Abstract
People in general and university students in particular in this era face psychological pressures and conflicts that may be due to personal experiences and the conditions of the society in which they live as a result the unstable security, economic and social conditions that the country has gone through, and this comes from the negative effects that touch all areas of life, including their enjoyment of life, as its impact negatively affected the personality of individuals and students, which made them live in perpetual anxiety, and this was confirmed by the outcomes of the Zaidi and Hazza study (1997: 113). In that university students suffer from psychological pressures that reduce the fun of life which caused many of them being dissatisfied with their lives and not enjoying life due to the absence of meaning and the will that drives them to work. So, they feel powerless and all of this was enough to hinder them from enjoying life positively and effectively. Based on the foregoing, the research problem can be determined by the following questions:
Do the university students who enjoy life have the will power? How much will willpower contribute to enjoying life for female students? The study has determined the current targets, which are the level of enjoyment of life and will power among kindergarten students, the importance of the differences in the relationship between enjoying life and willpower among kindergarten students, according to the variable of the school stage, and the extent to which willpower contributes to enjoying life among kindergarten students.
The researcher relied in her study on the relational descriptive approach and on two tools, namely the measure of enjoyment of life and the power of will.
The researcher has built a scale to enjoy life and it consists of (3) components which are (cognitive component, emotional component, behavioral social component). As well as verifying its sincerity and reliability through the following procedures. Extract sincerity using the apparent sincerity method using a square like any other, and the building is certified as the places of stability, and the lowest degree (33). Theoretical average is (99). The scale was applied to a sample of (200) students chosen randomly from the Kindergarten Department for the academic year (2019/2020). As for the measure of willpower, the researcher adopted a scale (Najaf, 2014) consisting of (three) areas which are (boldness, control, and persistence). It was extracted using a retest method and reached (84.0) and the Fakronbach coefficient (82.0). The scale is in its final form of (27) items and the highest score on the scale (135) is the lowest possible degree (81). The scale was applied to a sample consisting of (200). A student randomly selected from the Kindergarten Department for the academic year (2019/2020).When statistically treating the study data by using the correlation coefficient (Pearson) and T-test for two independent samples, the (Fakronbach equation), T-test for one sample, T-test for the correlation coefficient, Z-test, regression analysis, the results yielded that kindergarten students have a level of enjoying life based on the differences between the arithmetic mean and the hypothetical mean.
The research sample possesses a high willpower based on the differences between the arithmetic mean and the hypothetical mean. There is no difference in the relationship between enjoyment of life and willpower between students of the first and second stages, the first and the third, the second and the third, the second and the fourth, the third and the fourth, but there is a difference between students of the first and fourth stages. In completion of the current research, the researcher presented a number of recommendations and proposals

Key words: Life enjoyment, will power, and kindergarten students.