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67 Technium Soc. Sci. J. 219 (2025)
Emotional Neuroscience and Academic Achievement: Current Trends and Perspectives

handle is hein.journals/techssj67 and id is 220 raw text is: N &Technium Social Sciences Journal Vol. 67, 219-233, January, 2025 N ISSN: 2668-7798 SOCIAL SCIENCES JOURNAL www.techniumscience.com Emotional Neuroscience and Academic Achievement: Current Trends and Perspectives Anthimos Aroutzidis, Hera Antonopoulou Department of Management Science and Technology, University of Patras, Greece up 1081400(&upatras.gr, heradupatras.gr Abstract. This paper approaches the intersection of emotional neuroscience with academic achievement, placing a strong emphasis on the critical role emotions play in learning. It challenges the traditional view of emotions in education and points out the need for understanding and measuring emotional biology in creating brain-friendly learning environments. Combining the theoretical frameworks, the discussion draws a link between emotional neuroscience and academic success by highlighting neurobiological foundations, emotional regulation, stress, anxiety, and neuroplasticity. Most importantly, it explains the role of emotional intelligence and how this ability creates a positive impact on cognitive functioning and academic outcomes. This paper pushes the issue of multidimensionality in education and neuroscientific knowledge to nurture emotional well-being and bring about greater academic achievement. It reflects on innovative interventions and leading-edge innovations in education that can shape schools into emotionally supportive learning environments. The conclusion calls for interdisciplinary collaboration to change educational practices. The paper supports its arguments with an extensive bibliography in the areas of cognitive neuroscience, emotional intelligence, academic achievement, and mental health research. Keywords. Emotional Neuroscience, Academic Achievement, Emotions in Education, Emotional Regulation, Emotional Intelligence, Cognitive Functioning, Stress and Anxiety, Neuroplasticity, Brain-Friendly Learning Environments 1. Introduction While educational research has consistently recognized the role that emotions can play in the learning process, the way this is conceived conventionally is somewhat narrow; that is, as one of a range of individual difference factors that might mediate or moderate the effects of various instructional strategies. Most political and administrative decisions regarding public education are based on behavioral science models developed in the early twentieth century that view learning as dependent upon the mastery of low-level skills. Education is less concerned with the cultivation of value and expertise and more a societal effort to manage and sort human resources. The measurement of emotional biology as an indicator of effort, engagement, and motivation is a neglected science and is critical to building brain-friendly learning environments where the journey is just as important as the destination. It is a way, I believe, that educational researchers can help bridge the gap between emotion and cognition. Most of the time, this measurement focuses primarily on arousal, but there is a growing trend to develop and refine a 219

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