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Our brain has nearly 100 billion nerve cells, responsible for sensory perception and serving as a memory for all the information processed by the body. The brain is, therefore, the basis of cognition and emotions. This article aims to present the origins and the development timeline of neuromarketing from the first studies of the unconscious mind to the use of neurosciences techniques in the consumer behavior field. Therefore, the research method used in this paper is a systematic literature review based on a multidisciplinary theoretical exploration of events concerning the development of neuromarketing from 2010 to 2018. The paper theoretically proves that neuromarketing is the only field of research that induces the existence of unconscious, implicit, subliminal, and emotional processes that cannot be approached without the contribution of neurosciences. Still, its ethical nature limits its use and requires researchers to comply with specific regulations to protect consumers from possible risks of illegal exploitation. The results of this systematic literature review have shown that using neurosciences in marketing is crucial since it allows researchers to consider the unconscious and automatic elements in consumer decision-making.

The present work is interested in the resonance of teacher commitment on students' academic commitment and consequently on their academic achievement. It aims to identify the determinants of the commitment of Moroccan teachers at the qualifying secondary level specifically in the Provincial Directorate of National Education of Tangier-Assilah (Morocco), in particular organizational commitment and professional commitment with repercussions on student commitment in its two dimensions: affective, cognitive and its extension on academic achievement. This article has discussed the conceptual and theoretical details as well as the problematic, the main hypotheses and the conceptual model of the research. Then, it has presented the results of the empirical study which is based on a quantitative methodological approach of a positivist hypothetical deductive nature. The data were collected by a questionnaire submitted by e-mail to our study population, which consists of 204 teachers and 380 students of the qualifying secondary level in 29 local public schools of the qualifying secondary cycle in the Provincial Directorate of National Education of Tangier-Assilah (Morocco). The result of our empirical study shows that the teacher commitment had a positive and statistically significant effect on student academic achievement through student engagement in local public schools of the qualifying secondary cycle in the Provincial Directorate of National Education of Tangier-Assilah (Morocco).