In this study, we sought to clarify how activities for learning the content of peers’ self-reflections and self-assessments affect the development of Japanese high-school students’ academic emotion and attitude skills during a unit of Information I, a required course that explores information technology. To that end, we proposed a cycle of reflection, sharing, and evaluation and practiced it throughout the unit. Learners in the experimental group participated in reflection-sharing activities with peers and learners in the control group did not share their reflections with peers. Their responses to LMS delivered pre- and post- practice questionnaires were read by instructors from quantitative, qualitative, and affective perspectives. A comparison of the results suggests that shared self-reflection activities can effectively increase learners’ awareness of connections between their learning an d their lives, their interests, and their own improvements and transformations
