ISSN: 1556-1623

Journal Guideline

Metacognition and Learning Q1 Unclaimed

Springer New York United States

Unfortunately this journal has not been claimed yet. For this reason, some information may be unavailable.

Metacognition and Learning is the only journal that specializes in research on metacognition and self-regulation. The journal brings together researchers that have been working hitherto on separate islands of different sub-topics or different research paradigms. It has an SJR impact factor of 1,336.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy: Open Choice

Type of publications:

Publication frecuency: -

Categories: Education (Q1)

Price

2190 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

1,336

SJR Impact factor

71

H Index

51

Total Docs (Last Year)

100

Total Docs (3 years)

3304

Total Refs

514

Total Cites (3 years)

98

Citable Docs (3 years)

4.66

Cites/Doc (2 years)

64.78

Ref/Doc

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Aims and Scope

Best articles by citations

Investigating grit and its relations with college students' self-regulated learning and academic achievement

Tip-of-the-tongue states as metacognition

Exploring temporal sequences of regulatory phases and associated interactions in low- and high-challenge collaborative learning sessions

Talking to children about science is harder than we think: characteristics and metacognitive judgments of explanations provided to children and adults

The use of computer-based environments for understanding and improving self-regulation

Editorial

Improving students' science text comprehension through metacognitive self-regulation when applying learning strategies

Correlates of metacognitive control in 10-year old children and adults

Confidence in performance judgment accuracy: the unskilled and unaware effect revisited

Applied metacognition and separation of confidence and accuracy in correlational studies

Examining approaches to research on self-regulated learning: conceptual and methodological considerations

Task-related and social regulation during online collaborative learning

SHOW MORE ARTICLES

Looking back: reasoning and metacognition with narrative texts

Evaluating the metacognitive awareness inventory using empirical factor-structure evidence

Software scaffolds to promote regulation during scientific inquiry learning

Relating self reports of writing behaviour and online task execution using a temporal model

Effects of disfluency and test expectancy on learning with text

The effects of summary production and encoding condition on children's metacognitive monitoring

Effects of disfluency on cognitive and metacognitive processes and outcomes

Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component

Evaluating metacognitive self-reports: systematic reviews of the value of self-report in metacognitive research

Employing a case study approach to capture motivation and self-regulation of young students with learning disabilities in authentic educational contexts

Metacognition and the spacing effect: the role of repetition, feedback, and instruction on judgments of learning for massed and spaced rehearsal

Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance