The purpose of this study is to compare the social appearance anxiety levels of university students studying in different fields. Social appearance anxiety scales which were filled in by 481 students were assessed in the study. T-test and one way ANOVA were used for statistical analysis, while LSD tests were used to find out differences.Social appearance anxiety scale scores were found to be higher in male students when compared with female students. No statistically significant difference was found between social appearance anxiety scale scores in terms of genders (p>0.05). In terms of field of education, social appearance anxiety scale scores of students receiving sport education were found to be lower than the scores of students receiving art and music education and the highest social appearance anxiety scale scores were found in students in the department of educational sciences. Statistically significant difference was found between social appearance anxiety scale scores in terms of field of education (p<0.001).As a conclusion, it was found that sport education caused a higher decrease in social appearance anxiety when compared with fine arts education, while fine arts education caused a decrease in social appearance anxiety when compared with students who received neither sport nor fine arts education. In terms of social appearance contribution, it is thought that art and music education have similar effects to those of sport. Giving sport education to students who are not receiving sport education or making them do sport and giving those interested in sport a chance to be interested in art can be a factor in decreasing social appearance anxiety.

The aim of the study is to compare the state and trait anxiety situations of social science students and fine arts students during the exam period.145 of the State and Trait anxiety inventory administered surveys of students were assessed. Independent t-test was used for statistical procedures. During the exam period, while the status scores of the students studying fine arts were 49.57 with the continuity score of 23.72, status scores of social studies students that do not study fine arts were found to be 51.25 with the continuity score of 27.02. It has been found that status and the continuity score of the students studying fine arts is significantly lower than students not studying fine arts (p<0.05). In all students, it can be said that there is a high level of state anxiety and low level of continuing concern during the examination period. In addition, the education of fine arts at universities can reduce the anxiety level of students. Students who do not have arts education can take art lessons or participate in creative activities. All students are advised to take precautions to reduce their situational anxiety concerns during the examination periods.

The purpose of this study is to investigate the hopelessness level and personality traits of university students who are studying in the Department of Painting Education and Basic Education. 340 students participated in the Beck Hopelessness Scale and Self Identification test for the study. T test, one-way ANOVA and LSD tests were used in statistical procedures. There was a significant difference between fine art students and basic education student for hopelessness test at p<0,001 and for characteristics test at p<0,05. There was a significant difference depending on gender and major for both hopelessness scale and characteristics test (p<0,05). On the hopelessness scale, all students are in mild hopelessness group. According to selfidentification scores, it can be said that students have well balanced characteristics. It is thought that having low hopelessness level may be related to having good characteristics score. It can be said that having a college level art education could have positive effects on personality by decreasing hopelessness level in both men and women. To decrease hopelessness levels and increase positive characteristics, people should be encouraged to get art education.