ISSN: 0959-4752

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Learning and Instruction Q1 Unclaimed

Elsevier BV United Kingdom

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Learning and Instruction is a journal indexed in SJR in Education and Developmental and Educational Psychology with an H index of 134. It has a price of 1350 €. It has an SJR impact factor of 2,398 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 2,398.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Developmental and Educational Psychology (Q1) Developmental and Educational Psychology (Q1) Education (Q1)

Price

1350 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

2,398

SJR Impact factor

134

H Index

97

Total Docs (Last Year)

216

Total Docs (3 years)

6516

Total Refs

1703

Total Cites (3 years)

210

Citable Docs (3 years)

7.39

Cites/Doc (2 years)

67.18

Ref/Doc

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Aims and Scope

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The effectiveness of the cognitive training for children from a differential perspective: a meta-evaluation

Children's development in solving a certain class of additive problems in mathematics: A didactic intervention based on action

Selection and use of propositional knowledge in statistical problem solving

Multimedia learning: beyond modality

Failure-avoidance: parenting, the achievement environment of the home and strategies for reduction

Training-based assessment of school achievement

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Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction

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Improving the ability to detect comprehension problems: from revising to writing

Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge

Word problems and mathematical reasoning - A study of children's mastery of reference and meaning in textual realities

Avoider and engager approaches by out-of-class groups: the group equivalent to individual learning approaches

`Learning to learn': teachers' conceptions of their supporting role

Secondary teachers' conceptions of teaching and learning

Cooperation and instruction in practical problem solving. Differences in interaction styles of mother-child dyads as related to socio-economic background and cognitive development