Diagnosing Cognitive-Emotional Appraisals of 13-year-old Students during Classroom Learning| Chapter 2 | Language, Literature and Education: Research Updates Vol. 8

 

The present study adopted the fundamental principles of appraisal theories of emotions in order to investigate students' appraisals based on their perceptions about teaching and communication during the lessons. The cognitive appraisals of students were evaluated in the context of three subject matters: Bulgarian language, history and biology. The data were collected from 202 pupils in the 6th grade of a Bulgarian comprehensive school. The application of statistical procedures in the data analysis demonstrated elevated levels of reliability and validity of the questionnaire. The questionnaire design enables the monitoring of fluctuations in cognitive-emotional appraisals by subject matter and by phase of the lesson. Two predominant trends emerged in the students' appraisals: the activity and extraversion of their behaviour are contingent on the phase of the lesson and the subject matter; fear has low levels.

 

 

Author(s) Details

Nina Gerdzhikova
 Paisii Hilendarski University, Bulgaria.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v8/6150