Metacognition and Learning

Metacognition and Learning
影响因子:
3.9
ISSN:
print: 1556-1623
on-line: 1556-1631
研究领域:
Multiple
自引率:
15.20%
Gold OA文章占比:
43.75%
原创研究文献占比:
97.67%
SCI收录类型:
Social Science Citation Index (SSCI) || Scopus (CiteScore)
期刊介绍英文:
The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.
CiteScore:
CiteScoreSJRSNIPCiteScore排名
6.21.3362.006
学科
排名
百分位
大类:Social Sciences
小类:Education
181 / 1543
88%
发文信息
中科院SCI期刊分区
大类 小类 TOP期刊 综述期刊
2区 教育学
3区 教育学和教育研究 EDUCATION & EDUCATIONAL RESEARCH
3区 心理学:教育 PSYCHOLOGY, EDUCATIONAL
WOS期刊分区
学科分类
Q1EDUCATION & EDUCATIONAL RESEARCH
Q1PSYCHOLOGY, EDUCATIONAL
历年影响因子
2021年2.7040
2022年3.3000
2023年3.9000
历年发表
2012年9
2013年17
2014年19
2015年25
2016年14
2017年13
2018年9
2019年30
2020年33
2021年35
2022年39
投稿信息
出版周期:
3 issues per year
出版国家(地区):
Germany
初审时长:
6 days
出版商:
Springer Nature

Metacognition and Learning - 最新文献

Effect of instruction and experience on students’ learning strategies

Pub Date : 2024-01-09 DOI: 10.1007/s11409-023-09372-9 Ezgi Melisa Yüksel, C. Shawn Green, Haley A. Vlach

Effects of reading instructions on pre-service teachers’ judgment bias when learning from texts

Pub Date : 2023-12-30 DOI: 10.1007/s11409-023-09371-w Jennifer Knellesen, Marion Händel, Stefanie Golke
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