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Education Sciences
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Cognition and Emotion: The Challenges of Learning between Cognitive and...
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Cognition and Emotion: The Challenges of Learning between Cognitive and Affective Processes

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".

Deadline for manuscript submissions: closed (31 March 2024) | Viewed by 7908

Special Issue Editors

Dr. Sabrina Castellano

E-Mail Website
Guest Editor
Department of Educational Sciences, University of Catania, 95124 Catania, Italy
Interests: cognition; learning; neuropsychology; affective processes; psychometrics
Simone Varrasi

E-Mail Website
Guest Editor Assistant
Department of Educational Sciences, University of Catania, 95124 Catania, Italy
Interests: learning; cognitive functioning; emotion; face-to-face vs. online learning; psychometrics
Giuseppe Alessio Platania

E-Mail Website
Guest Editor Assistant
Department of Educational Sciences, University of Catania, 95124 Catania, Italy
Interests: learning; cognitive functioning; affective processes; motivation; soft skills
Claudia Savia Guerrera

E-Mail Website
Guest Editor Assistant
Department of Biomedical and Biotechnological Sciences, University of Catania, 95123 Catania, Italy
Interests: neuropsychology; learning; affective processes; motivation; cognitive psychology

Special Issue Information

Dear Colleagues,

Learning is one of the most important challenges in the field of Education Sciences. When a person learns—whether it is a notion, a behavior, or a point of view—a plurality of cognitive and emotional processes is involved.

There is a long tradition of studies that have explored learning from a purely cognitive perspective, highlighting its relationships with constructs such as intelligence, attention, metacognition, and memory. However, affective and emotional processes deserve to be valued equally, including emotional intelligence, motivational aspects, affective experiences related to study and assessment, and soft skills that support learning in various contexts.

This Special Issue aims to gather outstanding and original quantitative and qualitative research that explores the challenges of learning, ranging from emotional to cognitive aspects, also including—when appropriate—methodological, psychometric, and neuropsychological features.

Research areas may include (but are not limited to) the following:

  • Cognitive and emotional intelligence;
  • Anxiety and learning;
  • Psychometrics and holistic evaluation of learning;
  • Acceptance, usability, and impact of new technologies for effective learning;
  • Metacognition and affective processes in educational contexts;
  • Emotional processes and teaching challenges;
  • Soft skills;
  • Motivation and learning;
  • Methodology of research related to the multi-faceted aspects of learning;
  • Special needs between cognition and affection;
  • Cognitive and affective neuropsychology of learning.

We look forward to receiving your contributions.

Dr. Sabrina Castellano
Guest Editor

Simone Varrasi
Giuseppe Alessio Platania
Claudia Savia Guerrera
Guest Editor Assistants

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • learning
  • cognition
  • emotion
  • motivation
  • soft skills
  • emotional intelligence
  • anxiety
  • education
  • psychometrics
  • methodology

Published Papers (4 papers)

