Until now, education in South Korea has focused too much on the contents of education, teaching, and learning methods, focusing on how students can acquire knowledge effectively, and not on the feelings of students. This phenomenon will be common not only in Korea but also in countries with an excessive culture of college entrance competition. Students experience a variety of emotions in situations where they are directly linked to achievement such as learning activities or exams, which are called achievement emotion. Achievement emotions affects one's studies as much as the content of education or teaching or learning method. According to a prior studies, students' positive achievement emotions have a positive effect on learning motivations, learning goals, friendships or identity, and negative achievement emotions can have a negative effect on attention dispersion, reducing their participation in class, and disrupting the flow of thought. The question is how to maximize students' positive achievement emotions and minimize negative achievement emotions. In this study, we assumed that the variation of social and emotional competencies would affect students' control of achievement emotions. Social and emotional competence is the competencies to understand, manage and express one’s social and emotional aspects, and it is also emphasized in OECD's competencies research ‘DeSeCo’ and World Economic Forum(2015), and is receiving much international attention these days. Therefore, this study we will conduct an empirical analysis of what achievements Korean secondary school students are currently experiencing, what achievements are different between middle and high school students, and what is the relationship between social and emotional competencies and achievement emotions. The results of this study could provide implications for developing strategies for managing student achievement emotions in countries with similar problems by analyzing how social and emotional competencies affect achievement.

Specific research issues of this study are as follows:

First, what is the differences in achievement emotions between middle- and high- school

students?

Second, is there a differences in achievement emotions according to by the level of social and emotional competencies?

Third, what are the sub-components of social and emotional competencies affect students' achievement emotions?

The subjects of this study were 173 middle school students and 149 high school students in three cities in South Korea and distributed and analyzed the questionnaire. In order to examine students' achievement, we used the AEQ (Achievement Emotions Questionnaire) developed by Peasun et al (2011) and tested validity by Peixoto, Mata, Montaeiro, Sanchees and Peirun (2015) but some modifications have been made to suit the situation in South Korea. Meanwhile, we used the Social Emotional Competence Questionnaire(SECQ) developed and tested validity by Zhou and Ed (2012) to examine the social emotional competencies of students. Students received some gifts in reward for their cognitive overload. The following were used as research methods: First, the independent sample t-test was conducted to analyze whether significant differences in achievement emotions between middle and high school students. Second, we used one-way ANOVA to compare differences in achievement emotions by the level of social and emotional competencies. Third, a multiple regression analysis was conducted to find the which sub-components of social and emotional competencies affect achievement emotions.

The findings of this study are as follows. First, middle school students in South Korea showed higher level of positive achievement emotions, but lower level of negative achievement emotions than high school students. Second, the higher the social emotional competencies, the higher the positive achievement emotions and the lower level of negative achievement emotions. Third, sub-components of social and emotional competencies affecting positive achievement emotions were responsible decision-making and self-management, while self-awareness and self-management appeared to influenced negative achievement emotions.

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