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영어

The purpose of this study is to investigate the emotion effects on academic achievement for university students. The results are as follows. Resulting on the each emotions difference by the statistical variables, anxiety scores by gender showed a significant difference in the p<.01 level(F=7.685). The males anxiety(2.478, standard deviation: 0.180) had significantly lower scores than females(3.076, standard deviation: 0.168). But fear, anger, activity, and sociability scores were not significantly different respectively between male and female students. To see the emotions effect of academic achievement, the analysis method of the linear regression line was used. As the result, anxiety, fear, anger, activity, and sociability did not significantly influence academic achievement. And so unlike previous methods, the analysis method of the quadratic regression curve was used. As the result, anxiety, fear, anger, activity, and sociability showed did significantly influence academic achievement respectively within 5% of statistical significance level, to more than F=3.06. Therefore, the values on academic achievement of the each anxiety, fear, anger, activity, and sociability showed a quadratic regression curve. That is, [Academic achievement]=-0.9685×[Anxiety]2+5.1342× [Anxiety]+8.2679,[Academic achievement]= -1.0638×[Fear]2+5.5694×[Fear]+7.5635,[Academic achievement]=-1.3497×[Anger]2+9.1284× [Anger]+0.6720,[Academic achievement]=-1.0589×[Activity]2+7.4386×[Activity]+1.8272,[Academic achievement]=-1.6830× [Sociability]2+11.2325× [Sociability]-3.8258. Therefore, we were able to determine the following conclusions. First, we were able to predict the degree of academic achievement by the each emotions scale. Second, when the each emotion scores of students was a moderate, the academic achievement was most excellent. So, in order for the students to become higher academic achievement, the maintenance of medium degree of the each emotions scores is required.