The role of students’ reporting of emotional experiences in mathematics achievement: Results from an e-learning platform

Abstract

The present study investigated the relationship between South Korean elementary students’ reporting of their emotions and their mathematics performance within a digital learning environment. Data from 1075 randomly selected South Korean elementary students were extracted from a provincial Learning Management System. Students voluntarily reported their daily emotional states as part of social and emotional learning activities. Mathematics performance was assessed using integrated math assessments that are regularly administered through the online platform. Three distinct subclasses of emotion reporting patterns emerged: students reporting both positive and negative emotions, students reporting only the positive emotions, and students who opted not to report any emotions. Significant differences in students’ mathematics performance were found among these emotion reporting subclasses, with students reporting both positive and negative emotions performing the best, followed by those reporting only positive emotions, and students opting to not report their emotions performing the worst. The frequency of student engagement in this emotion reporting activity and reporting Happy emerged as the key predictors for higher mathematics performance, while other predictors, such as reporting negative emotions (Sad and Angry), were identified as moderate predictors. This study provides empirical evidence that reporting both positive and negative emotional states is related to higher mathematics achievement among South Korean elementary school students. These findings suggest that it would be helpful for students to integrate emotion focused activities into South Korean school settings for a more holistic approach to education.