a
significant positive correlation with self-
regulation (r = .235) and a negative significant
correlation with personal anxiety (r = -. 494) and
neuroticism (r = -. 512).
Table 4 presents descriptive statistics of
indicators of emotional and regulatory
manifestations of athletes according to the 16 PF
Cattell test.
Table 4.
Descriptive statistics of respondents according to the 16 PF Cattell test.
Scale
Qualification
M
min
max
SD
A
E
C
BA
5.428600
2.836000
8.169000
1.135083
.03216
1.054
AD
5.642500
4.567000
6.825000
.613944
.17191
-.7161
MS
6.505200
4.751000
7.875000
.803203
-.14093
-.2330
F
BA
5.743000
4,567000
6.825000
.597472
-.14658
-.4336
AD
6.114800
5.036000
7.439000
.630344
.07351
-.3434
MS
6.553350
5.262000
7.751000
.615836
-.2107
.2012
O
BA
6.596500
5.467000
8.025000
.665292
.22841
-.3382
AD
6.765350
5.467000
8.025000
.628313
-.04776
-.2742
MS
6.131150
4.886000
7.489000
.633252
.13782
-.1859
Q4
BA
5.376200
2.836000
7.769000
1.111303
-.31271
-.4538
AD
5.097201
3.734000
8.081000
1.059716
-.16915
-.4732
MS
5.893200
3.194000
6.641000
.814337
-.41231
1.0371
Q3
BA
4.967700
3.451000
6.251000
.778247
-.03283
.7124
AD
5.673900
4.243000
7.034000
.764056
.02259
1.1412
MS
6.180750
4.776000
7.379000
.579265
-.41613
.4534
Source: Personal elaboration, 2020-2021.
Note: B – beginner athletes; D – athletes dischargers; MS – masters of sports and candidate for masters of
sports; C – emotional stability; F – restraint / expressiveness; I – emotional sensitivity / emotional
callousness; О – hyperthymia / hypothymia; Q3 – low arrogance / high arrogance; Q4 – low ego-tension /
low ego-tension.
We present graphically the average mean (M) of
semantic parameters according to the method of “Life Purpose” (Motkov, 1998) for athletes of
different levels of qualifications (Fig. 1).
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Figure 1. Semantic indicators of athletes’ life purposes of different levels of sports qualifications
Source: Personal elaboration, 2020-2021.
Note: H – Harmony; E – Effectiveness; BI – Belief in implementation; D – Diversity; U – Unidirectionality;
LA – Low awareness; HA – High awareness; BA – beginner athletes; AD – athletes dischargers; MS –
masters of sports and candidate for masters of sports.
Let’s analyze the interdependence of factors that
determine the factor structure of the readiness of
teachers of rural secondary schools for
innovations in pedagogical activity. Emphasis is
placed on the strongest relationships between
selected factors (Tabl. 5).
Table 5.
Statistical differences of parameters according to the method “Life Purpose”
Scale
Criterio
n
BA & AD
(n=89)
BA & МS
(n=82)
AD & МS
(n=61)
Harmony (H)
tSt
-1.790; р<.0713
-1.583; р<.1074
-2.671**;
р<.0004
Effectiveness (E)
tSt
.427; р<.5637
-3.054**;
р<.0043
-2.683**;
р<.0089
Belief in implementation
(BI)
tSt
1.142; р<.2357
-3.002**;
р<.0016
-2.324*; р<.0291
Diversity (D)
tSt
-2.110*; р<.0293
-.684; р<.5430
-2.257*; р<.011
Unidirectionality (U)
tSt
1.619; р<.1434
-.0892; р<.8921
1.411; р<.1594
Low awareness (LA)
tSt
.896; р<.3281
1.031; р<.4120
2.034*; р<.0375
High awareness (HA)
tSt
.216*; р<.7836
-3.179**; р<.001
-3.541***;
р<.0009
Source: Personal elaboration, 2020-2021.
Note: B – beginner athletes; D – athletes dischargers; MS – masters and candidate for masters of sports;
tSt – Student’s criterion; * – α<.05; ** – α<.01; *** – α<.001.
Table 6 shows the connection between emotional
stability criteria and semantic parameters of life purposes in athletes of various levels of sports
qualifications.
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Table 6.
Correlation indicators of emotional stability and indicators of respondents’ life purposes
Emotional stability
(С)
HA
LA
U
D
BI
E
H
BA (n=55)
.137
-.264*
-.164
-.127
.254*
.163
.116
AD (n=34)
.154
-.162
-.338*
.233*
.437**
.017
.012
MS (n=27)
.501**
-.493**
.013
.382*
.114
.123
.434*
Source: Personal elaboration, 2020-2021.
