Priority Dimensions in the Reception of Literary Texts by High School Students: Cognitive, Affective and Pedagogical Perspectives

Abstract

The reception of literary texts constitutes a complex process of interpretation and
understanding, in which the reader mobilizes cognitive, affective, and cultural
competencies to construct the meaning of the artistic message. In the context of high school
education, the development of reading and literary interpretation skills represents one of
the essential objectives of literature study, contributing to the formation of students’ critical
thinking and aesthetic sensitivity. The present study aims to analyze the main dimensions
influencing the reception of literary texts by high school students, with a focus on
cognitive, affective, and pedagogical factors involved in the interpretive process. The
research methodology is based on the analysis of specialized literature in reception theory
and literature didactics, as well as on investigating students’ perceptions regarding reading
literary texts. The results highlight that students' understanding and interpretation of
literary texts are influenced by their cultural experiences, the teaching strategies used in
the educational process, and their motivation to read. Moreover, the study emphasizes the
role of interactive teaching methods, which can stimulate students’ active participation and
contribute to the development of an authentic relationship with literature. In conclusion,
optimizing the literary text reception process requires an integrated pedagogical approach,
aimed at developing interpretive competencies and fostering interest in reading.