Earticle

초록

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.

목차

Abstract
 1. Introduction
 2. Experimental Section
 3. Results and Discussion
  3.1. Analysis of Emotion Characteristics by Gender, Grade, and Family Economic Ability of Learners
  3.2. Analysis of the Relations Between theEmotion and Academic Achievement
 4. Conclusion
 Acknowledgment
 References

키워드

저자

• Heung Kou [ Department of Early Childhood Education, Sehan University, Chonnam 58447, Korea ]
• Young Chun Ko [ Graduate School of Education, Sehan University, Chonnam 58447, Korea ] Corresponding author

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  통합자연과학논문집(구 조선자연과학논문집) [Journal of Integrative Natural Science]

• 간기

  계간

• pISSN

  2005-1042

• 수록기간

  2008~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 405 DDC 505