Student's emotional aspects are often discussed in order to promote better learning activity in blended learning courses. To observe these factors, course participant's self-efficacy and reflections upon their studies were surveyed, in addition to the surveying of the metrics of student's characteristics during a Bachelor level credit course. Regarding the causal relationships between these factors, the contributions of the factors of self-efficacy and other characteristics were evaluated. The contents of notes students took during the course were lexically evaluated to determine whether this activity promoted reflection. Four indices of note-taking activities were extracted from the lexical analysis. Correlation analysis was conducted, and according to the provisional results of the correlation analysis between the four indices of note-taking and student's characteristics of their own degree of self-efficacy, there were some significant relationships between note-taking indices and some of the self-assessment indices, such as word rates in notes and the degree of out-of-course study, and between the content coverage of notes taken and self-understanding.