Language, Literature and Education: Research Updates Vol. 7

The creation of a supportive classroom environment has emerged as a significant area of pedagogical inquiry in the contemporary school. It is therefore important to establish how cognitive-emotional appraisals function in real learning settings. This article presents a tool for diagnosing the momentary cognitive-emotional sensitivity of 13-year-old students to learning in four subjects: Bulgarian language, mathematics, history, and biology. The questionnaire comprises seven scales, namely activity, concentration, tiredness, extraversion, introversion, fear and self-confidence. The Cronbach alpha coefficients serve to demonstrate the reliability of the scales. The results of the factor analysis indicated that the questionnaire could be shortened, thereby facilitating its use in the classroom. The calculations demonstrate a good value for the goodness-of-fit statistic in the sample of 296 students. The data obtained from the empirical research demonstrate the general trajectory of cognitive-emotional sensitivity development among 13-year-old students. The subjects exhibit a range of cognitive-emotional experiences, which enable them to interpret these experiences in a sufficiently concrete manner. The chi-square test yielded statistically significant results for the activity, concentration, tiredness, extraversion, and fear scales, thereby confirming the null hypothesis. With 54 degrees of freedom, the critical value is 76.154. It is of significant importance for students to engage in cognitive activities and to maintain an emotionally open disposition toward the learning processes that occur within the classroom setting. In light of the fact that they prompt the formation of a shared internal disposition towards emotional experiences, it would be beneficial to consider how teaching might evolve in order to foster a more diverse range of perceptions.