Note: B – beginner athletes; D – athletes dischargers; MS – masters and candidate for masters of sports; *
– р<.05; ** – р<.01; H – Harmony; E – Effectiveness; BI – Belief in implementation (realization); D –
Diversity; U – Unidirectionality; LA – Low awareness; HA – High awareness.
Discussion
Emotions play a key role in physical culture and
sports. Emotions are expressed through mental
states, which interact with personality features
quite closely. Emotional stability plays a vital
part in this process. Emotional stability in
athletes, according to McManama O’Brien et al.
(2021), can improve athletic performance and
develop life skills. In the context of studying the
emotional stability of athletes and its predictors,
we consider anxiety, neuroticism, and developed
the ability to self-regulation. Our choice is based
on the results of the correlation analysis of
emotional stability and the mentioned
components that form it (see Table 3). An
individual’s sensitivity to competitive stress is
determined by anxiety. It characterizes a
tendency for experiencing, fear, or apprehension
as a personality trait. An athlete’s anxiety comes
from the fear of the social consequences of their
success or failure. Thus, beginner athletes were
diagnosed with anxiety with an average score of
50.93 ± .93 points (Scale Spielberger). Anxiety
at the level of 48.17 ± 1.08 points in athletes. And
at masters of sports, this indicator decreases to
41.80 ± .90 points. The examination of the data
(see Tabl. 1) revealed the dynamics of personal
anxiety decrease as sports talents increase.
Neuroticism is defined by a person’s behavioral
reactions’ emotional instability, which manifests
itself in elevated emotional reactivity, most
commonly in the “anxious anticipation” and
“protest” reactions. Coaches believe that athletes
with a high level of neuroticism are more prone
to competition disruptions and have less
consistent results. According to our findings, the
level of neuroticism among athletes was directly
related to their sports qualifications. Thus, the
average rate of neuroticism in beginner athletes
was 14.97 ± 1.15 points, in athletes dischargers it
decreased to 13.25 ± 1.67 points, and in “MS”
decreased to 12.85 ± 1.58 points (see Table 1).
As the highest form of mental manifestation, we
believe that volitional regulation is the most
important factor of emotional stability in
respondents. The ability to properly recognize
and assess their emotional state, the ability to
influence it, particularly in the form of verbal
self-orders, and the development of the function
of self-control over their behaviors are all
indicators of self-regulation. The presented (see
Table 1) indicators of the general level of self-
regulation testified to its positive dynamics as
sportsmanship improved. athletes with low
qualifications have self-regulation skills at the
level of 27.91 ± .46 points, athletes dischargers
have self-regulation skills at the level of 32.19 ±
.45 points, and masters of sports have self-
regulation skills at the level of 37.28 ± .45 points.
Table 2 shows the significance of differences in
indicators based on the level of qualification.
Sports motivation and resistance to challenges, in
addition to the above-mentioned components of
emotional stability, are also important. The first
demonstrates a passion for sports in general and
for the particular sport chosen. Reflects a desire
for any type of competitive battle, as well as a
readiness to push themselves to their limits
during training and tournaments. According to
several research, highly qualified athletes vary
from mass athletes in their tremendous desire to
succeed in sports. They also want to improve
their personal reputation, get fame, and compete
successfully for the image of the sports team and
the country. The desire for emotional satisfaction
and success are connected with highly proficient
athletes. The second component describes the
internal functional state’s stability and resistance
to various obstacles (Laborde et al., 2016). In this
context, stress resistance is a crucial
characteristic. Researchers recommend teaching
athletes about volitional traits, increasing self-
esteem, developing creative abilities, and using
various ways of mental self-regulation to help
them develop stress resistance (Popovych et al.,
2021a). Training sessions are useful in increasing
beginner athletes’ resistance to overcoming
obstacles and reducing the rate of maladaptation
(Afanasieva et al., 2021). These elements weren’t
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considered in our research because they demand
their own investigation.
It is critical to consider the unity of mental states
and individual features of athletes when
participating in sports activities. In light of the
above discussion, the 16 PF Cattell test (2014)
diagnosed the manifestation of personal
attributes in athletes of different qualifications
(see Table 4). In athletes, depending on their
degree of sports qualifications, average values of
emotional stability (Factor C by 16 PF Cattell
test) increased. Based on the growth of
trustworthy interpersonal relationships and the
desire for leadership, there was an increase in
expressiveness (Factor F by 16 PF Cattell test) as
an indicator of subject happiness. The indicator
of self-control (Factor Q3 by 16 PF Cattell test),
confidence (Factor O), and tension were
significant for sporting activities (Factor Q4). A
low level of tension may indicate a decrease in
sports motivation, possibly relaxation, which
was detrimental to achieving high results. If self-
control helps to act according to plan, show self-
control, to be accurate, to control one’s emotions,
a low level of tension may indicate a decrease in
sports motivation, possibly relaxation, which is
detrimental to achieving high results. This was
typical of athletes dischargers who were unsure
about their future sports, according to our
research. The achievement of all established
goals helped in the normalization of mental
states, the establishment of emotional stability,
and the protection of athletes’ mental health.
