ISSN: 0959-4752
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Learning and Instruction Q1 Unclaimed
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: -

1350 €
Inmediate OANPD
Embargoed OA0 €
Non OAMetrics
2,398
SJR Impact factor134
H Index97
Total Docs (Last Year)216
Total Docs (3 years)6516
Total Refs1703
Total Cites (3 years)210
Citable Docs (3 years)7.39
Cites/Doc (2 years)67.18
Ref/DocOther journals with similar parameters
Review of Educational Research Q1
Strategic Organization Q1
Research Synthesis Methods Q1
Computers and Education Q1
Educational Psychologist Q1
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Aims and Scope
Best articles by citations
Editorial
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View moreChildren's development in solving a certain class of additive problems in mathematics: A didactic intervention based on action
View moreSelection and use of propositional knowledge in statistical problem solving
View moreMultimedia learning: beyond modality
View moreFailure-avoidance: parenting, the achievement environment of the home and strategies for reduction
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View moreTeachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction
View moreCognitive science questions for cognitive development: the concepts of learning, analogy, and capacity
View moreStrategic aspects of simple addition and subtraction: the influence of mathematical ability
View moreThe growth of mathematics through conceptual restructuring
View moreEffective strategies for the teaching and learning of writing
View moreCognitive effects of practical experience in high- and low-achieving medical students
View moreImproving the ability to detect comprehension problems: from revising to writing
View moreHypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge
View moreWord problems and mathematical reasoning - A study of children's mastery of reference and meaning in textual realities
View moreAvoider and engager approaches by out-of-class groups: the group equivalent to individual learning approaches
View more`Learning to learn': teachers' conceptions of their supporting role
View moreSecondary teachers' conceptions of teaching and learning
View moreCooperation and instruction in practical problem solving. Differences in interaction styles of mother-child dyads as related to socio-economic background and cognitive development
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