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Research

19 pages, 1945 KiB  
Article
Investigating the Impacts of Shame-Proneness on Students’ State Shame, Self-Regulation, and Learning
by Jeremiah Sullins, Jeannine Turner, Juhee Kim and Steven Barber
Educ. Sci. 2024, 14(2), 138; https://doi.org/10.3390/educsci14020138 - 29 Jan 2024
Viewed by 1228
Abstract
We explored relationships between students’ shame-proneness and their experiences of state shame, self-regulation, and learning in a laboratory. We conducted two studies with different content: physics (Study 1, n = 179) and the circulatory system (Study 2, n = 85). We first evaluated [...] Read more.
We explored relationships between students’ shame-proneness and their experiences of state shame, self-regulation, and learning in a laboratory. We conducted two studies with different content: physics (Study 1, n = 179) and the circulatory system (Study 2, n = 85). We first evaluated students’ shame-proneness, self-regulation, and content knowledge (pretest). Then, half of the students participated in the experimental condition where state shame was induced. Subsequently, we evaluated students’ state shame and learning gains. In both studies, t-tests demonstrated that the experimental manipulation effectively induced higher levels of state shame. Follow-up 2 (experimental/control condition) by 2 (high/low shame-proneness) ANOVAs revealed that, in the experimental shame-induced condition, participants who had high shame-proneness had significantly higher state shame levels than those with low shame-proneness. Regarding students’ self-regulation, in both studies, high-shame-prone students had lower self-regulation skills. Interestingly, the outcomes of students’ learning gains differed in Studies 1 and 2. The results of a 2 (condition) by 2 (shame-proneness) ANOVA for Study 1 indicated no significant differences in students’ learning gains. In Study 2, participants in the experimental condition who reported high shame-proneness had significantly lower learning gains than those with low shame-proneness. We discuss several educational implications and provide directions for future research. Full article
(This article belongs to the Special Issue Cognition and Emotion: The Challenges of Learning between Cognitive and Affective Processes)
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11 pages, 247 KiB  
Article
Exploring the Interplay between Facial Expression Recognition and Emotional Intelligence in Adults: Implications for Novel Learning Methods
by Francesco Maria Boccaccio, Sarah Gubitosa and Concetta Pirrone
Educ. Sci. 2023, 13(11), 1112; https://doi.org/10.3390/educsci13111112 - 06 Nov 2023
Cited by 2 | Viewed by 1085
Abstract
Background: Considering the widespread use of personal protective equipment (PPE) during the COVID-19 pandemic, which conceals facial expressions, this study aims (1) to explore facial expression recognition ability; (2) to assess the ability to read facial expressions under different conditions of face coverage; [...] Read more.
Background: Considering the widespread use of personal protective equipment (PPE) during the COVID-19 pandemic, which conceals facial expressions, this study aims (1) to explore facial expression recognition ability; (2) to assess the ability to read facial expressions under different conditions of face coverage; and (3) to investigate the role of emotional intelligence in facial expression recognition. This multidimensional exploration provides vital insights for creating novel learning methods, emphasizing the pivotal role of emotions. Methods: The study sample comprised 124 Italian adult subjects, consisting of 71 females (57.3%) and 53 males (42.7%), with a mean age of 35.31 years. The present investigation employed the Emotional Intelligence Scale (EIS) and an image-based questionnaire administered via the online platform Google Forms. Student’s t-test and one-way ANOVA were computed with SPSS (v. 29). Results: Significant differences were found based on gender, profession, and level of education in face expression recognition and emotional intelligence. The implications for learning processes are discussed. Conclusion: This study unveils the intricate dynamics of emotion recognition, gender, occupation, level of education’s influence, and emotional intelligence. By incorporating these insights into educational programs, a transformative process can be initiated, nurturing not only empathy, cultural insight, and emotional intelligence but also catalyzing the evolution toward inclusive and emotionally equipped societies. Full article
(This article belongs to the Special Issue Cognition and Emotion: The Challenges of Learning between Cognitive and Affective Processes)
17 pages, 319 KiB  
Article
The Neuroeducation Training of Students in the Degrees of Early Childhood and Primary Education: A Content Analysis of Public Universities in Andalusia
by Paula Peregrina Nievas and Carmen del Pilar Gallardo-Montes
Educ. Sci. 2023, 13(10), 1006; https://doi.org/10.3390/educsci13101006 - 04 Oct 2023
Viewed by 1401
Abstract
Educational neuroscience presents a broad view of what learning is and how and when it occurs. Consequently, neuroeducation offers improved strategies for understanding and developing the teaching–learning process. It is, therefore, essential that teachers and students are trained in neuroeducation, given the current [...] Read more.
Educational neuroscience presents a broad view of what learning is and how and when it occurs. Consequently, neuroeducation offers improved strategies for understanding and developing the teaching–learning process. It is, therefore, essential that teachers and students are trained in neuroeducation, given the current knowledge in this field. Consequently, this study aims to reflect on the training in neuroeducation received by undergraduate students studying early childhood and primary education and to find out how the teaching of neuroeducation is approached in the universities of the eight Andalusian provinces. As methodology, a content analysis was made, which allowed us to transform qualitative data into quantitative data. The categories analysed were “Neuroeducation”, “Metacognition”, “Cognitive processes” and “Cognition”. The study plans for the 2022/2023 academic year were considered. The analysis results of these plans showed that, despite the relevance of neuroeducation in the educational context, the study plans barely addressed this subject. This suggested that the training received by future teachers was not enough to enable them to make the most of neuroscience and neuroeducation considerations. Full article
(This article belongs to the Special Issue Cognition and Emotion: The Challenges of Learning between Cognitive and Affective Processes)
26 pages, 3962 KiB  
Article
Exploring Students’ Mathematical Reasoning Behavior in Junior High Schools: A Grounded Theory
by Rohati Rohati, Yaya S. Kusumah and Kusnandi Kusnandi
Educ. Sci. 2023, 13(3), 252; https://doi.org/10.3390/educsci13030252 - 27 Feb 2023
Cited by 1 | Viewed by 3221
Abstract
Mathematical reasoning is an essential ability that students must have in every mathematics lesson. However, student behavior during the process of mathematical reasoning has yet to be widely studied. This research explores the mathematical reasoning behavior of selected eighth-grade students to solve problems [...] Read more.
Mathematical reasoning is an essential ability that students must have in every mathematics lesson. However, student behavior during the process of mathematical reasoning has yet to be widely studied. This research explores the mathematical reasoning behavior of selected eighth-grade students to solve problems requiring a mathematical reasoning process. A qualitative methodology based on grounded theory was implemented, which included an in-depth analysis of student answers and student interviews. The data show that students are engaged in imitative, algorithmic, semi-creative, and creative reasoning behavior. Next, an in-depth explanation was carried out for four students from each level of mathematical reasoning behavior. Students from the imitative, algorithmic, semi-creative, and creative reasoning behavior groups showed consistency in answers and behavior for the given problems. The findings of this study can encourage teachers to focus on fostering the highest level of mathematical reasoning, namely creative mathematical reasoning, in students. Full article
(This article belongs to the Special Issue Cognition and Emotion: The Challenges of Learning between Cognitive and Affective Processes)
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