Metacognition and Learning
Note: The following journal information is for reference only. Please check the journal website for updated information prior to submission.
Journal Title
Metacognition and Learning
METACOGN LEARN
ISSN / eISSN
1556-1623 / 1556-1631
Aims and Scope
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.
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.
Subject Area
EDUCATION & EDUCATIONAL RESEARCH
PSYCHOLOGY, EDUCATIONAL
CiteScore
6.20
View Trend
CiteScore Ranking
| Category | Quartile | Rank |
|---|---|---|
| Social Sciences - Education | Q1 | #181/1543 |
Web of Science Core Collection
| Science Citation Index Expanded (SCIE) | Social Sciences Citation Index (SSCI) |
|---|---|
| - | Indexed |
| Category (Journal Citation Reports 2024) | Quartile |
|---|---|
| EDUCATION & EDUCATIONAL RESEARCH | Q1 |
| PSYCHOLOGY, EDUCATIONAL | Q1 |
Publisher
Springer Nature
Publication Frequency
3 issues per year
Annual Article Volume
37
Open Access
NO
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