Cognition, Emotion, and Education (CEE) is an open-access and international peer-reviewed journal that explores the independent and interdisciplinary aspects of cognitive, emotional, and teaching and learning processes in various domains and applications, such as psychology, neuroscience, sociology, philosophy, education, health, art, and technology. The journal aims to advance the knowledge and understanding of how these aspects interact and influence each other in diverse fields and contexts. The journal publishes original empirical studies, reviews, meta-analyses, theoretical papers, and registered reports.

Factors Influencing Student Learning Outcomes: A Study on Behavioural, Cognitive and Experiential Challenges

Ruel F. Ancheta; Anna C. Bocar

Volume 2, Issue 1 , May 2024, Pages 1-15

https://doi.org/10.22034/cee.2024.441899.1017

Abstract
  Abstract This study investigated the factors influencing student learning outcomes as perceived by teacher-participants. The mixed methods approach was utilised to find out the teachers’ personal views on the instructional challenges faced by students in attaining the desired learning outcomes. ...  Read More

AI-Induced Emotions: A Translator Vulnerability Perspective

Saeed Ameri

Volume 2, Issue 1 , May 2024, Pages 16-28

https://doi.org/10.22034/cee.2024.435751.1016

Abstract
  As technological developments, such as artificial intelligence or large language models, are rapidly transforming the profession of translation, the emotional vulnerability of translators has remained largely underexplored. Adopting vulnerability as a conceptual lens, this study examines the psychological ...  Read More

The Effect of Modality Type on Cognitive Processing of L2 Single Words

Vahid Rahmani Doqaruni

Volume 2, Issue 1 , May 2024, Pages 29-39

https://doi.org/10.22034/cee.2023.429524.1014

Abstract
  The main purpose of the present study is to find out which type of modality (i.e., reading, listening, or reading while listening) affects second language (L2) learners’ cognitive processing of single words more efficiently. In order to achieve the aim of the present study, a semantic decision ...  Read More

Teacher Emotions, Energy, and Time Perspective in Teacher Success: A Mixed-Methods Study

Mohadeseh Rahimi; Ghasem Modarresi

Volume 2, Issue 1 , May 2024, Pages 40-54

https://doi.org/10.22034/cee.2023.412453.1010

Abstract
  The current study, following a mixed-methods design, aims to determine the possible predictors of teacher success in teacher emotions, teacher energy, and teacher time perspective. The study also explores the role that teacher emotions, teacher energy, and teacher time perspective perform in teacher ...  Read More

Emo-Sensory Intelligence in High School Teachers: Examining Gender and Age Dynamics in Iranian Educational Settings

Zahra Jahani; Afrooz Aminzadeh

Volume 2, Issue 1 , May 2024, Pages 55-65

https://doi.org/10.22034/cee.2024.431909.1015

Abstract
  Given the importance of the emotional and sensory processing of information in education across different genders and ages, this study intends to examine the differences in emo-sensory intelligence among high school teachers in terms of gender and age. The ability to handle and manage emotions caused ...  Read More

Emotional-Cognitive Dynamics of “Waitance”: Unraveling its Relationship with Teaching Burnout

Reza Pishghadam

Volume 2, Issue 1 , May 2024, Pages 66-75

https://doi.org/10.22034/cee.2024.189873

Abstract
  The current paper delves into the concept of “waitance”, as the tendency to passively await events without taking any action. Under a comprehensive model, this psychological phenomenon is categorized based on intensity, valence, expectation, and waiting periods. The emotional-cognitive dynamics ...  Read More

Teachers’ Stroking Behavior in Anxiety, Willingness to Communicate, and Achievement

Fatemeh Shirzadeh; Haniyeh Jajarmi

Volume 1, Issue 1 , May 2023, , Pages 43-57

https://doi.org/10.22034/cee.2023.172167

Abstract
  Acknowledging the crucial role of teacher attention and performance in students’ learning success, this study investigated the interrelationships of teacher stroke, foreign language classroom anxiety (FLCA), L2 willingness to communicate (WTC), and English language achievement (ELA) among Iranian ...  Read More

How Does the Brain Support Theory of Mind in Children? An EEG/ERP Review

Nasim Boustani

Volume 1, Issue 1 , May 2023, , Pages 17-28

https://doi.org/10.22034/cee.2023.171194

Abstract
  In the present review, the nature of children’s ability to understand others’ mental states is described. Incremental developments in the theory of mind (ToM) during childhood are elaborated by reviewing electroencephalography (EEG) and event-related potential (ERP) components, latency, topography, ...  Read More

Emotions and Success in Education: From Apathy to Transpathy

Reza Pishghadam; Shima Ebrahimi; Ali Rajabi Esterabadi; Amin Parsae

Volume 1, Issue 1 , May 2023, , Pages 1-16

https://doi.org/10.22034/cee.2023.172495

Abstract
  Following the introduction of the concepts of apathy, sympathy, empathy, metapathy, and their correspondence with emotioncy, the present study aimed to present the concept of transpathy, and its respective type of concern, transvolvement, as the highest level of concern about others. Additionally, it ...  Read More

Neuro-Linguistic Programming, Willingness to Communicate, Sensory Motivation and Language Achievement: A Case of Iraqi Learners

Huda Hamad Almijbilee

Volume 1, Issue 2 , November 2023, , Pages 1-16

https://doi.org/10.22034/cee.2023.414026.1011

Abstract
  Considering that neuro-linguistic programming (NLP) is a vital approach to foreign language teaching, this study aims to explore the correlation between NLP and other factors that can influence this domain, namely, second language willingness to communicate (L2WTC), sensory motivation, and foreign language ...  Read More

Transpathy and the Relational Affect of Social Justice in Refugee Education

Mir Abdullah Miri

Volume 1, Issue 2 , November 2023, , Pages 17-32

https://doi.org/10.22034/cee.2023.414477.1012

Abstract
  Using the “levels of concern” lens, this position paper presents guiding principles that articulate the relationship between social justice and refugee education. The paper offers a commentary on the contemporary theory and practice of refugee education through the lens of emotioncy. The ...  Read More

Executive Function and Learning Outcomes: A Systematic Review

Raziyeh Bahri Roudposhti; Taqi Al Abdwani

Articles in Press, Accepted Manuscript, Available Online from 25 February 2024

https://doi.org/10.22034/cee.2024.191024

Abstract
  Executive functions of the brain as a suite of cognitive skills implemented to perform cognitive processes, especially during education, have been of great interest in recent years. Considering this issue, there has been a bulk of investigations on the role of executive function on academic achievement ...  Read More

Intelligence, Sapioemotionality, and Educational Impact: Perspectives from Afghan University Instructors

Ahmad Fawad Kakar

Articles in Press, Accepted Manuscript, Available Online from 25 March 2024

https://doi.org/10.22034/cee.2024.448643.1018

Abstract
  This qualitative study aimed to investigate Afghan EFL instructors’ perspectives towards the elites’ personal and professional lives under the unstable socio-political situation of Afghanistan, and their impact on university students’ academic achievements. The data were collected through ...  Read More