Metacognition And Learning SCIE SSCI

国际简称：METACOGN LEARN 参考译名：元认知与学习

主要研究方向：Multiple 非预警期刊审稿周期：

《元认知与学习》(Metacognition And Learning)是一本由Springer Nature出版的以Multiple为研究特色的国际期刊，发表该领域相关的原创研究文章、评论文章和综述文章，及时报道该领域相关理论、实践和应用学科的最新发现，旨在促进该学科领域科学信息的快速交流。该期刊是一本未开放期刊，近三年没有被列入预警名单。该期刊享有很高的科学声誉，影响因子不断增加，发行量也同样高。

2区中科院分区
Q1 JCR分区
37 年发文量
3.9 IF影响因子
未开放 是否OA
2006 创刊年份
3 issues per year 出版周期
English 出版语言

Metacognition And Learning is an academic journal dedicated to the field of metacognition, aiming to delve into various aspects of metacognition, including its definition, composition, measurement methods, and applications in different task domains. Metacognition, which refers to an individual's understanding of their own cognitive processes, is a crucial part of the learning process. This magazine provides readers with a comprehensive theoretical framework and empirical data through research on the formation of metacognitive consciousness, accumulation of experience and knowledge, and cultivation of executive skills.

This journal pays special attention to the performance of metacognition in fields such as mathematics, physics, reading, and writing, and explores the relationship between general metacognition and domain specific metacognition. In addition, it also discusses individual differences in metacognition, its relationship with other learner characteristics and learning strategies, developmental issues, training on metacognitive components in learning, and the role of teachers in metacognitive training. In addition to theoretical exploration, the magazine also emphasizes the role of metacognition in self-regulated or co regulated learning, as well as its close relationship with motivation and emotion. By delving into these fields, it provides valuable guidance and inspiration for educators and researchers, helping them better understand and apply metacognitive concepts, thereby improving learners' self-directed learning abilities and academic performance.

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Metacognition And Learning期刊信息

ISSN：1556-1623
出版语言：English
是否OA：未开放
E-ISSN：1556-1631
出版地区：UNITED STATES
是否预警：否
出版商：Springer Nature
出版周期：3 issues per year
创刊时间：2006
开源占比：0.4167
Gold OA文章占比：43.75%
OA被引用占比：0.2550...
出版国人文章占比：0.02
出版撤稿占比：0
研究类文章占比：97.30%

Metacognition And Learning CiteScore评价数据（2024年最新版）

CiteScore

SJR

SNIP

CiteScore 指数

6.2

1.336

2.006

学科类别	分区	排名	百分位
大类：Social Sciences 小类：Education	Q1	181 / 1543	88%

名词解释：CiteScore 是衡量期刊所发表文献的平均受引用次数，是在 Scopus 中衡量期刊影响力的另一个指标。当年CiteScore 的计算依据是期刊最近4年（含计算年度）的被引次数除以该期刊近四年发表的文献数。例如，2022年的 CiteScore 计算方法为：2022年的 CiteScore =2019-2022年收到的对2019-2022年发表的文件的引用数量÷2019-2022年发布的文献数量注：文献类型包括：文章、评论、会议论文、书籍章节和数据论文。

Metacognition And Learning中科院评价数据

中科院 2023年12月升级版

Top期刊	综述期刊	大类学科		小类学科
否	否	教育学	2区	EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 PSYCHOLOGY, EDUCATIONAL 心理学：教育	3区 3区

中科院 2022年12月升级版

Top期刊	综述期刊	大类学科		小类学科
否	否	教育学	3区	EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 PSYCHOLOGY, EDUCATIONAL 心理学：教育	3区 3区

中科院 2021年12月旧的升级版

Top期刊	综述期刊	大类学科		小类学科
否	否	教育学	3区	EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 PSYCHOLOGY, EDUCATIONAL 心理学：教育	3区 3区

中科院 2021年12月升级版

Top期刊	综述期刊	大类学科		小类学科
否	否	教育学	3区	EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 PSYCHOLOGY, EDUCATIONAL 心理学：教育	3区 3区

中科院 2020年12月旧的升级版

Top期刊	综述期刊	大类学科		小类学科
否	否	教育学	2区	EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 PSYCHOLOGY, EDUCATIONAL 心理学：教育	2区 2区

Metacognition And Learning JCR评价数据（2023-2024年最新版）

按JIF指标学科分区	收录子集	分区	排名	百分位
学科：EDUCATION & EDUCATIONAL RESEARCH	SSCI	Q1	38 / 756	95%
学科：PSYCHOLOGY, EDUCATIONAL	SSCI	Q1	5 / 74	93.9%

按JCI指标学科分区	收录子集	分区	排名	百分位
学科：EDUCATION & EDUCATIONAL RESEARCH	SSCI	Q1	61 / 756	92%
学科：PSYCHOLOGY, EDUCATIONAL	SSCI	Q1	7 / 74	91.22%

Metacognition And Learning历年数据统计

影响因子

中科院分区

Metacognition And Learning中国学者发文选摘

1、On students' metamotivational knowledge of self-determination
Author: Yu, Shi; Zhang, Fengjiao; Nunes, Ludmila D.

Journal: METACOGNITION AND LEARNING. 2023; Vol. 18, Issue 1, pp. 81-111. DOI: 10.1007/s11409-022-09318-7
2、Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach
Author: Teng, Mark Feng; Yue, Mei

Journal: METACOGNITION AND LEARNING. 2023; Vol. 18, Issue 1, pp. 237-260. DOI: 10.1007/s11409-022-09328-5
3、More socio-emotional regulation, more effective? Exploring social regulation of learning in collaborative argumentation among the high and low performing groups
Author: Li, Xiaoran; Li, Yanyan; Hu, Wanqing; Li, Keru; Gao, Lei

Journal: METACOGNITION AND LEARNING. 2023; Vol. 18, Issue 1, pp. 261-293. DOI: 10.1007/s11409-022-09329-4
4、The Effects of emotion on judgments of learning and memory: a meta-analytic review
Author: Yin, Yue; Shanks, David R. R.; Li, Baike; Fan, Tian; Hu, Xiao; Yang, Chunliang; Luo, Liang

Journal: METACOGNITION AND LEARNING. 2023; Vol. , Issue , pp. -. DOI: 10.1007/s11409-023-09335-0
5、Relating metacognition and executive functions to early mathematical and language skills in children aged 4-5 years
Author: Jiao, Xiaoyan; Zhang, Anqi; Bu, Xiaomei

Journal: METACOGNITION AND LEARNING. 2023; Vol. , Issue , pp. -. DOI: 10.1007/s11409-023-09337-y
6、Memory for inter-item relations is reactively disrupted by metamemory judgments
Author: Zhao, Wenbo; Yin, Yue; Hu, Xiao; Shanks, David R.; Yang, Chunliang; Luo, Liang

Journal: METACOGNITION AND LEARNING. 2023; Vol. , Issue , pp. -. DOI: 10.1007/s11409-023-09340-3