Emotional and Behavioral Insights and Impacts From a Digital Reflective Tool for Learning Advisors

Abstract

While several studies have examined the use of reflective tools to enhance the well-being of teachers and other helping professionals, little research exists on their use with learning advisors (LAs). To address this gap, we developed EmotioNote, a digital application-based tool, based on Gibbs’ Reflective Learning Cycle (1988) and incorporating Brackett’s (2025) Mood Meter, refined through multi-stage piloting. This study examined the perceived influence of EmotioNote on the emotions and advising practice of six LAs at Japanese university self-access centers. Using a multi-stage mixed-methods design, participants used the application multiple times to reflect on advising sessions within a semester. A post-intervention survey collected quantitative and qualitative responses, followed by optional interviews. The qualitative data from both the surveys and interviews were thematically analyzed to explore the reasons behind the quantitative results. Results indicate that the application facilitated deeper awareness of emotions and advising behaviors and prompted concrete adjustments to practice. These findings suggest that the development and refinement of digital reflective tools like EmotioNote offer a practical framework to scaffold the reflective process of LAs. EmotioNote serves as an innovative, adaptable instrument with implications for LA training and professional practice.