Given the articleʼs topic and purpose, itʼs
essential to examine the relationship between
athletesʼ emotional stability and psychological
well-being as a measure of their psychological
health. This can be expressed in a variety of
forms. According to Orap et al., (2021) studies of
the subjective well-being of Ukrainian
adolescents, the general level of life satisfaction
is strongly negatively connected with the level of
general (personal) anxiety. We hypothesized that
the extent of understanding of life
purposes determines the psychological well-
being of responders. Despite the parallelism of
trends (see Fig. 1), the indicators of beginner
athletes and athletes dischargers on the criteria of
“diversity of life purposes” (-2.110; p
<.02938) and “strong awareness of life
purposes” (-2.116; p <.7836) showed substantial
differences (see Table 5). On such factors as
“belief in the fulfillment of life’s purposes” (-
2.324; p <.0291), and “effectiveness of life’s
purposes” (-2.683; p <.0089), there were
statistically significant differences between the
samples of athletes dischargers and masters of
sports, demonstrating the qualitative personal
transformations of athletes when they achieve
high results. The most substantial differences,
however, were shown between subjects who
have just begun participating in sports and those
who have achieved notable results in athletics
(see Tabl. 5). As athletes become more
professional, this highlights the expansion of all
positive factors in their life purposes.
The r-Pearson test’s correlation analysis revealed
a connection between emotional stability and
some indications of life purpose in athletes of
various levels of sports qualifications (see Table
6). Emotional stability and limited awareness of
life purposes have been found to be negatively
correlated in beginner and master athletes (-.264;
p <.05 and - .493; p <.01, respectively). The key
to emotional stability and psychological well-
being for athletes of the highest athletic
qualification is a clear understanding of their life
purposes. Athletes’ understanding of the need for
diversity in their own development, and thus
diversity in life purposes, has grown with the
development of sports qualifications. This ratio
was .233; p <.05, in athletes dischargers, and it
was also at the level of p <.05 with a factor of
.382. Athletes who have achieved a high level of
skill (.434; p <.05) and represented their country
in national and international tournaments exhibit
harmony of life purposes.
The obtained results led to the conclusion that
developing emotional stability necessitates
sufficient willpower, regulatory abilities,
preparedness to overcome challenges, and
suitable motivation. The state of psychological
well-being of athlete as an indicator of their
psychological health was characterized by
statistically significant correlations between
indicators of emotional stability and awareness
of their life purpose, belief in the realization of
life purpose, harmony, and diversity of life
purpose. This supports psychologists’ beliefs that
an individual’s vital purpose is a complex
dynamic formation that reflects the nature of
their awareness of their inner position, conscious
decision, and affirmation.
Conclusions
1. All of the young athletes’ activities were
mediated by emotions, according to the
research. Depending on whether the
athlete’s sports self-determination
was congruent and the influence they
were exposed to, emotional processes
became positive or negative. Emotional
stability was given a significant role in this
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process. In the context of sports, emotional
stability allows for sufficient perception of
emotional variables and occurrences, as well
as emotional independence from them,
preventing emotional stress and promoting
constructive activity in a complicated sports
environment.
2. Personal qualities like personal anxiety,
neuroticism, self-control, and self-regulation
have been discovered to be structural
components of emotional stability. As
athlete’s sports skills improved, there was a
statistically significant decrease in personal
anxiety, neuroticism, and an improvement in
self-regulation as predictors of emotional
stability (р<.05; р<.01).
3. Emotional stability as a determinant in
athletes’ psychological well-being has been
demonstrated to improve as their sports
qualifications develop. Statistically
significant correlations between the studied
variables indicate their functional causal
relationship. The association between
athletes’ emotional stability and their
psychological well-being as an expression of
their mental health has been investigated
(р<.05; р<.01).
4. It has been proven that respondents’
psychological well-being was determined by
their level of awareness of life purposes –
complex dynamic formations that represent
the nature of comprehending their own life
situations. It has been demonstrated that
diversity (.233; p <.05) of life purposes and
belief in their implementation (.437; p <.01)
were significant for athletes dischargers.
Athletes of the highest level of sports
qualification were well aware (.501; p <.01)
of the importance of life purposes such as
diversity (.382; p <.05) and harmony (.434;
p <.05).
5. The hypothesis has been proven,
theoretically substantiated, and empirically
proven that emotional stability, as a key
component of psychological health, is
dependent on different skill levels of athletes
and that the existing individual complex of
personality traits and mental states differs
significantly depending on the level of sports
skills.
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