長久以來學用落差一直是高等教育最被詬病之處，學生在學期間利用課餘工讀或選修校外實習課程，乃至於未來畢業邁入職場，企業選才之道，對人格特質的重視度更勝於其專業度或原畢業學校。且情緒管理並不只是個人的課題，也是學校或企業所需面對的重要課題，因學生或員工的情緒，就像病毒一般具有感染力，若是良好的心情是可以促進彼此間的合作，有利於整體的效率，然而負面的情緒則會影響到工作的效率，並很容易會擴散蔓延。因此，本研究以個案科大的學生為研究的對象，首先，針對大專校院學生個人的背景變項在「人格特質」及「情緒管理」兩構面上的差異性做一比較與確認，再透過相關分析及多元迴歸分析來檢驗大專校院學生其「人格特質」與「情緒管理」兩構面間之關聯性。研究結果發現：（1）從各構面之整體性來看，性別及是否參加過社團兩者，對人格特質及情緒管理兩構面並未發現有顯著性的差異；是否參加過校內外競賽則僅在人格特質上存在著顯著的差異性；至於年級別、學院別及有無工讀經驗三者，則在兩構面皆有發現顯著的差異性存在。（2）大專校院學生之人格特質對情緒管理兩構面間的關係是有著顯著的正向關係。期能透過研究中所獲得學生人格特質與情緒管理的迴歸分析，建立一套人格特質的特性與情緒管理間之自我評估資料系統，讓學生參考，亦將可作為教師教學或班級經營的參考，進而提升教學的成效。

Personality is one of the most important factors for career development. Moreover, emotion management is not only an individual issue, but also an important issue for schools and companies. Good emotion management individuals can promote cooperation and beneficial to the overall efficiency. Conversely, poor emotion management individuals could damage work efficiency. To have a better comprehension of personality and emotion management, a survey of undergraduate students in Taiwan was undertaken. The research results show that: (1) gender and student club participation, have insignificant differences in personality and emotion management; however, year standing, college, and part-time work experience have significant differences in personality and emotion management; (2) there are significant positive corrections on the relationship between personality and emotion management. The theoretical and practical implications of this study are also provided.