"Weekly Learning Journal": Emotional self-awareness and achievementement evaluation in high school mathematics
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The influence of emotional self-awareness on academic performance in mathematics among high school students is explored through the implementation of a pedagogical strategy called the Learning Weekly Journal. Emotional self-awareness is particularly relevant in mathematics learning, where emotions such as anxiety and frustration can negatively impact performance. In this context, reflective tools like learning journals help strengthen academic self-efficacy and emotional regulation. This qualitative and descriptive study was conducted with 76 fifth-semester high school students (ages 16–18) enrolled in a calculus course. The main instrument was the Learning Weekly Journal, a reflective diary in which students recorded their emotional and academic experiences related to topics such as rate of change and differentiation. Unlike a conventional diary, this tool is not completed daily; instead, it invites a retrospective look at the week’s learning experiences. At the end of the six-week period, a questionnaire was administered to gather general perceptions about the usefulness of the resource. This study is framed within the cognitive model of emotions proposed by Ortony, Clore, and Collins (1988), known as the OCC model. This model posits that emotions arise from cognitive evaluations of events, agents’ actions, and object characteristics, based on their relevance to an individual's goals and beliefs. This perspective allows for an analysis of how emotions—such as anxiety or curiosity—affect the mathematics learning process by influencing motivation, attention, and student self-regulation. The results revealed a slight predominance of positive emotions over negative ones. Among the most frequently reported emotions were “interest,” “happiness,” and “curiosity,” although “confusion” and “frustration” were also noted. According to the questionnaire, 95% of the students considered the Learning Weekly Journal useful for identifying and managing their emotions during learning. Additionally, 45% reported experiencing satisfaction and joy upon overcoming difficulties, while 25% indicated improvements in their emotional self-regulation. From a metacognitive perspective, 75% stated that the tool helped them reflect on their progress, identify areas for improvement, and consolidate their learning. Overall, the findings suggest that the Learning Weekly Journal is an effective tool not only for deepening understanding of mathematical content but also for promoting emotional well-being and developing reflection and self-awareness skills in upper secondary students.
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