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The present study aimed to investigate the role of different types of capital, including economic, social, and cultural, as well as emo-sensory intelligence (ESI) in the academic achievement of students in the two contexts of Afghanistan and Iran. For this purpose, 317 students from both countries participated in the study. They were asked to fill out the Social and Cultural Capital Questionnaire (SCCQ) and the Emo-sensory Intelligence Questionnaire (ESI-Q). Their grade point average (GPA) was taken as the indicator of their academic achievement. The findings revealed that students' level of cultural capital and emo-sensory quotient (ESQ) had a significantly positive role in their academic achievement ( p < 0.05). Moreover, significant differences were found between the two contexts in terms of the level of capital, with Afghan students having significantly more cultural capital, and Iranian students having significantly higher economic capital ( p < 0.05). Iranian students were also found to have a significantly higher level of ESQ compared to Afghan students ( p < 0.05). Finally, the results were discussed, and implications and suggestions for further research were provided., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Pishghadam, Naji Meidani, Momenzadeh, Hasanzadeh and Miri.)

Teacher identity has evolved from a core, inner, fixed, linear construct to a dynamic, multifaceted, context-dependent, dialogical, and intrinsically related phenomenon. Since little research has provided an inclusive framework to study teacher identity construction, this article proposes a novel conceptual framework that includes the following components: mirrors of power, discourse, the imagination of reality, investment, emotioncy, and capital. The above core constituents have been discussed thoroughly to trigger significant insights about teacher identity development., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Pishghadam, Golzar and Miri.)

The current systematic review summarizes the growing body of literature on the concept of emotioncy. It presents a synthesis of 61 studies discussing emotioncy related topics. The aims were to examine, interpret, and synthesize results about emotioncy to generate an in-depth and holistic discussion of the key routes of emotioncy based education and the different influencing factors at policy and practice levels. The review revealed that emotioncy has been explored in different disciplines, particularly English language teaching, Persian language teaching, neuroscience, and psychosociology. It was shown that although both empirical and theoretical studies have been conducted on emotioncy, there is abundant room for future studies to use various research methodologies and scopes. The review offers a few data-driven pedagogical implications on emotioncy-based education. The authors argue that emotioncy warrants closer scrutiny in different disciplines., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Miri and Pishghadam.)